PCI
OBJECTIVES OF YEARS FOR SUBNIVEL SUPERIOR OF BASIC EDUCATION
8TH
Identify the main ideas, some details
and inferences of written texts. Ref
O.EFL 4.1)
Appreciate English as an
international language. (Ref O.EFL 4.2)
Develop creative and critical thinking
skills. Ref(O.EFL 4.4)
Introduce the need for independent
research as a daily activity. Ref(O.EFL
4.5)
Write short descriptive and
informative texts related to personal
information or familiar topics.
Ref(O.EFL 4.6)
9TH
Identify the main ideas, some details
and inferences of written texts, in
order to produce level-appropriate
and critical analysis (Ref O.EFL 4.1)
Appreciate and value English as an
international language (Ref O.EFL 4.2)
Develop creative and critical thinking
skills when encountering challenges
in order to promote autonomous
learning. Ref(O.EFL 4.4)
Introduce the need for independent
research as a daily activity by using
electronic resources (ICT) in class.
Ref(O.EFL 4.5)
Write short descriptive and
informative texts related to personal
information or familiar topics and use
them as a means of communication.
Ref(O.EFL 4.6)
10TH
O.EFL 4.1 Identify the main ideas, some
details and inferences of written texts, in
order to produce level-appropriate critical
analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as
an international language and a medium to
interact globally.
O.EFL 4.3 Independently read A2.1 level
text in English as a source of entertainment
and interpersonal and intrapersonal
interaction.
O.EFL 4.4 Develop creative and critical
thinking skills when encountering challenges
in order to promote autonomous learning and
decision making.
O.EFL 4.5 Introduce the need for
independent research as a daily activity by
using electronic resources (ICT) in class while
practicing appropriate competences in the
four skills.
O.EFL 4.6 Write short descriptive and
informative texts related to personal
information or familiar topics and use them
as a means of communication and written
expression of thought.
Use spoken literary text in English
such as poems, short stories, comic
strips, short magazine articles.
Ref(O.EFL 4.7)
Integrate spoken text in order to
identify cultural differences and
similarities within a range of local
contexts. Ref(O.EFL 4.8)
Create a sense of awareness in
terms of accuracy when learners
interact in English. Ref(O.EFL 4.9)
CRITERIA OF EVALUATION
Use spoken and written literary text
in English such as poems, short
stories, comic strips, short magazine
articles and oral interviews. Ref(O.EFL
4.7)
Integrate written and spoken text in
order to identify cultural differences
and similarities within a range of local
contexts Ref(O.EFL 4.8)
Create a sense of awareness in terms
of accuracy when learners interact in
English using high-frequency and
level-appropriate expressions.
Ref(O.EFL 4.9)
SKILLS WITH CRITERIA PERFORMANCE / YEARS
EIGHT NINTH
O.EFL 4.7 Use spoken and written literary
text in English such as poems, short stories,
comic strips, short magazine articles and oral
interviews on familiar subjects in order to
inspire oral and written production at an A2.1
level.
O.EFL 4.8 Integrate written and spoken text
in order to identify cultural differences and
similarities within a range of local, national
and global contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in
terms of accuracy when learners interact in
English using high-frequency and level-
appropriate expressions in order to reach an
effective command of spoken language.
TENTH
CE.EFL.4.1. Compare and contrast oral
traditions and literature from Ecuador
and beyond in order to manifest an
understanding of the relationship
between cultural perspectives and
practices and by sharing cross cultural
experiences.
CE.EFL.4.2. Recognize and
demonstrate an appreciation of
commonalities between
cultures as well as the consequences of
ones actions while exhibiting socially
responsible behaviors.
EFL 4.1.1. Compare and
contrast oral traditions,
myths, folktales and
literature from Ecuador and
international regions and
cultures and identify
similarities and differences
and universal cultural
themes.
EFL 4.1.3. Display an
understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
EFL 4.1.2. Recognize and
demonstrate an
appreciation of some
commonalities and
distinctions across cultures
and groups (differentiated
by gender, ability,
generations, etc.) including
the students
own.
EFL 4.1.9. Recognize the
consequences
of ones actions by
demonstrating responsible
decision-making at school,
online, at home and in the
community,
while considering ethical
standards, safety concerns,
social norms and mutual
EFL 4.1.1. Compare and
contrast oral traditions,
myths, folktales and
literature from Ecuador and
international regions and
cultures and identify
similarities and differences
and universal cultural
themes.
EFL 4.1.3. Display an
understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
EFL 4.1.2. Recognize and
demonstrate an
appreciation of some
commonalities and
distinctions across cultures
and groups (differentiated
by gender, ability,
generations, etc.) including
the students the students
own.
EFL 4.1.9. Recognize the
consequences
of ones actions by of ones actions by
demonstrating responsible
decision-making at school,
online, at home and in the
community,
while considering ethical
standards, safety concerns,
social norms and mutual
EFL 4.1.1. Compare and
contrast oral traditions,
myths, folktales and
literature from Ecuador and
international regions and
cultures and identify
similarities and differences
and universal cultural
themes.
EFL 4.1.3. Display an
understanding of the
relationship between the
practices and perspectives
of different cultures by
recognizing and sharing
cross-cultural experiences
and ideas.
EFL 4.1.2. Recognize and
demonstrate an
appreciation of some
commonalities and
distinctions across cultures
and groups (differentiated
by gender, ability,
generations, etc.) including
own.
EFL 4.1.9. Recognize the
consequences
demonstrating responsible
decision-making at school,
online, at home and in the
community,
while considering ethical
standards, safety concerns,
social norms and mutual
 respect. respect. respect.

CE.EFL.4.3. Interact with others using EFL 4.1.5. Apply self-
self-monitoring and self-correcting correcting and self-
strategies monitoring
as well as appropriate nonverbal and strategies in social and
oral communication features. classroom interactions.
(Example: asking
questions, starting over,
rephrasing, exploring
alternative
pronunciations or wording,
etc.)
EFL 4.1.5. Apply self-
correcting and self-
monitoring
strategies in social and
classroom interactions.
(Example: asking
questions, starting over,
rephrasing, exploring
alternative
pronunciations or wording,
etc.)
EFL 4.1.5. Apply self-
correcting and self-
monitoring
strategies in social and
classroom interactions.
(Example: asking questions,
starting over, rephrasing,
exploring alternative
pronunciations or wording,
etc.)

EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in
appropriate contexts.
(Example: use of stress,
intonation,
pace, etc.)
EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in
appropriate contexts.
(Example: use of stress,
intonation,
pace, etc.)
EFL 4.1.7. Interpret and
demonstrate knowledge
of nonverbal and oral
communication features by
applying them in
appropriate contexts.
(Example: use of stress,
intonation,
pace, etc.)

CE.EFL.4.4. Demonstrate the ability to
ask for and give information and
assistance using appropriate language
and interaction styles in a variety of social
interactions..
EFL 4.1.6. Seek and
provide information and
assistance, orally or in
writing and in online or
face-to-face interactions,
for personal, social and
academic purposes.
EFL 4.1.6. Seek and
provide information and
assistance, orally or in
writing and in online or
face-to-face interactions,
for personal, social and
academic purposes.
EFL 4.1.6. Seek and
provide information and
assistance, orally or in
writing and in online or
face-to-face interactions,
for personal, social and
academic purposes.

EFL 4.1.8. Use suitable
vocabulary, expressions,
language and interaction
styles for formal and
informal social or academic
situations in order to
EFL 4.1.8. Use suitable
vocabulary, expressions,
language and interaction
styles for formal and
informal social or academic
situations in order to
EFL 4.1.8. Use suitable
vocabulary, expressions,
language and interaction
styles for formal and
informal social or academic
situations in order to

CE.EFL.4.5. Display an appreciation of
and demonstrate respect for individual
and group differences by establishing
and maintaining healthy and rewarding
relationships based on communication
and cooperation.
CE.EFL.4.6. Listening for Meaning:
Understand and follow the main idea in
spoken texts set in familiar everyday
contexts, provided speech is clear and
articulate, and deduce the meanings of
unfamiliar words and phrases using
context clues and/or prior knowledge.
communicate specific
intentions in online and
face-to-face interactions.
(Example: thanking,
making promises,
apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority
figure, etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and
maintaining healthy and
rewarding online and face-
to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
communicate specific
intentions in online and
face-to-face interactions.
(Example: thanking,
making promises,
apologizing, asking
permission, chatting with
friends, answering in class,
greeting an authority
figure, etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and
maintaining healthy and
rewarding online and face-
to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar
communicate specific
intentions in online and
face-to-face interactions.
(Example: thanking, making
promises, apologizing,
asking permission, chatting
with friends, answering in
class, greeting an authority
figure, etc.)
EFL 4.1.10. Recognize and
appreciate individual
and group similarities and
differences
by establishing and
maintaining healthy and
rewarding online and face-
to-face relationships based
on communication
and cooperation.
EFL 4.1.4. Demonstrate
mindfulness, empathy,
tolerance and an overall
respect for the integrity of
cultures in daily classroom
activities.
EFL 4.2.1. Understand
phrases and expressions
related to areas of most
immediate priority within
the personal and
educational domains,
provided speech is clearly
and slowly articulated.
(Example: daily life, free
time, school activities, etc.)
EFL 4.2.4. Deduce the
meanings of unfamiliar

CE.EFL.4.7. Listening for Information:
Follow and identify some main ideas and
details in short and straightforward
spoken or audio texts set in familiar
contexts,
when delivered slowly and with visuals
to provide contextual support. Use
spoken contributions in class as models
for ones own speech.
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures
and appropriate intonation,
etc.)
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures
and appropriate intonation,
etc.)
phrases and words from a
context containing familiar
elements. (Example:
colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand
most changes in the topic
of discussion if people
speak slowly.
EFL 4.2.8. Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.
EFL 4.2.3. Follow and
understand short,
straightforward audio
messages and/or the main
idea/dialogue of a movie or
cartoon
(or other age-appropriate
audio-visual presentations)
if delivered slowly and
visuals
provide contextual support.
(Example: an
announcement of a bus
delay, an intercom
announcement at school, a
dialogue supported by
facial expressions/gestures
and appropriate intonation,
etc.)

CE.EFL.4.8. Production Accuracy and
Intelligibility: Communicate needs and
information clearly and in simple terms,
using grammatical structures learned in
class (although there may be frequent
errors), effectively and without undue
effort. Demonstrate an ability to make
appropriate use of new words and
expressions
in social interactions.
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries and
interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
EFL 4.2.2. Use a series of
phrases and sentences to
describe aspects of personal
background, immediate
environment and matters of
immediate need in simple
terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with
practical, everyday
communication demands
within familiar contexts,
effectively and without undue
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries
and interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
EFL 4.2.2. Use a series of
phrases and sentences to
describe aspects of personal
background, immediate
environment and matters of
immediate need in simple
terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with
practical, everyday
communication demands
within familiar contexts,
effectively and without undue
EFL 4.2.6. Use other
students contributions in
class as models for their
own.
EFL 4.2.7. Identify the
main idea and some details
of recorded news reports,
documentaries
and interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc.,
where the visuals support
the commentary.
EFL 4.2.2. Use a series of
phrases and sentences to
describe aspects of personal
background, immediate
environment and matters of
immediate need in simple
terms using grammatical
structures learnt in class
(although there may be
frequent errors with tenses,
personal pronouns,
prepositions, etc.)
EFL 4.2.9. Use new words and
expressions which occur in
conversations in the personal
and educational domains, and
make use of such terms and
expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with
practical, everyday
communication demands
within familiar contexts,
effectively and without undue

CE.EFL.4.9. Production Fluency: Use
simple language to describe, compare
and make statements about familiar
everyday topics such as objects,
possessions
and routines in structured situations and
short conversations. Interaction is with
reasonable ease, provided speech is
given clearly, slowly and directly.
CE.EFL.4.10. Interaction
Interpersonal: Participate effectively in
familiar and predictable conversational
effort. (Example: meeting
people, extending and
accepting invitations,
exchanging information, giving
reasons, asking and answering
questions about routines and
preferences, etc.)
EFL 4.2.11. Give short,
basic descriptions of
everyday activities and
events within familiar
contexts and use simple
descriptive
language to compare and
make brief statements
about objects and
possessions.
(Example: family, school,
living conditions,
personal belongings, etc.)
EFL 4.2.12. Describe
habits, routines, past
activities and experiences
within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, etc.)
EFL 4.2.10. Sustain a
conversational exchange
on a familiar, everyday
subject when carrying out a
effort. (Example: meeting
people, extending and
accepting invitations,
exchanging information, giving
reasons, asking and answering
questions about routines and
preferences, etc.)
EFL 4.2.11. Give short,
basic descriptions of
everyday activities and
events within familiar
contexts and use simple
descriptive
language to compare and
make brief statements
about objects and
possessions.
(Example: family, school,
living conditions,
personal belongings, etc.)
EFL 4.2.12. Describe
habits, routines, past
activities and experiences
within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, etc.)
EFL 4.2.10. Sustain a
conversational exchange
on a familiar, everyday
subject when carrying out a
effort. (Example: meeting
people, extending and
accepting invitations,
exchanging information, giving
reasons, asking and answering
questions about routines and
preferences, etc.)
EFL 4.2.11. Give short,
basic descriptions of
everyday activities and
events within familiar
contexts and use simple
descriptive
language to compare and
make brief statements
about objects and
possessions.
(Example: family, school,
living conditions,
personal belongings, etc.)
EFL 4.2.12. Describe
habits, routines, past
activities and experiences
within the personal
and educational domains.
EFL 4.2.13. Interact with
reasonable ease in
structured situations and
short conversations
within familiar contexts,
provided that speech is
given clearly, slowly and
directly. (Example: an
interview, an information
gap activity, etc.)
EFL 4.2.10. Sustain a
conversational exchange
on a familiar, everyday
subject when carrying out a
exchanges by asking and answering
follow-up questions,
provided there are opportunities to use
repair strategies (e.g. asking for
clarification) and sustain conversational
exchanges in pairs to complete a task,
satisfy a need or handle a simple
transaction.
collaborative/paired
learning activity in which
there are specific
instructions for a task.
. .
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.
collaborative/paired
learning activity in which
there are specific
instructions for a task.
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.
collaborative/paired
learning activity in which
there are specific
instructions for a task.
.
EFL 4.2.14. Ask and
answer straightforward
follow-up questions within
familiar contexts, such as
school and family life,
provided there are
opportunities to ask for
clarification, reformulation
or repetition of key points.

EFL 4.2.16. Initiate, EFL 4.2.16. Initiate, EFL 4.2.16. Initiate,

maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
CE.EFL.4.11. Demonstrate EFL 4.3.1. Understand
comprehension of main ideas and some main points in short simple
details in short simple texts on familiar texts on familiar subjects.
subjects, making use of contextual clues (Example:
to identify relevant information in a text. news about sports or
famous people,
descriptions, etc.)
maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
EFL 4.3.1. Understand
main points in short simple
texts on familiar subjects.
(Example:
news about sports or
famous people,
descriptions, etc.)
maintain and end a
conversation to satisfy
basic needs and/or handle
a simple transaction
EFL 4.3.1. Understand
main points in short simple
texts on familiar subjects.
(Example:
news about sports or
famous people,
descriptions, etc.)

EFL 4.3.2. Make use of
clues such as titles,
illustrations, organization,
text outline and layout, etc.
to identify and understand
relevant
information in written level-
appropriate
text types.
EFL 4.3.2. Make use of
clues such as titles,
illustrations, organization,
text outline and layout, etc.
to identify and understand
relevant
information in written level-
appropriate
text types.
EFL 4.3.2. Make use of
clues such as titles,
illustrations, organization,
text outline and layout, etc.
to identify and understand
relevant
information in written level-
appropriate
text types.

EFL 4.3.3. Find specific EFL 4.3.3. Find specific EFL 4.3.3. Find specific
predictable information predictable information predictable information

CE.EFL.4.12. Use a range of reference
materials and sources, both online and
in print, in order to support ideas,
answer inquiries, find relationships and
relate ideas between different subject
areas.
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, etc.)
EFL 4.3.5. Use everyday
reference material
in order to select
information appropriate
to the purpose of an inquiry
and relate ideas from one
written source to another.
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, etc.)
EFL 4.3.7. Read, gather,
view and listen to
information from various
sources in order
to organize and discuss
relationships between
academic content areas.
(Example:
nonfiction books for young
adults, the Internet, audio
and media presentations,
oral interviews, maps,
diagrams, reference books,
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, etc.)
EFL 4.3.5. Use everyday
reference material
in order to select
information appropriate
to the purpose of an inquiry
and relate ideas from one
written source to another.
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, etc.)
EFL 4.3.7. Read, gather,
view and listen to
information from various
sources in order
to organize and discuss
relationships between
academic content areas.
(Example:
nonfiction books for young
adults, the Internet, audio
and media presentations,
oral interviews, maps,
diagrams, reference books,
in short, simple texts in a
range of age- and level-
appropriate topics.
(Example:
biographies, news articles,
narratives, memoirs and
personal accounts, formal
letters and emails, etc.)
EFL 4.3.5. Use everyday
reference material
in order to select
information appropriate
to the purpose of an inquiry
and relate ideas from one
written source to another.
EFL 4.3.4. Find the most
important information
in print or online sources in
order to support an idea or
argument. (Example:
Internet search engines,
online advertising,
online or print timetables,
web pages, posters,
adverts, catalogues, etc.)
EFL 4.3.7. Read, gather,
view and listen to
information from various
sources in order
to organize and discuss
relationships between
academic content areas.
(Example:
nonfiction books for young
adults, the Internet, audio
and media presentations,
oral interviews, maps,
diagrams, reference books,

CE.EFL.4.13. Apply learning strategies
such as using prior knowledge and
graphic
organizers to interpret new information
in a text, and assess this information
according to the organization, subject
area and purpose of the text, using
different
criteria, including ICT tools.
CE.EFL.4.14. Display an ability to
interact and engage with a wide range
of ICT and classroom resources and
texts by selecting and evaluating them
in order to strengthen literacy skills and
promote acquisition.
CE.EFL.4.15. Express information and
magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
editor, political speeches,
illustrations, charts,
advertisements, etc.)
EFL 4.3.9. Demonstrate an
ability to interact
and engage with a wide
range of ICT and classroom
resources in order to
strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
EFL 4.4.1. Convey
information and ideas
magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
editor, political speeches,
illustrations, charts,
advertisements, etc.)
EFL 4.3.9. Demonstrate an
ability to interact
and engage with a wide
range of ICT and classroom
resources in order to
strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
EFL 4.4.1. Convey
information and ideas
magazines, etc.)
EFL 4.3.6. Apply learning
strategies to examine and
interpret a variety of
written materials using
prior knowledge, graphic
organizers, context clues,
note taking and finding
words in a dictionary.
EFL 4.3.8. Assess,
compare and evaluate the
quality of written texts and
visual presentations using
different criteria and ICT
tools related to the
organization, subject area
and purpose of a text.
(Examples of text types:
editorials, letters to the
editor, political speeches,
illustrations, charts,
advertisements, etc.)
EFL 4.3.9. Demonstrate an
ability to interact
and engage with a wide
range of ICT and classroom
resources in order to
strengthen literacy skills
and strategies.
EFL 4.3.10. Select from
and evaluate a range of
both physical and digital
texts and materials in order
to promote acquisition and
develop an appreciation of
the language.
EFL 4.4.1. Convey
information and ideas
ideas and describe feelings and opinions through simple
in simple transactional or expository transactional or expository
texts on familiar subjects in order to texts on familiar subjects
influence an audience, while recognizing using ICT tools and
that different texts have different conventions and features of
features and showing the ability to use English appropriate to
these features appropriately in ones audience and purpose.
own writing.
EFL 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
CE.EFL.4.16. Make use of simple EFL 4.4.2. Make and use a
learning resources, including those simple print or digital
created by ones self, in order to learning resource to
compare and contrast information, and compare and contrast
choose appropriate resources according information in order to
to the value, purpose and audience of demonstrate understanding
each. and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential
through simple
transactional or expository
texts on familiar subjects
using ICT tools and
conventions and features of
English appropriate to
audience and purpose. audience and purpose.
EFL 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
EFL 4.4.2. Make and use a
simple print or digital
learning resource to learning resource to
compare and contrast
information in order to
demonstrate understanding
and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential
through simple
transactional or expository
texts on familiar subjects
using ICT tools and
conventions and features of
English appropriate to
EFL 4.4.4. Write to
describe feelings/opinions
in order to effectively
influence an audience.
(Example: persuade,
negotiate, argue, etc.)
EFL 4.4.5. Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
EFL 4.4.2. Make and use a
simple print or digital
compare and contrast
information in order to
demonstrate understanding
and command of a topic.
EFL 4.4.3. Critically
evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.
EFL 4.4.6. Identify a
variety of types and
formats of potential

CE.EFL.4.17. Show an ability to convey
and organize information through the
use of facts and details and by
employing various stages of the writing
process, while using a range of digital
tools to promote and support
collaboration, learning and productivity.
CE.EFL.4.18. Use main ideas in order
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, etc.)
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading
(i.e., the writing process)
to produce well-constructed
informational texts.
EFL 4.4.8. Convey and
organize information using
facts and details in order to
illustrate diverse patterns
and structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
EFL 4.5.1. Make use of
main points in literary texts main points in literary texts main points in literary texts
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, etc.)
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading
(i.e., the writing process) (i.e., the writing process) to
to produce well-constructed
informational texts.
EFL 4.4.8. Convey and
organize information using
facts and details in order to
illustrate diverse patterns
and structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
EFL 4.5.1. Make use of EFL 4.5.1. Make use of
resources and the value,
purpose and audience of
each for use in the
educational domain.
(Example: audio/video,
multimedia, website,
database, book, thesaurus,
scholarly/ popular,
current/historical, etc.)
EFL 4.4.7. Use the process
of prewriting, drafting,
revising, peer editing and
proofreading
produce well-constructed
informational texts.
EFL 4.4.8. Convey and
organize information using
facts and details in order to
illustrate diverse patterns
and structures in writing.
(Example: cause and effect,
problem and solution,
general-to-specific
presentation, etc.)
EFL 4.4.9. Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written
work in a way that supports
collaboration, learning and
productivity.
(Example: image editing,
GoogleDrive, infographic
makers, audio and video
editing, presentation apps,
etc.)
to understand, predict, infer and deduce
literal and implied meanings in short,
simple, everyday literary texts (online,
oral or in print).
CE.EFL.4.19. Find and identify literary
elements and techniques and relate
those elements to the learners own
experiences and to other works,
including ones peers, in order to
present personal responses and
interpretations.
(authentic and semi-
authentic, oral and written)
to understand short simple
everyday stories, especially
if there is visual support.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
EFL 4.5.2. Compare and
present personal and
formal responses to and
interpretation of published
literary works and the
works of peers, referring to
details and features of the
text. (Example: text
structure, plot, ideas,
events, vocabulary, etc.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
climax, etc.)
(authentic and semi-
authentic, oral and written)
to understand short simple
everyday stories, especially
if there is visual support.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
EFL 4.5.2. Compare and
present personal and
formal responses to and
interpretation of published
literary works and the
works of peers, referring to
details and features of the
text. (Example: text
structure, plot, ideas,
events, vocabulary, etc.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
climax, etc.)
(authentic and semi-
authentic, oral and written)
to understand short simple
everyday stories, especially
if there is visual support.
EFL 4.5.3. Make
predictions, inferences and
deductions to demonstrate
different levels of meaning
of literary works presented
orally or in digital form,
including literal and implied
meanings. (Example:
summarizing, explaining
and identifying, word
choice, symbols, points of
view, etc.)
EFL 4.5.2. Compare and
present personal and
formal responses to and
interpretation of published
literary works and the
works of peers, referring to
details and features of the
text. (Example: text
structure, plot, ideas,
events, vocabulary, etc.)
EFL 4.5.7. Locate and
identify selected literary
elements and techniques in
texts and relate those
elements to those in other
works and to learners own
experiences. (Example:
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
climax, etc.)
CE.EFL.4.20. Create short, original
literary texts in different genres,
including those that reflect Ecuadorian
cultures, using a range of digital tools,
writing styles, appropriate vocabulary
and other literary concepts.
CE.EFL.4.21. Use pre-established
criteria, including that which is written
by learners collaboratively, in order to
evaluate and recommend literary texts
(written, online, oral, in video, etc.) and
the effectiveness of group work.
EFL 4.5.4. Create personal
stories by adding
imaginative details to real-
life stories and situations,
using appropriate
vocabulary and elements of
the literature learners have
read or heard.
EFL 4.5.5. Gain an
understanding of literary
concepts such as genre,
plot, setting, character,
point of view, theme and
other literary elements in
order to apply them to
ones own creative texts.
EFL 4.5.6. Create an
effective voice using a
variety of ICT tools, writing
styles and typical features
of a genre to create stories,
poems, sketches, songs
and plays, including those
that reflect traditional and
popular Ecuadorian
cultures.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
. .
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
EFL 4.5.4. Create personal
stories by adding
imaginative details to real-
life stories and situations,
using appropriate
vocabulary and elements of
the literature learners have
read or heard.
EFL 4.5.5. Gain an
understanding of literary
concepts such as genre,
plot, setting, character,
point of view, theme and
other literary elements in
order to apply them to
ones own creative texts.
EFL 4.5.6. Create an
effective voice using a
variety of ICT tools, writing
styles and typical features
of a genre to create stories,
poems, sketches, songs
and plays, including those
that reflect traditional and
popular Ecuadorian
cultures.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
EFL 4.5.4. Create personal
stories by adding
imaginative details to real-
life stories and situations,
using appropriate
vocabulary and elements of
the literature learners have
read or heard.
EFL 4.5.5. Gain an
understanding of literary
concepts such as genre,
plot, setting, character,
point of view, theme and
other literary elements in
order to apply them to
ones own creative texts.
EFL 4.5.6. Create an
effective voice using a
variety of ICT tools, writing
styles and typical features
of a genre to create stories,
poems, sketches, songs
and plays, including those
that reflect traditional and
popular Ecuadorian
cultures.
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral,
online, in video or in print)
according to pre-
established criteria.
.
EFL 4.5.10. Collaboratively
produce criteria for
evaluating literary texts
and the effectiveness of
group work
CE.EFL.4.22. Show the ability to work
collaboratively and to participate
effectively in a variety of student
groupings by employing a wide range of
creative thinking skills through the
completion of activities such as playing
games, brainstorming and problem
solving.
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
respond to literature and
other literary texts.
(Example: small groups,
cooperative learning groups,
literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
respond to literature and
other literary texts.
(Example: small groups,
cooperative learning groups,
literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
EFL 4.5.9. Engage in
collaborative activities
through a variety of student
groupings to create and
respond to literature and
other literary texts.
(Example: small groups,
cooperative learning groups,
literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in
creative thinking through
brainstorming, working in
groups, games and problem-
solving tasks by showing the
ability to accept a variety of
ideas and capitalize on other
peoples strengths.
MATRIZ DE DESAGREGACIN DE D.C.D.
CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an
understanding of the relationship between cultural perspectives and practices and by sharing cross cultural experiences.

SKILL WITH CRITERIA PERFORMANCE

8TH
Compare and contrast oral traditions, myths,
folktales and literature from Ecuador. Ref (EFL
4.1.1.)
YEARS
9TH
Compare and contrast oral
traditions, myths, folktales and
literature from Ecuador and
international regions and cultures.
Ref (EFL 4.1.1.)
10TH
EFL 4.1.1. Compare and contrast oral
traditions, myths, folktales and
literature from Ecuador and
international regions and cultures and
identify similarities and differences and
universal cultural themes.

Display an understanding of the relationship
between the practices and perspectives. Ref
(EFL 4.1.3.)
Display an understanding of the
relationship between the practices
and perspectives of different
cultures by recognizing. Ref (EFL
4.1.3.)
EFL 4.1.3. Display an understanding
of the relationship between the
practices and perspectives of different
cultures by recognizing and sharing
cross-cultural experiences and ideas.

CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences
of ones actions while exhibiting socially responsible behaviors.

SKILL WITH CRITERIA PERFORMANCE

8TH
Recognize and demonstrate an appreciation of
some commonalities. Ref (EFL 4.1.2.)
YEARS
9TH
Recognize and demonstrate an
appreciation of some
commonalities and distinctions
across cultures. Ref (EFL 4.1.2.)
10TH
EFL 4.1.2. Recognize and demonstrate
an appreciation of some commonalities
and distinctions across cultures and
groups (differentiated by gender,
ability, generations, etc.) including the

Recognize the consequences of ones actions by
demonstrating responsible decision-making at
school, online. Ref (EFL 4.1.9.)
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and
oral communication features.
SKILL WITH CRITERIA PERFORMANCE
8TH
Apply self-correcting and self-monitoring
strategies in social and classroom interactions.
(Example: asking questions, starting over,
rephrasing, exploring alternative pronunciations
or wording, etc.) Ref (EFL 4.1.5.)
Interpret knowledge of nonverbal and oral
communication. Ref (EFL 4.1.7.)
Recognize the consequences of
ones actions by demonstrating
responsible decision-making at
school, online, at home and in the
community. Ref (EFL 4.1.9.)
YEARS
9TH
Apply self-correcting and self-
monitoring strategies in social and
classroom interactions. (Example:
asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.)
Ref (EFL 4.1.5.)
Interpret and demonstrate
knowledge of nonverbal and oral
communication. Ref (EFL 4.1.7.)
students own.
EFL 4.1.9. Recognize the
consequences
of ones actions by demonstrating
responsible decision-making at school,
online, at home and in the community,
while considering ethical standards,
safety concerns, social norms and
mutual respect.
10TH
EFL 4.1.5. Apply self-correcting and
self-monitoring strategies in social and
classroom interactions. (Example:
asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.)
EFL 4.1.7. Interpret and demonstrate
knowledge of nonverbal and oral
communication features by applying
them in appropriate contexts.
(Example: use of stress, intonation,
pace, etc.)
CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction
styles in a variety of social interactions.

SKILL WITH CRITERIA PERFORMANCE

8TH
EFL 4.1.6. Seek and provide information and
assistance, orally or in writing and in online or
face-to-face interactions, for personal, social and
academic purposes.
YEARS
9TH
EFL 4.1.6. Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
10TH
EFL 4.1.6. Seek and provide
information and assistance, orally or in
writing and in online or face-to-face
interactions, for personal, social and
academic purposes.

EFL 4.1.8. Use suitable vocabulary, expressions, EFL 4.1.8. Use suitable
and language and interaction styles for formal vocabulary, expressions, language
and informal social or academic situations in and interaction styles for formal
order to communicate specific intentions in and informal social or academic
online and face-to-face interactions. (Example: situations in order to communicate
thanking, making promises, apologizing, asking specific intentions in online and
permission, chatting with friends, answering in face-to-face interactions. (Example:
class, greeting an authority figure, etc.) thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group differences by establishing and
maintaining healthy and rewarding relationships based on communication and cooperation.
EFL 4.1.8. Use suitable vocabulary,
expressions, and language and
interaction styles for formal and
informal social or academic situations
in order to communicate specific
intentions in online and face-to-face
interactions. (Example: thanking,
making promises, apologizing, asking
permission, chatting with friends,
answering in class, greeting an
authority figure, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH 10TH
Recognize individual and group similarities and
differences by establishing and maintaining
healthy and rewarding online Ref(EFL 4.1.10)
Demonstrate, tolerance and an overall respect
Ref(EFL 4.1.10)
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday
contexts, provided speech is clear and articulate, and deduce the meanings of unfamiliar words and phrases using
context clues and/or prior knowledge.
SKILL WITH CRITERIA PERFORMANCE
8TH
Understand phrases and expressions provided
speech is clearly and slowly articulated.
(Example: daily life, free time, school activities,
etc.) Ref(EFL 4.2.1)
Deduce the meanings of words from a context
containing familiar elements. (Example:
colloquial greetings, exclamations, interjections,
etc.)Ref(EFL 4.2.4.)
Recognize and appreciate
individual and group similarities
and differences by establishing and
maintaining healthy and rewarding
online Ref(EFL 4.1.10)
Demonstrate mindfulness,
empathy, tolerance and an overall
respect. Ref(EFL 4.1.10)
YEARS
9TH
Understand phrases and
expressions related to areas of
most immediate priority, provided
speech is clearly and slowly
articulated. (Example: daily life,
free time, school activities, etc.)
Ref(EFL 4.2.1)
Deduce the meanings of unfamiliar
words from a context containing
familiar elements. (Example:
colloquial greetings, exclamations,
interjections,
etc.) Ref(EFL 4.2.4.)
EFL 4.1.10. Recognize and appreciate
individual and group similarities and
differences by establishing and
maintaining healthy and rewarding
online and face-to-face relationships
based on communication and
cooperation.
EFL 4.1.4. Demonstrate mindfulness,
empathy, tolerance and an overall
respect for the integrity of cultures in
daily classroom activities.
10TH
EFL 4.2.1. Understand phrases and
expressions related to areas of most
immediate priority within the personal
and educational domains, provided
speech is clearly and slowly articulated.
(Example: daily life, free time, school
activities, etc.)
EFL 4.2.4. Deduce the meanings of
unfamiliar phrases and words from a
context containing familiar elements.
(Example: colloquial greetings,
exclamations, interjections,
etc.)
EFL 4.2.5. Understand most changes in the topic EFL 4.2.5. Understand most EFL 4.2.5. Understand most changes
of discussion if people speak slowly. changes in the topic of discussion if in the topic of discussion if people
people speak slowly. speak slowly.

Follow main ideas in topics covered in other
curricular subjects Ref (EFL 4.2.8.)
Follow main ideas in topics covered
in other curricular subjects with the
help of visual support. Ref (EFL
4.2.8.)
EFL 4.2.8. Follow main ideas in topics
covered in other curricular subjects
with the help of visual support, using
concepts and vocabulary that have
been studied in advance.

CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward
spoken or audio texts set in familiar contexts, when delivered slowly and with visuals to provide contextual support. Use
spoken contributions in class as models for ones own speech.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Follow and understand short, straightforward Follow and understand short, EFL 4.2.3. Follow and understand
audio messages and/or the main idea/dialogue. straightforward audio messages short, straightforward audio messages
Ref (EFL 4.2.3.) and/or the main idea/dialogue of a and/or the main idea/dialogue of a
movie or cartoon (or other age- movie or cartoon (or other age-
appropriate audio-visual appropriate audio-visual presentations)
presentations) if delivered slowly and visuals provide
Ref (EFL 4.2.3.) contextual support. (Example: an
announcement of a bus delay, an
intercom announcement at school, a
dialogue supported by facial
expressions/gestures and appropriate
intonation, etc.)

EFL 4.2.6. Use other students contributions in EFL 4.2.6. Use other students EFL 4.2.6. Use other students
class as models for their own. contributions in class as models for contributions in class as models for
their own. their own.
Identify the main idea and some details of Identify the main idea and some
recorded news reports, documentaries and details of recorded news reports,
interviews Ref (EFL 4.2.7.) documentaries and interviews
reporting on seasonal festivities,
environmental issues, food and
international customs. Ref (EFL
4.2.7.)
CE.EFL.4.8. Production Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms,
using grammatical structures learned in class (although there may be frequent errors), effectively and without undue
effort. Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
Use a series of phrases and sentences to describe Use a series of phrases and sentences
aspects of personal background to describe aspects of personal
Ref (EFL 4.2.2.) background, immediate environment
and matters of immediate need in
simple terms using grammatical
structures. Ref (EFL 4.2.2.)
Use new words and expressions which occur in Use new words and expressions which
conversations in the personal and educational occur in conversations in the personal
domains. Ref (EFL 4.2.9.) and educational domains, and make
use of such terms. Ref (EFL 4.2.9.)
Deal with practical, everyday communication. Ref Deal with practical, everyday
(EFL 4.2.15.) communication demands within
familiar contexts. Ref (EFL 4.2.15.)
EFL 4.2.7. Identify the main idea and
some details of recorded news reports,
documentaries and interviews reporting
on seasonal festivities, environmental
issues, food and international customs,
climate, weather, etc., where the
visuals support the commentary.
10TH
EFL 4.2.2. Use a series of phrases and
sentences to describe aspects of personal
background, immediate environment and
matters of immediate need in simple terms
using grammatical structures learnt in class
(although there may be frequent errors with
tenses, personal pronouns, prepositions,
etc.)
EFL 4.2.9. Use new words and expressions
which occur in conversations in the personal
and educational domains, and make use of
such terms and expressions wherever
appropriate and necessary.
EFL 4.2.15. Deal with practical, everyday
communication demands within familiar
contexts, effectively and without undue
effort. (Example: meeting people, extending
and accepting invitations, exchanging
information, giving reasons, asking and
answering questions about routines and
preferences, etc.)
CE.EFL.4.9. Production Fluency: Use simple language to describe, compare and make statements about familiar
everyday topics such as objects, possessions and routines in structured situations and short conversations. Interaction is
with reasonable ease, provided speech is given clearly, slowly and directly.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Give short, basic descriptions of everyday Give short, basic descriptions of EFL 4.2.11. Give short, basic
activities and events. everyday activities and events descriptions of everyday activities and
Ref (EFL 4.2.11.) within familiar contexts and use events within familiar contexts and use
simple descriptive language simple descriptive language to compare
Ref (EFL 4.2.11.) and make brief statements about
objects and possessions.
(Example: family, school, living
conditions, personal belongings, etc.)

EFL 4.2.12. Describe habits, routines, past EFL 4.2.12. Describe habits, EFL 4.2.12. Describe habits, routines,
activities and experiences within the personal routines, past activities and past activities and experiences within
and educational domains. experiences within the personal the personal and educational domains.
and educational domains.

Interact with reasonable ease in structured Interact with reasonable ease in EFL 4.2.13. Interact with reasonable
situations Ref (EFL 4.2.13.) structured situations and short ease in structured situations and short
conversations within familiar conversations within familiar contexts,
contexts Ref (EFL 4.2.13.) provided that speech is given clearly,
slowly and directly. (Example: an
interview, an information gap activity,
etc.)
CE.EFL.4.10. Interaction Interpersonal: Participate effectively in familiar and predictable conversational exchanges by
asking and answering follow-up questions, provided there are opportunities to use repair strategies (e.g. asking for
clarification) and sustain conversational exchanges in pairs to complete a task, satisfy a need or handle a simple
transaction.
SKILL WITH CRITERIA PERFORMANCE
YEARS
 8TH
Sustain a conversational exchange on a familiar,
everyday subject Ref (EFL 4.2.10.)
. when carrying out a
Ask and answer straightforward follow-up
questions within familiar contexts. Ref (EFL
4.2.14.)
9TH 10TH
Sustain a conversational exchange EFL 4.2.10. Sustain a conversational
on a familiar, everyday subject exchange on a familiar, everyday
subject when carrying out a
collaborative/paired learning. Ref collaborative/paired learning activity in
(EFL 4.2.10.) which there are specific instructions for
. a task.
.
Ask and answer straightforward EFL 4.2.14. Ask and answer
follow-up questions within familiar straightforward follow-up questions
contexts, such as school and family within familiar contexts, such as school
life. Ref (EFL 4.2.14.) and family life, provided there are
opportunities to ask for clarification,
reformulation or repetition of key
points.

EFL 4.2.16. Initiate, maintain and end a EFL 4.2.16. Initiate, maintain and EFL 4.2.16. Initiate, maintain and end
conversation to satisfy basic needs and/or handle end a conversation to satisfy basic a conversation to satisfy basic needs
a simple transaction needs and/or handle a simple and/or handle a simple transaction
transaction

CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects,
making use of contextual clues to identify relevant information in a text.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.3.1. Understand main points in short EFL 4.3.1. Understand main points
simple texts on familiar subjects. (Example: news in short simple texts on familiar
about sports or famous people, descriptions, etc.) subjects. (Example: news about
sports or famous people,
descriptions, etc.)
10TH
EFL 4.3.1. Understand main points in
short simple texts on familiar subjects.
(Example: news about sports or famous
people, descriptions, etc.)
Make use of clues such as titles, illustrations,
organization, text outline and layout. Ref (EFL
4.3.2.)
Find specific predictable information in short,
simple texts Ref (EFL 4.3.3.)
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas, answer
inquiries, find relationships and relate ideas between different subject areas.
SKILL WITH CRITERIA PERFORMANCE
8TH
Use everyday reference material in order to
select information appropriate Ref (EFL 4.3.5.)
Find the most important information in print
sources. Ref (EFL 4.3.4.)
Make use of clues such as titles,
illustrations, organization, text
outline and layout, etc. to identify
and understand relevant
information Ref (EFL 4.3.2.)
Find specific predictable
information in short, simple texts in information in short, simple texts in a
a range of age. Ref (EFL 4.3.3.)
YEARS
9TH
Use everyday reference material in
order to select information
appropriate to the purpose of an
inquiry ideas. Ref (EFL 4.3.5.)
Find the most important
information in print or online
sources in order to support an idea. order to support an idea or argument.
Ref (EFL 4.3.4.)
EFL 4.3.2. Make use of clues such as
titles, illustrations, organization, text
outline and layout, etc. to identify and
understand relevant information in
written level-appropriate text types.
EFL 4.3.3. Find specific predictable
range of age- and level-appropriate
topics. (Example: biographies, news
articles, narratives, memoirs and
personal accounts, formal letters and
emails, etc.)
10TH
EFL 4.3.5. Use everyday reference
material in order to select information
appropriate to the purpose of an inquiry
and relate ideas from one written
source to another.
EFL 4.3.4. Find the most important
information in print or online sources in
(Example:
Internet search engines, online
advertising, online or print timetables,
web pages, posters, adverts,
catalogues, etc.)
Read, gather, view and listen to information from Read, gather, view and listen to EFL 4.3.7. Read, gather, view and
various sources information from various sources in listen to information from various
Ref (EFL 4.3.7.) order to organize and discuss sources in order to organize and
relationships discuss relationships between academic
Ref (EFL 4.3.7.) content areas. (Example: non fiction
books for young adults, the Internet,
audio and media presentations, oral
interviews, maps, diagrams, reference
books, magazines, etc.)
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new
information in a text, and assess this information according to the organization, subject area and purpose of the text,
using different criteria, including ICT tools.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH 10TH
Apply learning strategies to examine and Apply learning strategies to EFL 4.3.6. Apply learning strategies to
interpret a variety of written materials Ref (EFL examine and interpret a variety of examine and interpret a variety of
4.3.6.) written materials using prior written materials using prior
knowledge Ref (EFL 4.3.6.) knowledge, graphic organizers, context
clues, note taking and finding words in
a dictionary.

Assess, compare and evaluate the quality of Assess, compare and evaluate the EFL 4.3.8. Assess, compare and
written texts and visual presentations using quality of written texts and visual evaluate the quality of written texts
different criteria Ref (EFL 4.3.8.) presentations using different and visual presentations using different
criteria and ICT tools Ref (EFL criteria and ICT tools related to the
4.3.8.) organization, subject area and purpose
of a text. (Examples of text types:
editorials, letters to the editor, political
speeches, illustrations, charts,
advertisements, etc.)
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and classroom resources and texts by
selecting and evaluating them in order to strengthen literacy skills and promote acquisition.

SKILL WITH CRITERIA PERFORMANCE

 YEARS
8TH 9TH
EFL 4.3.9. Demonstrate an ability to interact EFL 4.3.9. Demonstrate an ability
and engage with a wide range of ICT and to interact and engage with a wide
classroom resources in order to strengthen range of ICT and classroom
literacy skills and strategies. resources in order to strengthen
literacy skills and strategies.
EFL 4.3.10. Select from and evaluate a range of EFL 4.3.10. Select from and
both physical and digital texts and materials in evaluate a range of both physical
order to promote acquisition and develop an and digital texts and materials in
appreciation of the language. order to promote acquisition and
develop an appreciation of the
language.
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience, while recognizing that different texts have different features
and showing the ability to use these features appropriately in ones own writing.
SKILL WITH CRITERIA PERFORMANCE
YEARS
8TH 9TH
EFL 4.4.1. Convey information and ideas EFL 4.4.1. Convey information and
through simple transactional or expository texts ideas through simple transactional
on familiar subjects using ICT tools and or expository texts on familiar
conventions and features of English appropriate subjects using ICT tools and
to audience and purpose. conventions and features of English
appropriate to audience and
purpose.
10TH
EFL 4.3.9. Demonstrate an ability to
interact
and engage with a wide range of ICT
and classroom resources in order to
strengthen literacy skills and strategies.
EFL 4.3.10. Select from and evaluate a
range of both physical and digital texts
and materials in order to promote
acquisition and develop an appreciation
of the language.
10TH
EFL 4.4.1. Convey information and
ideas through simple transactional or
expository texts on familiar subjects
using ICT tools and conventions and
features of English appropriate to
audience and purpose.

EFL 4.4.4. Write to describe feelings/opinions in
order to effectively influence an audience.
(Example: persuade, negotiate, argue, etc.)
EFL 4.4.4. Write to describe
feelings/opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
EFL 4.4.4. Write to describe
feelings/opinions in order to effectively
influence an audience. (Example:
persuade, negotiate, argue, etc.)
EFL 4.4.5. Recognize that various types of
writing require different language, formatting and
special vocabulary. (Example: a recipe, a letter,
etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a
letter, etc.)
EFL 4.4.5. Recognize that various
types of writing require different
language, formatting and special
vocabulary. (Example: a recipe, a letter,
etc.)

CE.EFL.4.16. Make use of simple learning resources, including those created by ones self, in order to compare and
contrast information, and choose appropriate resources according to the value, purpose and audience of each.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.4.2. Make and use a simple print or digital EFL 4.4.2. Make and use a simple
learning resource to compare and contrast print or digital learning resource to
information in order to demonstrate compare and contrast information
understanding and command of a topic. in order to demonstrate
understanding and command of a
topic.
10TH
EFL 4.4.2. Make and use a simple print
or digital learning resource to compare
and contrast information in order to
demonstrate understanding and
command of a topic.

EFL 4.4.3. Critically evaluate information from
references, including those found on the web,
and recommend print and digital sources to other
learners.
EFL 4.4.3. Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
EFL 4.4.3. Critically evaluate
information from references, including
those found on the web, and
recommend print and digital sources to
other learners.

EFL 4.4.6. Identify a variety of types and EFL 4.4.6. Identify a variety of EFL 4.4.6. Identify a variety of types
formats of potential resources and the value, types and formats of potential and formats of potential resources and
purpose and audience of each for use in the resources and the value, purpose the value, purpose and audience of
educational domain. (Example: audio/video, and audience of each for use in the each for use in the educational domain.
multimedia, website, database, book, thesaurus, educational domain. (Example: (Example: audio/video, multimedia,
scholarly/ popular, current/historical, etc.) audio/video, multimedia, website, website, database, book, thesaurus,
database, book, thesaurus, scholarly/ popular, current/historical,
scholarly/ popular, etc.)
current/historical, etc.)
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts and details and by employing
various stages of the writing process, while using a range of digital tools to promote and support collaboration, learning
and productivity.

SKILL WITH CRITERIA PERFORMANCE

YEARS
8TH 9TH
EFL 4.4.7. Use the process of prewriting, drafting, EFL 4.4.7. Use the process of
revising, peer editing and proofreading prewriting, drafting, revising, peer
(i.e., the writing process) to produce well- editing and proofreading
constructed informational texts. (i.e., the writing process) to
produce well-constructed
informational texts.
10TH
EFL 4.4.7. Use the process of prewriting,
drafting, revising, peer editing and
proofreading
(i.e., the writing process) to produce
well-constructed informational texts.

EFL 4.4.8. Convey and organize information using
facts and details in order to illustrate diverse
patterns and structures in writing. (Example: cause
and effect, problem and solution, general-to-specific
presentation, etc.)
EFL 4.4.8. Convey and organize
information using facts and details in
order to illustrate diverse patterns
and structures in writing. (Example:
cause and effect, problem and
solution, general-to-specific
presentation, etc.)
EFL 4.4.8. Convey and organize
information using facts and details in
order to illustrate diverse patterns and
structures in writing. (Example: cause and
effect, problem and solution, general-to-
specific presentation, etc.)

EFL 4.4.9. Select and make effective use of a EFL 4.4.9. Select and make effective
range of digital tools to write, edit, revise and use of a range of digital tools to
publish written work in a way that supports write, edit, revise and publish written
collaboration, learning and productivity. work in a way that supports
(Example: image editing, GoogleDrive, infographic collaboration, learning and
makers, audio and video editing, presentation apps, productivity.
etc.) (Example: image editing,
GoogleDrive, infographic makers,
audio and video editing, presentation
apps, etc.)
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal and implied meanings in short,
simple, everyday literary texts (online, oral or in print).
EFL 4.4.9. Select and make effective use
of a range of digital tools to write, edit,
revise and publish written work in a way
that supports collaboration, learning and
productivity.
(Example: image editing, GoogleDrive,
infographic makers, audio and video
editing, presentation apps, etc.)

SKILL WITH CRITERIA PERFORMANCE

YEARS
 8TH
EFL 4.5.1. Make use of main points in literary
texts (authentic and semi-authentic, oral and
written) to understand short simple everyday
stories, especially if there is visual support.
EFL 4.5.3. Make predictions, inferences and
deductions to demonstrate different levels of
meaning of literary works presented orally or in
digital form, including literal and implied
meanings. (Example: summarizing, explaining
and identifying, word choice, symbols, points of
view, etc.)
CE.EFL.4.19. Find and identify literary elements and techniques and relate those elements to the learners own
experiences and to other works, including ones peers, in order to present personal responses and interpretations.
SKILL WITH CRITERIA PERFORMANCE
8TH
EFL 4.5.2. Compare and present personal and
formal responses to and interpretation of
published literary works and the works of peers,
referring to details and features of the text.
(Example: text structure, plot, ideas, events,
vocabulary, etc.)
9TH
EFL 4.5.1. Make use of main
points in literary texts (authentic
and semi-authentic, oral and
written) to understand short simple
everyday stories, especially if there
is visual support.
EFL 4.5.3. Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary works
presented orally or in digital form,
including literal and implied
meanings. (Example: summarizing,
explaining and identifying, word
choice, symbols, points of view,
etc.)
YEARS
9TH
EFL 4.5.2. Compare and present
personal and formal responses to
and interpretation of published
literary works and the works of
peers, referring to details and
features of the text. (Example: text
structure, plot, ideas, events,
vocabulary, etc.)
10TH
EFL 4.5.1. Make use of main points in
literary texts (authentic and semi-
authentic, oral and written) to
understand short simple everyday
stories, especially if there is visual
support.
EFL 4.5.3. Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary works presented
orally or in digital form, including literal
and implied meanings. (Example:
summarizing, explaining and
identifying, word choice, symbols,
points of view, etc.)
10TH
EFL 4.5.2. Compare and present
personal and formal responses to and
interpretation of published literary
works and the works of peers, referring
to details and features of the text.
(Example: text structure, plot, ideas,
events, vocabulary, etc.)
EFL 4.5.7. Locate and identify selected literary
elements and techniques in texts and relate
those elements to those in other works and to
learners own experiences. (Example: setting,
character, plot, theme, point of view, imagery,
foreshadowing, climax, etc.)
CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures,
using a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.
SKILL WITH CRITERIA PERFORMANCE
8TH
EFL 4.5.4. Create personal stories by adding
imaginative details to real-life stories and
situations, using appropriate vocabulary and
elements of the literature learners have read or
heard.
EFL 4.5.5. Gain an understanding of literary
concepts such as genre, plot, setting, character,
point of view, theme and other literary elements
in order to apply them to ones own creative
texts.
EFL 4.5.6. Create an effective voice using a
variety of ICT tools, writing styles and typical
features of a genre to create stories, poems,
sketches, songs and plays, including those that
reflect traditional and popular Ecuadorian
cultures.
EFL 4.5.7. Locate and identify
selected literary elements and
techniques in texts and relate
those elements to those in other
works and to learners own
experiences. (Example: setting,
character, plot, theme, point of
view, imagery, foreshadowing,
climax, etc.)
YEARS
9TH
EFL 4.5.4. Create personal stories
by adding imaginative details to
real-life stories and situations,
using appropriate vocabulary and
elements of the literature learners
have read or heard.
EFL 4.5.5. Gain an understanding
of literary concepts such as genre,
plot, setting, character, point of
view, theme and other literary
elements in order to apply them to
ones own creative texts.
EFL 4.5.6. Create an effective
voice using a variety of ICT tools,
writing styles and typical features
of a genre to create stories, poems,
sketches, songs and plays,
including those that reflect
traditional and popular Ecuadorian
cultures.
EFL 4.5.7. Locate and identify selected
literary elements and techniques in
texts and relate those elements to
those in other works and to learners
own experiences. (Example: setting,
character, plot, theme, point of view,
imagery, foreshadowing, climax, etc.)
10TH
EFL 4.5.4. Create personal stories by
adding imaginative details to real-life
stories and situations, using
appropriate vocabulary and elements of
the literature learners have read or
heard.
EFL 4.5.5. Gain an understanding of
literary concepts such as genre, plot,
setting, character, point of view, theme
and other literary elements in order to
apply them to ones own creative texts.
EFL 4.5.6. Create an effective voice
using a variety of ICT tools, writing
styles and typical features of a genre to
create stories, poems, sketches, songs
and plays, including those that reflect
traditional and popular Ecuadorian
cultures.
CE.EFL.4.21. Use pre-established criteria, including that which is written by learners collaboratively, in order to
evaluate and recommend literary texts (written, online, oral, in video, etc.) and the effectiveness of group work.

SKILL WITH CRITERIA PERFORMANCE

8TH
EFL 4.5.8. Evaluate and recommend literary
texts (both written and oral, online, in video or in
print) according to pre-established criteria.
. in video or in print) according to
EFL 4.5.10. Collaboratively produce criteria for
evaluating literary texts and the effectiveness of
group work
YEARS
9TH
EFL 4.5.8. Evaluate and
recommend literary
texts (both written and oral, online,
pre-established criteria.
. .
EFL 4.5.10. Collaboratively
produce criteria for evaluating
literary texts and the effectiveness
of group work
10TH
EFL 4.5.8. Evaluate and recommend
literary
texts (both written and oral, online, in
video or in print) according to pre-
established criteria.
EFL 4.5.10. Collaboratively produce
criteria for evaluating literary texts and
the effectiveness of group work

CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by
employing a wide range of creative thinking skills through the completion of activities such as playing games,
brainstorming and problem solving.

SKILL WITH CRITERIA PERFORMANCE

8TH
EFL 4.5.9. Engage in collaborative activities
through a variety of student groupings to create
and respond to literature and other literary texts.
(Example: small groups, cooperative learning
groups, literature circles, process writing groups,
etc.)
YEARS
9TH
EFL 4.5.9. Engage in collaborative
activities through a variety of student
groupings to create and respond to
literature and other literary texts.
(Example: small groups, cooperative
learning groups, literature circles,
process writing groups, etc.)
10TH
EFL 4.5.9. Engage in collaborative
activities through a variety of student
groupings to create and respond to
literature and other literary texts.
(Example: small groups, cooperative
learning groups, literature circles, process
writing groups, etc.)
EFL 4.5.11. Participate in creative thinking through
brainstorming, working in groups, games and
problem-solving tasks by showing the ability to
accept a variety of ideas and capitalize on other
peoples strengths.
EFL 4.5.11. Participate in creative
thinking through brainstorming,
working in groups, games and
problem-solving tasks by showing the
ability to accept a variety of ideas
and capitalize on other peoples
strengths.
EFL 4.5.11. Participate in creative
thinking through brainstorming, working
in groups, games and problem-solving
tasks by showing the ability to accept a
variety of ideas and capitalize on other
peoples strengths.
P
C
INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
Mons. Leonidas Proao 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH Subject: English
Teacher(s): Lcda. Alejandra Chicaiza
Grade/ Course: 9TH Education Level: EGB
A1.2
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
periods
5 Hours 40 weeks 4 weeks 36 weeks
180 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries
in a thoughtful and inquisitive manner, maturely, and openly experiencing
other cultures and languages from the secure standpoint of their own national
and cultural identity.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance
towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their L1 and of language use for
communication and learning.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others within the
communication process, cultivating habits of honesty and integrity into
responsible academic behavior.
OG.EFL 5 Directly access the main points and important details of up-to
date. English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of ICT and
reference tools where required.
OG.EFL 6 Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of
formal and informal social situations with a limited but effective command of
the spoken language (CEFR B1 level).
O.EFL 4.1 Identify the main ideas, some details and inferences of
written texts, in order to produce level-appropriate critical analysis
of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international
language and a medium to interact globally.
O.EFL 4.3 Independently read A2.1 level text in English as a source
of entertainment and interpersonal and intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when
encountering challenges in order to promote autonomous learning
and decision making.
O.EFL 4.5 Introduce the need for independent research as a daily
activity by using electronic resources (ICT) in class while practicing
appropriate competences in the four skills.
O.EFL 4.6
Write short descriptive and informative texts related to personal
information or familiar topics and use them as a means of
communication and written expression of thought.
O.EFL 4.7 Use spoken and written literary text in English such as
poems, short stories, comic strips, short magazine articles and oral
interviews on familiar subjects in order to inspire oral and written
production at an A2.1 level.
O.EFL 4.8 Integrate written and spoken text in order to identify
cultural differences and similarities within a range of local,
national and global contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when
learners interact in English using high-frequency and level-
appropriate expressions in order to reach an effective command of
 spoken language

TRANSVERSAL AXES:
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
5.UNITS TO BE DEVELOPED*
N Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation*** Weeks
duratio
(Skills and strategies)
n
1 MY FAMILY AND Describe your family EFL 4.1.6. Seek Communication and Cultural CE.EFL.4.4. Display
ME members and yourself. and provide Awareness an appreciation of
information and and demonstrate
- Playing games that
assistance, orally or respect for 5
practice classroom
in writing and in individual and group
language, turn-taking,
online or face-to- being polite, etc. differences by
face interactions, - Comparing answers in establishing and
for personal, social pairs or small groups. maintaining healthy
and academic - Working in small and rewarding
purposes. groups to complete a relationships based
cultural project. on communication
EFL 4.1.8. Use - Participating in short and cooperation.
suitable dialogues and role
vocabulary, plays to practice target I.EFL.4.4.1.
expressions, language. Learners can
language and Oral Communication: demonstrate an
interaction styles (Listening and Speaking) ability to give and
for formal and ask for information
informal social or - Recording in-class and assistance using
academic situations conversations and level-appropriate
in order to dialogues in order to language and
communicate make note of correct interaction styles in
specific intentions and appropriate online or face-to-
in online and face- language usage and face social and
to-face interactions. intelligibility. classroom
- Asking classmates to
(Example: interactions (J.2, J.3,
repeat an answer or
thanking, making J.4, I.3)
statement if needed to
promises, clarify something.
apologizing, asking - Asking for help in class
permission, when necessary. CE.EFL.4.5. Display
chatting with Reading and appreciation of
friends, answering - Reading a short text and demonstrate
in class, greeting an and showing respect for
authority figure, comprehension by individual and group
etc.) completing the differences by
accompanying graphic establishing and
EFL 4.1.10. organizer. maintaining healthy
Recognize and - Reading a text on a
and rewarding
appreciate familiar content area
relationships based
individual and subject and then
matching phrases or on communication
group similarities
labeling pictures. and cooperation.
and differences by
establishing and - Reading two short I.EFL.4.5.1.
maintaining simple cross curricular Learners can
healthy and texts and using them to
appreciate and show
support ones own
rewarding online respect for
argument or hypothesis.
and face-toface Writing individual and group
relationships based differences by
on communication - Completing the gaps in establishing and
and cooperation. a sentence. maintaining healthy
- Reading an online and rewarding
EFL 4.1.4. movie review and
Demonstrate identifying common online and face-to-
mindfulness, linguistic features, such face interactions.
empathy, tolerance as use of past verbs. Learners can
and an overall Learners use the same communicate and
respect for the features to write their cooperate in a
integrity of cultures own review of a movie respectful,
theyve seen.
in daily classroom empathetic manner. (
- Sequencing sentences
activities. J.3, S.1, S4)
by adding words.
EFL 4.2.15. Deal Language through the Arts CE.EFL.4.8.
with practical, - Creating literature Production
everyday circles where learners Accuracy and
communication have the freedom to say Intelligibility:
demands within anything they want Communicate needs
familiar contexts, about a text from class and information
effectively and or outside of class. clearly and in simple
without undue - Participating in terms, using
effort. (Example: classroom games in grammatical
meeting people, which problem-solving structures learned in
extending and as a team is important. class (although there
accepting - Creating a crossword may be frequent
puzzle in groups about
invitations, errors), effectively
an Ecuadorian story,
exchanging and without undue
region, celebrity, etc.
information, giving Brainstorming ideas for effort. Demonstrate
reasons, asking and a writing project in an ability to make
answering small groups, using a appropriate use of
questions about graphic organizer new words and
routines and expressions in social
preferences, etc.) interactions.
EFL 4.3.7. Read, I.EFL.4.8.1.
gather, view and Learners can
listen to communicate
information from personal information
various sources in and basic immediate
order to organize needs and deal with
and discuss other practical
relationships everyday demands
between academic in familiar contexts,
content areas. effectively and
(Example: without undue effort
nonfiction books and using
for young adults, grammatical
the Internet, audio structures and
and media vocabulary seen in
presentations, oral class (although there
interviews, maps, may be frequent,
diagrams, reference basic errors). (I.1,
books, magazines, I.2, I.3, S.1)
etc.)
CE.EFL.4.12. Use a
EFL 4.4.7. Use the range of reference
process of materials and
prewriting, sources, both online
drafting, revising, and in print, in order
peer editing and to support ideas,
proofreading (i.e., answer inquiries,
the writing find relationships
process) to and relate ideas
produce well- between different
constructed subject areas.
informational texts.
I.EFL.4.12.1.
EFL 4.4.8. Convey Learners can employ
and organize a range of reference
information using materials and
facts and details in sources, both online
order to illustrate and in print, in order
diverse patterns to support ideas,
and structures in answer inquiries,
writing. (Example: find relationships
cause and effect, and relate ideas
problem and between different
solution, general- subject areas. (I.1,
to-specific I.2, J.2)
presentation, etc.)
CE.EFL.4.17. Show
EFL 4.5.9. Engage an ability to convey
in collaborative and organize
activities through a information through
variety of student the use of facts and
groupings to create details and by
and respond to employing various
literature and other stages of the writing
literary texts. process, while using
(Example: small a range of digital
groups, cooperative tools to promote and
learning groups, support
literature circles, collaboration,
process writing learning and
groups, etc.) productivity.
EFL 4.5.11. I.EFL.4.17.1.
Participate in Learners can convey
creative thinking and organize
through information through
brainstorming, the use of facts and
working in groups, details and by
games and employing various
problem-solving stages of the writing
tasks by showing process, while using
the ability to accept a range of digital
a variety of ideas tools to promote and
and capitalize on support
other peoples collaboration,
strengths. learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.22. Show
the ability to work
collaboratively and
to participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
I.EFL.4.22.1.
Learners can
collaborate and
participate
effectively in a
variety of student
 groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
(S.2, S.4, J.1, J.2,
J.3, J.4)

CULTURES Describe customs and EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
AROUND THE celebrations around the Recognize and Awareness Recognize and
WORLD world. demonstrate an demonstrate an
- Making a useful object
2 appreciation of some appreciation of
out of recycled
commonalities and commonalities
materials in a project.
distinctions across - Researching through between cultures as
cultures and groups the Internet about well as the 5
(differentiated by important people from consequences of
gender, ability, other cultures and ways ones actions while
generations, etc.) of life and presenting exhibiting socially
including the them to the class using responsible
students own. digital tools. behaviors.
- Choosing pictures that
EFL 4.1.9. demonstrate I.EFL.4.2.1.
Recognize the responsibility (helping Learners can name
consequences of an elder cross the similarities and
ones actions by sidewalk, stopping two differences between
demonstrating children from throwing different aspects of
responsible decision- rocks at a dog, being cultural groups.
making at school, respectful of people Learners can
online, at home and who dress differently, demonstrate socially
in the community, being open to responsible
while considering accepting new behaviors at school,
ethical standards, ideas/foods, etc.) and online, at home and
identifying why each is
safety concerns, in the community,
desirable and what
social norms and and evaluate their
consequences the
mutual respect. irresponsible actions actions by ethical,
would have. safety and social
EFL 4.1.5. Apply
standards. (J.3, S.1,
self-correcting and Oral Communication:
(Listening and Speaking) I.1)
self-monitoring
strategies in social - Recording in-class CE.EFL.4.3. Interact
and classroom conversations and with others using
interactions. dialogues in order to self-monitoring and
(Example: asking make note of correct self-correcting
questions, starting and appropriate strategies as well as
over, rephrasing, language usage and appropriate
exploring alternative intelligibility. nonverbal and oral
pronunciations or - Asking classmates to communication
wording, etc.) repeat an answer or features.
statement if needed to
EFL 4.1.7. Interpret clarify something. I.EFL.4.3.1.
and demonstrate - Asking the learners to Learners can employ
knowledge of read a dialogue in a range of self-
nonverbal and oral pairs. Learners record monitoring and self-
communication themselves and then correcting strategies
listen to the recording
features by applying and interpret and use
in order to assess
them in appropriate appropriate verbal
clarity of sounds,
contexts. (Example: production of and nonverbal
use of stress, phonemes, rhythm and communication
intonation, pace, etc.) features to
EFL 4.2.15. Deal intonation. communicate in
with practical, Reading familiar contexts.
everyday - Highlighting relevant (I.3, S.4, J.4)
communication key information in a
text and crossing out CE.EFL.4.8.
demands within
irrelevant information. Production
familiar contexts,
- Keeping a vocabulary accuracy and
effectively and
notebook of synonyms intelligibility:
without undue effort.
and antonyms of words communicate needs
(Example: meeting from a text. and information
people, extending - Brainstorming clearly and in simple
and accepting everything known terms, using
invitations, about a topic and then grammatical
exchanging reading a text to check
structures learned in
information, giving true and false
information. class (although there
reasons, asking and
Writing may be frequent
answering questions
errors), effectively
about routines and - Completing the gaps in and without undue
performances, etc) a sentence. effort. Demonstrate
EFL 4.2.14. Ask and - Reading an online an ability to make
answer movie review and appropriate use of
identifying common
straightforward new words and
linguistic features, such
follow-up questions expressions in social
as use of past verbs.
within familiar Learners use the same interactions.
contexts, such as features to write their I. EFL. 4.8.1.
school and family own review of a movie Learners can
life, provided there theyve seen.
communicate
are opportunities to - Sequencing sentences
personal information
ask for clarification, by adding words.
and basic immediate
reformulation or Language through the Arts
needs and deal with
repetition of key
- Creating literature other practical
points. circles where learners everyday demands
EFL 4.2.16. Initiate, have the freedom to say in familiar contexts,
maintain and end a anything they want effectively and
conversation to about a text from class without undue effort
satisfy basic needs or outside of class. and using
and/ or handle a - Brainstorming a list of grammatical
simple transaction. questions and structures and
responses learners can
preferences, etc.) vocabulary seen in
use during small group
class (although there
EFL 4.3.6. Apply discussions about
literary texts. may be frequent,
learning strategies to
- Participating in basic errors). (I.1,
examine and
classroom games in 1.2, 1.3, S.1)
interpret a variety of
written materials which problem-solving CE.EFL.4.10.
as a team is important.
using prior Production
knowledge, graphic accuracy and
organizers, context intelligibility:
clues, note taking communicate needs
and finding words in and information
a dictionary. clearly and in simple
terms, using
EFL 4.4.1. Convey
grammatical
information and
structures learned in
ideas through simple
class (although there
transactional or
may be frequent
expository texts on
errors), effectively
familiar subjects
and without undue
using ICT tools and
effort. Demonstrate
conventions and
and ability to make
features of English
appropriate use of
appropriate to
new words and
audience and
expressions in social
purpose}
interactions.
EFL 4.5.9. Engage in I.EFL. 4.10.1.
collaborative Learners can
activities through a communicate
variety of student personal information
groupings to create and basic immediate
and respond to needs and deal with
literature and other other practical
literary texts. everyday demands
(Example: small in familiar contexts,
groups, cooperative effectively and
learning groups, without undue effort
literature circles, and using
process writing grammatical
groups, etc.) structures and
vocabulary seen in
EFL 4.5.11.
class (although there
Participate in
may be frequent,
creative thinking
basic errors) (I.1,
through
I.2, I.3, S.1)
brainstorming,
working in groups, CE.EFL.4.13. Apply
games and problem- learning strategies
solving tasks by such as using prior
showing the ability knowledge and
to accept a variety of graphic organizers
ideas and capitalize to interpret new
on other peoples information in a
strengths. text, and assess this
information
according to the
organization, subject
area and purpose of
the text, using
different criteria,
including ICT tools.
I.EFL.4.13.1.
Learners can apply
learning strategies
such as using prior
knowledge and
graphic organizers
to interpret new
information in a
text. Learners can
assess this
information
according to the
organization, subject
area and purpose of
the text, through the
use of different
criteria, including
ICT tools. (I.2, I.4,
J.4)

CE.EFL.4.15.
Express information
and ideas and
describe feelings
and opinions in
simple transactional
or expository texts
on familiar subjects
in order to influence
an audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
ones own writing.
I.EFL.4.15.1.
Learners can convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
ones own writing.
(I.3, I.4, S.3, J.2)
CE.EFL.4.22. Show
the ability to work
collaboratively and
to participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
problem solving.
I.EFL.4.22.1.
Learners can
collaborate and
participate
effectively in a
variety of student
groupings by
employing a wide
range of creative
thinking skills
through the
completion of
activities such as
playing games,
brainstorming and
 problem solving.
(S.2, S.4, J.1, J.2,
J.3, J.4)
AMAZING Describe and compare EFL 4.1.1. Compare
ABILITIES peoples abilities and contrast oral
Communication and Cultural CE.EFL.4.1.
traditions, myths,
Awareness Compare and
3 folktales and
contrast oral
literature from - Finding ways of
traditions and
Ecuador and entertainment from
literature from
international regions other cultures and
regions and then Ecuador and beyond
and cultures and
sharing them in class. in order to manifest
identify similarities
- Completing a Venn an understanding of
and differences and
diagram about two the relationship
universal cultural
stories from different between cultural
themes.
countries. perspectives and
EFL 4.1.3. Display - Reflecting on practices and by
an understanding of differences between sharing cross
the relationship people from other cultural experiences.
between the practices countries and regions.
- Sharing a cross- I.EFL.4.1.1.
and perspectives of
cultural experience Learners can
different cultures by
(such as traveling, compare and
recognizing and
trying a new food, contrast oral
sharing cross-cultural meeting someone from traditions, myths,
experiences and another country) in folktales and
ideas pairs or as a class. literature from
Oral Communication:
EFL 4.1.6. Seek and Ecuador and other
(Listening and Speaking)
provide information cultures in order to
and assistance, orally - Recording in-class demonstrate an
or in writing and in conversations and understanding of the
online or face-to-face dialogues in order to relationship between
interactions, for make note of correct cultural practices
personal, social and and appropriate and perspectives.
academic purposes. language usage and Learners can share
intelligibility. cross-cultural
EFL 4.1.8. Use - Asking classmates to experiences while
suitable vocabulary, repeat an answer or naming universal
expressions, statement if needed to
cultural themes. (I.2,
language and clarify something.
S.1, S.2, J.1)
interaction styles for - Asking the learners to
formal and informal read a dialogue in CE.EFL.4.4.
social or academic pairs. Learners record Demonstrate the
situations in order to themselves and then ability to ask for and
listen to the recording
communicate give information and
in order to assess
specific intentions in assistance using
clarity of sounds,
online and face-to- production of appropriate language
face interactions. phonemes, rhythm and and interaction
(Example: thanking, intonation. styles in a variety of
making promises, Reading social interactions.
apologizing, asking - Reading a short text
I.EFL.4.4.1.
permission, chatting and showing
Learners can
with friends, comprehension by
completing the demonstrate an
answering in class,
accompanying graphic ability to give and
greeting an authority
organizer. ask for information
figure, etc.)
- Reading a text on a and assistance using
EFL 4.2.15. Deal familiar content area level-appropriate
with practical, subject and then language and
everyday matching phrases or interaction styles in
communication labeling pictures. online or face-to-
demands within - Reading two short face social and
familiar contexts, simple cross curricular classroom
effectively and texts and using them to interactions. (J.2,
support ones own
without undue effort.
(Example: meeting argument or hypothesis. J.3, J.4, I.3)
people, extending Writing
CE.EFL.4.8.
and accepting
- Completing the gaps in Production
invitations, a sentence. accuracy and
exchanging - Reading an online intelligibility:
information, giving movie review and Communicate needs
reasons, asking and identifying common and information
answering questions linguistic features, such
clearly and in simple
about routines and as use of past verbs.
terms, using
preferences, etc.) Learners use the same
features to write their grammatical
EFL 4.2.14. Ask and own review of a movie structures learned in
answer theyve seen. class (although there
straightforward - Sequencing sentences may be frequent
follow-up questions by adding words. errors), effectively
within familiar Language through the Arts and without undue
contexts, such as effort. Demonstrate
- Doing extended
school and family an ability to make
writing, in which
life, provided there learners get to choose appropriate use of
are opportunities to what they write and are new words and
ask for clarification, not evaluated or tested expressions in social
reformulation or on it. interactions.
repetition of key - Sharing learners
I.EFL. 4.8.1.
points. stories in pairs or small
Learners can
groups and choosing to
EFL 4.2.16. Initiate, represent some through communicate
maintain and end a a role play. personal information
conversation to - Reading a myth from and basic immediate
satisfy basic needs Ecuador and writing a needs and deal with
and/ or handle a song about it. other practical
simple transaction. everyday demands
preferences, etc.) in familiar contexts,
effectively and
EFL 4.3.5. Use without undue effort
everyday reference and using
material in order to grammatical
select information structures and
appropriate to the vocabulary seen in
purpose of an inquiry class (although there
and relate ideas from may be frequent,
one written source to and basic errors)
another. (Example: (I.1, I.2, I.3, S.1)
nonfiction books for
CE. EFL. 4.10.
young adults, the
Interaction
Internet, audio and
interpersonal:
media presentations,
participate
oral interviews,
effectively in
maps, diagrams,
familiar and
reference books,
predictable
magazines, etc.)
conversational
EFL 4.4.4. Write to exchanges by asking
describe feelings/ and answering
opinions in order to follow-up-questions,
effectively influence provided there are
an audience. opportunities to use
(Example: persuade, repair strategies (e.g.
negotiate, argue, etc.) asking for
clarification) and
EFL 4.5.4. Create
sustain
personal stories by
conversational
adding imaginative
exchanges in pairs to
details to real-life
complete a task,
stories and situations,
satisfy a need or
using appropriate
handle a simple
vocabulary and
elements of the transaction.
literature learners
I.EFL.4.10.1.
have read or heard
Learners can
effectively
participate in
familiar and
predictable everyday
conversational
exchanges in order
to complete a task,
satisfy a need or
handle a simple
transaction, using a
range of repair
strategies.
(Example: asking
for clarification,
etc.) (I.3, J.3, J.4)
CE.EFL.4.12. Use a
range of reference
materials and
sources, both online
and in print, in order
to support ideas,
answer inquiries,
find relationships
and relate ideas
between different
subject areas.
I.EFL.4.12.1.
Learners can employ
a range of reference
materials and
sources, both online
and in print, in order
to support ideas,
answer inquiries,
find relationships
and relate ideas
between different
subject areas. (I.1,
I.2, J.2)
CE.EFL.4.15.
Express information
and ideas and
describe feelings
and opinions in
simple transactional
or expository texts
on familiar subjects
in order to influence
an audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
ones own writing.
I.EFL.4.15.1.
Learners can convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
ones own writing.
(I.3, I.4, S.3, J.2
CE.EFL.4.20. Create
short, original
literary texts in
different genres,
including those that
reflect Ecuadorian
cultures, using a
range of digital
tools, writing styles,
appropriate
vocabulary and
other literary
 concepts.
I.EFL.4.20.1.
Learners can create
short, original
literary texts in
different genres,
including those that
reflect Ecuadorian
cultures, using a
range of digital
tools, writing styles,
appropriate
vocabulary and
other literary
concepts. (I.1, I.3)
EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
Recognize and Awareness Recognize and
demonstrate an demonstrate an
HEALTHY FOOD Talk about food and - Completing and appreciation of
4 appreciation of some
describe how to make illustrating statements commonalities
commonalities and
healthy recipes. about socially between cultures as
distinctions across responsible behaviors. well as the
cultures and groups - Making a useful object consequences of
(differentiated by out of recycled ones actions while
gender, ability, materials. exhibiting socially
generations, etc.) - Creating a poster of responsible
including the class rules. behaviors.
students own. - Researching through I.EFL.4.2.1.
the Internet about other Learners can name
EFL 4.1.9. cultures and ways of similarities and
Recognize the life and presenting differences between
consequences of them to the class using different aspects of
ones actions by digital tools. cultural groups.
demonstrating Oral Communication: Learners can
responsible decision- (Listening and Speaking) demonstrate socially
making at school, responsible
- Recording in-class behaviors at school,
online, at home and conversations and online, at home and
in the community, dialogues in order to in the community,
while considering make note of correct and evaluate their
ethical standards, and appropriate actions by ethical,
safety concerns, language usage and safety and social
social norms and intelligibility. standards. (J.3, S.1,
mutual respect. - Having learners make I.1)
a selfie video to say CE.EFL.4.4.
EFL 4.1.6. Seek and what they know about a Demonstrate the
provide information topic before coming to ability to ask for and
and assistance, orally class. give information and
or in writing and in - Asking for help in class assistance using
online or face-to-face when necessary. appropriate language
interactions, for Reading and interaction
personal, social and - Reading a short text styles in a variety of
academic purposes. and showing social interactions.
comprehension by I.EFL.4.4.1.
EFL 4.1.8. Use completing the Learners can
suitable vocabulary, accompanying graphic demonstrate an
expressions, organizer. ability to give and
language and - Reading a text on a ask for information
interaction styles for familiar content area and assistance using
formal and informal subject and then level-appropriate
social or academic matching phrases or language and
situations in order to labeling pictures. interaction styles in
- Reading two short online or face-to-
communicate
simple cross curricular face social and
specific intentions in texts and using them to classroom
online and face-to- support ones own interactions. (J.2,
face interactions.
(Example: thanking, argument or hypothesis. J.3, J.4, I.3)
making promises, Writing
apologizing, asking CE.EFL. 4.5.
- Completing the gaps in Display and
permission, chatting a sentence.
with friends, appreciation of and
- Reading an online demonstrate respect
answering in class, movie review and for individual and
greeting an authority identifying common group differences by
figure, etc.) linguistic features, such establishing and
as use of past verbs. maintaining healthy
EFL 4.1.10.
Learners use the same and rewarding
Recognize and features to write their
appreciate individual relationships based
own review of a movie on communication
and group theyve seen. and cooperation.
similarities and - Sequencing sentences
differences by by adding words. I.EFL.4.5.1.
establishing and Language through the Arts Learners can
maintaining healthy appreciate and show
- Doing extended
and rewarding online respect for
writing, in which
and face-toface learners get to choose individual and group
relationships based what they write and are differences by
on communication not evaluated or tested establishing and
and cooperation. on it. maintaining healthy
- Sharing learners and rewarding
EFL 4.1.4. online and face-to-
stories in pairs or small
Demonstrate face interactions.
groups and choosing to
mindfulness, represent some through Learners can
empathy, tolerance a role play. communicate and
and an overall - Reading a myth from cooperate in
respect for the Ecuador and writing a respectful,
integrity of cultures song about it. empathetic manner.
in daily classroom (J.3, S.1, S.4)
activities.
CE.EFL.4.8.
EFL 4.2.15. Deal Production
with practical, Accuracy and
everyday Intelligibility:
communication Communicate needs
demands within and information
familiar contexts, clearly and in simple
terms, using
effectively and
grammatical
without undue effort.
structures learned in
(Example: meeting class (although there
people, extending may be frequent
and accepting errors), effectively
invitations, and without undue
exchanging effort. Demonstrate
information, giving an ability to make
reasons, asking and appropriate use of
answering questions new words and
about routines and expressions in social
preferences, etc.) interactions.
I.EFL.4.8.1.
EFL 4.3.5. Use Learners can
everyday reference communicate
material in order to personal information
select information and basic immediate
appropriate to the needs and deal with
purpose of an inquiry other practical
everyday demands
and relate ideas from
in familiar contexts,
one written source to effectively and
another. (Example: without undue effort
nonfiction books for and using
young adults, the grammatical
Internet, audio and structures and
media presentations, vocabulary seen in
oral interviews, class (although there
maps, diagrams, may be frequent,
reference books, basic errors). (I.1,
magazines, etc.) I.2, I.3, S.1)
CE.EFL.4.12. Use a
EFL 4.4.5. range of reference
Recognize that materials and
various types of sources, both online
writing require and in print, in order
different language, to support ideas,
formatting and answer inquiries,
special vocabulary. find relationships
and relate ideas
(Example: a recipe, a
between different
letter, etc.)
subject areas.
EFL 4.5.5. Gain an I.EFL.4.12.1.
understanding of Learners can employ
literary concepts a range of reference
materials and
such as genre, plot,
sources, both online
setting, character,
and in print, in order
point of view, theme to support ideas,
and other literary answer inquiries,
elements in order to find relationships
apply them to ones and relate ideas
own creative texts. between different
subject areas. (I.1,
EFL 4.5.6. Create an I.2, J.2)
effective voice using CE.EFL.4.15.
a variety of ICT Express information
tools, writing styles and ideas and
and typical features describe feelings
of a genre to create and opinions in
stories, poems, simple transactional
sketches, songs and or expository texts
plays, including on familiar subjects
those that reflect in order to influence
traditional and an audience, while
popular Ecuadorian recognizing that
cultures different texts have
different features
and showing the
ability to use these
features
appropriately in
ones own writing.
I.EFL.4.15.1.
Learners can convey
information and
ideas and describe
feelings and
opinions in simple
transactional or
expository texts on
familiar subjects in
order to influence an
audience, while
recognizing that
different texts have
different features
and showing the
ability to use these
features
appropriately in
ones own writing.
(I.3, I.4, S.3, J.2)
CE.EFL.4.20. Create
short, original
 literary texts in
different genres,
including those that
reflect Ecuadorian
cultures, using a
range of digital
tools, writing styles,
appropriate
vocabulary and
other literary
concepts.
I.EFL.4.20.1.
Learners can create
short, original
literary texts in
different genres,
including those that
reflect Ecuadorian
cultures, using a
range of digital
tools, writing styles,
appropriate
vocabulary and
other literary
concepts. (I.1, I.3)

EFL 4.1.1. Compare Communication and Cultural CE.EFL.4.1.

Talk about famous and contrast oral Awareness compare ans
5 THEY WERE characters of the past. traditions, myths, constract oral
SUCCESSFUL! - Completing and
folktales and tradictions and
illustrating statements
literature from literature from
about socially
Ecuador and responsible behaviors. Ecuador and beyond
international regions - Making a useful object in order to manifest
and cultures and out of recycled and understanding
identify similarities materials. of the relationship
and differences and - Creating a poster of between cultural
universal cultural class rules. perspectives and
themes. - Researching through practices and by
the Internet about other sharing cross
EFL 4.1.3. Display cultures and ways of
cultural experiences.
an understanding of life and presenting
the relationship them to the class using I.EFL.4.1.1.
between the practices digital tools. Learners can
and perspectives of Oral Communication: compare and
different cultures by (Listening and Speaking) contrast oral
recognizing and - Asking classmates to traditions, myths,
sharing cross-cultural repeat an answer or folktales and
experiences and statement if needed to literature from
ideas. clarify something. Ecuador and other
- Showing the student a cultures in order to
EFL 4.2.15. Deal
video clip of a simple demonstrate and
with practical, situation and asking understanding of the
everyday them to describe what relationship between
communication is happening/has cultural practices
demands within happened. and perspectives.
familiar contexts, - Doing a mingle activity
Learners can share
effectively and where learners ask and
cross cultural
without undue effort. answer survey
questions about jobs experiences while
(Example: meeting
and occupations naming universal
people, extending
Reading cultural themes. (I.2,
and accepting
- Highlighting relevant S.1, S.2, J.1)
invitations,
key information in a
exchanging CE.EFL.4.8.
text and crossing out
information, giving Production
irrelevant information.
reasons, asking and - Keeping a vocabulary Accuracy and
answering questions Intelligibility:
about routines and notebook of synonyms Communicate needs
preferences, etc.) and antonyms of words and information
from a text. clearly and in simple
EFL 4.3.7. Read, - Completing an outline terms, using
gather, view and for a cross-curricular grammatical
listen to information text. structures learned in
from various sources - Brainstorming
class (although there
in order to organize everything known
may be frequent
and discuss about a topic and then
reading a text to check errors), effectively
relationships
true and false and without undue
between academic
information. effort. Demonstrate
content areas.
- Completing a KWL an ability to make
EFL 4.3.6. Apply chart about a text. appropriate use of
learning strategies to Writing new words and
examine and expressions in social
- Reading an online
interpret a variety of interactions.
movie review and
written materials identifying common I.EFL.4.8.1.
using prior linguistic features. Learners can
knowledge, graphic - Sequencing sentences communicate
organizers, context by adding words. personal information
clues, note taking - Using question prompts
and basic immediate
and finding words in to interview and then
needs and deal with
a dictionary. write sentences about a
classmate. other practical
EFL 4.4.7. Use the - Posting a comment to a everyday demands
process of classmates writing on in familiar contexts,
prewriting, drafting, a class blog. effectively and
revising, peer editing Language through the Arts without undue effort
and proofreading and using
- Listening to or reading grammatical
(i.e., the writing
stories and drawing an
process) to produce structures and
important scene.
well-constructed vocabulary seen in
- Looking at the title of a
informational texts. text and accompanying class (although there
illustrations and may be frequent,
EFL 4.4.8. Convey writing three questions basic errors). (I.1,
and organize about the topic. Then I.2, I.3, S.1)
information using reading to find the
facts and details in answers to the CE.EFL.4.12. Use a
order to illustrate questions. range of reference
diverse patterns and - Listening to a song and materials and
structures in writing. inferring if it is happy, sources, both online
(Example: cause and sad, etc. and in print, in order
effect, problem and - Writing a sentence to to support ideas,
solution, general-to- describe the authors answer inquiries,
specific presentation, intention. find relationships
etc.) and relate ideas
between different
EFL 4.5.1. Make use
subject areas.
of main points in
literary texts I.EFL.4.12.1.
(authentic and semi- Learners can employ
authentic, oral and a range of reference
written) to materials and
understand short sources, both online
simple everyday and in print, in order
stories, especially if to support ideas,
there is visual answer inquiries,
support. find relationships
and relate ideas
between different
subject areas. (I.1,
I.2, J.2)
CE.EFL.4.13. Apply
learning strategies
such as using prior
knowledge and
graphic organizers
to interpret new
information in a
text, and assess this
information
according to the
organization, subject
area and purpose of
the text, using
different criteria,
including ICT tools.

I.EFL.4.13.1.
Learners can apply
learning strategies
such as using prior
knowledge and
graphic organizers
to interpret new
information in a
text. Learners can
assess this
information
according to the
organization, subject
area and purpose of
the text, through the
use of different
criteria, including
ICT tools. (I.2, I.4,
J.4)
CE.EFL.4.17. Show
an ability to convey
and organize
information through
the use of facts and
details and by
employing various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning and
productivity.
I.EFL.4.17.1.
Learners can convey
and organize
information through
the use of facts and
details and by
employing various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning and
 productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.18. Use
main ideas in order
to understand,
predict, infer and
deduce literal and
implied meanings in
short, simple,
everyday literary
texts (online, oral or
in print).
I I.EFL.4.18.1.
Learners can
understand, predict,
infer and deduce
literal and implied
meanings in short,
simple, everyday
literary texts (online,
oral or in print),
especially when
visual support is
provided. (I.2, I.3,
I.4)
EFL 4.1.2. Communication and Cultural CE.EFL.4.2.
Recognize and Awareness Recognize and
UNFORGETTABLE Talk about moments in the demonstrate an demonstrate an
MOMENTS past. - Finding recipes from
6 appreciation of some appreciation of
other cultures and
commonalities and commonalities
regions and then
distinctions across sharing them in class.
cultures and groups - Reading two stories
(differentiated by from different regions
gender, ability, in Ecuador and
generations, etc.) completing a chart to
including the show the differences.
- Watching a video about
students own.
a legend or traditional
EFL 4.1.9. story from Ecuador or
Recognize the another country, and
consequences of taking notes on the
ones actions by cultural practices
demonstrating mentioned.
- Sharing a cross-
responsible decision-
cultural experience
making at school,
(such as traveling,
online, at home and trying a new food,
in the community, meeting someone from
while considering another country) in
ethical standards, pairs or as a class.
safety concerns, Oral Communication:
social norms and (Listening and Speaking)
mutual respect.
- Asking classmates to
EFL 4.1.6. Seek and repeat an answer or
provide information statement if needed to
clarify something.
and assistance, orally
or in writing and in - Showing the student a
online or face-to-face video clip of a simple
interactions, for situation and asking
them to describe what
personal, social and
is happening/has
academic purposes.
happened.
- Doing a mingle activity
EFL 4.1.8. Use
between cultures as
well as the
consequences of
ones actions while
exhibiting socially
responsible
behaviors..
I.EFL.4.2.1.
Learners can name
similarities and
differences between
different aspects of
cultural groups.
Learners can
demonstrate socially
responsible
behaviors at school,
online, at home and
in the community,
and evaluate their
actions by ethical,
safety and social
standards. (J.3, S.1,
I.1)
CE.EFL.4.4.
Demonstrate the
ability to ask for and
give information and
assistance using
appropriate language
and interaction
suitable vocabulary, where learners ask and styles in a variety of
expressions, answer survey social interactions
language and questions about jobs
and occupations I.EFL.4.4.1.
interaction styles for
Reading Learners can
formal and informal
- Keeping a vocabulary demonstrate an
social or academic
notebook of synonyms ability to give and
situations in order to
and antonyms of words ask for information
communicate
from a text. and assistance using
specific intentions in - Completing an outline level-appropriate
online and face-to- for a cross-curricular language and
face interactions. text. interaction styles in
(Example: thanking, - Brainstorming online or face-to-
making promises, everything known
face social and
apologizing, asking about a topic and then
classroom
permission, chatting reading a text to check
true and false interactions. (J.2,
with friends,
information. J.3, J.4, I.3)
answering in class,
greeting an authority - Completing a KWL CE.EFL.4.8.
figure, etc.) chart about a text.
Production
Writing
Accuracy and
EFL 4.2.15. Deal
- Reading an online Intelligibility:
with practical,
movie review and Communicate needs
everyday
identifying common and information
communication linguistic features. clearly and in simple
demands within - Sequencing sentences terms, using
familiar contexts, by adding words. grammatical
effectively and - Posting a comment to a structures learned in
without undue effort. classmates writing on
class (although there
(Example: meeting a class blog.
may be frequent
people, extending Language through the Arts
errors), effectively
and accepting
- Listening to or reading and without undue
invitations,
stories and drawing an effort. Demonstrate
exchanging important scene. an ability to make
information, giving - Looking at the title of a appropriate use of
reasons, asking and text and accompanying new words and
answering questions illustrations and expressions in social
about routines and writing three questions interactions.
preferences, etc.) about the topic. Then
reading to find the I.EFL.4.8.1.
EFL 4.4.7. Use the answers to the Learners can
process of questions. communicate
prewriting, drafting, - Listening to a song and personal information
revising, peer editing inferring if it is happy, and basic immediate
and proofreading sad, etc. needs and deal with
(i.e., the writing - Writing a sentence to other practical
describe the authors
process) to produce everyday demands
intention.
well-constructed in familiar contexts,
informational texts. effectively and
without undue effort
EFL 4.4.8. Convey
and using
and organize
grammatical
information using
structures and
facts and details in
vocabulary seen in
order to illustrate
class (although there
diverse patterns and
may be frequent,
structures in writing.
basic errors). (I.1,
(Example: cause and
I.2, I.3, S.1)
effect, problem and
solution, general-to- CE.EFL.4.17. Show
specific presentation, an ability to convey
etc.) and organize
information through
EFL 4.5.1. Make use
the use of facts and
of main points in
details and by
literary texts
employing various
(authentic and semi- stages of the writing
authentic, oral and process, while using
written) to a range of digital
understand short tools to promote and
simple everyday support
stories, especially if collaboration,
there is visual learning and
support. productivity.
I.EFL.4.17.1.
Learners can convey
and organize
information through
the use of facts and
details and by
employing various
stages of the writing
process, while using
a range of digital
tools to promote and
support
collaboration,
learning and
productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.18. Use
main ideas in order
to understand,
predict, infer and
deduce literal and
implied meanings in
short, simple,
 everyday literary
texts (online, oral or
in print) infer and
deduce literal and
implied meanings in
short, simple,
everyday literary
texts (online, oral or
in print), especially
when visual support
is provided. (I.2, I.3,
I.4)
I I.EFL.4.18.1.
Learners can
understand, predict,
infer and deduce
literal and implied
meanings in short,
simple, everyday
literary texts (online,
oral or in print),
especially when
visual support is
provided. (I.2, I.3,
I.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
Teachers guide A1.2
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): Lcda. Alejandra Chicaiza NAME: NAME:
Signature: Signature: Signature:
Date: 18-09-2016 Date: Date:
P
U
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 1 Objectives:
A1.2 My Family and
Me O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities
within a range of local, national and global contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-
frequency and level-appropriate expressions in order to reach an effective command of spoken language.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities between cultures as
commonalities and distinctions well as the consequences of ones actions while exhibiting socially
across cultures and groups (differentiated by gender, ability,
generations, etc.) including the
students own.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in
social and classroom
interactions. (Example: asking questions, starting over,
rephrasing, exploring alternative
pronunciations or wording, etc.)
Oral Communication: (Listening and Speaking)
EFL 4.2.1 Understand phrases and expressions related to areas
of most immediate priority
within the personal and educational domains, provided speech is
clearly and slowly articulated.
(Example: daily life, free time, school activities, etc.)
EFL 4.2.2 Use a series of phrases and sentences to describe
aspects of personal background,
immediate environment and matters of immediate need in simple
terms using grammatical
structures learnt in class (although there may be frequent errors
with tenses, personal pronouns,
prepositions, etc.).
Reading
EFL 4.3.1 Understand main points in short simple texts on
familiar subjects. (Example: news
about sports or famous people, descriptions, etc.)
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to
effectively influence an audience.
responsible behaviors.
CE.EFL.4.3 Interact with others using self-monitoring and self-
correcting strategies as well as
appropriate nonverbal and oral communication features.
CE.EFL.4.9 Production Fluency: Use simple language to
describe, compare and make
statements about familiar everyday topics such as objects,
possessions and routines in structured
situations and short conversations. Interaction is with reasonable
ease, provided speech is given
clearly, slowly and directly.
CE.EFL.4.8 Production Accuracy and Intelligibility:
Communicate needs and information clearly
and in simple terms, using grammatical structures learned in
class (although there may be frequent
errors), effectively and without undue effort. Demonstrate an
ability to make appropriate use of new
words and expressions in social interactions.
CE.EFL.4.11 Demonstrate comprehension of main ideas and
some details in short simple texts on
CE.EFL.4.15 Express information and ideas and describe
feelings and opinions in simple
transactional or expository texts on familiar subjects in order to
(Example: persuade, negotiate, argue, etc.)..
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details
to real-life stories and situations,
using appropriate vocabulary and elements of the literature
learners have read or heard.
Methodological Strategies
Communication and Cultural Awareness
Reflecting on differences between different
members of a family.
Sharing a cross-cultural experience (such
as traveling, trying a new food, meeting
someone from another country) in pairs or as
a class.
Comparing answers in pairs or small
groups.
Working in small groups to create a chart
about differences in heights and weights
from members of a family.
Oral Communication: (Listening and
Speaking)
Listening to instructions for a short task
and carrying them out.
Listening to spoken or recorded
descriptions of familiar scenes,
and marking the words you hear.
Listening to a dialogue between two or
more people and deciding if each statement
influence an audience, while
recognizing that different texts have different features and
showing the ability to use these features
appropriately in ones own writing.
CE.EFL.4.18 Use main ideas in order to understand, predict,
infer and deduce literal and implied
meanings in short, simple, everyday literary texts (online, oral or
in print).
Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Students Book Communication and Cultural Activities
English Awareness Draw a family tree for each
A1.2 (including I.EFL.4.2.1 Learners can student to locate their
interactive version) corresponding relative.
name similarities and
Audio CD Identify different family
Teachers Guide differences between different members.
Photocopiable aspects of cultural Have students describe their
worksheets (TG) groups. Learners can relatives using
Quiz Time (SB) What does he / she look like?
demonstrate socially
Pair work activity: Students ask
responsible behaviors at each other
school, online, at home Are you tall?, Is she young?, etc.
and in the community, and Play the audio to identify
evaluate their actions peoples physical descriptions.
Students read and identify the
by ethical, safety and social adjectives in the paragraph.
standards. (J.3, S.1, Students write a description
I.1) using their personal information.
I.EFL.4.3.1 Learners can Get materials to create a
scrapbook.
employ a range of Oral presentation of the project:
is true or false. selfmonitoring
Watching a short video about a family
and self-correcting strategies
situation and writing three
new things they learned. and
Reading interpret and use appropriate
Reading a text and answering information verbal and
questions.
nonverbal communication
Choosing from a list of words to complete
gaps from a reading. features
Reading a short story from the Internet and communicate in familiar
highlighting interesting facts, then contexts. (I.3, S.4, J.4)
comparing them with those of a partner.
Oral Communication
Writing
I.EFL.4.9.1 Learners can use
Listening to a celebrity interview and
writing three more interview questions. simple language to
Writing your own answers to interview describe, compare and state
questions. facts about familiar
Writing an email to a friend describing
everyday topics such as
your ideal friend.
Language through the Arts possessions, classroom
Sharing learners stories in pairs or small objects and routines in short,
groups and choosing to represent some structured
through a role play.
situations, interacting with
Reading a myth from Ecuador and writing
relative ease. (I.3, I.4,
a song about it.
S.4)
I.EFL.4.8.1 Learners can
communicate personal
information and basic
immediate needs and deal
with other practical everyday
This is my (relative)
Techniques
Reading
Look for context clues to
understand new vocabulary.
Listening
Take notes while listening to
descriptions of familiar scenes.
Speaking
Use expressions learned from a
video to describe a family
situation.
Writing
Write information questions
based on a model to interview a
partner.
Instruments for oral and written
evaluation
Projects and presentations
Oral interviews in pairs
Gap activities in pairs
Game
Writing Quiz
Glossary activities
Portfolio
Scrapbook
demands in familiar
contexts, effectively and
without undue effort and
using grammatical structures
and vocabulary
seen in class (although there
may be frequent,
basic errors). (I.1, I.2, I.3, S.1)
Reading
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
short simple online or
print texts on familiar subjects,
using contextual
clues to help identify the most
relevant
information. (I.2, I.4)
Writing
I.EFL.4.15.1 Learners can
convey information
and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
familiar subjects in order to
 influence an
audience, while recognizing
that different texts
have different features and
showing the ability to
use these features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.18.1 Learners can
understand, predict,
infer and deduce literal and
implied meanings in
short, simple, everyday
literary texts (online, oral
or in print), especially when
visual support is
provided. (I.2, I.3, I.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:

Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 2 Objectives:
A1.2 Cultures Around
the O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
World O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities
within a range of local, national and global contexts familiar to the learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using high-
frequency and level-appropriate expressions in order to reach an effective command of spoken language.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
CE.EFL.4.5. Display an appreciation of and demonstrate respect for
Communication and Cultural Awareness
individual and group differences by establishing and maintaining
EFL 4.1.4 Demonstrate mindfulness, empathy, tolerance and an overall
healthy and rewarding relationships based on communication and
respect for the integrity of cultures in daily classroom activities.
cooperation.
EFL 4.1.6 Seek and provide information and assistance, orally or in
CE.EFL.4.4. Demonstrate the ability to ask for and give information
writing and in online or face-to-face interactions, for personal, social
and assistance using appropriate language and interaction styles in a
and academic purposes.
variety of social interactions.
Oral Communication
CE.EFL.4.6. Listening for Meaning: Understand and follow the main
idea in spoken texts set in familiar everyday contexts, provided speech
EFL 4.2.1 Understand phrases and expressions related to areas of most
is clear and articulate, and deduce the meanings of unfamiliar words
immediate priority within the personal and educational domains,
and phrases using context clues and/or prior knowledge.
provided speech is clearly and slowly articulated. (Example: daily life,
CE.EFL.4.7. Listening for Information: Follow and identify some main
free time, school activities, etc.)
ideas and details in short and straightforward spoken or audio texts set
in familiar contexts, when delivered slowly and with visuals to provide
EFL 4.2.6 Use other students contributions in class as models for their
contextual support. Use spoken contributions in class as models for
own.
ones own speech.

Reading CE.EFL.4.12. Use a range of reference materials and sources, both

EFL 4.3.5 Use everyday reference material in order to select
information appropriate to the purpose of an inquiry and relate ideas
from one written source to another.
EFL 4.3.9 Demonstrate an ability to interact and engage with a wide
range of ICT and classroom resources in order to strengthen literacy
skills and strategies.
online and in print, in order to support ideas, answer inquiries, find
relationships and relate ideas between different subject areas.
CE.EFL.4.14. Display an ability to interact and engage with a wide
range of ICT and classroom resources and texts by selecting and
evaluating them in order to strengthen literacy skills and promote
acquisition.

Writing
CE.EFL.4.17. Show an ability to convey and organize information
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing
through the use of facts and details and by employing various stages of
and proofreading (i.e., the writing process) to produce well-
the writing process, while using a range of digital tools to promote and
constructed informational texts.
support collaboration, learning and productivity.
Language through the arts
EFL 4.5.11 Participate in creative thinking through brainstorming,
working in groups, games and CE.EFL.4.22. Show the ability to work collaboratively and to
participate effectively in a variety of student groupings by employing a
problem-solving tasks by showing the ability to accept a variety of
wide range of creative thinking skills through the completion of
ideas and capitalize on other activities such as playing games, brainstorming and problem solving.
peoples strengths.

Methodological Strategies Resources Performance Indicators Evaluation: Activities /

 Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.2 (including I.EFL.4.2.1 Learners can student to locate their
Sharing a cross-cultural experience (such interactive version) corresponding relative.
name similarities and
as traveling, trying a new food, meeting Audio CD Identify different family
someone from another country) in pairs or as Teachers Guide differences between different members.
a class. Photocopiable aspects of cultural Have students describe their
Comparing answers in pairs or small worksheets (TG) groups. Learners can relatives using
groups. Quiz Time (SB) What does he / she look like?
demonstrate socially
Working in small groups to create a chart Pair work activity: Students ask
about differences in heights and weights responsible behaviors at each other
from members of a family. school, online, at home Are you tall?, Is she young?, etc.
Oral Communication: (Listening and and in the community, and Play the audio to identify
Speaking) evaluate their actions peoples physical descriptions.
Listening to instructions for a short task Students read and identify the
and carrying them out. by ethical, safety and social adjectives in the paragraph.
Listening to spoken or recorded standards. (J.3, S.1, Students write a description
descriptions of familiar scenes, I.1) using their personal information.
and marking the words you hear. I.EFL.4.3.1 Learners can Get materials to create a
Listening to a dialogue between two or scrapbook.
more people and deciding if each statement employ a range of Oral presentation of the project:
is true or false. selfmonitoring This is my (relative)
Watching a short video about a family and self-correcting strategies
situation and writing three Techniques
and
new things they learned.
interpret and use appropriate Reading
Reading
Reading a text and answering information verbal and Look for context clues to
questions. nonverbal communication understand new vocabulary.
Choosing from a list of words to complete Listening
features to communicate in
gaps from a reading. Take notes while listening to
familiar contexts. (I.3, S.4, J.4) descriptions of familiar scenes.
Reading a short story from the Internet and
highlighting interesting facts, then Oral Communication Speaking
comparing them with those of a partner. I.EFL.4.9.1 Learners can use Use expressions learned from a
Writing video to describe a family
simple language to
Listening to a celebrity interview and situation.
writing three more interview questions. describe, compare and state Writing
Writing your own answers to interview facts about familiar Write information questions
questions. everyday topics such as based on a model to interview a
Writing an email to a friend describing partner.
possessions, classroom
your ideal friend.
Language through the Arts objects and routines in short, Instruments for oral and written
Sharing learners stories in pairs or small structured evaluation
groups and choosing to represent some situations, interacting with Projects and presentations
through a role play. relative ease. (I.3, I.4, Oral interviews in pairs
Reading a myth from Ecuador and writing Gap activities in pairs
a song about it. S.4) Game
I.EFL.4.8.1 Learners can Writing Quiz
communicate personal Glossary activities
information and basic Portfolio
Scrapbook
immediate needs and deal
with other practical everyday
demands in familiar
contexts, effectively and
without undue effort and
using grammatical structures
and vocabulary
seen in class (although there
may be frequent,
basic errors). (I.1, I.2, I.3, S.1)
Reading
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
short simple online or
print texts on familiar subjects,
using contextual
clues to help identify the most
relevant
information. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details
and by employing various
stages of the writing
process, while using a range
of digital tools to
promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts
I.EFL.4.22.1 Learners can
 collaborate and
participate effectively in a
variety of student
groupings by employing a
wide range of creative
thinking skills through the
completion of activities
such as playing games,
brainstorming and
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 3 Objectives:
A1.2 Amazing O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to
Abilities produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision
making.
Periods: 30, 6 class periods per lesson
2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 4.1.3 Display an understanding of the relationship between the
practices and perspectives of different cultures by recognizing and
sharing cross-cultural experiences and ideas.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social
and classroom interactions. (Example: asking questions, starting over,
rephrasing, exploring alternative pronunciations or wording, etc.)
Oral Communication
EFL 4.2.6 Use other students contributions in class as models for their
own.
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday
subject when carrying out a collaborative/paired learning activity in
which there are specific instructions for a task.
Reading
EFL 4.3.6 Apply learning strategies to examine and interpret a variety
of written materials using prior knowledge, graphic organizers, context
clues, note taking and finding words in a dictionary.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively
Weeks: 4
Evaluation Criteria
CE.EFL.4.1. Compare and contrast oral traditions and literature from
Ecuador and beyond in order to manifest an understanding of the
relationship between cultural perspectives and practices and by sharing
cross cultural experiences.
CE.EFL.4.3. Interact with others using self-monitoring and self-
correcting strategies as well as appropriate nonverbal and oral
communication features.
CE.EFL.4.7. Listening for Information: Follow and identify some main
ideas and details in short and straightforward spoken or audio texts set
in familiar contexts, when delivered slowly and with visuals to provide
contextual support. Use spoken contributions in class as models for
ones own speech.
CE.EFL.4.10. Interaction Interpersonal: Participate effectively in
familiar and predictable conversational exchanges by asking and
answering follow-up questions, provided there are opportunities to use
repair strategies (e.g. asking for clarification) and sustain
conversational exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge
and graphic organizers to interpret new information in a text, and assess
this information according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
CE.EFL.4.15. Express information and ideas and describe feelings and
opinions in simple transactional or expository texts on familiar subjects
 in order to influence an audience, while recognizing that different texts
influence an audience. (Example: persuade, negotiate, argue, etc.)
have different features and showing the ability to use these features
appropriately in ones own writing.
CE.EFL.4.19. Find and identify literary elements and techniques and
Language through the arts
relate those elements to the learners own experiences and to other
EFL 4.5.2 Compare and present personal and formal responses to and
works, including ones peers, in order to present personal responses and
interpretation of published literary works and the works of peers,
interpretations.
referring to details and features of the text. (Example: text structure,
CE.EFL.4.21. Use pre-established criteria, including that which is
plot, ideas, events, vocabulary, etc.).
written by learners collaboratively, in order to evaluate and recommend
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts
literary texts (written, online, oral, in video, etc.) and the effectiveness
and the effectiveness of group work.
of group work.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.2 (including I.EFL.4.1.1 Learners can student to locate their
Sharing a cross-cultural experience (such interactive version) corresponding relative.
compare and contrast
as traveling, trying a new food, meeting Audio CD Identify different family
someone from another country) in pairs or as Teachers Guide oral traditions, myths, folktales members.
a class. Photocopiable and literature Have students describe their
Comparing answers in pairs or small worksheets (TG) from Ecuador and other relatives using
groups. Quiz Time (SB) What does he / she look like?
cultures in order to
Working in small groups to create a chart Pair work activity: Students ask
about differences in heights and weights demonstrate an each other
from members of a family. understanding of the Are you tall?, Is she young?, etc.
Oral Communication: (Listening and relationship between cultural Play the audio to identify
Speaking) practices and peoples physical descriptions.
Listening to instructions for a short task Students read and identify the
and carrying them out. perspectives. Learners can adjectives in the paragraph.
Listening to spoken or recorded share cross-cultural Students write a description
descriptions of familiar scenes, experiences while naming using their personal information.
and marking the words you hear. Get materials to create a
 Listening to a dialogue between two or universal cultural scrapbook.
more people and deciding if each statement Oral presentation of the project:
themes. (I.2, S.1, S.2, J.1)
is true or false. This is my (relative)
Watching a short video about a family I.EFL.4.4.1 Learners can
situation and writing three demonstrate an ability Techniques
new things they learned. to give and ask for information
Reading Reading
and assistance Look for context clues to
Reading a text and answering information
questions. using level-appropriate understand new vocabulary.
Choosing from a list of words to complete language and interaction Listening
gaps from a reading. styles in online or face-to-face Take notes while listening to
Reading a short story from the Internet and descriptions of familiar scenes.
social and Speaking
highlighting interesting facts, then
comparing them with those of a partner. classroom interactions. (J.2, Use expressions learned from a
Writing J.3, J.4, I.3) video to describe a family
Listening to a celebrity interview and Oral Communication situation.
writing three more interview questions. I.EFL.4.9.1 Learners can use Writing
Writing your own answers to interview Write information questions
simple language to based on a model to interview a
questions.
Writing an email to a friend describing describe, compare and state partner.
your ideal friend. facts about familiar
Language through the Arts everyday topics such as Instruments for oral and written
Sharing learners stories in pairs or small evaluation
possessions, classroom
groups and choosing to represent some Projects and presentations
objects and routines in short, Oral interviews in pairs
through a role play.
Reading a myth from Ecuador and writing structured Gap activities in pairs
a song about it. situations, interacting with Game
Writing Quiz
relative ease. (I.3, I.4,
Glossary activities
S.4) Portfolio
Reading Scrapbook
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
short simple online or
print texts on familiar subjects,
using contextual
clues to help identify the most
relevant
information. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.15.1 Learners can
convey information
and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
familiar subjects in order to
influence an
audience, while recognizing
that different texts
have different features and
showing the ability to
use these features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
 Language through the Arts
I.EFL.4.20.1 Learners can
create short, original
literary texts in different
genres, including those
that reflect Ecuadorian
cultures, using a range of
digital tools, writing styles,
appropriate
vocabulary and other literary concepts. (I.1, I.3)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 4 Objectives:
A1.2 Healthly food O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to
produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
promote autonomous learning and decision
making..
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities between cultures as well as the consequences of ones
commonalities and distinctions across cultures and groups actions while exhibiting socially responsible behaviors.
(differentiated by gender, ability, generations, etc.) including the CE.EFL.4.1. Compare and contrast oral traditions and literature from
students own. Ecuador and beyond in order to manifest an understanding of the
EFL 4.1.3 Display an understanding of the relationship between the relationship between cultural perspectives and practices and by sharing
practices and perspectives of different cultures by recognizing and cross cultural experiences.
sharing cross-cultural experiences and ideas.
Oral Communication CE.EFL.4.6. Listening for Meaning: Understand and follow the main
idea in spoken texts set in familiar everyday contexts, provided speech
EFL 4.2.4 Deduce the meanings of unfamiliar phrases and words from a is clear and articulate, and deduce the meanings of unfamiliar words
context containing familiar elements. (Example: colloquial greetings, and phrases using context clues and/or prior knowledge.
exclamations, interjections, etc.)
EFL 4.2.5 Understand most changes in the topic of discussion if people
speak slowly.
Reading
CE.EFL.4.13. Apply learning strategies such as using prior knowledge
EFL 4.3.6 Apply learning strategies to examine and interpret a variety
and graphic organizers to interpret new information in a text, and assess
of written materials using prior knowledge, graphic organizers, context
this information according to the organization, subject area and purpose
clues, note taking and finding words in a dictionary.
of the text, using different criteria, including ICT tools.
CE.EFL.4.16. Make use of simple learning resources, including those
Writing
created by ones self, in order to compare and contrast information, and
EFL 4.4.6 Identify a variety of types and formats of potential resources
choose appropriate resources according to the value, purpose and
and the value, purpose and audience of each for use in the educational
audience of each.
domain. (Example: audio/video, multimedia, website, database, book,
thesaurus, scholarly/popular, current/historical, etc.)
CE.EFL.4.17. Show an ability to convey and organize information
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing
through the use of facts and details and by employing various stages of
and proofreading (i.e., the writing process) to produce well-
the writing process, while using a range of digital tools to promote and
constructed informational texts.
support collaboration, learning and productivity.
Language through the arts
EFL 4.5.3 Make predictions, inferences and deductions to demonstrate CE.EFL.4.18. Use main ideas in order to understand, predict, infer and
different levels of meaning of literary works presented orally or in deduce literal and implied meanings in short, simple, everyday literary
digital form, including literal and implied meanings. (Example: texts (online, oral or in print).
summarizing, explaining and identifying, word choice, symbols, points
of view, etc.) CE.EFL.4.22. Show the ability to work collaboratively and to
EFL 4.5.11 Participate in creative thinking through brainstorming, participate effectively in a variety of student groupings by employing a
working in groups, games and problem-solving tasks by showing the wide range of creative thinking skills through the completion of
ability to accept a variety of ideas and capitalize on other peoples activities such as playing games, brainstorming and problem solving.
strengths.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.2 (including I.EFL.4.3.1 Learners can student to locate their
 Sharing a cross-cultural experience (such interactive version) employ a range of corresponding relative.
as traveling, trying a new food, meeting Audio CD Identify different family
selfmonitoring
someone from another country) in pairs or as Teachers Guide members.
a class. Photocopiable and self-correcting strategies Have students describe their
Comparing answers in pairs or small worksheets (TG) and relatives using
groups. Quiz Time (SB) interpret and use appropriate What does he / she look like?
Working in small groups to create a chart Pair work activity: Students ask
verbal and
about differences in heights and weights each other
from members of a family. nonverbal communication Are you tall?, Is she young?, etc.
Oral Communication: (Listening and features to Play the audio to identify
Speaking) communicate in familiar peoples physical descriptions.
Listening to instructions for a short task contexts. (I.3, S.4, J.4) Students read and identify the
and carrying them out. adjectives in the paragraph.
Listening to spoken or recorded I.EFL.4.4.1 Learners can Students write a description
descriptions of familiar scenes, demonstrate an ability using their personal information.
and marking the words you hear. to give and ask for information Get materials to create a
Listening to a dialogue between two or and assistance scrapbook.
more people and deciding if each statement Oral presentation of the project:
is true or false. using level-appropriate This is my (relative)
Watching a short video about a family language and interaction
situation and writing three styles in online or face-to-face Techniques
new things they learned. social and
Reading Reading
classroom interactions. (J.2, Look for context clues to
Reading a text and answering information
questions. J.3, J.4, I.3) understand new vocabulary.
Choosing from a list of words to complete Oral Communication Listening
gaps from a reading. I.EFL.4.8.1 Learners can Take notes while listening to
Reading a short story from the Internet and descriptions of familiar scenes.
communicate personal
highlighting interesting facts, then Speaking
information and basic Use expressions learned from a
comparing them with those of a partner.
Writing immediate needs and deal video to describe a family
Listening to a celebrity interview and with other practical everyday situation.
writing three more interview questions. demands in familiar Writing
Writing your own answers to interview Write information questions
contexts, effectively and
questions. based on a model to interview a
Writing an email to a friend describing without undue effort and partner.
your ideal friend. using grammatical structures
Language through the Arts and vocabulary Instruments for oral and written
Sharing learners stories in pairs or small evaluation
seen in class (although there
groups and choosing to represent some Projects and presentations
through a role play. may be frequent, Oral interviews in pairs
Reading a myth from Ecuador and writing basic errors). (I.1, I.2, I.3, S.1) Gap activities in pairs
a song about it. Reading Game
I.EFL.4.11.1 Learners can Writing Quiz
understand main Glossary activities
Portfolio
ideas and some details in Scrapbook
short simple online or
print texts on familiar subjects,
using contextual
clues to help identify the most
relevant
information. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.15.1 Learners can
convey information
and ideas and describe
feelings and opinions in
simple transactional or
 expository texts on
familiar subjects in order to
influence an
audience, while recognizing
that different texts
have different features and
showing the ability to
use these features
appropriately in ones own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts
I.EFL.4.18.1 Learners can
understand, predict,
infer and deduce literal and
implied meanings in
short, simple, everyday
literary texts (online, oral
or in print), especially when
visual support is
provided. (I.2, I.3, I.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
 solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 5 Objectives:
A1.2 They Were O.EFL.4.6 Write short descriptive and informative texts related to personal information or
Successful! familiar topics and use them as a means of
communication and written expression of thought.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness
CE.EFL.4.2. Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some
commonalities between cultures as well as the consequences of ones
commonalities and distinctions across cultures and groups
actions while exhibiting socially responsible behaviors.
(differentiated by gender, ability, generations, etc.) including the
CE.EFL.4.3. Interact with others using self-monitoring and self-
students own.
correcting strategies as well as appropriate nonverbal and oral
EFL 4.1.7 Interpret and demonstrate knowledge of nonverbal and oral
communication features.
communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.)
Oral Communication CE.EFL.4.8. Production Accuracy and Intelligibility: Communicate
needs and information clearly and in simple terms, using grammatical

EFL 4.2.2 Use a series of phrases and sentences to describe aspects of
personal background, immediate environment and matters of immediate
need in simple terms using grammatical structures learnt in class
(although there may be frequent errors with tenses, personal pronouns,
prepositions, etc.)
EFL 4.2.10 Sustain a conversational exchange on a familiar, everyday
subject when carrying out a collaborative/paired learning activity in
which there are specific instructions for a task.
Reading
EFL 4.3.1 Understand main points in short simple texts on familiar
subjects. (Example: news about sports or famous people, descriptions,
etc.)
EFL 4.3.10 Select from and evaluate a range of both physical and
digital texts and materials in order to promote acquisition and develop
an appreciation of the language.
Writing
EFL 4.4.4 Write to describe feelings/opinions in order to effectively
influence an audience. (Example: persuade, negotiate, argue, etc.)
EFL 4.4.8 Convey and organize information using facts and details in
order to illustrate diverse patterns and structures in writing. (Example:
cause and effect, problem and solution, general-to-specific presentation,
etc.).
Language through the arts
EFL 4.5.4 Create personal stories by adding imaginative details to real-
life stories and situations, using appropriate vocabulary and elements of
the literature learners have read or heard.
structures learned in class (although there may be frequent errors),
effectively and without undue effort. Demonstrate an ability to make
appropriate use of new words and expressions in social interactions.
CE.EFL.4.10. Interaction Interpersonal: Participate effectively in
familiar and predictable conversational exchanges by asking and
answering follow-up questions, provided there are opportunities to use
repair strategies (e.g. asking for clarification) and sustain
conversational exchanges in pairs to complete a task, satisfy a need or
handle a simple transaction.
CE.EFL.4.11. Apply learning strategies such as using prior knowledge
and graphic organizers to interpret new information in a text, and assess
this information according to the organization, subject area and purpose
of the text, using different criteria, including ICT tools.
CE.EFL.4.14. Display an ability to interact and engage with a wide
range of ICT and classroom resources and texts by selecting and
evaluating them in order to strengthen literacy skills and promote
acquisition.
CE.EFL.4.15. Express information and ideas and describe feelings and
opinions in simple transactional or expository texts on familiar subjects
in order to influence an audience, while recognizing that different texts
have different features and showing the ability to use these features
appropriately in ones own writing.
CE.EFL.4.17. Show an ability to convey and organize information
through the use of facts and details and by employing various stages of
the writing process, while using a range of digital tools to promote and
support collaboration, learning and productivity.
CE.EFL.4.20. Create short, original literary texts in different genres,
including those that reflect Ecuadorian cultures, using a range of digital
tools, writing styles, appropriate vocabulary and other literary concepts.
CE.EFL.4.21. Use pre-established criteria, including that which is
 written by learners collaboratively, in order to evaluate and recommend
EFL 4.5.10 Collaboratively produce criteria for evaluating literary texts
literary texts (written, online, oral, in video, etc.) and the effectiveness
and the effectiveness of group work.
of group work.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.2 (including I.EFL.4.2.1 Learners can student to locate their
Sharing a cross-cultural experience (such interactive version) corresponding relative.
name similarities and
as traveling, trying a new food, meeting Audio CD Identify different family
someone from another country) in pairs or as Teachers Guide differences between different members.
a class. Photocopiable aspects of cultural Have students describe their
Comparing answers in pairs or small worksheets (TG) groups. Learners can relatives using
groups. Quiz Time (SB) What does he / she look like?
demonstrate socially
Working in small groups to create a chart Pair work activity: Students ask
about differences in heights and weights responsible behaviors at each other
from members of a family. school, online, at home Are you tall?, Is she young?, etc.
Oral Communication: (Listening and and in the community, and Play the audio to identify
Speaking) evaluate their actions peoples physical descriptions.
Listening to instructions for a short task Students read and identify the
and carrying them out. by ethical, safety and social adjectives in the paragraph.
Listening to spoken or recorded standards. (J.3, S.1, Students write a description
descriptions of familiar scenes, I.1) using their personal information.
and marking the words you hear. I.EFL.4.3.1 Learners can Get materials to create a
Listening to a dialogue between two or scrapbook.
more people and deciding if each statement employ a range of Oral presentation of the project:
is true or false. selfmonitoring This is my (relative)
Watching a short video about a family and self-correcting strategies
situation and writing three Techniques
and
new things they learned.
interpret and use appropriate Reading
Reading
Reading a text and answering information verbal and nonverbal Look for context clues to
questions.
Choosing from a list of words to complete
gaps from a reading.
Reading a short story from the Internet and
highlighting interesting facts, then
comparing them with those of a partner.
Writing
Listening to a celebrity interview and
writing three more interview questions.
Writing your own answers to interview
questions.
Writing an email to a friend describing
your ideal friend.
Language through the Arts
Sharing learners stories in pairs or small
groups and choosing to represent some
through a role play.
Reading a myth from Ecuador and writing
a song about it.
communication features to
communicate in familiar
contexts. (I.3, S.4, J.4)
Oral Communication
I.EFL.4.7.1 Learners can
identify the main idea
and some details in short
straightforward spoken
audio texts set in familiar
contexts when the
message is delivered slowly
and there is other
contextual support. (Example:
rules for a game,
classroom instructions, a
dialogue in a scene
from a cartoon or movie, etc.)
Learners can use
other classmates
contributions in class as
models for their own. (I.2, I.3,
S.4)
Reading
I.EFL.4.11.1 Learners can
understand main
ideas and some details in
understand new vocabulary.
Listening
Take notes while listening to
descriptions of familiar scenes.
Speaking
Use expressions learned from a
video to describe a family
situation.
Writing
Write information questions
based on a model to interview a
partner.
Instruments for oral and written
evaluation
Projects and presentations
Oral interviews in pairs
Gap activities in pairs
Game
Writing Quiz
Glossary activities
Portfolio
Scrapbook
short simple online or
print texts on familiar subjects,
using contextual
clues to help identify the most
relevant
information. (Example: title,
illustrations,
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details
and by employing various
stages of the writing
process, while using a range
of digital tools to
promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts
I.EFL.4.22.1 Learners can
collaborate and
participate effectively in a
variety of student
 groupings by employing a
wide range of creative
thinking skills through the
completion of activities
such as playing games,
brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature:
 Schools Name: Mons, Leonida Proao Year: 2016-2017

1. INFORMATIVE DATA
Teacher: Lic. Alejandra Chicaiza Area: English as a Foreign Language Grade / Course: 9th Class:
Book: English Unit: 6 Objectives:
A1.2 Unforgettable O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to
Moments produce level-appropriate critical analysis of familiar
subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and
similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities between cultures as
commonalities and distinctions well as the consequences of ones actions while exhibiting
across cultures and groups (differentiated by gender, ability, socially responsible behaviors.
generations, etc.) including the CE.EFL.4.3 Interact with others using self-monitoring and self-
students own.
EFL 4.1.8 Use suitable vocabulary, expressions, language and
interaction styles for formal and
informal social or academic situations in order to communicate
specific intentions in online and correcting strategies as well as
face-to-face interactions. (Example: thanking, making promises, appropriate nonverbal and oral communication features.
apologizing, asking permission,
chatting with friends, answering in class, greeting an authority
figure, etc.)
Oral Communication: (Listening and Speaking)
CE.EFL.4.8 Production Accuracy and Intelligibility:
EFL 4.2.2 Use a series of phrases and sentences to describe
Communicate needs and information clearly
aspects of personal background,
and in simple terms, using grammatical structures learned in
immediate environment and matters of immediate need in simple
class (although there may be frequent
terms using grammatical
errors), effectively and without undue effort. Demonstrate an
structures learnt in class (although there may be frequent errors
ability to make appropriate use of new
with tenses, personal pronouns,
words and expressions in social interactions.
prepositions, etc.).
CE.EFL.4.13 Apply learning strategies such as using prior
Reading knowledge and graphic organizers to
EFL 4.3.6 Apply learning strategies to examine and interpret a interpret new information in a text, and assess this information
variety of written materials using according to the organization,
prior knowledge, graphic organizers, context clues, note taking subject area and purpose of the text, using different criteria,
and finding words in a dictionary. including ICT tools.

Writing
EFL 4.4.8 Convey and organize information using facts and
details in order to illustrate diverse
patterns and structures in writing. (Example: cause and effect,
problem and solution, general-tospecific
presentation, etc.)
Language through the Arts
EFL 4.5.9 Engage in collaborative activities through a variety of
CE.EFL.4.17 Show an ability to convey and organize information
through the use of facts and
details and by employing various stages of the writing process,
while using a range of digital tools
to promote and support collaboration, learning and productivity.
CE.EFL.4.22 Show the ability to work collaboratively and to
participate effectively in a variety of
student groupings to create and student groupings by employing a wide range of creative thinking
respond to literature and other literary texts. (Example: small skills through the completion of
groups, cooperative learning activities such as playing games, brainstorming and problem
groups, literature circles, process writing groups, etc.) solving.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness Students Book Communication and Cultural Activities
Reflecting on differences between different English Awareness Draw a family tree for each
members of a family. A1.2 (including I.EFL.4.2.1 Learners can student to locate their
Sharing a cross-cultural experience (such interactive version) corresponding relative.
name similarities and
as traveling, trying a new food, meeting Audio CD Identify different family
someone from another country) in pairs or as Teachers Guide differences between different members.
a class. Photocopiable aspects of cultural Have students describe their
Comparing answers in pairs or small worksheets (TG) groups. Learners can relatives using
groups. Quiz Time (SB) What does he / she look like?
demonstrate socially
Working in small groups to create a chart Pair work activity: Students ask
about differences in heights and weights responsible behaviors at each other
from members of a family. school, online, at home Are you tall?, Is she young?, etc.
Oral Communication: (Listening and and in the community, and Play the audio to identify
Speaking) evaluate their actions peoples physical descriptions.
Listening to instructions for a short task Students read and identify the
and carrying them out. by ethical, safety and social adjectives in the paragraph.
Listening to spoken or recorded standards. (J.3, S.1, Students write a description
descriptions of familiar scenes, I.1) using their personal information.
and marking the words you hear. I.EFL.4.3.1 Learners can Get materials to create a
Listening to a dialogue between two or scrapbook.
more people and deciding if each statement employ a range of Oral presentation of the project:
is true or false. selfmonitoring This is my (relative)
Watching a short video about a family and self-correcting strategies
situation and writing three Techniques
and
new things they learned.
interpret and use appropriate Reading
Reading
 Reading a text and answering information
questions.
Choosing from a list of words to complete
gaps from a reading.
Reading a short story from the Internet and
highlighting interesting facts, then
comparing them with those of a partner.
Writing
Listening to a celebrity interview and
writing three more interview questions.
Writing your own answers to interview
questions.
Writing an email to a friend describing
your ideal friend.
Language through the Arts
Sharing learners stories in pairs or small
groups and choosing to represent some
through a role play.
Reading a myth from Ecuador and writing
a song about it.
verbal and nonverbal
communication features to
communicate in familiar
contexts. (I.3, S.4, J.4)
Oral Communication
I.EFL.4.8.1 Learners can
communicate personal
information and basic
immediate needs and deal
with other practical everyday
demands in familiar
contexts, effectively and
without undue effort and
using grammatical structures
and vocabulary
seen in class (although there
may be frequent,
basic errors). (I.1, I.2, I.3, S.1)
Reading
I.EFL.4.13.1 Learners can
apply learning
strategies such as using prior
knowledge and
graphic organizers to interpret
new information in
a text. Learners can assess
Look for context clues to
understand new vocabulary.
Listening
Take notes while listening to
descriptions of familiar scenes.
Speaking
Use expressions learned from a
video to describe a family
situation.
Writing
Write information questions
based on a model to interview a
partner.
Instruments for oral and written
evaluation
Projects and presentations
Oral interviews in pairs
Gap activities in pairs
Game
Writing Quiz
Glossary activities
Portfolio
Scrapbook
this information
according to the organization,
subject area and
purpose of the text, through
the use of different
criteria, including ICT tools.
(I.2, I.4, J.4)
Writing
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details
and by employing various
stages of the writing
process, while using a range
of digital tools to
promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts
I.EFL.4.22.1 Learners can
collaborate and
participate effectively in a
variety of student
groupings by employing a
 wide range of creative
thinking skills through the
completion of activities
such as playing games,
brainstorming and
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
s
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Lic. Alejandra Chicaiza Teacher: Teacher:
Signature: Signature: Signature: