BGU TECNICOS Y CIENCIAS

PLANIFICACIN CURRICULAR ANUAL

LOGO INSTITUCIONAL NOMBRE DE LA INSTITUCIN AO LECTIVO: 2017- 2018

PLANIFICACIN CURRICULAR ANUAL

1. DATOS INFORMATIVOS

rea: LENGUA EXTRANJERA Asignatura: INGLES

Docente(s): ALICIA LIMONES CARRANZA

Grupo/Grado/cur THIRD GRADE Nivel Educativo: B1.2
so:

2. TIEMPO

Carga horaria No. Evaluacin del aprendizaje e Total de semanas clases Total de periodos
semanal Semanas imprevistos
de trabajo

22 40 4 36 4
3. OBJETIVOS DEL GRADO/CURSO

O.FL.5.3
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 own L1 and of language use for communication and learning.

0.EFL.5.6
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.

0.EFL.5.7 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.

4. EJES TRANSVERSALES:
5. DESARROLLO DE UNIDADES DE PLANIFICACIN
J2. Our actions are carried out with ethics, generosity, integrity, coherence and honesty in mind.
I3. We can communicate in a clear manner, in our own and other languages. We make use of different codes of communication
such as numerical, digital, artistic and gestures. We take responsibility for what we say
S5. We look for harmony between the physical and the intellectual. We use our emotional intelligence to be positive, flexible,
friendly and self-critical.

No. y Ttulo
Objetivos de la
de la Destrezas con Criterios de Duraci
unidad de Orientaciones metodolgicas Evaluacin
unidad de Desempeo n
planificacin
planificaci
n
Vocabulary:
using knoledge of spanish to associate Describe and differentiate
1
words movie genres
Movie
Talk about Reading: Talk about movies you have
genres Simple past tense
different types of Paying attention to time expressions seen
Film Past progressive tense
movies and describe to follow the secuence of events Aks and answer questions
reviews Present perfect tense
a sequence of events Using facts given to make good movies
Mini Past Perfect tense
in cronological guesses about things not directly Make inferences
Biographie Time clauses
order. stanted Write a film review and
s
Writing: mini biography.
Using pictures to predict content
order before listening
 Using context to help understand
idioms
Speaking:
Using idioms when talking to help
conversations flow and sound more
natural
Vocabulary:
Clasifying words according to their
endings to help remenber vocabulary
Reading: Describe and differentiate
Talk about Identifying connectors of contranst to professions.
different Gerunds and infinitives establish relationships between ideas Ask and answer questions
2 professions, Verbs and adjectives Writing: about different personality
Professions personality types followed by prepostions Using connectors of constrast to types, profesin and
and university Connectors of contrast combine contrasting sentences and university degrees
degrees. make comparisons Write a text comparing two
Listening: professions
Looking at question before listening
to know what information to listen
for.
Vocabulary:
Remenbering collocations to learn
Talk about Word pairs Describe the effects of
3 environmental Reading: global warrming and talk
Passive voice
Environme issues such as global Identifying topic sentences about their advantahes and
Prefixes, sufixes and roots
ntally warming and Writing: disasvantages
Relative clauses
Friendly renawable sources Writing topic sentences to state the Talk about the impact that
of energy main points of paragraphs Green and not green
Including supporting sentences to
give details and specific examples
 Talk and describe
4
about bad habits, Writing: Words associated with
Imagine
imaginary, Second conditional The Student describe imaginary imaginary situations and
that
situastions and situations and express your wishes used second conditional
wishes
Vocabulary:
Looking at the text around new
Words to predict the meaning of
unifamiliar Words Make report was stated
Do to report what
5 Reading: Reported what was
was stated in Reported speech-
In the Using contest clues in a text to make resquested
newspapers on statements and request
news predictions about an unknown Word. Understand meaning from
radio or televisin
Writing: context
Using context clues to helps readers
understand difficult words

Vocabulary:
Using synonyms to understand the
meaning of unfamiliar words.
Reading:
Writing give basic details
Looking for cronological order or
Reconignize about inventions and
6 concept repetitions to stablish a
important invitions important events from the
Going Phrasal verbs sequence of events
and historic events past
back in Third conditional Writing:
from the 20th Speculate about what would
time Paying attention to texts organization
century have happened if things had
Speaking:
been different in the past.
Using you mean that to show
understanding of what a person is
saying.
6. BIBLIOGRAFA 7. OBSERVACIONES

This document has a dynamic approach,

based on our educational reality,
(Ministerio de Educacin, 2016) (Forbes, 2017) allowing it to be flexible at the time of
unforeseen events.

ELABORADO: REVISADO APROBADO

DOCENTE(S): NOMBRE: Mgs. Maria Lituma S. NOMBRE: Mgs. Maria Lituma S.

Alicia Limones
Firma: Firma: Firma:

Fecha: Fecha: Fecha:

 PCA EDUCACION BASICA SUPERIOR
OCTAVO A Y B
SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA LIMON 2017-2018

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): ALICIA LIMONES CARRANZA
Grade/ Course: 8vo EGB Education Level: A1.1

2. TIME
Weekly hours Number of weeks of Learning Assessment Total Weeks of class Total of
5 Hours work Weeks periods
36 weeks 40 weeks
4 weeks 200
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.
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
OG.EFL 6 A2.1 level.
Through selected media, participate in reasonably
extended spoken or written dialogue with peers from O.EFL 4.8
different L1 backgrounds on work, study, or general Integrate written and spoken text in order to identify
topics of common interest, expressing ideas and cultural differences and similarities within a range
opinions effectively and appropriately. of local, national and global contexts familiar to the
learner.
OG.EFL 7
Interact quite clearly, confidently, and O.EFL 4.9
appropriately in a range of formal and informal Create a sense of awareness in terms of accuracy when
social situations with a limited but effective learners interact in English using high-frequency and
command of the spoken language (CEFR B1 level). level-appropriate expressions in order to reach an
effective command of spoken language.

4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect,
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love, peace,
justice, innovation, etc.

5.UNITS TO BE DEVELOPED*
N Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
the unit Objectives Orientations durati
(Skills and on
strategies)

1 People You will learn EFL 4.1.9 Communication and CE.EFL.4.2. 6

Around Us how to Recognize the Cultural Awareness Recognize and
consequences of ones demonstrate an
greet formally actions by Creating a poster of appreciation of
and informally. demonstrating class rules. commonalities be-
ask and answer responsible decision- tween cultures as
personal making at school, Collaborating on a well as the
information online, at home and in group project. consequences of
questions. the community, while ones actions
introduce considering ethical Completing group work while exhibiting
someone. standards, safety con- in a fair and honest socially
cerns, social norms and manner and accepting responsible
mutual respect. the groups decisions. behaviors.

EFL 4.1.10 Helping learners in I.EFL.4.2.1.

Recognize and the class who have a Learners can name
appreciate individual different skill set. similarities and
and group similarities differences
and differences by Sharing ideas freely between different
establishing and and without jealousy. aspects of
maintaining healthy and cultural groups.
rewarding online and Making positive Learners can
face-to-face remarks to other demonstrate
relationships based on learners in class. socially
communication and responsible
cooperation. Encouraging classmates behaviors at
to stay motivated when school, online,
EFL 4.2.1 needed. at home and in
Understand phrases and the community,
expressions related to Giving assistance to and evaluate
areas of most immediate those who are their actions by
priority within the struggling, even when ethical, safety
personal and not directly asked to. and social
educational domains, standards. (J.3,
provided speech is Oral Communication: S.1, I.1)
clearly and slowly Listening and
articulated. (Example: Speaking) CE.EFL.4.5.
daily life, free time, Display an
school activities, Listening to another appreciation of
etc.) learners answers in and demonstrate
class and responding respect for
EFL 4.2.6 appropriately. (Ex- individual and
Use other students ample: giving praise, group differences
contributions in class correcting an error, by establishing
as models for their asking a follow-up and maintaining
own. question, etc.) healthy and
rewarding
EFL 4.3.1 Listening to a relationships
Understand main points dialogue and based on
in short simple texts completing a chart communication and
on familiar subjects. with key information. cooperation.
(Example: news about (Example: Name,
sports or famous country, nationality, I.EFL.4.5.1.
people, descriptions, language, etc.) Learners can
etc.) appreciate and
Reading show respect for
EFL 4.4.5 individual and
Recognize that various Reading a text and group differences
types of writing answering information by establishing
require different lan- questions. and maintaining
guage, formatting and healthy and
special vocabulary. Choosing from a list rewarding online
(Example: a recipe, a of words to complete and face-to-face
letter, etc.) gaps from a reading. interactions.
Learners can
EFL 4.5.1 Predicting main ideas communicate and
Make use of main points by reading the title cooperate in a
in literary texts and using other respectful,
(authentic and semi-au- contextual clues empathetic
thentic, oral and (e.g., illustrations, manner. (J.3,
written) to understand subheadings, etc.) S.1, S.4)
short simple everyday
stories, especially if Writing CE.EFL.4.6.
there is visual Listening for
support. Writing your own Meaning:
answers to interview Understand and
EFL 4.5.9 questions. follow the main
Engage in collaborative idea in spoken
activities through a Language through the texts set in
variety of student Arts familiar everyday
groupings to create and contexts,
respond to literature Looking at the title provided speech
and other literary of a text and is clear and
texts. (Example: small accompanying articulate, and
groups, cooperative illustrations and deduce the
learning groups, lit- writing three ques- meanings of
erature circles, tions about the topic. unfamiliar words
process writing groups, Then reading to find and phrases using
etc.) the answers to the context clues
questions. and/or prior
knowledge.
Listening to a song
and inferring if it is CE.EFL.4.11.
happy, sad, etc. Demonstrate
comprehension of
Participating in main ideas and
classroom games in some details in
which problem-solving short simple
as a team is texts on familiar
important. subjects, making
use of contextual
Comparing answers in clues to identify
pairs in order to help relevant
each other understand information in a
errors or concepts. text.

