ESCUELA DE EDUCACIÓN BÁSICA PARTICULAR

“JOSE MARIA MORA GONZALÉZ” Año Lectivo: 2019 - 2020

EL GUABO – EL ORO – ECUADOR
ANNUAL CURRICULUM PLAN
INFORMATION DATA:
Área: English as a foreign Language Subject: Foreign Language
Teacher: Mr. Paola Echeverría, Lic.
Grade Ninth year of General Basic Education Education Level A1.2 (teenagers)
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods
40 5 2 38 200
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive O.EFL 4.1 Identify the main ideas, some details and inferences of
manner, maturely, and openly experiencing other cultures and languages from the secure standpoint of their written texts, in order to produce level-appropriate critical analysis of
own national and cultural identity. familiar subjects and contexts.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures to O.EFL 4.2 Appreciate and value English as an international language
comprehend the role of diversity in building an intercultural and multinational society. and a medium to interact globally.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking O.EFL 4.3 Independently read A2.1 level text in English as a source of
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of entertainment and interpersonal and intrapersonal interaction.
language use for communication and learning. O.EFL 4.6 Write short descriptive and informative texts related to
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently personal information or familiar topics and use them as a means of
access further (language) learning and practice opportunities. Respect themselves and others within the communication and written expression of thought.
communication process, cultivating habits of honesty and integrity into responsible academic behavior. O.EFL 4.9 Create a sense of awareness in terms of accuracy when
OG.EFL 5 Directly access the main points and important details of up-todate English language texts, such as learners interact in English using high-frequency and level-appropriate
those published on the web, for professional or general investigation, through the efficient use of ICT and expressions in order to reach an effective command of spoken
reference tools where required. language.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue with O.EFL 4.7 Through selected media, participate in reasonably
peers from different L1 backgrounds on work, study, or general topics of common interest, expressing ideas extended spoken or written dialogue with peers from different L1
and opinions effectively and appropriately. backgrounds on work, study, or general topics of common interest,
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social expressing ideas and opinions effectively and appropriately.
situations with a limited but effective command of the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES : Responsibility, Respect, Commitment, Honesty, Tolerance, Humility
5. DEVELOPMENT OF PLANNING UNITS
N Name of the Specific objectives of the Skills and performance Methodology Evaluation Time in
º Unit Planning Unit criteria orientation weeks

1 Here he OG.EFL6. Through selected COMMUNICATION AND Vocabulary: using Evaluation Criteria
comes now media, participate in CULTURAL AWARENESS antonyms to COMMUNICATION AND CULTURAL AWARENESS
part one reasonably extended spoken remember words 6
or written dialogue with EFL 4.1.5 Apply self- CE.EFL.4.3. Interact with others using self-monitoring and self-
peers from different L1 correcting and self- correcting strategies as well as appropriate nonverbal and oral
backgrounds on work, study monitoring strategies in Grammar: paying communication features.
or general topics of common social and classroom attention to
interest, expressing ideas interactions. (Example: different color to CE.EFL.4.4. Demonstrate the ability to ask for and give information
and opinions effectively and asking questions, starting grammar and assistance using appropriate language and interaction styles in a
appropriately. over, rephrasing, exploring variety of social interactions.
alternative pronunciations
OG.EFL7. Interact quite or wording, etc.) Reading: scanning ORAL COMMUNICATION
clearly, confidently and a text to find
appropriately in a range of EFL 4.1.8 Use suitable specific CE.EFL.4.6. Listening for Meaning: Understand and follow the main
formal and informal social vocabulary, expressions, information idea in spoken texts set in familiar everyday contexts, provided
situations with a limited but language and interaction speech is clear and articulate, and deduce the meanings of
effective command of the styles for formal and unfamiliar words and phrases using context clues and/or prior
spoken language (CEFR B1 informal social or Writing: using knowledge.
level) academic situations in and to give
order to communicate additional CE.EFL.4.9. Production – Fluency: Use simple language to describe,
OG.EFL3. Access greater specific intentions in information and compare and make statements about familiar everyday topics such
flexibility of mind, creativity, online and face-to-face but as objects, possessions and routines in structured situations and
enhanced linguistic interactions. (Example: to introduce an short conversations. Interaction is with reasonable ease, provided
intelligence and critical thanking, making opposite idea speech is given clearly, slowly and directly.
thinking skills through an promises, apologizing,
appreciation of linguistic asking permission, READING
differences. Enjoy an chatting with friends, Listening: paying
enriched perspective of answering in class, attention CE.EFL.4.11. Demonstrate comprehension of main ideas and some
their own L1 and of greeting an authority to background details in short simple texts on familiar subjects, making use of
language use for figure, etc.) sounds to contextual clues to identify relevant information in a text.
communication and understand the
learning. ORAL COMMUNICATION context of the CE.EFL.4.13. Apply learning strategies such as using prior knowledge
speakers and graphic organizers to interpret new information in a text, and
OG.EFL4. Deploy a range of EFL 4.2.1 Understand assess this information according to the organization, subject area
learning strategies, thereby phrases and expressions and purpose of the text, using different criteria, including ICT tools.
increasing disposition and related to areas of most Speaking: using
ability to independently immediate priority within How about you? WRITING
access further (language) the personal and to encourage
learning and practice educational domains, someone to talk CE.EFL.4.15. Express information and ideas and describe feelings and
opportunities. Respect provided speech is clearly opinions in simple transactional or expository texts on familiar
themselves and others and slowly articulated. subjects in order to influence an audience, while recognizing that
within the communication (Example: daily life, free different texts have different features and showing the ability to use
process, cultivating habits of
honesty and integrity into
responsible academic
behavior.
EFL
OG.EFL5. Directly access the
main points and important
details of up-todate 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.
time, school activities,
etc.)
EFL 4.2.12 Describe habits,
routines, past activities
and experiences within
the personal and
educational domains.
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 4.3.6 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 4.4.1 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 4.4.2 Make and use a
simple print or digital
these features appropriately in one’s own writing.
CE.EFL.4.16. Make use of simple learning resources, including those
created by one’s self, in order to compare and contrast information,
and choose appropriate resources according to the value, purpose
and audience of each.
LANGUAGE THROUGH THE ARTS
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).
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.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-
correcting strategies and interpret and use appropriate verbal and
nonverbal communication features to communicate in familiar
contexts. (I.3, S.4, J.4)
I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
information and assistance using level-appropriate language and
interaction styles in online or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)
ORAL COMMUNICATION
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts
set in familiar everyday contexts and infer changes in the topic of
discussion, as well as deduce the meanings of unfamiliar words and
exchanges through the use of context clues, provided speech is given
slowly and clearly and there is sufficient visual support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple language to describe, compare
and state facts about familiar everyday topics such as possessions,
learning resource to
compare and contrast
information in order to
demonstrate
understanding and
command of a topic.
LANGUAGE THROUGH
THE ARTS
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 4.5.11 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
people’s strengths.
classroom objects and routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)
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)
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)
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 one’s own writing. (I.3, I.4, S.3,
J.2)
I.EFL.4.16.1. Learners can use and make simple learning resources,
both online and in print, in order to compare and contrast
information. Learners can choose appropriate resources and
critically evaluate the information in these resources, according to
the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
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)
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

2 Here he OG.EFL1. Encounter socio-
comes now cultural aspects of their own
part two 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.EFL2. 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.EFL4. 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.EFL6. Through selected
media, participate in
reasonably extended spoken
or written dialogue with
peers from different L1
games, brainstorming and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
COMMUNICATION AND Vocabulary: Evaluation Criteria
CULTURAL AWARENESS making word COMMUNICATION AND CULTURAL AWARENESS
combinations to CE.EFL.4.1. Compare and contrast oral traditions and literature from 7
EFL 4.1.1 Compare and remember new Ecuador and beyond in order to manifest an understanding of the
contrast oral traditions, expressions relationship between cultural perspectives and practices and by
myths, folktales and sharing cross cultural experiences.
literature from Ecuador
and international regions Grammar: paying CE.EFL.4.2. Recognize and demonstrate an appreciation of
and cultures and identify attention to commonalities between cultures as well as the consequences of
similarities and differences time expressions one’s actions while exhibiting socially responsible behaviors.
and universal cultural to choose the
themes. right form of the CE.EFL.4.4. Demonstrate the ability to ask for and give information
EFL 4.1.2 Recognize and verb and assistance using appropriate language and interaction styles in a
demonstrate an variety of social interactions.
appreciation of some
commonalities and ORAL COMMUNICATION
distinctions across cultures Reading: using CE.EFL.4.6. Listening for Meaning: Understand and follow the main
and groups (differentiated pictures to idea in spoken texts set in familiar everyday contexts, provided
by gender, ability, predict the speech is clear and articulate, and deduce the meanings of
generations, etc.) including content of a text unfamiliar words and phrases using context clues and/or prior
the students’ own. knowledge.
Writing using CE.EFL.4.9. Production – Fluency: Use simple language to describe,
EFL 4.1.8 Use suitable fixed expressions compare and make statements about familiar everyday topics such
vocabulary, expressions, to write a text as objects, possessions and routines in structured situations and
language and interaction short conversations. Interaction is with reasonable ease, provided
styles for formal and speech is given clearly, slowly and directly.
informal social or Speaking: using
academic situations in Really? to show READING
order to communicate interest in a CE.EFL.4.11. Demonstrate comprehension of main ideas and some
specific intentions in conversation. details in short simple texts on familiar subjects, making use of
online and face-to-face contextual clues to identify relevant information in a text.
interactions. (Example:
thanking, making CE.EFL.4.13. Apply learning strategies such as using prior knowledge
promises, apologizing, and graphic organizers to interpret new information in a text, and
asking permission, assess this information according to the organization, subject area
chatting with friends, and purpose of the text, using different criteria, including ICT tools.
answering in class,
greeting an authority WRITING
backgrounds on work, study
or general topics of common
interest, expressing ideas
and opinions effectively and
appropriately.
OG.EFL7. 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)
OG.EFL3. 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.
OG.EFL5. Directly access the
main points and important
details of up-todate 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.
figure, etc.)
ORAL COMMUNICATION
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 4.2.12 Describe habits,
routines, past activities
and experiences within
the personal and
educational domains.
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 4.3.6 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.
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 one’s own writing.
CE.EFL.4.16. Make use of simple learning resources, including those
created by one’s self, in order to compare and contrast information,
and choose appropriate resources according to the value, purpose
and audience of each.
LANGUAGE THROUGH THE ARTS
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).
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.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.1.1. Learners can compare and contrast oral traditions,
myths, folktales and literature from Ecuador and other cultures in
order to demonstrate an understanding of the relationship between
cultural practices and perspectives. Learners can share crosscultural
experiences while naming universal cultural themes. (I.2, S.1, S.2,
J.1)
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)
I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
information and assistance using level-appropriate language and
interaction styles in online or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)
WRITING
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 4.4.2 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.
LANGUAGE THROUGH
THE ARTS
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 4.5.11. Participate in
creative thinking through
brainstorming, working in
groups, games and
problem-solving tasks by
showing the ability to
ORAL COMMUNICATION
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts
set in familiar everyday contexts and infer changes in the topic of
discussion, as well as deduce the meanings of unfamiliar words and
exchanges through the use of context clues, provided speech is given
slowly and clearly and there is sufficient visual support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple language to describe, compare
and state facts about familiar everyday topics such as possessions,
classroom objects and routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)
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)
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)
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 one’s own writing. (I.3, I.4, S.3,
J.2)
I.EFL.4.16.1. Learners can use and make simple learning resources,
both online and in print, in order to compare and contrast
information. Learners can choose appropriate resources and
critically evaluate the information in these resources, according to
the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
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.
 accept a variety of ideas (I.2, I.3, I.4)
and capitalize on other
people’s strengths. 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 He doesn´t OG.EFL6. Through selected COMMUNICATION AND Vocabulary: using COMMUNICATION AND CULTURAL AWARENESS
want to play media, participate in CULTURAL AWARENESS mind maps to CE.EFL.4.3. Interact with others using self-monitoring and self-
soccer! reasonably extended spoken learn new words correcting strategies as well as appropriate nonverbal and oral 6
or written dialogue with EFL 4.1.5 Apply self- communication features.
peers from different L1 correcting and self-
backgrounds on work, study monitoring strategies in Reading: reading CE.EFL.4.4. Demonstrate the ability to ask for and give information
or general topics of common social and classroom a text several and assistance using appropriate language and interaction styles in a
interest, expressing ideas interactions. (Example: times to look for variety of social interactions.
and opinions effectively and asking questions, starting details
appropriately. over, rephrasing, exploring ORAL COMMUNICATION
alternative pronunciations CE.EFL.4.6. Listening for Meaning: Understand and follow the main
OG.EFL7. Interact quite or wording, etc.) Writing: using idea in spoken texts set in familiar everyday contexts, provided
clearly, confidently and because to give speech is clear and articulate, and deduce the meanings of
appropriately in a range of EFL 4.1.8 Use suitable reasons and unfamiliar words and phrases using context clues and/or prior
formal and informal social vocabulary, expressions, answer the knowledge.
situations with a limited but language and interaction question
effective command of the styles for formal and why? CE.EFL.4.9. Production – Fluency: Use simple language to describe,
spoken language (CEFR B1 informal social or compare and make statements about familiar everyday topics such
level) academic situations in as objects, possessions and routines in structured situations and
order to communicate Listening: short conversations. Interaction is with reasonable ease, provided
OG.EFL4. Deploy a range of specific intentions in • -focusing on speech is given clearly, slowly and directly.
learning strategies, thereby online and face-to-face specific
increasing disposition and interactions. (Example: information and READING
ability to independently thanking, making ignoring the rest CE.EFL.4.11. Demonstrate comprehension of main ideas and some
access further (language) promises, apologizing, details in short simple texts on familiar subjects, making use of
learning and practice asking permission, •using specific contextual clues to identify relevant information in a text.
opportunities. Respect chatting with friends, information to
themselves and others answering in class, make inferences CE.EFL.4.13. Apply learning strategies such as using prior knowledge
within the communication greeting an authority and graphic organizers to interpret new information in a text, and
process, cultivating habits of figure, etc.) assess this information according to the organization, subject area
honesty and integrity into Speaking: and purpose of the text, using different criteria, including ICT tools.
responsible academic ORAL COMMUNICATION • giving extra
behavior. information to WRITING

OG.EFL3. Access greater
flexibility of mind, creativity,
enhanced linguistic
intelligence and critical
thinking skills through an
appreciation of linguistic
differences. Enjoy
enriched perspective of
their own L1 and of
language use for
communication and
learning.
OG.EFL5. Directly access the
main points and important
details of up-todate 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.
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
an and slowly articulated.
(Example: daily life, free
time, school activities,
etc.)
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.)
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 4.3.6 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
expand CE.EFL.4.15. Express information and ideas and describe feelings and
conversations 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
• recycling these features appropriately in one’s own writing.
expressions and
using them in CE.EFL.4.16. Make use of simple learning resources, including those
new situations created by one’s self, in order to compare and contrast information,
and choose appropriate resources according to the value, purpose
and audience of each.
LANGUAGE THROUGH THE ARTS
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).
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.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-
correcting strategies and interpret and use appropriate verbal and
nonverbal communication features to communicate in familiar
contexts. (I.3, S.4, J.4)
I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
information and assistance using level-appropriate language and
interaction styles in online or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)
ORAL COMMUNICATION
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts
set in familiar everyday contexts and infer changes in the topic of
discussion, as well as deduce the meanings of unfamiliar words and
exchanges through the use of context clues, provided speech is given
slowly and clearly and there is sufficient visual support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple language to describe, compare
 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 4.4.2 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.
LANGUAGE THROUGH
THE ARTS
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 4.5.11 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
people’s strengths.
4 Can you do OG.EFL4. Deploy a range of COMMUNICATION AND
and state facts about familiar everyday topics such as possessions,
classroom objects and routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)
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)
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)
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 one’s own writing. (I.3, I.4, S.3,
J.2)
I.EFL.4.16.1. Learners can use and make simple learning resources,
both online and in print, in order to compare and contrast
information. Learners can choose appropriate resources and
critically evaluate the information in these resources, according to
the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
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)
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)
Vocabulary: COMMUNICATION AND CULTURAL AWARENESS
karate? Part learning strategies, thereby CULTURAL AWARENESS
one increasing disposition and
ability to independently EFL 4.1.5 Apply self-
access further (language) correcting and self-
learning and practice monitoring strategies in
opportunities. Respect social and classroom
themselves and others interactions. (Example:
within the communication asking questions, starting
process, cultivating habits of over, rephrasing, exploring
honesty and integrity into alternative pronunciations
responsible academic or wording, etc.)
behavior.
EFL 4.1.8. Use suitable
OG.EFL6. Through selected vocabulary, expressions,
media, participate in language and interaction
reasonably extended spoken styles for formal and
or written dialogue with informal social or
peers from different L1 academic situations in
backgrounds on work, study order to communicate
or general topics of common specific intentions in
interest, expressing ideas online and face-to-face
and opinions effectively and interactions. (Example:
appropriately. thanking, making
promises, apologizing,
OG.EFL7. Interact quite asking permission,
clearly, confidently and chatting with friends,
appropriately in a range of answering in class,
formal and informal social greeting an authority
situations with a limited but figure, etc.)
effective command of the
spoken language (CEFR B1 ORAL COMMUNICATION
level)
EFL 4.2.1 Understand
OG.EFL3. Access greater phrases and expressions
flexibility of mind, creativity, related to areas of most
enhanced linguistic immediate priority within
intelligence and critical the personal and
thinking skills through an educational domains,
appreciation of linguistic provided speech is clearly
differences. Enjoy an and slowly articulated.
enriched perspective of (Example: daily life, free
classifying words
into categories to CE.EFL.4.3. Interact with others using self-monitoring and self- 7
remember correcting strategies as well as appropriate nonverbal and oral
vocabulary communication features.
CE.EFL.4.4. Demonstrate the ability to ask for and give information
Reading: using and assistance using appropriate language and interaction styles in a
charts to extract variety of social interactions.
and organize the
main ideas in
texts
ORAL COMMUNICATION
Writing: using , CE.EFL.4.6. Listening for Meaning: Understand and follow the main
first, next, idea in spoken texts set in familiar everyday contexts, provided
after that, then speech is clear and articulate, and deduce the meanings of
and finally to unfamiliar words and phrases using context clues and/or prior
sequence actions knowledge.
CE.EFL.4.9. Production – Fluency: Use simple language to describe,
Listening: compare and make statements about familiar everyday topics such
as objects, possessions and routines in structured situations and
• paying attention short conversations. Interaction is with reasonable ease, provided
to connectors speech is given clearly, slowly and directly.
of sequence to
guide one’s READING
listening
CE.EFL.4.11. Demonstrate comprehension of main ideas and some
• paying to details in short simple texts on familiar subjects, making use of
attention to contextual clues to identify relevant information in a text.
the speakers’ CE.EFL.4.12. Use a range of reference materials and sources, both
sounds to online and in print, in order to support ideas, answer inquiries, find
understand their relationships and relate ideas between different subject areas.
reactions CE.EFL.4.13. Apply learning strategies such as using prior knowledge
better 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.
Speaking: using
me too or me WRITING
either to express
things in CE.EFL.4.15. Express information and ideas and describe feelings and
common opinions in simple transactional or expository texts on familiar
their own L1 and of
language use for
communication and
learning.
OG.EFL5. Directly access the
main points and important
details of up-todate 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.
time, school activities,
etc.)
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.)
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 4.3.5 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 4.3.6 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
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 one’s own writing.
CE.EFL.4.16. Make use of simple learning resources, including those
created by one’s self, in order to compare and contrast information,
and choose appropriate resources according to the value, purpose
and audience of each.
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 one’s own writing.
LANGUAGE THROUGH THE ARTS
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).
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.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-
correcting strategies and interpret and use appropriate verbal and
nonverbal communication features to communicate in familiar
contexts. (I.3, S.4, J.4)
I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for
information and assistance using level-appropriate language and
interaction styles in online or face-to-face social and classroom
interactions. (J.2, J.3, J.4, I.3)

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 4.4.2 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 4.4.5 Recognize that
various types of writing
require different language,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.)
LANGUAGE THROUGH
THE ARTS
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 4.5.11 Participate in
creative thinking through
ORAL COMMUNICATION
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts
set in familiar everyday contexts and infer changes in the topic of
discussion, as well as deduce the meanings of unfamiliar words and
exchanges through the use of context clues, provided speech is given
slowly and clearly and there is sufficient visual support. (I.3, S.1, J.4)
I.EFL.4.9.1. Learners can use simple language to describe, compare
and state facts about familiar everyday topics such as possessions,
classroom objects and routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)
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)
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)
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)
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 one’s own writing. (I.3, I.4, S.3,
J.2)
I.EFL.4.16.1. Learners can use and make simple learning resources,

5 Can you do OG.EFL6. Through selected
karate? Part media, participate in
two 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.EFL7. Interact quite
clearly, confidently and
appropriately in a range of
formal and informal social
situations with a limited but
effective command of the
brainstorming, working in
groups, games and
problem-solving tasks by
showing the ability to
accept a variety of ideas
and capitalize on other
people’s strengths.
COMMUNICATION AND
CULTURAL AWARENESS
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 4.1.10 Recognize and
appreciate individual and
group similarities and
differences by establishing
both online and in print, in order to compare and contrast
information. Learners can choose appropriate resources and
critically evaluate the information in these resources, according to
the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
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 one’s 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)
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)
Vocabulary: using
context clues COMMUNICATION AND CULTURAL AWARENESS 6
to get the
meaning of words CE.EFL.4.3. Interact with others using self-monitoring and self-
correcting strategies as well as appropriate nonverbal and oral
communication features.
Reading:
CE.EFL.4.5. Display an appreciation of and demonstrate respect for
• using one’s individual and group differences by establishing and maintaining
background healthy and rewarding relationships based on communication and
knowledge to cooperation.
predict the
content of a text ORAL COMMUNICATION
• using a timeline CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in
to organize familiar and predictable conversational exchanges by asking and
the sequence of answering follow-up questions, provided there are opportunities to
spoken language (CEFR B1
level)
OG.EFL1. 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.EFL2. 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.EFL5. 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.EFL3. Access greater
flexibility of mind, creativity,
enhanced linguistic
intelligence and critical
thinking skills through an
appreciation of linguistic
differences. Enjoy an
and maintaining healthy
and rewarding online and
face-to-face relationships
based on communication
and cooperation.
ORAL COMMUNICATION
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.
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.)
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
events 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.
Writing: using
time-related CE.EFL.4.9. Production – Fluency: Use simple language to describe,
expressions to compare and make statements about familiar everyday topics such
organize events as objects, possessions and routines in structured situations and
short conversations. Interaction is with reasonable ease, provided
speech is given clearly, slowly and directly.
Speaking: using
sorry and READING
wh- questions at
the end of CE.EFL.4.13. Apply learning strategies such as using prior knowledge
sentences to ask and graphic organizers to interpret new information in a text, and
for repetition assess this information according to the organization, subject area
and purpose of the text, using different criteria, including ICT tools.
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.
LANGUAGE THROUGH THE ARTS
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).
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.
Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-
correcting strategies and interpret and use appropriate verbal and
nonverbal communication features to communicate in familiar
contexts. (I.3, S.4, J.4)
enriched perspective of I.EFL.4.5.1. Learners can appreciate and show respect for individual
their own L1 and of EFL 4.4.8. Convey and and group differences by establishing and maintaining healthy and
language use for organize information using rewarding online and face-to-face interactions. Learners can
communication and facts and details in order communicate and cooperate in a respectful, empathetic manner.
learning. to illustrate diverse (J.3, S.1, S.4)
patterns and structures in
OG.EFL4. Deploy a range of writing. (Example: cause ORAL COMMUNICATION
learning strategies, thereby and effect, problem and
increasing disposition and solution, general-to- I.EFL.4.10.1. Learners can effectively participate in familiar and
ability to independently specific presentation, etc.) predictable everyday conversational exchanges in order to complete
access further (language) a task, satisfy a need or handle a simple transaction, using a range of
learning and practice LANGUAGE THROUGH repair strategies. (Example: asking for clarification, etc.) (I.3, J.3, J.4)
opportunities. THE ARTS
I.EFL.4.9.1. Learners can use simple language to describe, compare
EFL 4.5.1 Make use of and state facts about familiar everyday topics such as possessions,
main points in literary classroom objects and routines in short, structured situations,
texts (authentic and semi- interacting with relative ease. (I.3, I.4, S.4)
authentic, oral and READING
written) to understand
short simple everyday I.EFL.4.13.1. Learners can apply learning strategies such as using
stories, especially if there prior knowledge and graphic organizers to interpret new information
is visual support. in a text. Learners can assess this information according to the
organization, subject area and purpose of the text, through the use
EFL 4.5.9. Engage in of different criteria, including ICT tools. (I.2, I.4, J.4)
collaborative activities
through a variety of WRITING
student groupings to
create and respond to I.EFL.4.17.1. Learners can convey and organize information through
literature and other the use of facts and details and by employing various stages of the
literary texts. (Example: writing process, while using a range of digital tools to promote and
small groups, cooperative support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4)
learning groups, literature
circles, process writing LANGUAGE THROUGH THE ARTS
groups, etc.)
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)

I.EFL.4.22.1. Learners can collaborate and participate effectively in a


6 He’s in front OG.EFL6. Through selected
of Lucia 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.EFL7. 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)
OG.EFL1. 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.EFL2. 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.EFL5. Directly access the
main points and important
COMMUNICATION AND
CULTURAL AWARENESS
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 4.1.10 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.
ORAL COMMUNICATION
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.
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,
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)
Vocabulary: COMMUNICATION AND CULTURAL AWARENESS
looking for the CE.EFL.4.3. Interact with others using self-monitoring and self- 6
past correcting strategies as well as appropriate nonverbal and oral
form of the verbs communication features.
in a dictionary CE.EFL.4.5. Display an appreciation of and demonstrate respect for
to improve individual and group differences by establishing and maintaining
vocabulary healthy and rewarding relationships based on communication and
cooperation.
ORAL COMMUNICATION
Reading: CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in
identifying familiar and predictable conversational exchanges by asking and
referents to answering follow-up questions, provided there are opportunities to
understand use repair strategies (e.g. asking for clarification) and sustain
detailed conversational exchanges in pairs to complete a task, satisfy a need
information or handle a simple transaction.
CE.EFL.4.9. Production – Fluency: Use simple language to describe,
compare and make statements about familiar everyday topics such
Writing: as objects, possessions and routines in structured situations and
short conversations. Interaction is with reasonable ease, provided
• using also to speech is given clearly, slowly and directly.
give additional READING
information CE.EFL.4.13. Apply learning strategies such as using prior knowledge
and graphic organizers to interpret new information in a text, and
• using so to assess this information according to the organization, subject area
describe a result and purpose of the text, using different criteria, including ICT tools.
or WRITING
consequence CE.EFL.4.17. Show an ability to convey and organize information
Listening: 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
• using wh- and support collaboration, learning and productivity.
questions to get LANGUAGE THROUGH THE ARTS
the CE.EFL.4.18. Use main ideas in order to understand, predict, infer
most important and deduce literal and implied meanings in short, simple, everyday
details of an literary texts (online, oral or in print).
event CE.EFL.4.20. Create short, original literary texts in different genres,
including those that reflect Ecuadorian cultures, using a range of
• paying attention digital tools, writing styles, appropriate vocabulary and other literary
to the concepts.
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.EFL4. 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.
etc.)
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 4.4.8. 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 4.5.1 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 4.5.4 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 4.5.9. Engage in
collaborative activities
through a variety of
speakers’ tone of CE.EFL.4.22. Show the ability to work collaboratively and to
voice to participate effectively in a variety of student groupings by employing
get more clues a wide range of creative thinking skills through the completion of
about their activities such as playing games, brainstorming and problem solving.
emotions Performance Indicators
COMMUNICATION AND CULTURAL AWARENESS
I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-
Speaking: using correcting strategies and interpret and use appropriate verbal and
the verb to nonverbal communication features to communicate in familiar
be to give more contexts. (I.3, S.4, J.4)
details in a I.EFL.4.5.1. Learners can appreciate and show respect for individual
conversation and group differences by establishing and maintaining healthy and
rewarding online and face-to-face interactions. Learners can
communicate and cooperate in a respectful, empathetic manner.
(J.3, S.1, S.4)
ORAL COMMUNICATION
I.EFL.4.10.1. 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)
I.EFL.4.9.1. Learners can use simple language to describe, compare
and state facts about familiar everyday topics such as possessions,
classroom objects and routines in short, structured situations,
interacting with relative ease. (I.3, I.4, S.4)
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 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.4.18.1. 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)
 student groupings to I.EFL.4.20.1. Learners can create short, original literary texts in
create and respond to different genres, including those that reflect Ecuadorian cultures,
literature and other using a range of digital tools, writing styles, appropriate vocabulary
literary texts. (Example: and other literary concepts. (I.1, I.3)
small groups, cooperative I.EFL.4.22.1. Learners can collaborate and participate effectively in a
learning groups, literature variety of student groupings by employing a wide range of creative
circles, process writing thinking skills through the completion of activities such as playing
groups, etc.) games, brainstorming and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

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

- Education Ministry English Text Student's Book and Workbook Noveno Grado - EGB.
- Education Ministry English Teacher's book A1.2 Noveno Grado - EGB.
- HERRERA, Socorro & MURRY Kevin, (2014), Mastering ESL/EFL Methods, Pearson, Third Edition.
Google académico.
- SEYMOUR, David &Popova Maria, (2009), 700 Classroom Activities-Instant lessons for busy
teachers, Oxford, 156p.
ELABORADO REVISADO APROBADO
DOCENTE(S): MR. PAOLA ECHEVERRÍA, LIC. COORDINADORA: ING.JESSENIA LUCERO SUBDIRECTORA: LIC. LIRA LOJA
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Fecha: Fecha: Fecha: