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CURRICULAR ANNUAL PLAN

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR

UNIDAD EDUCATIVA “JOSE MARIA RIOFRIO” 2024-2025

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA

Area: ENGLISH AS A FOREIGN LANGUAGE Subject: English

Teacher(s): Luz Mariel Ordoñez Aguirre

Grade/ Course: 5TH Education Level: A1.1 EGB

2. TIME

3. GENERAL AIMS

Objectives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 4.1

Encounter socio-cultural aspects of their own and other countries in a Identify the main ideas, some details and inferences of written texts, in order to
thoughtful and inquisitive manner, maturely, and openly experiencing produce level-appropriate critical analysis of familiar subjects and contexts.
other cultures and languages from the secure standpoint of their own
national and cultural identity.
O.EFL 4.2
Appreciate and value English as an international language and a medium to
OG.EFL 2
interact globally.
Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an
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intercultural and multinational society. O.EFL 4.3

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

an effective command of spoken language

TRANSVERSAL AXES:
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED*

Nº Title of the unit Unit Specific Contents/skills ** Methodological Orientations Evaluation*** Weeks
Objectives duration
(Skills and strategies)

1 PEOPLE AROUND Introduce yourself and EFL 4.1.6. Seek Communication and Cultural CE.EFL.4.4. Display an
US others. and provide Awareness appreciation of and
Lesson 1. Meeting Greet formally and information and demonstrate respect for
New People informally. assistance, orally - Playing games that practice individual and group
classroom language, turn- 5
Ask and answer or in writing and in differences by
taking, being polite, etc.
personal information online or face-to- establishing and
- Comparing answers in pairs
questions. face interactions, maintaining healthy and
or small groups.
for personal, social - Participating in short rewarding relationships
and academic dialogues and role plays to based on communication
purposes. practice target language. and cooperation.
EFL 4.1.8. Use I.EFL.4.4.1. Learners can
suitable demonstrate an ability to
vocabulary, give and ask for
expressions, Oral Communication: (Listening information and
language and and Speaking) assistance using level-
interaction styles  Recording in-class appropriate language and
for formal and conversations and dialogues interaction styles in online
informal social or in order to make note of or face-to-face social and
academic correct and appropriate classroom interactions
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situations in order language usage and (J.2, J.3, J.4, I.3)

to communicate intelligibility.
specific intentions  Asking classmates to repeat
in online and face- an answer or statement if
to-face needed to clarify something.
interactions.  Asking for help in class when
necessary.
(Example:
thanking, making
promises,
apologizing, asking
permission,
chatting with
friends, answering
in class, greeting Reading
an authority figure,
etc.)  Reading a text and answering
information questions. CE.EFL.4.8. Production –
EFL 4.2.2. Use a  Choosing from a list of words Accuracy and
series of phrases to complete gaps from a Intelligibility:
Lesson 2. Friends
and sentences to reading.
around the world. Communicate needs and
describe aspects of  Identifying the rules for information clearly and in
personal capitalization.
background, simple terms, using
 Completing and creating a
immediate profiles with given information grammatical structures
environment and in class. learned in class (although
matters of imme- there may be frequent
diate need in simple errors), effectively and
terms using without undue effort.
grammatical Demonstrate an ability to
structures learnt in make appropriate use of
class (although there new words and
may be frequent expressions in social
errors with tenses,
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personal pronouns, interactions.

prepositions, etc.)
I.EFL.4.8.1. Learners can
EFL 4.3.1. communicate personal
Understand main Writing information and basic
points in short immediate needs and
simple texts on deal with other practical
 Completing the gaps in a
familiar subjects.
sentence. everyday demands in
(Example: news
 Adding pictures to a group familiar contexts,
about sports or
presentation. effectively and without
famous people,
 Reading a dialogue which undue effort and using
descriptions, etc.)
serves as a model text, then grammatical structures
writing a similar dialogue on and vocabulary seen in
EFL 4.3.2. Make use a different topic.
of clues such as class (although there may
titles, illustrations, be frequent, basic errors).
organization, text (I.1, I.2, I.3, S.1)
outline and layout,
etc. to identify and CE.EFL.4.11.
Lesson 3. Get in Demonstrate
understand relevant
touch with a VIP. information in written comprehension of main
level-appropriate ideas and some details in
text types. short simple texts on
familiar subjects, making
use of contextual clues to
EFL 4.4.7. Use the
identify relevant
process of
information in a text.
prewriting, drafting,
revising, peer editing
and proofreading
(i.e., “the writing I.EFL.4.11.1. Learners
process”) to produce can understand main
well-constructed ideas and some details in
informational texts. Language through the Arts short simple online or
print texts on familiar
EFL 4.4.8. Convey subjects, using contextual
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and organize  Converting a corner of the clues to help identify the

information using room into a writer’s workshop, most relevant
facts and details in where learners can access information. (Example:
order to illustrate writing prompts and authentic title, illustrations,
diverse patterns and texts which may help inspire organization, etc.) (I.2,
structures in writing. their own creative writing. I.4)
(Example: cause  Doing free writing on a topic
and effect, problem suggested by another learner. CE.EFL.4.17. Show an
Lesson 4. The
and solution,  Presenting a personal profile. ability to convey and
World we live general-to-specific  Presenting the famous organize information
in. presentation, etc.) people’’s profiles. 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
EFL 4.5.4. Create and productivity.
personal stories by
adding imaginative
details to real-life I.EFL.4.17.1. Learners
stories and can convey and organize
situations, using information through the
appropriate use of facts and details
vocabulary and and by employing various
elements of the lit- stages of the writing
erature learners process, while using a
have read or heard. range of digital tools to
promote and support
EFL 4.5.5. Gain an collaboration, learning
understanding of and productivity. (I.1, I.3,
literary concepts S.4, J.2, J.4)
such as genre, plot,
setting, character,
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point of view, theme

and other literary
elements in order to CE.EFL.4.20. Create
apply them to one’s short, original literary
Project
own creative texts. texts in different genres,
including those that
EFL 4.5.6. Create reflect Ecuadorian
an effective voice cultures, using a range of
using a variety of digital tools, writing
ICT tools, writing styles, appropriate
styles and typical vocabulary and other
features of a genre literary concepts.
to create stories,
poems, sketches, I.EFL.4.20.1. Learners
songs and plays, can create short, original
including those that literary texts in different
reflect traditional and genres, including those
popular Ecuadorian that reflect Ecuadorian
cultures. cultures, using a range of
digital tools, writing
styles, appropriate
vocabulary and other
literary concepts. (I.1, I.3)

PEOPLE I LOVE Describe people’s EFL 4.1.5. Apply Communication and Cultural CE.EFL.4.3. Interact with
physical appearance. self-correcting and Awareness others using self-
Lesson 1. This is Ask and answer self-monitoring monitoring and self-
strategies in social  Participating in short role correcting strategies as
2 my family. questions about physical
and classroom plays using a range of verbal well as appropriate
description.
interactions. and nonverbal communica- nonverbal and oral
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(Example: asking tion. communication features.

questions, starting  Listening to a dialogue and
over, rephrasing, identifying errors in speech or 5
I.EFL.4.3.1. Learners can
exploring alternative problems for communication. employ a range of self-
pronunciations or  Practicing a specific self- monitoring and self-
wording, etc.) correcting strategy during a correcting strategies and
pair work activity. interpret and use
 Demonstrating desirable appropriate verbal and
behaviors during class, group nonverbal communication
and pair discussions. (Exam- features to communicate
ple: not interrupting, in familiar contexts. (I.3,
participating equally, S.4, J.4)
completing one’s work neatly
and on time, not distracting
others, etc.)

EFL 4.2.10. Sustain Oral Communication: (Listening CE.EFL.4.10. Interaction

a conversational ex- and Speaking) – Interpersonal:
Lesson 2. We are
change on a familiar, Participate effectively in
all different everyday subject familiar and predictable
when carrying out a  Conducting a role play conversational
collaborative/paired between two students on a exchanges by asking and
learning activity in given topic. answering follow-up
which there are  Working in pairs to complete questions, provided there
specific instructions an information gap activity. are opportunities to use
for a task.  Doing a mingle activity where repair strategies (e.g.
learners meet and greet each asking for clarification)
EFL 4.2.14. Ask and other and ask and answer and sustain
answer straightfor- questions. Observing to see conversational
ward follow-up whether the learners can exchanges in pairs to
questions within interact effectively and complete a task, satisfy a
familiar contexts, whether they are able to ask need or handle a simple
such as school and follow up questions in order to transaction.
family life, provided extend the exchange.
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there are  Asking for help in class when I.EFL.4.10.1. Learners

opportunities to ask necessary. can effectively participate
for clarification, in familiar and predictable
reformulation or everyday conversational
repetition of key exchanges in order to
points. complete a task, satisfy a
need or handle a simple
EFL 4.2.16. Initiate, transaction, using a
maintain and end a range of repair strategies.
conversation to (Example: asking for
satisfy basic needs clarification, etc.) (I.3, J.3,
and/ or handle a J.4)
simple transaction.

EFL 4.3.1. Reading CE.EFL.4.11.

Understand main - Highlighting relevant key Demonstrate
Lesson 3. Diverse points in short comprehension of main
information in a text and
Families simple texts on crossing out irrelevant ideas and some details in
familiar subjects. information. short simple texts on
(Example: news - Keeping a vocabulary familiar subjects, making
about sports or notebook of synonyms and use of contextual clues to
famous people, antonyms of words from a identify relevant
descriptions, etc.) text. information in a text.
- Brainstorming everything
EFL 4.3.2. Make use known about a topic and then I.EFL.4.11.1. Learners
of clues such as reading a text to check true can understand main
titles, illustrations, and false information. ideas and some details in
organization, text short simple online or
outline and layout, print texts on familiar
etc. to identify and subjects, using contextual
understand relevant clues to help identify the
information in written most relevant
level-appropriate information. (Example:
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text types. title, illustrations,

organization, etc.) (I.2,
EFL 4.3.3. Find I.4)
specific predictable
information in short,
simple texts in a
range of age- and
level-appropriate
topics.

EFL 4.4.7. Use the CE.EFL.4.17. Show an

process of Writing ability to convey and
prewriting, drafting, organize information
revising, peer editing through the use of facts
and proofreading  Completing the gaps in a and details and by
(i.e., “the writing sentence. employing various stages
process”) to produce of the writing process,
well-constructed  Adding pictures to a group while using a range of
informational texts. presentation. digital tools to promote
and support
EFL 4.4.8. Convey  Exchanging writing in pairs in collaboration, learning
and organize order to make suggestions and productivity.
information using about things that could be
facts and details in improved.
order to illustrate I.EFL.4.17.1. Learners
diverse patterns and can convey and organize
 Writing about a subject using information through the
structures in writing. key words given in class.
(Example: cause use of facts and details
and effect, problem and by employing various
and solution, stages of the writing
process, while using a
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general-to-specific range of digital tools to

presentation, etc.) promote and support
collaboration, learning
and productivity. (I.1, I.3,
S.4, J.2, J.4)

Language through the Arts

EFL 4.5.4. Create CE.EFL.4.20. Create
personal stories by short, original literary
adding imaginative  Doing extended writing, in texts in different genres,
details to real-life which learners get to choose including those that
stories and what they write and are not reflect Ecuadorian
situations, using evaluated or tested on it. cultures, using a range of
appropriate  Converting a corner of the digital tools, writing
vocabulary and room into a writer’s workshop, styles, appropriate
elements of the lit- where learners can access vocabulary and other
erature learners writing prompts and authentic literary concepts.
have read or heard. texts which may help inspire
their own creative writing. I.EFL.4.20.1. Learners
EFL 4.5.5. Gain an  Showing a scrapbook in the can create short, original
understanding of classroom. literary texts in different
literary concepts  Sharing information in class. genres, including those
such as genre, plot, that reflect Ecuadorian
setting, character, cultures, using a range of
point of view, theme digital tools, writing
and other literary styles, appropriate
elements in order to vocabulary and other
apply them to one’s literary concepts. (I.1, I.3)
own creative texts.
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LEISURE Talk about cultural EFL 4.1.5. Apply Communication and Cultural CE.EFL.4.3. Interact with
ACTIVITIES events self-correcting and Awareness others using self-
Ask and answer self-monitoring monitoring and self-
strategies in social  Participating in short role correcting strategies as
3 Lesson N° 1. questions about
and classroom plays using a range of verbal well as appropriate
What’s on at the schedules.
interactions. and nonverbal communica- nonverbal and oral
Cinema? Ask for and give dates. tion.
(Example: asking communication features.
Ask for and give the  Practicing a specific self-
questions, starting
time. correcting strategy during a
over, rephrasing, I.EFL.4.3.1. Learners can
exploring alternative pair work activity. employ a range of self-
pronunciations or  Asking and answering monitoring and self-
wording, etc.) preferences correcting strategies and
interpret and use
appropriate verbal and
nonverbal communication
features to communicate
in familiar contexts. (I.3,
S.4, J.4)

Oral Communication: (Listening CE.EFL.4.8. Production –

and Speaking) Accuracy and
Lesson N°2. EFL 4.2.2. Use a Intelligibility:
Cultural Events series of phrases  Recording in-class Communicate needs and
and sentences to conversations and dialogues information clearly and in
describe aspects of in order to make note of simple terms, using
personal correct and appropriate grammatical structures
background, language usage and learned in class (although
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immediate intelligibility. there may be frequent

environment and  Asking classmates to repeat errors), effectively and
matters of imme- an answer or statement if without undue effort.
diate need in simple needed to clarify something. Demonstrate an ability to
terms using  Asking the learners to read a make appropriate use of
grammatical dialogue in pairs. Learners new words and expres-
structures learnt in record themselves and then sions in social
class (although there listen to the recording in order interactions.
may be frequent to assess clarity of sounds,
errors with tenses, production of phonemes, I.EFL.4.8.1. Learners can
personal pronouns, rhythm and intonation. communicate personal
prepositions, etc.) information and basic
immediate needs and
deal with other practical
everyday demands in
familiar contexts,
effectively and without
Lesson N° 3. Reading undue effort and using
EFL 4.3.1. grammatical structures
Famous Fests. Understand main  Reading a text and answering and vocabulary seen in
points in short information questions. class (although there may
simple texts on  Choosing from a list of words be frequent, basic errors).
familiar subjects. to complete gaps from a (I.1, I.2, I.3, S.1)
(Example: news reading.
about sports or  Predicting main ideas by
famous people, reading the title and using
descriptions, etc.) other contextual clues (e.g., CE.EFL.4.11.
illustrations, subheadings, Demonstrate
EFL 4.3.2. Make use etc.) comprehension of main
of clues such as ideas and some details in
titles, illustrations, short simple texts on
organization, text familiar subjects, making
outline and layout, use of contextual clues to
etc. to identify and identify relevant
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understand relevant information in a text.

information in written
level-appropriate I.EFL.4.11.1. Learners
text types. can understand main
ideas and some details in
short simple online or
print texts on familiar
subjects, using contextual
EFL 4.4.7. Use the clues to help identify the
process of most relevant
Lesson Nª 4. Are
prewriting, drafting, Writing information. (Example:
you a Culture revising, peer editing title, illustrations,
Vulture? and proofreading organization, etc.) (I.2,
(i.e., “the writing  Completing the gaps in a I.4)
process”) to produce sentence.
well-constructed  Reading a text and using a CE.EFL.4.17. Show an
informational texts. checklist to talk about how it is ability to convey and
organized. organize information
EFL 4.4.8. Convey  Exchanging writing in pairs in through the use of facts
and organize order to make suggestions and details and by
information using about things that could be employing various stages
facts and details in improved. of the writing process,
order to illustrate  Completing mind ma in order while using a range of
diverse patterns and to help plan a piece of writing. digital tools to promote
structures in writing.
and support
(Example: cause
collaboration, learning
and effect, problem
and productivity.
and solution,
general-to-specific
presentation, etc.) I.EFL.4.17.1. Learners
can convey and organize
information through the
use of facts and details
EFL 4.5.4. Create and by employing various
personal stories by stages of the writing
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adding imaginative process, while using a

details to real-life Language through the Arts range of digital tools to
Project stories and - Doing extended writing, in promote and support
situations, using which learners get to choose collaboration, learning
appropriate what they write and are not and productivity. (I.1, I.3,
vocabulary and evaluated or tested on it. S.4, J.2, J.4)
elements of the - Sharing learners’ stories in
literature learners pairs or small groups and
choosing to represent some
have read or heard
through a role play.
- Reading a myth from Ecuador CE.EFL.4.20. Create
and writing a song about it. short, original literary
texts in different genres,
including those that
reflect Ecuadorian
cultures, using a range of
digital tools, writing
styles, appropriate
vocabulary and other
literary concepts.
I.EFL.4.20.1. Learners
can create short, original
literary texts in different
genres, including those
that reflect Ecuadorian
cultures, using a range of
digital tools, writing
styles, appropriate
vocabulary and other
literary concepts. (I.1, I.3)
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EFL 4.1.6. Seek Communication and Cultural CE.EFL.4.4.

Street life and provide Awareness Demonstrate the ability to
Unit 4. Lesson N° information and ask for and give
4 What are you Talk about your assistance, orally or information and
 Comparing answers in pairs or assistance using
doing? neighborhood. in writing and in
small groups. appropriate language and
Express what people are online or face-to-  Working in small groups to interaction styles in a
doing at the moment of face interactions, for complete a cultural project. variety of social
speaking. personal, social and (Example: different musical interactions.
Describe what people academic purposes. genres in Ecuador, traditional I.EFL.4.4.1. Learners can
are wearing. food in Latin America, etc.) demonstrate an ability to
EFL 4.1.8. Use
 Participating in short give and ask for
suitable vocabulary, dialogues and role plays to information and
expressions, practice target language. assistance using level-
language and (Example: thanking others, appropriate language and
interaction styles for apologizing, asking for help, interaction styles in online
formal and informal greeting authorities, etc.) or face-to-face social and
social or academic  Practicing the language classroom interactions.
situations in order to needed to deal with a need (J.2, J.3, J.4, I.3)
communicate through a mini role play.
specific intentions in  Singing songs that practice
online and face-to- helpful language.
face interactions.
(Example: thanking,
making promises,
apologizing, asking
permission, chatting
with friends,
answering in class,
greeting an authority
figure, etc.)
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EFL 4.2.11. Give Oral Communication: (Listening CE.EFL.4.9. Production –

short, basic and Speaking) Fluency: Use simple
descriptions of language to describe,
everyday activities compare and make
and events within  Asking learners simple
statements about familiar
Lesson N°2. familiar contexts and questions about themselves,
everyday topics such as
Street Fashion use simple descrip- their family or their
objects, possessions and
tive language to possessions and noting that
routines in structured
compare and make their response time is
situations and short
brief statements relatively quick (i.e., not so
conversations. Interaction
about objects and slow that the interaction
is with reasonable ease,
possessions. becomes uncomfortable for
provided speech is given
(Example: family, the student or the teacher,
clearly, slowly and
school, living con- and the response is
directly.
ditions, personal appropriate although there
belongings, etc.) may be some basic errors)
 Asking learners to describe a I.EFL.4.9.1. Learners can
picture of a familiar scene and use simple language to
EFL 4.2.12. describe, compare and
Describe habits, asking them to give full
statements about what they state facts about familiar
routines, past everyday topics such as
activities and can see. (Example: a picture
of a classroom: There are ten possessions, classroom
experiences within objects and routines in
the personal and students and one teacher.
The teacher is writing on the short, structured
educational situations, interacting with
domains. board. A boy’s throwing
paper, etc.) relative ease. (I.3, I.4,
 Conducting a class survey S.4)
EFL 4.2.13. Interact where learners ask each other
with reasonable about a familiar topic and
ease in structured record each other’s answers.
situations and short (Example: What’s your
conversations within favorite sport? Do you have a
familiar contexts, favorite team? What sports do
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provided that speech you play? Are you good at it?,

is given clearly, etc.) Sharing a few things
slowly and directly. about their classmates’
(Example: an answers. (Example: Sam is
interview, an infor- an Emelec fan. He loves
mation gap activity, soccer but he isn’t good at it.
etc.) He is the only Emelec fan in
our class. Everyone in our
class plays soccer, etc.)
 Playing a conversation game,
where learners move their
tokens around the board after
choosing a card and
answering the question.
(Example questions: What
sports do you play? How often
do you go to the movies?
What do you do after school?
What do you do on
weekends?, etc.)
 Responding to interactions in
class spontaneously and in a
way that encourages others to
interact. (Example: Teacher:
What time do you wake up?
Student A: I usually wake up
at 6 a.m. Student B: I do, too!
But not today because…, etc.)

Reading
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CE.EFL.4.11.
 Reading a text and answering Demonstrate
EFL 4.3.1. information questions. comprehension of
Understand main  Choosing from a list of words to
main ideas and some
points in short complete gaps from a reading.
 Predicting main ideas by reading details in short simple
simple texts on texts on familiar
the title and using other contextual
familiar subjects. clues (e.g., illustrations, subjects, making use
Lesson 3. What’s (Example: news subheadings, etc.) of contextual clues to
the weather like? about sports or  Putting paragraphs in a text in the identify relevant
famous people, correct order.
information in a text.
descriptions, etc.)
I.EFL.4.11.1.
EFL 4.3.2. Make use Learners can
of clues such as understand main
titles, illustrations, ideas and some
organization, text
details in short simple
outline and layout,
online or print texts on
etc. to identify and
familiar subjects, us-
understand relevant
ing contextual clues to
information in written
help identify the most
level-appropriate
relevant information.
text types.
(Example: title,
Writing illustrations,
organization, etc.) (I.2,
I.4)
EFL 4.4.7. Use the  Completing the gaps in a
process of sentence.
Lesson 4. Are you prewriting, drafting, CE.EFL.4.17. Show an
working hand in revising, peer editing ability to convey and
 Sequencing sentences by
and proofreading organize information
glove? adding words.
(i.e., “the writing through the use of facts
process”) to produce and details and by
well-constructed employing various stages
of the writing process,
while using a range of
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informational texts.  Writing about a subject using digital tools to promote

key words given in class. and support
EFL 4.4.8. Convey collaboration, learning
and organize and productivity.
information using
facts and details in
I.EFL.4.17.1. Learners
order to illustrate
can convey and organize
diverse patterns and
information through the
structures in writing.
use of facts and details
(Example: cause
and by employing various
and effect, problem
stages of the writing
and solution,
process, while using a
general-to-specific
range of digital tools to
presentation, etc.)
promote and support
collaboration, learning
and productivity. (I.1, I.3,
S.4, J.2, J.4)
Language through the Arts
EFL 4.5.9. Engage
Project in collaborative  Participating in classroom CE.EFL.4.22. Show the
activities through a games in which problem- ability to work
variety of student solving as a team is important. collaboratively and to
groupings to create participate effectively in a
and respond to  Brainstorming ideas for a variety of student
literature and other writing project in small groups, groupings by employing a
literary texts. using a graphic organizer. wide range of creative
(Example: small thinking skills through the
groups, cooperative completion of activities
learning groups, such as playing games,
literature circles, brainstorming and
process writing problem solving.
groups, etc.)
EFL 4.5.11. I.EFL.4.22.1. Learners
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Participate in can collaborate and

creative thinking participate effectively in a
through variety of student
brainstorming, groupings by employing a
working in groups, wide range of creative
games and problem- thinking skills through the
solving tasks by completion of activities
showing the ability to such as playing games,
accept a variety of brainstorming and
ideas and capitalize problem solving. (S.2,
on other people’s S.4, J.1, J.2, J.3, J.4)
strengths.

AMAZING EFL 4.1.6. Seek and Communication and Cultural CE.EFL.4.4.

PLACES Talk about places in the provide information Awareness Demonstrate the ability to
5 and assistance, ask for and give
city.
orally or in writing  Comparing answers in pairs or information and
Identify places in the city
and in online or small groups. assistance using
Ask for and give
face-to-face  Working in small groups to appropriate language and
information complete a cultural project.
interactions, for interaction styles in a
Exploring the city Give and follow (Example: different musical
personal, social and variety of social
Lesson N° 1. instructions to get to a genres in Ecuador, traditional
academic purposes. interactions.
places food in Latin America, etc.) I.EFL.4.4.1. Learners can
EFL 4.1.8. Use  Participating in short demonstrate an ability to
suitable vocabulary, dialogues and role plays to give and ask for
expressions, practice target language. information and
language and (Example: thanking others, assistance using level-
interaction styles for apologizing, asking for help, appropriate language and
formal and informal greeting authorities, etc.) interaction styles in online
social or academic  Practicing the language or face-to-face social and
situations in order to needed to deal with a need classroom interactions.
communicate spe- through a mini role play.
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cific intentions in  Singing songs that practice (J.2, J.3, J.4, I.3)
online and face-to- helpful language.
face interactions.
(Example: thanking,
making promises,
apologizing, asking
permission, chatting
with friends,
answering in class,
greeting an authority
figure, etc.)
EFL 4.2.11. Give CE.EFL.4.9. Production –
short, basic Oral Communication: (Listening Fluency: Use simple
descriptions of and Speaking) language to describe,
everyday activities  Asking learners simple compare and make
Lesson N° 2.
and events within questions about themselves, statements about familiar
How can I get to…
familiar contexts and their family or their everyday topics such as
? use simple descrip- possessions and noting that objects, possessions and
tive language to their response time is routines in structured
compare and make relatively quick (i.e., not so situations and short
brief statements slow that the interaction conversations. Interaction
about objects and becomes uncomfortable for is with reasonable ease,
possessions. the student or the teacher, provided speech is given
(Example: family, and the response is clearly, slowly and
school, living con- appropriate although there directly.
ditions, personal may be some basic errors)
belongings, etc.)  Asking learners to describe a I.EFL.4.9.1. Learners can
picture of a familiar scene and use simple language to
EFL 4.2.12. asking them to give full describe, compare and
Describe habits, statements about what they state facts about familiar
routines, past can see. (Example: a picture everyday topics such as
activities and of a classroom: There are ten possessions, classroom
experiences within students and one teacher. objects and routines in
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the personal and The teacher is writing on the short, structured

educational board. A boy’s throwing situations, interacting with
domains. paper, etc.) relative ease. (I.3, I.4,
 Conducting a class survey S.4)
EFL 4.2.13. Interact where learners ask each other
with reasonable about a familiar topic and
ease in structured record each other’s answers.
situations and short (Example: What’s your
conversations within favorite sport? Do you have a
familiar contexts, favorite team? What sports do
provided that speech you play? Are you good at it?,
is given clearly, etc.) Sharing a few things
slowly and directly. about their classmates’
(Example: an answers. (Example: Sam is
interview, an infor- an Emelec fan. He loves
mation gap activity, soccer but he isn’t good at it.
etc.) He is the only Emelec fan in
our class. Everyone in our
class plays soccer, etc.)
 Playing a conversation game,
where learners move their
tokens around the board after
choosing a card and
answering the question.
(Example questions: What
sports do you play? How often
do you go to the movies?
What do you do after school?
What do you do on
weekends?, etc.)
 Responding to interactions in
class spontaneously and in a
way that encourages others to
interact. (Example: Teacher:
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What time do you wake up?

Student A: I usually wake up
at 6 a.m. Student B: I do, too!
But not today because…, etc.)

Reading
EFL 4.3.7. Read, CE.EFL.4.12. Use a
 Reading a short text and
Lesson N° 3. gather, view and showing comprehension by range of reference
The future City listen to information completing the accompanying materials and sources,
from various sources graphic organizer. both online and in print, in
in order to organize order to support ideas,
and discuss  Reading texts from different answer inquiries, find
relationships subject areas and choosing relationships and relate
between academic the best title for each. ideas between different
content areas. subject areas.
 Underlining main ideas from
texts and then using them to I.EFL.4.12.1. Learners
write questions the learner can employ a range of
has about the topic. 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)
EFL 4.4.7. Use the Writing
process of - Reading an online movie
prewriting, drafting, review and identifying CE.EFL.4.17. Show an
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revising, peer editing common linguistic features. ability to convey and

Lesson N°4. and proofreading - Sequencing sentences by organize information
Wonders of the (i.e., “the writing adding words. through the use of facts
world process”) to produce - Using question prompts to and details and by
well-constructed interview and then write employing various stages
informational texts. sentences about a classmate. of the writing process,
- Posting a comment to a while using a range of
EFL 4.4.8. Convey classmate’s writing on a class
digital tools to promote
and organize blog.
and support
information using
collaboration, learning
facts and details in
and productivity.
order to illustrate
diverse patterns and I.EFL.4.17.1. Learners
structures in writing. can convey and organize
(Example: cause information through the
and effect, problem use of facts and details
and solution, and by employing various
general-to-specific stages of the writing
presentation, etc.) 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

EFL 4.5.9. Engage CE.EFL.4.22. Show the
in collaborative  Participating in classroom ability to work
activities through a games in which problem- collaboratively and to
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variety of student solving as a team is important. participate effectively in a

Project groupings to create variety of student
and respond to  Brainstorming ideas for a groupings by employing a
literature and other writing project in small groups, wide range of creative
literary texts. using a graphic organizer. thinking skills through the
(Example: small completion of activities
groups, cooperative  Comparing answers in pairs in such as playing games,
learning groups, order to help each other brainstorming and
literature circles, understand errors or con- problem solving.
process writing cepts.
groups, etc.) I.EFL.4.22.1. Learners
can collaborate and
EFL 4.5.11. participate effectively in a
Participate in variety of student
creative thinking groupings by employing a
through wide range of creative
brainstorming, thinking skills through the
working in groups, completion of activities
games and problem- such as playing games,
solving tasks by brainstorming and
showing the ability to problem solving. (S.2,
accept a variety of S.4, J.1, J.2, J.3, J.4)
ideas and capitalize
on other people’s
strengths.

EFL 4.1.5. Apply Communication and Cultural CE.EFL.4.3. Interact with

self-correcting and Awareness others using self-
DAILY ROUTINES Talk about lifestyles. self-monitoring monitoring and self-
strategies in social - Participating in short role correcting strategies as
6 plays using a range of verbal
Lessson N° 1 Talk about routines and and classroom well as appropriate
interactions. and nonverbal communica- nonverbal and oral
regular day lifestyles.
(Example: asking tion.
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questions, starting - Listening to a dialogue and communication features.

over, rephrasing, identifying errors in speech or
exploring alternative problems for communication. I.EFL.4.3.1. Learners can
pronunciations or - Practicing a specific self- employ a range of self-
wording, etc.) correcting strategy during a monitoring and self-
pair work activity. correcting strategies and
- Demonstrating desirable interpret and use
behaviors during class, group appropriate verbal and
and pair discussions. (Exam- nonverbal communication
ple: not interrupting, features to communicate
participating equally, in familiar contexts. (I.3,
completing one’s work neatly S.4, J.4)
and on time, not distracting
others, etc.)

EFL 4.2.11. Give

short, basic Oral Communication: (Listening
descriptions of and Speaking) CE.EFL.4.9. Production –
everyday activities Fluency: Use simple
and events within - Asking learners simple language to describe,
familiar contexts and questions about themselves, compare and make
Lesson N°2. use simple descrip- their family or their statements about familiar
Lifestyles. tive language to possessions and noting that everyday topics such as
compare and make their response time is objects, possessions and
brief statements relatively quick (i.e., not so routines in structured
about objects and slow that the interaction situations and short
possessions. becomes uncomfortable for conversations. Interaction
(Example: family, the student or the teacher, is with reasonable ease,
school, living con- and the response is provided speech is given
ditions, personal appropriate although there clearly, slowly and
belongings, etc.) may be some basic errors) directly.
- Asking learners to describe a
EFL 4.2.12. picture of a familiar scene and
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Describe habits, asking them to give full I.EFL.4.9.1. Learners can

routines, past statements about what they use simple language to
activities and can see. (Example: a picture describe, compare and
experiences within of a classroom: There are ten state facts about familiar
the personal and students and one teacher. everyday topics such as
educational The teacher is writing on the possessions, classroom
domains. board. A boy’s throwing objects and routines in
paper, etc.) short, structured
EFL 4.2.13. Interact - Conducting a class survey situations, interacting with
with reasonable where learners ask each other relative ease. (I.3, I.4,
ease in structured about a familiar topic and S.4)
situations and short record each other’s answers.
(Example: What’s your
conversations within
favorite sport? Do you have a
familiar contexts,
favorite team? What sports do
provided that speech you play? Are you good at it?,
is given clearly, etc.) Sharing a few things
slowly and directly. about their classmates’
(Example: an answers. (Example: Sam is
interview, an infor- an Emelec fan. He loves
mation gap activity, soccer but he isn’t good at it.
etc.) He is the only Emelec fan in
our class. Everyone in our
class plays soccer, etc.)
- Playing a conversation game,
where learners move their
tokens around the board after
choosing a card and
answering the question.
(Example questions: What
sports do you play? How often
do you go to the movies?
What do you do after school?
What do you do on
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weekends?, etc.)
- Responding to interactions in
class spontaneously and in a
way that encourages others to
interact. (Example: Teacher:
What time do you wake up?
Student A: I usually wake up
at 6 a.m. Student B: I do, too!
But not today because…, etc.)

Reading
- Reading a text and answering
information questions.
CE.EFL.4.11.
- Choosing from a list of words
Demonstrate
EFL 4.3.1. to complete gaps from a
comprehension of main
Understand main reading.
ideas and some details in
points in short - Identifying the rules for
short simple texts on
Lesson N° 3. A simple texts on capitalization.
familiar subjects, making
hairy routine. familiar subjects. - Completing and creating a use of contextual clues to
(Example: news profiles with given information identify relevant
about sports or in class. information in a text.
famous people,
descriptions, etc.)
I.EFL.4.11.1. Learners
EFL 4.3.2. Make use can understand main
of clues such as ideas and some details in
titles, illustrations, short simple online or
organization, text print texts on familiar
outline and layout, subjects, using contextual
etc. to identify and clues to help identify the
understand relevant most relevant
information in written information. (Example:
level-appropriate
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text types. title, illustrations,

organization, etc.) (I.2,
I.4)

EFL 4.4.7. Use the

process of CE.EFL.4.17. Show an
prewriting, drafting, ability to convey and
revising, peer editing Writing organize information
and proofreading through the use of facts
(i.e., “the writing - Completing the gaps in a
and details and by
process”) to produce sentence.
employing various stages
Lesson N° 4. Do well-constructed - Adding pictures to a group
of the writing process,
you sleep like a informational texts. presentation.
while using a range of
log? - Reading a dialogue which
EFL 4.4.8. Convey digital tools to promote
serves as a model text, then
and organize and support
writing a similar dialogue on
information using collaboration, learning
a different topic.
facts and details in and productivity.
order to illustrate
diverse patterns and I.EFL.4.17.1. Learners
structures in writing. can convey and organize
(Example: cause information through the
and effect, problem use of facts and details
and solution, and by employing various
general-to-specific stages of the writing
presentation, etc.) process, while using a
range of digital tools to
EFL 4.5.9. Engage promote and support
in collaborative collaboration, learning
activities through a and productivity. (I.1, I.3,
variety of student S.4, J.2, J.4)
groupings to create Language through the Arts
and respond to
literature and other - Participating in classroom CE.EFL.4.22. Show the
literary texts. games in which problem- ability to work
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(Example: small solving as a team is important. collaboratively and to

groups, cooperative participate effectively in a
Project learning groups, - Brainstorming ideas for a variety of student
literature circles, writing project in small groups, groupings by employing a
process writing using a graphic organizer. wide range of creative
groups, etc.) - thinking skills through the
EFL 4.5.11. completion of activities
Participate in such as playing games,
creative thinking brainstorming and
through problem solving.
brainstorming,
working in groups, I.EFL.4.22.1. Learners
games and problem- can collaborate and
solving tasks by participate effectively in a
showing the ability to variety of student
accept a variety of groupings by employing a
ideas and capitalize wide range of creative
on other people’s thinking skills through the
strengths. completion 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

 Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc.
 Obtenido de
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): Mgs. Luz Mariel Ordoñez NAME: Mgs. Mariel Ordoñez NAME: Mgs. Marcelo Ramirez
Aguirre
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signature: signature: signature:

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