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)

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.4.22.
Show the ability
to work
collaboratively
and to
participate ef-
 fectively 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.

2 People I You will learn EFL 4.1.9 Communication and CE.EFL.4.5. 6

love how to Recognize the Cultural Awareness Display an
consequences of ones appreciation of
describe actions by Creating a poster of and demonstrate
peoples demonstrating rules respect for
physical responsible decision- individual and
appearance. making at school, Collaborating on a group differences
ask and answer online, at home and in group project. by establishing
questions the community, while and maintaining
about physical considering ethical Completing group work healthy and
description. standards, safety con- in a fair and honest rewarding
cerns, social norms and manner and accepting relationships
mutual respect. the groups decisions. based on
communication and
EFL 4.1.10 Helping learners in cooperation.
Recognize and the class who have a
appreciate individual different skill set. Learners can
and group similarities communicate and
and differences by Sharing ideas freely cooperate in a
establishing and and without jealousy. respectful,
maintaining healthy and empathetic
rewarding online and Making positive manner. (J.3,
face-to-face remarks to other S.1, S.4)
relationships based on learners in class.
communication and CE.EFL.4.7.
cooperation. Encouraging classmates Listening for
to stay motivated when Information:
EFL 4.2.6 needed. Follow and
Use other students identify some
contributions in class Giving assistance to main ideas and
as models for their those who are details in short
own. struggling, even when with visuals to
not directly asked to. provide
EFL 4.3.1 contextual
Understand main points Oral Communication: support. Use
in short simple texts Listening and spoken
on familiar subjects. Speaking) contributions in
(Example: news about class as models
sports or famous Listening to another for ones own
people, descriptions, learners answers in speech.
etc.) class and responding
appropriately. (Ex-
EFL 4.4.5 ample: giving praise, CE.EFL.4.11.
Recognize that various correcting an error, Demonstrate
types of writing asking a follow-up comprehension of
require different lan- question, etc.) main ideas and
guage, formatting and some details in
special vocabulary. Reading short simple
(Example: a recipe, a texts on familiar
letter, etc.) Reading a text and subjects, making
answering information use of contextual
EFL 4.5.1 questions. clues to identify
Make use of main points relevant
in literary texts Choosing from a list information in a
(authentic and semi-au- of words to complete text.
thentic, oral and gaps from a reading.
written) to understand I.EFL.4.11.1.
short simple everyday Predicting main ideas Learners can
stories, especially if by reading the title
there is visual and using other understand main
support. contextual clues ideas and some
(e.g., illustrations, details in short
EFL 4.5.9 subheadings, etc.)
simple online or
Engage in collaborative
activities through a Writing print texts on
variety of student familiar
groupings to create and Looking at a picture subjects, using
respond to literature and writing a contextual clues
and other literary description of what to help identify
texts. (Example: small you see or how it the most relevant
groups, cooperative makes you feel, then
information.
learning groups, lit- comparing descriptions
erature circles, in pairs. (Example: title,
process writing groups, illustrations,
etc.) Language through the organization,
Arts etc.) (I.2, I.4)

Looking at the title CE.EFL.4.15.

of a text and Express
accompanying information and
illustrations and ideas and
writing three ques- describe feelings
tions about the topic. and opinions in
Then reading to find simple
the answers to the transactional or
questions. expository texts
on familiar
subjects in order
Participating in to influence an
classroom games in audience, while
which problem-solving recognizing that
as a team is different texts
important. have different
features and
showing the
 ability to use
these features
appropriately in
ones own
writing.

3 Leisure You will learn EFL 4.1.6 Communication and CE.EFL.4.2. 6

Activities how to Seek and provide Cultural Awareness Recognize and
information and demonstrate an
ask and answer assistance, orally or Comparing answers in appreciation of
questions in writing and in pairs or small groups. commonalities be-
about schedules. online or face-to-face tween cultures as
ask for and interactions, for Working in small well as the
give dates. personal, social and groups to complete a consequences of
ask for and academic purposes. cultural project. ones actions
give the time. (Example: different while exhibiting
EFL 4.1.9 musical genres in socially
Recognize the Ecuador, traditional responsible
consequences of ones food in Latin America, behaviors.
actions by etc.)
demonstrating
responsible decision- Researching through CE.EFL.4.4.
making at school, the Internet about Demonstrate the
online, at home and in other cultures and ability to ask
the community, while ways of life and for and give
considering ethical presenting them to the information and
standards, safety con- class using digital assistance using
cerns, social norms and tools. appropriate
mutual respect. language and
Collaborating on a interaction
EFL 4.1.10 group project. styles in a
Recognize and variety of social
appreciate individual Completing group work interactions.
and group similarities in a fair and honest
and differences by manner and accepting I.EFL.4.4.1.
establishing and the groups decisions. Learners can
maintaining healthy and demonstrate an
rewarding online and Helping learners in ability to give
face-to-face the class who have a and ask for
relationships based on different skill set. information and
communication and assistance using
cooperation. Sharing ideas freely level-appropriate
and without jealousy. language and
EFL 4.2.6 interaction
Use other students Making positive styles in online
contributions in class remarks to other or face-to-face
as models for their learners in class. social and
own. classroom in-
Encouraging classmates teractions. (J.2,
EFL 4.3.1 to stay motivated when J.3, J.4, I.3)
Understand main points needed.
in short simple texts CE.EFL.4.5.
on familiar subjects. Giving assistance to Display an
(Example: news about those who are appreciation of
sports or famous struggling, even when and demonstrate
people, descriptions, not directly asked to. respect for
etc.) individual and
Oral Communication: group differences
EFL 4.4.5 Listening and by establishing
Recognize that various Speaking) and maintaining
types of writing healthy and
require different lan- Listening to another rewarding
guage, formatting and learners answers in relationships
special vocabulary. class and responding based on
(Example: a recipe, a appropriately. (Ex- communication and
letter, etc.) ample: giving praise, cooperation.
correcting an error,
EFL 4.5.1 asking a follow-up I.EFL.4.5.1.
Make use of main points question, etc.) Learners can
in literary texts appreciate and
(authentic and semi-au- Reading show respect for
thentic, oral and individual and
written) to understand Reading a text and group differences
short simple everyday answering information by establishing
stories, especially if questions. and maintaining
there is visual healthy and
support. Choosing from a list rewarding online
of words to complete and face-to-face
EFL 4.5.9 gaps from a reading. interactions.
Engage in collaborative Learners can
activities through a Predicting main ideas communicate and
variety of student by reading the title cooperate in a
groupings to create and and using other respectful,
respond to literature contextual clues empathetic
and other literary (e.g., illustrations, manner. (J.3,
texts. (Example: small subheadings, etc.) S.1, S.4)
groups, cooperative
learning groups, lit- Writing CE.EFL.4.7.
erature circles, Listening for
process writing groups, Identifying the text Information:
etc.) type according to Follow and
writing features and identify some
vocabulary. (Example: main ideas and
recognizing that a details in short
recipe has a section and
called ingredients straightforward
and one called direc- spoken or audio
tions, identifying texts set in
the introduction, body familiar con-
and conclusion in a texts, when
news article, etc.) delivered slowly
and with visuals
Language through the to provide
Arts contextual
support. Use
Listening to or spoken
reading stories and contributions in
drawing an important class as models
scene. for ones own
 speech.
Participating in
classroom games in I.EFL.4.7.1.
which problem-solving Learners can
as a team is identify the main
important. idea and some
details in short
Comparing answers in straightforward
pairs in order to help spoken audio
each other understand texts set in
errors or concepts. familiar contexts
when the message
Brainstorming ideas is delivered
for a writing project slowly and there
in small groups, using is other
a graphic organizer. contextual
support. (Ex-
ample: 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)

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.

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)

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 infor-
mation 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.4.18.
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.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)

CE.EFL.4.22.
Show the ability
to work
collaboratively
 and to
participate ef-
fectively 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 stu-
dent groupings by
employing a wide
range of creative
thinking skills
through the com-
pletion of
activities such
as playing games,
brainstorming and
problem solving.
(S.2, S.4, J.1,
J.2, J.3, J.4)

4 Street You will learn EFL 4.1.9 Communication and CE.EFL.4.2. 6

Life how to Recognize the Cultural Awareness Recognize and
consequences of ones demonstrate an
 express what actions by Making a useful object appreciation of
people are doing demonstrating out of recycled commonalities be-
at the moment of responsible decision- materials. tween cultures as
speaking. making at school, well as the
describe what online, at home and in Collaborating on a consequences of
people are the community, while group project. ones actions
wearing. considering ethical while exhibiting
standards, safety con- Completing group work socially
cerns, social norms and in a fair and honest responsible
mutual respect. manner and accepting behaviors.
the groups decisions.
EFL 4.1.10 I.EFL.4.2.1.
Recognize and Helping learners in Learners can name
appreciate individual the class who have a similarities and
and group similarities different skill set. differences
and differences by between different
establishing and Sharing ideas freely aspects of
maintaining healthy and and without jealousy. cultural groups.
rewarding online and Learners can
face-to-face Making positive demonstrate
relationships based on remarks to other socially
communication and learners in class. responsible
cooperation. behaviors at
Encouraging classmates school, online,
EFL 4.2.10 to stay motivated when at home and in
Sustain a needed. the community,
conversational exchange and evaluate
on a familiar, everyday Giving assistance to their actions by
subject when carrying those who are ethical, safety
out a struggling, even when and social
collaborative/paired not directly asked to. standards. (J.3,
learning activity in S.1, I.1)
which there are Oral Communication:
specific instructions Listening and CE.EFL.4.5.
for a task. Speaking) Display an
appreciation of
EFL 4.3.1 Working in pairs to and demonstrate
Understand main points complete an respect for
in short simple texts information gap individual and
on familiar subjects. activity. group differences
(Example: news about by establishing
sports or famous Asking for help in and maintaining
people, descriptions, class when necessary. healthy and
etc.) (Example: Whats the rewarding
answer? How do you say relationships
EFL 4.3.9 ___? Do you have an based on
Demonstrate an ability eraser? Can you help communication and
to interact and engage me with ____?, etc.) cooperation.
with a wide range of
ICT and classroom Establishing a clear I.EFL.4.5.1.
resources in order to expectation of English Learners can
strengthen literacy use for classroom appreciate and
skills and strategies. functions. (Example: show respect for
greeting, requesting, individual and
EFL 4.4.1 thanking, asking for group differences
Convey information and repetition / by establishing
ideas through simple clarification, giving and maintaining
transactional or instructions, offering healthy and
expository texts on help, comparing rewarding online
familiar subjects using answers, taking leave, and face-to-face
ICT tools and con- etc.) Informal interactions.
ventions and features assessment could Learners can
of English appropriate involve personal notes communicate and
to audience and from the teacher to cooperate in a
purpose. learners who use L2 respectful,
regularly. empathetic
EFL 4.5.9 manner. (J.3,
Engage in collaborative Reading S.1, S.4)
activities through a
variety of student Reading a text and CE.EFL.4.10.
groupings to create and answering information Interaction
respond to literature questions. Interpersonal:
and other literary Participate
texts. (Example: small Choosing from a list effectively in
groups, cooperative of words to complete familiar and
learning groups, lit- gaps from a reading. predictable
erature circles, conversational
process writing groups, Predicting main ideas exchanges by
etc.) by reading the title asking and
and using other answering follow-
EFL 4.5.11 contextual clues up questions,
Participate in creative (e.g., illustrations, provided there
thinking through subheadings, etc.) are opportunities
brainstorming, working to use repair
in groups, games and Reading a text about strategies (e.g.
problem-solving tasks how to find reliable asking for
by showing the ability and relevant online clarification)
to accept a variety of resources and under- and sustain
ideas and capitalize on lining key conversational
other peoples information. exchanges in
strengths. pairs to complete
Recommending an a task, satisfy a
informational web site need or handle a
to another learner. simple
transaction.
Creating a class list
of reliable sources of I.EFL.4.10.1.
information and Learners can
publishing it online effectively par-
or displaying it on a ticipate in
poster in class. familiar and
predictable
Writing everyday
conversational
Identifying the text exchanges in
type according to order to complete
writing features and a task, satisfy a
vocabulary. (Example: need or handle a
recognizing that a simple
recipe has a section transaction,
called ingredients using a range of
and one called direc- repair
tions, identifying strategies.
the introduction, body (Example: asking
and conclusion in a for clari-
news article, etc.) fication, etc.)
(I.3, J.3, J.4)

Language through the CE.EFL.4.11.

Arts Demonstrate
comprehension of
Participating in main ideas and
classroom games in some details in
which problem-solving short simple
as a team is texts on familiar
important. subjects, making
use of contextual
Comparing answers in clues to identify
pairs in order to help relevant
each other understand information in a
errors or concepts. text.

I.EFL.4.11.1.
Brainstorming ideas
for a writing project Learners can
in small groups, using understand main
a graphic organizer. 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)

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.

I.EFL.4.14.1.
Learners can
interact and
engage with a
wide range of ICT
and classroom
resources and
texts by se-
lecting and
evaluating them
in order to
strengthen
literacy skills
and promote
acquisition.
(I.2, I.4, S.3,
J.2, J.3)
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 infor-
mation 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 ef-
fectively 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 stu-
dent groupings by
employing a wide
range of creative
thinking skills
through the com-
pletion of
activities such
as playing games,
brainstorming and
problem solving.
(S.2, S.4, J.1,
J.2, J.3, J.4)

5 Amazing You will learn EFL 4.1.6 Communication and CE.EFL.4.2. 6

Places how to Seek and provide Cultural Awareness Recognize and
information and demonstrate an
identify assistance, orally or Playing games that appreciation of
places in the in writing and in practice classroom commonalities be-
city. online or face-to-face language, turn-taking, tween cultures as
ask for and interactions, for being polite, etc. well as the
give information personal, social and consequences of
about location. academic purposes. Participating in short ones actions
give and dialogues and role while exhibiting
follow EFL 4.1.9 plays to practice socially
instructions to Recognize the target language. responsible
get to a place. consequences of ones (Example: thanking behaviors.
actions by others, apologizing,
demonstrating asking for help, I.EFL.4.2.1.
responsible decision- greeting authorities, Learners can name
making at school, etc.) similarities and
online, at home and in differences
the community, while Choosing pictures that between different
considering ethical demonstrate aspects of
standards, safety con- responsibility cultural groups.
cerns, social norms and (helping an elder Learners can
mutual respect. cross the sidewalk, demonstrate
stopping two children socially
EFL 4.1.10 from throwing rocks at responsible
Recognize and a dog, being behaviors at
appreciate individual respectful of people school, online,
and group similarities who dress differently, at home and in
and differences by being open to the community,
establishing and accepting new and evaluate
maintaining healthy and ideas/foods, etc.) and their actions by
rewarding online and identifying why each ethical, safety
face-to-face is desirable and what and social
relationships based on consequences the standards. (J.3,
communication and irresponsible actions S.1, I.1)
cooperation. would have.
CE.EFL.4.4.
EFL 4.2.1 Collaborating on a Demonstrate the
Understand phrases and group project. ability to ask
expressions related to for and give
areas of most immediate Completing group work information and
priority within the in a fair and honest assistance using
personal and manner and accepting appropriate
educational domains, the groups decisions. language and
provided speech is interaction
clearly and slowly Helping learners in styles in a
articulated. (Example: the class who have a variety of social
daily life, free time, different skill set. interactions.
school activities,
etc.) Sharing ideas freely I.EFL.4.4.1.
and without jealousy. Learners can
EFL 4.2.10 demonstrate an
Sustain a Making positive ability to give
conversational exchange remarks to other and ask for
on a familiar, everyday learners in class. information and
subject when carrying assistance using
out a Encouraging classmates level-appropriate
collaborative/paired to stay motivated when language and
learning activity in needed. interaction
which there are styles in online
specific instructions Giving assistance to or face-to-face
for a task. those who are social and
struggling, even when classroom in-
EFL 4.3.1 not directly asked to. teractions. (J.2,
Understand main points J.3, J.4, I.3)
in short simple texts Oral Communication:
on familiar subjects. Listening and CE.EFL.4.5.
(Example: news about Speaking) Display an
sports or famous appreciation of
people, descriptions, Listening to and and demonstrate
etc.) following class respect for
commands. individual and
EFL 4.3.9 group differences
Demonstrate an ability Listening to a simple, by establishing
to interact and engage straightforward story and maintaining
with a wide range of and correcting false healthy and
ICT and classroom statements. (Example: rewarding
resources in order to Veronica climbed a relationships
strengthen literacy mountain on her based on
skills and strategies. vacation True, communication and
Veronica saw gray cooperation.
EFL 4.4.1 dolphins False, she
Convey information and saw pink dolphins, I.EFL.4.5.1.
ideas through simple etc.) Learners can
transactional or appreciate and
expository texts on Working in pairs to show respect for
familiar subjects using complete an individual and
ICT tools and con- information gap group differences
ventions and features activity. by establishing
of English appropriate and maintaining
to audience and Asking for help in healthy and
purpose. class when necessary. rewarding online
(Example: Whats the and face-to-face
EFL 4.5.9 answer? How do you say interactions.
Engage in collaborative ___? Do you have an Learners can
activities through a eraser? Can you help communicate and
variety of student me with ____?, etc.) cooperate in a
groupings to create and respectful,
respond to literature Establishing a clear empathetic
and other literary expectation of English manner. (J.3,
texts. (Example: small use for classroom S.1, S.4)
groups, cooperative functions. (Example:
learning groups, lit- greeting, requesting, CE.EFL.4.6.
erature circles, thanking, asking for Listening for
process writing groups, repetition / Meaning:
etc.) clarification, giving Understand and
instructions, offering follow the main
EFL 4.5.11 help, comparing idea in spoken
Participate in creative answers, taking leave, texts set in
thinking through etc.) Informal familiar everyday
brainstorming, working assessment could contexts,
in groups, games and involve personal notes provided speech
problem-solving tasks from the teacher to is clear and
by showing the ability learners who use L2 articulate, and
to accept a variety of regularly. deduce the
ideas and capitalize on meanings of
other peoples Reading unfamiliar words
strengths. and phrases using
Reading a text and context clues
answering information and/or prior
questions. knowledge.

Choosing from a list I.EFL.4.6.1.

of words to complete Learners can
gaps from a reading. grasp the general
meaning of spoken
Predicting main ideas texts set in
by reading the title familiar everyday
and using other contexts and
contextual clues infer changes in
(e.g., illustrations, the topic of
subheadings, etc.) discussion, as
well as deduce
Reading a text about the meanings of
how to find reliable unfamiliar words
and relevant online and exchanges
resources and under- through the use
lining key of context clues,
information. provided speech
is given slowly
Recommending an and clearly and
informational web site there is
to another learner. sufficient visual
support. (I.3,
Creating a class list S.1, J.4)
of reliable sources of
information and CE.EFL.4.10.
publishing it online Interaction
or displaying it on a Interpersonal:
poster in class. Participate
effectively in
Writing familiar and
predictable
Identifying the text conversational
type according to exchanges by
writing features and asking and
vocabulary. (Example: answering follow-
recognizing that a up questions,
recipe has a section provided there
called ingredients are opportunities
and one called direc- to use repair
tions, identifying strategies (e.g.
the introduction, body asking for
and conclusion in a clarification)
news article, etc.) and sustain
conversational
exchanges in
Language through the pairs to complete
Arts a task, satisfy a
need or handle a
Participating in simple
classroom games in transaction.
which problem-solving
as a team is I.EFL.4.10.1.
important. Learners can
effectively par-
Comparing answers in ticipate in
pairs in order to help familiar and
each other understand predictable
errors or concepts. everyday
conversational
Brainstorming ideas exchanges in
for a writing project order to complete
in small groups, using a task, satisfy a
a graphic organizer. need or handle a
simple
Creating a crossword transaction,
puzzle in groups about using a range of
an Ecuadorian story, repair
region, celebrity, strategies.
etc. (Example: asking
for clari-
fication, etc.)
(I.3, J.3, J.4)

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.

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)

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.
I.EFL.4.14.1.
Learners can
interact and
engage with a
wide range of ICT
and classroom
resources and
texts by se-
lecting and
evaluating them
in order to
strengthen
literacy skills
and promote
acquisition.
(I.2, I.4, S.3,
J.2, J.3)

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 infor-
mation 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 ef-
 fectively 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 stu-
dent groupings by
employing a wide
range of creative
thinking skills
through the com-
pletion of
activities such
as playing games,
brainstorming and
problem solving.
(S.2, S.4, J.1,
J.2, J.3, J.4)

Communication and
6 Daily You will learn EFL 4.1.6 Cultural Awareness CE.EFL.4.2. 6
Routines how to Seek and provide Recognize and
information and Singing songs that demonstrate an
talk about assistance, orally or practice helpful appreciation of
routines and in writing and in language. commonalities be-
lifestyles. online or face-to-face tween cultures as
interactions, for Reading a list of well as the
personal, social and actions people take consequences of
academic purposes. and evaluating and ones actions
discussing the while exhibiting
EFL 4.1.9 consequences on socially
Recognize the others. responsible
consequences of ones behaviors.
actions by Collaborating on a
demonstrating group project. I.EFL.4.2.1.
responsible decision- Learners can name
making at school, Completing group work similarities and
online, at home and in in a fair and honest differences
the community, while manner and accepting between different
considering ethical the groups decisions. aspects of
standards, safety con- cultural groups.
cerns, social norms and Helping learners in Learners can
mutual respect. the class who have a demonstrate
different skill set. socially
EFL 4.1.10 responsible
Recognize and Sharing ideas freely behaviors at
appreciate individual and without jealousy. school, online,
and group similarities at home and in
and differences by Making positive the community,
establishing and remarks to other and evaluate
maintaining healthy and learners in class. their actions by
rewarding online and ethical, safety
face-to-face Encouraging classmates and social
relationships based on to stay motivated when standards. (J.3,
communication and needed. S.1, I.1)
cooperation.
Giving assistance to CE.EFL.4.4.
EFL 4.2.1 those who are Demonstrate the
Understand phrases and struggling, even when ability to ask
expressions related to not directly asked to. for and give
areas of most immediate information and
priority within the Oral Communication: assistance using
personal and Listening and appropriate
educational domains, Speaking) language and
provided speech is interaction
clearly and slowly Listening to and styles in a
articulated. (Example: following class variety of social
daily life, free time, commands. interactions.
school activities,
etc.) Listening to a simple, I.EFL.4.4.1.
straightforward story Learners can
EFL 4.2.10 and correcting false demonstrate an
Sustain a statements. (Example: ability to give
conversational exchange Veronica climbed a and ask for
on a familiar, everyday mountain on her information and
subject when carrying vacation True, assistance using
out a Veronica saw gray level-appropriate
collaborative/paired dolphins False, she language and
learning activity in saw pink dolphins, interaction
which there are etc.) styles in online
specific instructions or face-to-face
for a task. Asking for help in social and
class when necessary. classroom in-
EFL 4.3.1 (Example: Whats the teractions. (J.2,
Understand main points answer? How do you say J.3, J.4, I.3)
in short simple texts ___? Do you have an
on familiar subjects. eraser? Can you help CE.EFL.4.5.
(Example: news about me with ____?, etc.) Display an
sports or famous appreciation of
people, descriptions, Establishing a clear and demonstrate
etc.) expectation of English respect for
use for classroom individual and
EFL 4.3.9 functions. (Example: group differences
Demonstrate an ability greeting, requesting, by establishing
to interact and engage thanking, asking for and maintaining
with a wide range of repetition / healthy and
ICT and classroom clarification, giving rewarding
resources in order to instructions, offering relationships
strengthen literacy help, comparing based on
skills and strategies. answers, taking leave, communication and
etc.) Informal cooperation.
EFL 4.4.1 assessment could
Convey information and involve personal notes I.EFL.4.5.1.
ideas through simple from the teacher to Learners can
transactional or learners who use L2 appreciate and
expository texts on regularly. show respect for
familiar subjects using individual and
ICT tools and con- Conducting a role play group differences
ventions and features between two students by establishing
of English appropriate on a given topic. and maintaining
to audience and (Example: talking healthy and
purpose. about routines, rewarding online
finding common free and face-to-face
EFL 4.5.9 time activities, interactions.
Engage in collaborative playing a guessing Learners can
activities through a game, etc.) communicate and
variety of student cooperate in a
groupings to create and Reading respectful,
respond to literature empathetic
and other literary Reading a text and manner. (J.3,
texts. (Example: small answering information S.1, S.4)
groups, cooperative questions.
learning groups, lit- CE.EFL.4.6.
erature circles, Choosing from a list Listening for
process writing groups, of words to complete Meaning:
etc.) gaps from a reading. Understand and
follow the main
EFL 4.5.11 Predicting main ideas idea in spoken
Participate in creative by reading the title texts set in
thinking through and using other familiar everyday
brainstorming, working contextual clues contexts,
in groups, games and (e.g., illustrations, provided speech
problem-solving tasks subheadings, etc.) is clear and
by showing the ability articulate, and
to accept a variety of Reading a text about deduce the
ideas and capitalize on how to find reliable meanings of
other peoples and relevant online unfamiliar words
strengths. resources and under- and phrases using
lining key context clues
information. and/or prior
knowledge.
Recommending an
informational web site I.EFL.4.6.1.
to another learner. Learners can
grasp the general
Creating a class list meaning of spoken
of reliable sources of texts set in
information and familiar everyday
publishing it online contexts and
or displaying it on a infer changes in
poster in class. the topic of
discussion, as
Writing well as deduce
the meanings of
Identifying the text unfamiliar words
type according to and exchanges
writing features and through the use
vocabulary. (Example: of context clues,
recognizing that a provided speech
recipe has a section is given slowly
called ingredients and clearly and
and one called direc- there is
tions, identifying sufficient visual
the introduction, body support. (I.3,
and conclusion in a S.1, J.4)
news article, etc.)
CE.EFL.4.10.
Language through the Interaction
Arts Interpersonal:
Participate
Participating in effectively in
classroom games in familiar and
which problem-solving predictable
as a team is conversational
important. exchanges by
asking and
Comparing answers in answering follow-
pairs in order to help up questions,
each other understand provided there
errors or concepts. are opportunities
to use repair
Brainstorming ideas strategies (e.g.
for a writing project asking for
in small groups, using clarification)
a graphic organizer. and sustain
conversational
Creating a crossword exchanges in
puzzle in groups about pairs to complete
an Ecuadorian story, a task, satisfy a
region, celebrity, need or handle a
etc. simple
transaction.

I.EFL.4.10.1.
Learners can
effectively par-
ticipate 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 clari-
fication, etc.)
(I.3, J.3, J.4)

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.

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)
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.

I.EFL.4.14.1.
Learners can
interact and
engage with a
wide range of ICT
and classroom
resources and
texts by se-
lecting and
evaluating them
in order to
strengthen
literacy skills
and promote
acquisition.
(I.2, I.4, S.3,
J.2, J.3)

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 infor-
mation 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 ef-
fectively 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 stu-
 dent groupings by 2.1.
employing a wide
range of creative
thinking skills
through the com-
pletion of
activities such
as playing games,
brainstorming and
problem solving.
(S.2, S.4, J.1,
J.2, J.3, J.4)

6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States: Teachers In the curriculum it is about fulfilling
College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson the proposed, eighth grade students
Education. need to have the bases of English
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum established, to complement them in
for Educacin General Bsica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English A1.1. Quito, Ecuador: Grupo Editorial Norma SA the superior years and do not have
problems within the learning
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): ALICIA LIMONES NAME:MGS. MARIA LITUMA NAME:MGS. MARIA LITUMA

Date: September 30th, 2017 Date: Date: