SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 9 EGB Class:
Book: English A1.2 Unit: 1 Objectives:
My Family and Me O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to the learner.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-
across cultures and groups (differentiated by gender, ability, generations, etc.) including the monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
students’ own.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative
pronunciations or wording, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority statements about familiar everyday topics such as objects, possessions and routines in structured situations and short conversations.
within the personal and educational domains, provided speech is clearly and slowly articulated. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
(Example: daily life, free time, school activities, etc.) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make
immediate environment and matters of immediate need in simple terms using grammatical appropriate use of new words and expressions in social interactions.
structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news familiar subjects, making use of contextual clues to identify relevant information in a text.
about sports or famous people, descriptions, etc.)
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts have different
(Example: persuade, negotiate, argue, etc.). 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
EFL 4.5.4 Create personal stories by adding imaginative details to real-life stories and situations, meanings in short, simple, everyday literary texts (online, oral or in print).
using appropriate vocabulary and elements of the literature learners have read or heard.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Reading a list of actions people take and discussing their A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Describe yourself and your family members.
consequences on others. interactive version) differences between different aspects of cultural • Talk about free time activities.
• Simulating desirable social behavior through role-playing. • Audio CD groups. Learners can demonstrate socially • Interview your classmates about their free time activities.
• Choosing pictures that show responsible actions performed by • Teacher’s Guide responsible behaviors at school, online, at home • Identify specific information in a paragraph.
each member of the family and identifying irresponsible actions and • Photocopiable • Recognize what kind of person someone is by listening to his/her voice in a dialog: She is
worksheets (TG) and in the community, and evaluate their actions
their consequences on others. outgoing. He is lazy.
• Quiz Time (SB) by ethical, safety and social standards. (J.3, S.1, • Use key expressions to complete a conversation.
Oral Communication: (Listening and Speaking) I.1)
• Having learners make a selfie video to talk about free time • Write a paragraph describing yourself and
I.EFL.4.3.1 Learners can employ a range of self-
activities. monitoring and self-correcting strategies and
• Asking classmates to repeat an answer or statement to clarify an interpret and use appropriate verbal and
idea if needed. nonverbal communication features to

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
• Asking for help in class when necessary. communicate in familiar contexts. (I.3, S.4, J.4) your favorite free time activities.
Reading Oral Communication
• Reading a text and answering information questions. I.EFL.4.9.1 Learners can use simple language Techniques
• Choosing words in a list to complete gaps from a reading. to describe, compare and state facts about Reading
• Reading the paragraph about the Jonas Family and highlighting familiar everyday topics such as possessions, • Read the title and illustrations of a text to
interesting facts. classroom objects and routines in short, predict the topic.
• Predicting main ideas by reading the title of a text and using structured situations, interacting with relative • Use context clues to understand the meaning
contextual clues. ease. (I.3, I.4, S.4) of new words in a text.
Writing I.EFL.4.8.1 Learners can communicate personal Listening
• Watching a video about a controversial topic and writing a short information and basic immediate needs and • Listen for specific details.
response giving an opinion. deal with other practical everyday demands in • Pay attention to background sounds to understand
• Listening to a celebrity interview and writing more interview familiar contexts, effectively and without undue the context of a conversation. Speaking
questions. effort and using grammatical structures and • Describe the members of your family to a
• Writing answers to interview questions. vocabulary seen in class (although there may partner using the given expressions.
Language through the Arts be frequent, basic errors). (I.1, I.2, I.3, S.1) • Encourage a partner to take part in a conversation by
• Listening to or reading stories and drawing an important scene. Reading using appropriate expressions such as How about
• Looking at the title and illustrations of a text to write questions I.EFL.4.11.1 Learners can understand main you?
about the topic. Then reading to find the answers to the questions. ideas and some details in short simple online Writing
• Writing a sentence to describe an author’s intention. or print texts on familiar subjects, using • Use connectors to write descriptions of your family
• Finding a literary text online and summarizing it to share it with contextual clues to help identify the most members.
the class. relevant information. (I.2, I.4) • Follow a model to write a description of a
• Underlining main ideas in a text. Writing celebrity family.
I.EFL.4.15.1 Learners can convey information
and ideas and describe feelings and opinions Instruments for oral and written evaluation
in simple transactional or expository texts on • Oral and Writing Evaluation
familiar subjects in order to influence an • Projects presentations
audience, while recognizing that different texts • Oral interviews in pairs
have different features and showing the ability • Role Play
to use these features appropriately in one’s • Game
own writing. (I.3, I.4, S.3, J.2) • Writing Quiz
Language through the Arts • Glossary activities.
I.EFL.4.18.1 Learners can understand, predict, • Portfolio
infer and deduce literal and implied meanings
in short, simple, everyday literary texts (online,
oral or in print), especially when visual support
is provided. (I.2, I.3, I.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per
empirical data. Thus, they should modify the objectives and indicators in lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to make
accordance with those results, and adapt the corresponding activities. learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Make a collage about family members and share it with the Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
class.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 9 EGB Class:
Book: English A1.2 Unit: 2 Objectives:
Cultures Around the O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
World O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to the learner.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-
across cultures and groups (differentiated by gender, ability, generations, etc.) including the monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
students’ own.
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom
interactions.
Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority statements about familiar everyday topics such as objects, possessions and routines in structured situations and short conversations.
within the personal and educational domains, provided speech is clearly and slowly articulated. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
(Example: daily life, free time, school activities, etc.) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort.
immediate environment and matters of immediate need in simple terms using grammatical Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues to identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse details and by employing various stages of the writing process, while using a range of digital tools to promote and support collaboration,
patterns and structures in writing. (Example: cause and effect, problem and solution, general-to- learning and productivity.
specific presentation, etc
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.11 Participate in creative thinking through brainstorming, working in groups, games and student groupings by employing a wide range of creative thinking skills through the completion of activities such as playing games,
problem-solving tasks by showing the ability to accept a variety of ideas and capitalize on other brainstorming and problem solving.
people’s strengths.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Simulating desirable social behavior through role-playing. A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Talk about customs around the world.
• Looking for information about different customs and celebrations interactive version) differences between different aspects of cultural • Talk about celebrations in your country.
around the world and. • Audio CD groups. Learners can demonstrate socially • Interview a classmate about his/her favorite celebration.
• Participating in short role plays using a range of verbal and • Teacher’s Guide responsible behaviors at school, online, at home • Write about a celebration in your country.
nonverbal communication. • Quiz Time (SB) • Write an e-mail to a friend inviting him/her to celebrate a festivity in your country.
• Responding to classroom activities and pair work through short and in the community, and evaluate their actions • Prepare a slide show presentation about a culture in Ecuador.
expressions or emoticons. by ethical, safety and social standards. (J.3, S.1,
Oral Communication: (Listening and Speaking) I.1)
• Asking the learners to read a dialogue in pairs. I.EFL.4.3.1 Learners can employ a range of self-
• Asking learners simple questions about customs in Ecuador. monitoring and self-correcting strategies and
• Asking learners to describe a picture of a familiar scene and asking interpret and use appropriate verbal and
nonverbal communication features to

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
them to give full statements about what they can see. communicate in familiar contexts. (I.3, S.4, J.4) Techniques
Reading Oral Communication Reading
• Reading a text and answering information questions. I.EFL.4.9.1 Learners can use simple language to • Use context clues to understand the meaning
• Choosing words from a list to complete gaps from a reading. describe, compare and state facts about familiar of new words in a text.
• Reading the paragraph about customs and highlighting interesting everyday topics such as possessions, classroom Listening
facts. objects and routines in short, structured • Listen for specific details.
Writing situations, interacting with relative ease. (I.3, I.4, • Pay attention to background sounds to
• Completing the gaps in a sentence. S.4) understand the context of a conversation.
• Reading an online movie review and identifying common linguistic Speaking
I.EFL.4.8.1 Learners can communicate personal • Use new vocabulary and expressions in a dialogue to enrich it.
features.
• Using question prompts to interview and then write sentences information and basic immediate needs and deal Writing
about a classmate. with other practical everyday demands in familiar • Use connectors to write a short description of your own culture.
• Adding pictures to a group presentation. contexts, effectively and without undue effort and • Follow a model to write about customs and celebrations around the world.
Language through the Arts using grammatical structures and vocabulary
• Brainstorming a list of questions and answers learners can use seen in class (although there may be frequent, Instruments for oral and written evaluation
during small group discussions about literary texts. basic errors). (I.1, I.2, I.3, S.1) • Oral and Writing Evaluation
• Participating in classroom games in which problem-solving as a Reading • Projects presentations
team is important. I.EFL.4.11.1 Learners can understand main • Oral interviews in pairs
ideas and some details in short simple online or • Role Play
print texts on familiar subjects, using contextual • Game
• Writing Quiz
clues to help identify the most relevant • Glossary activities.
information. (Example: title, illustrations, • Portfolio
organization, etc.) (I.2, I.4)
Writing
I.EFL.4.17.1 Learners can convey and organize
information through the use of facts and details
and by employing various stages of the writing
process, while using a range of digital tools to
promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)
Language through the Arts
I.EFL.4.22.1 Learners can collaborate and
participate effectively in a variety of student
groupings by employing a wide range of creative
thinking skills through the completion of activities
such as playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills
disabilities in order to design personalized plans based on assessment results and students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in
accordance with those results, and adapt the corresponding activities. multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Prepare a slide show presentation about customs and Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
celebrations from a country.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 9 EGB Class:
Book: English A1.2 Unit: 3 Objectives:
Amazing Abilities O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.1 Compare and contrast oral traditions and literature from Ecuador and beyond in order
EFL 4.1.1 Compare and contrast oral traditions, myths, folktales and literature from Ecuador and to manifest an understanding of the relationship between cultural perspectives and practices and by sharing cross cultural experiences.
international regions and cultures and identify similarities and differences and universal cultural CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles
themes. in a variety of social interactions.
EFL 4.1.6 Seek and provide information and assistance, orally or in writing and in online or face-
to-face interactions, for personal, social and academic purposes.

Oral Communication: (Listening and Speaking) CE.EFL.4.9 Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as
EFL 4.2.1 Understand phrases and expressions related to areas of most immediate priority objects, possessions and routines in structured
within the personal and educational domains, provided speech is clearly and slowly articulated. situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly and directly.
(Example: daily life, free time, school activities, etc.)

Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues to identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts have different
(Example: persuade, negotiate, argue, etc.) features and showing the ability to use these features appropriately in one’s own writing.

Language through the Arts CE.EFL.4.20 Create short, original literary texts in different genres, including those that reflect
EFL 4.4.16 Create personal stories by adding imaginative details to real-life stories and Ecuadorian cultures, using a range of digital tools, writing styles, appropriate vocabulary and other literary concepts.
situations, using appropriate vocabulary and elements of the literature learners have read or
heard.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Hearing a story from people from another country and mention their A1.2 (including I.EFL.4.1.1 Learners can compare and contrast • Describe and compare people’s abilities.
abilities. interactive version) oral traditions, myths, folktales and literature • Talk about the different kinds of intelligences.
• Reading a story from another region/culture and sharing a similar • Audio CD from Ecuador and other cultures in order to • Mention abilities of famous people.
experience. • Teacher’s Guide demonstrate an understanding of the • Identify detailed information when reading a passage.
• Reflecting on differences between people from other countries and • Photocopiable • Use idioms and colloquial expressions in daily conversations.
regions. worksheets (TG) relationship between cultural practices and • Get cutouts from magazines to elaborate a collage of multiple intelligences.
Oral Communication: (Listening and Speaking) • Quiz Time (SB) perspectives. Learners can share cross-cultural
• Asking learners to repeat an answer or statement to clarify experiences while naming universal cultural
something if needed. themes. (I.2, S.1, S.2, J.1)
• Asking for help in class when necessary. I.EFL.4.4.1 Learners can demonstrate an ability
• Doing a mingle activity where learners ask and answer survey to give and ask for information and assistance
using level-appropriate language and interaction

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
questions about after school activities. styles in online or face-to-face social and Techniques
• Asking the learners to read a dialogue in pairs. classroom interactions. (J.2, J.3, J.4, I.3) Reading
Reading Oral Communication • Use context clues to understand the meaning of idioms and colloquial expressions in a text.
• Reading a text and answering information questions. I.EFL.4.9.1 Learners can use simple language to Listening
• Choosing from a list of words to complete gaps from a reading. describe, compare and state facts about familiar • Use specific information to make inferences.
• Reading a short news article and completing an outline. everyday topics such as possessions, classroom • Pay attention to background sounds to
• Reading a biography and putting events on a timeline. objects and routines in short, structured understand the context of a conversation.
Writing Speaking
• Listening to a celebrity interview about abilities and writing three situations, interacting with relative ease. (I.3, I.4, • Give extra information to expand a conversation.
more interview questions. S.4) Writing
• Writing answers to interview questions. Reading • Follow a model to describe people’s abilities.
• Writing an email to a friend about an outstanding person with I.EFL.4.11.1 Learners can understand main
special abilities. ideas and some details in short simple online or Instruments for oral and written evaluation
Language through the Arts print texts on familiar subjects, using contextual
• Sharing learners’ stories in pairs or small groups and choosing to clues to help identify the most relevant • Oral and Writing Evaluation
represent some through a role play. information. (Example: title, illustrations, • Projects presentations
• Writing a poem or the verses of a song in small groups and organization, etc.) (I.2, I.4) • Oral interviews in pairs
performing it for the class. Writing • Role Play
• Doing free writing on a topic suggested by another learner. • Game
I.EFL.4.15.1 Learners can convey information
and ideas and describe feelings and opinions in • Writing Quiz
simple transactional or expository texts on • Glossary activities.
• Portfolio
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.4.20.1 Learners can create short, original
literary texts in different genres, including those
that reflect Ecuadorian cultures, using a range of
digital tools, writing styles, appropriate
vocabulary and other literary concepts. (I.1, I.3)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills
disabilities in order to design personalized plans based on assessment results and students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in
accordance with those results, and adapt the corresponding activities. multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Prepare a talent show to show off students’ abilities. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 9 EGB Class:
Book: English A1.2 Unit: 4 Objectives:
Healthy Food O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.3 Interact with others using self-monitoring and self-correcting strategies as well as
EFL 4.1.5 Apply self-correcting and self-monitoring strategies in social and classroom appropriate nonverbal and oral communication features.
interactions. (Example: asking questions, starting over, rephrasing, exploring alternative CE.EFL.4.4 Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a
pronunciations or wording, etc.) variety of social interactions.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and
informal social or academic situations in order to communicate specific intentions in online and
face-to-face interactions. (Example: thanking, making promises, apologizing, asking permission,
chatting with friends, answering in class, greeting an authority figure, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort.
immediate environment and matters of immediate need in simple terms using grammatical Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
prepositions, etc.).
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.1 Understand main points in short simple texts on familiar subjects. (Example: news familiar subjects, making use of contextual clues to identify relevant information in a text.
about sports or famous people, descriptions, etc.)
Writing CE.EFL.4.15 Express information and ideas and describe feelings and opinions in simple
EFL 4.4.4 Write to describe feelings/opinions in order to effectively influence an audience. transactional or expository texts on familiar subjects in order to influence an audience, while recognizing that different texts have different features
(Example: persuade, negotiate, argue, etc.) 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
EFL 4.5.1 Make use of main points in literary texts (authentic and semi-authentic, oral and meanings in short, simple, everyday literary texts (online, oral or in print).
written) to understand short simple everyday stories, especially if there is visual support.
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Participating in short role plays using a range of verbal and A1.2 (including I.EFL.4.3.1 Learners can employ a range of self- • Talk about food preferences.
nonverbal communication. interactive version) monitoring and self-correcting strategies and • Agree and disagree when talking about food.
• Practicing a specific self-correcting strategy during a pair work • Audio CD interpret and use appropriate verbal and • Talk about recipes and ingredients to prepare healthy food.
activity. • Teacher’s Guide nonverbal communication features to • Organize the main ideas in a text.
• Talking in pairs about a video learners have watched using only • Posters and pictures • Classify food according to their types.
English. about food communicate in familiar contexts. (I.3, S.4, J.4) • Use idioms related to food.
• Completing a self-assessment and writing a goal based on the • Photocopiable I.EFL.4.4.1 Learners can demonstrate an ability • Present a project about a recipe.
results. worksheets: The food to give and ask for information and assistance
Oral Communication: (Listening and Speaking) pyramid (TG) using level-appropriate language and interaction Techniques
• Recording in-class conversations and dialogues in order to identify • Quiz Time (SB) styles in online or face-to-face social and Reading
correct and appropriate language usage and intelligibility. classroom interactions. (J.2, J.3, J.4, I.3)
Oral Communication

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 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
• Doing a mingle activity where learners ask and answer survey I.EFL.4.8.1 Learners can communicate personal • Use charts and mind maps to summarize
questions about after school activities. information and basic immediate needs and deal information from texts.
• Asking the learners to read a dialogue in pairs and record with other practical everyday demands in familiar Listening
themselves to assess clarity of sounds, rhythm, and intonation. contexts, effectively and without undue effort and • Use specific information to make inferences.
Reading using grammatical structures and vocabulary • Pay attention to background sounds to understand the context of a conversation.
• Reading a text and answering information questions. Speaking
• Choosing from a list of words to complete gaps from a reading. seen in class (although there may be frequent,
basic errors). (I.1, I.2, I.3, S.1) • Use fixed expressions to show agreement and disagreement.
• Reading a short story from the Internet and highlighting interesting Writing
facts, then comparing them with those of a partner. Reading
• Classify words according to categories to remember new words.
• Reading a blog post and writing a comment. I.EFL.4.11.1 Learners can understand main
Writing ideas and some details in short simple online or Instruments for oral and written evaluation
• Listening to an interview and writing more interview questions. print texts on familiar subjects, using contextual
• Writing answers to interview questions. clues to help identify the most relevant • Oral and Writing Evaluation
• Writing an email to a friend about healthy habits. information. (Example: title, illustrations, • Projects presentations
Language through the Arts organization, etc.) (I.2, I.4) • Oral interviews in pairs
• Listening to or reading stories and drawing an important scene. Writing • Role Play
• Looking at the title and accompanying illustrations of a text and I.EFL.4.15.1 Learners can convey information • Game
writing questions about the topic. • Writing Quiz
and ideas and describe feelings and opinions in
simple transactional or expository texts on • Glossary activities.
familiar subjects in order to influence an • Portfolio
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)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per lesson;
empirical data. Thus, they should modify the objectives and indicators in differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to make learning
accordance with those results, and adapt the corresponding activities. fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Prepare a healthy recipe and describe its benefits. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 9 EGB Class:
Book: English A1.2 Unit: 5 Objectives:
They Were O.EFL.4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written expression of
Successful! thought.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global
contexts familiar to the learner.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-
across cultures and groups (differentiated by gender, ability, generations, etc.) including the monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
students’ own.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and
informal social or academic situations in order to communicate specific intentions in online and
face-to-face interactions. (Example: thanking, making promises, apologizing, asking permission,
chatting with friends, answering in class, greeting an authority figure, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.7 Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in
EFL 4.2.3 Follow and understand short, straightforward audio messages and/or the main familiar contexts, when delivered slowly and with
idea/dialogue of a movie or cartoon (or other age-appropriate audio-visual presentations) if visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.
delivered slowly and visuals provide contextual support. (Example: an announcement of a bus
delay, an intercom announcement at school, a dialogue supported by facial expressions/gestures
and appropriate intonation, etc.)
Reading CE.EFL.4.11 Demonstrate comprehension of main ideas and some details in short simple texts on
EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. familiar subjects, making use of contextual clues to identify relevant information in a text.
to identify and understand relevant information in written level-appropriate text types.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse details and by employing various stages of the writing process, while using a range of digital tools to promote and support collaboration,
patterns and structures in writing. (Example: cause and effect, problem and solution, general-to- learning and productivity.
specific presentation, etc.)
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create and student groupings by employing a wide range of creative thinking skills through the completion of activities such as playing games,
respond to literature and other literary texts. (Example: small groups, cooperative learning brainstorming and problem solving.
groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness Activities
• Using recycled materials to make a project. A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Identify the names of some famous people from the past.
• Surfing the Internet to look for information about important people interactive version) differences between different aspects of cultural • Ask questions about people’s lives in the
from other cultures and presenting it to the class using digital tools. • Audio CD groups. Learners can demonstrate socially past.
• Choosing pictures to show responsible and solidary actions • Teacher’s Guide responsible behaviors at school, online, at home • Use key expressions to answer questions.
(helping an elder cross the sidewalk, stopping two children from • Pictures of famous • Identify detailed information when reading a paragraph.
people from the past. and in the community, and evaluate their actions • Use idioms and expressions in conversations.
throwing rocks at a dog, being open to accepting new ideas/foods, by ethical, safety and social standards. (J.3, S.1,
etc.) and having a class discussion about the importance of helping • Bingo tables with • Write about a historical character.
names of famous people I.1)
others. of the past I.EFL.4.3.1 Learners can employ a range of self-
Oral Communication: (Listening and Speaking) • Quiz Time (SB) monitoring and self-correcting strategies and
• Listening to spoken or recorded descriptions of familiar scenes, interpret and use appropriate verbal and

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
and taking notes. nonverbal communication features to • Design a Power Point Presentation to talk
• Listening to a dialogue between two or more people and deciding if communicate in familiar contexts. (I.3, S.4, J.4) about a historical character.
a statement is true or false. Oral Communication • Identify structure patterns in a paragraph.
• Watching a short video about important people from the past and I.EFL.4.7.1 Learners can identify the main idea
taking notes. and some details in short straightforward spoken Techniques
Reading audio texts set in familiar contexts when the Reading
• Reading a text and answering information questions. message is delivered slowly and there is other • Use context clues to understand the meaning of new words in a text.
• Choosing from a list of words to complete gaps from a reading. Listening
• Predicting main ideas by reading the title and using other contextual support. (Example: rules for a game,
• Listen for specific details.
contextual clues (e.g., illustrations, subheadings, etc.). classroom instructions, a dialogue in a scene Speaking
• Reading a biography and putting events on a timeline. from a cartoon or movie, etc.) Learners can use • Use new vocabulary and expressions in a
Writing other classmate’s contributions in class as dialogue to enrich it.
• Reading an online movie review and identifying common linguistic models for their own. (I.2, I.3, S.4) Writing
features. Asking learners to use it as a model to write a review of Reading • Use connectors to write a short description of
another movie. I.EFL.4.11.1 Learners can understand main a famous character from the past
• Sequencing sentences by adding words. ideas and some details in short simple online or
Language through the Arts print texts on familiar subjects, using contextual
• Creating literature circles where learners have the freedom to say Instruments for oral and written evaluation
anything they think about a text from class or outside it. clues to help identify the most relevant
• Brainstorming a list of questions and answers learners can use information. (Example: title, illustrations, • Oral and Writing Evaluation
during small group discussions about literary texts. organization, etc.) (I.2, I.4) • Projects presentations
• Participating in classroom games in which problem-solving as a Writing • Oral interviews in pairs
team is important. I.EFL.4.17.1 Learners can convey and organize • Role Play
information through the use of facts and details • Game
and by employing various stages of the writing • Writing Quiz
• Glossary activities.
process, while using a range of digital tools to
promote and support collaboration, learning and
productivity. (I.1, I.3, S.4, J.2, J.4)
Language through the Arts
I.EFL.4.22.1 Learners can collaborate and
participate effectively in a variety of student
groupings by employing a wide range of creative
thinking skills through the completion of activities
such as playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented include: listing objectives and goals per
empirical data. Thus, they should modify the objectives and indicators in lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in multiple formats; using review games to make
accordance with those results, and adapt the corresponding activities. learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Organize a party of famous characters from the past and talk Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
about their contribution to society.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
1. INFORMATIVE DATA
th
Teacher: Area: English as a Foreign Language Grade / Course: 9 EGB Class:
Book: English A1.2 Unit: 6 Objectives:
Unforgettable O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
Moments O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities within a range of local, national and global contexts familiar to the learner.

Periods: 30, 6 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.4.2 Recognize and demonstrate an appreciation of commonalities between cultures as
EFL 4.1.2 Recognize and demonstrate an appreciation of some commonalities and distinctions well as the consequences of one’s actions while exhibiting socially responsible behaviors. CE.EFL.4.3 Interact with others using self-
across cultures and groups (differentiated by gender, ability, generations, etc.) including the monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
students’ own.
EFL 4.1.8 Use suitable vocabulary, expressions, language and interaction styles for formal and
informal social or academic situations in order to communicate specific intentions in online and
face-to-face interactions. (Example: thanking, making promises, apologizing, asking permission,
chatting with friends, answering in class, greeting an authority figure, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.4.8 Production – Accuracy and Intelligibility: Communicate needs and information clearly
EFL 4.2.2 Use a series of phrases and sentences to describe aspects of personal background, and in simple terms, using grammatical structures learned in class (although there may be frequent errors), effectively and without undue effort.
immediate environment and matters of immediate need in simple terms using grammatical Demonstrate an ability to make appropriate use of new words and expressions in social interactions.
structures learnt in class (although there may be frequent errors with tenses, personal pronouns,
prepositions, etc.).
Reading CE.EFL.4.13 Apply learning strategies such as using prior knowledge and graphic organizers to
EFL 4.3.6 Apply learning strategies to examine and interpret a variety of written materials using interpret new information in a text, and assess this information according to the organization, subject area and purpose of the text, using
prior knowledge, graphic organizers, context clues, note taking and finding words in a dictionary. different criteria, including ICT tools.
Writing CE.EFL.4.17 Show an ability to convey and organize information through the use of facts and
EFL 4.4.8 Convey and organize information using facts and details in order to illustrate diverse details and by employing various stages of the writing process, while using a range of digital tools to promote and support collaboration,
patterns and structures in writing. (Example: cause and effect, problem and solution, general-to- learning and productivity.
specific presentation, etc.)
Language through the Arts CE.EFL.4.22 Show the ability to work collaboratively and to participate effectively in a variety of
EFL 4.5.9 Engage in collaborative activities through a variety of student groupings to create and student groupings by employing a wide range of creative thinking skills through the completion of activities such as playing games,
respond to literature and other literary texts. (Example: small groups, cooperative learning brainstorming and problem solving.
groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Activities / Techniques / Instruments
Communication and Cultural Awareness • Student’s Book English Communication and Cultural Awareness • Talk about events in the past.
• Surfing the Internet to look for information about important people A1.2 (including I.EFL.4.2.1 Learners can name similarities and • Mention memories with family and friends.
from other cultures and presenting it to the class using digital tools. interactive version) differences between different aspects of cultural • Interview a classmate about memories from the past.
• Reading a story from another region/culture and sharing a similar • Audio CD groups. Learners can demonstrate socially • Talk about anecdotes.
experience. • Teacher’s Guide responsible behaviors at school, online, at home • Write a paragraph about an anecdote.
Oral Communication: (Listening and Speaking) • Pictures of memories • Use idioms in conversations.
• Recording in-class conversations and dialogues in order to make with the family. and in the community, and evaluate their actions • Design a project about a special moment in your life.
note of correct and appropriate language usage and intelligibility. ▪ Quiz Time (SB) by ethical, safety and social standards. (J.3, S.1,
• Asking classmates to repeat an answer or statement to clarify I.1)
something if needed. I.EFL.4.3.1 Learners can employ a range of self-
monitoring and self-correcting strategies and
interpret and use appropriate verbal and

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

ESCUELA DE EDUCACIÓN BÁSICA “VICTOR MANUEL ALBORNOZ”
Calle: Isauro Rodriguez y Carlos Berrezueta
Email: evictoralbornoz@hotmail.com
Teléfono: 072853907
Reading nonverbal communication features to Techniques
• Highlighting key information in a text and crossing out irrelevant communicate in familiar contexts. (I.3, S.4, J.4) Reading
information. Oral Communication • Use context clues to understand the meaning
• Keeping a vocabulary notebook of synonyms and antonyms of I.EFL.4.8.1 Learners can communicate personal of new words in a text.
words from a text. information and basic immediate needs and deal Listening
• Brainstorming about a topic and then reading a text to check true with other practical everyday demands in familiar • Listen for specific details.
and false information. contexts, effectively and without undue effort and • Pay attention to background sounds to
Writing understand the context of a conversation.
using grammatical structures and vocabulary
• Completing the gaps in a text. Speaking
seen in class (although there may be frequent,
• Reading an online movie review and identifying common linguistic • Talk about moments in the past and emotions with a partner using the given
features such as the use of verbs in the past tense. Then using it as basic errors). (I.1, I.2, I.3, S.1) expressions.
a model to write a review of another movie. Reading • Encourage a partner to take part in a
• Sequencing sentences by adding words. I.EFL.4.13.1 Learners can apply learning conversation by using appropriate expressions such as How about you?
Language through the Arts strategies such as using prior knowledge and Writing
• Creating literature circles where learners have the freedom to say graphic organizers to interpret new information in • Use connectors to describe important events
anything they want about a text from class or outside of class. a text. Learners can assess this information in your life.
• Participating in classroom games in which problem-solving as a according to the organization, subject area and • Follow a model to write about experiences
team is important. purpose of the text, through the use of different and anecdotes.
criteria, including ICT tools. (I.2, I.4, J.4)
Writing Instruments for oral and written evaluation
I.EFL.4.17.1 Learners can convey and organize • Oral and Writing Evaluation
information through the use of facts and details • Projects presentations
and by employing various stages of the writing • Oral interviews in pairs
process, while using a range of digital tools to • Role Play
promote and support collaboration, learning and • Game
• Writing Quiz
productivity. (I.1, I.3, S.4, J.2, J.4) • Glossary activities.
Language through the Arts
I.EFL.4.22.1 Learners can collaborate and
participate effectively in a variety of student
groupings by employing a wide range of creative
thinking skills through the completion of activities
such as playing games, brainstorming and
problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment, teachers should only focus on those skills
disabilities in order to design personalized plans based on assessment results and students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple intelligences; presenting information in
accordance with those results, and adapt the corresponding activities. multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes
Science / Technology / Arts: Make a photo album with pictures of some important life events Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
and share it with the class.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec