Professional Documents
Culture Documents
1. INFORMATIVE DATA
Teacher: Lic. Diana Tigua Area: Grade / Course: Class:
English as a Foreign Language 8th EGB A1.1
O.EFL 4.2
Appreciate and value English as an international language and a medium to interact
globally.
O.EFL 4.5
Introduce the need for independent research as a daily activity by using electronic
resources (ICT) in class while practicing appropriate competences in the four skills.
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria Commented [A1]: After observing the contents and
objectives of each unit in the book we can define the
Communication and Cultural Awareness CE.EFL.4.2. Skills and Performance Criteria for each Curricular
EFL 4.1.6 Recognize and demonstrate an appreciation of Thread.
Seek and provide information and assistance, orally or in commonalities between cultures as well as the
Commented [A2]: It is determined for each
writing and in online or face-to-face interactions, for consequences of one’s actions while exhibiting socially performance criteria of each Curricular Thread.
personal, social and academic purposes. responsible behaviors.
EFL 4.1.9
Recognize the consequences of one’s actions by CE.EFL.4.4.
demonstrating responsible decision-making at school, Demonstrate the ability to ask for and give information
online, at home and in the community, while considering and assistance using appropriate language and interaction
ethical standards, safety concerns, social norms and styles in a variety of social interactions.
mutual respect.
CE.EFL.4.5.
EFL 4.1.10 Display an appreciation of and demonstrate respect for
Recognize and appreciate individual and group individual and group differences by establishing and
similarities and differences by establishing and maintaining healthy and rewarding relationships based on
maintaining healthy and rewarding online and face-to-face communication and cooperation.
relationships based on communication and cooperation.
Reading CE.EFL.4.11.
Demonstrate comprehension of main ideas and some details
EFL 4.3.1 in short simple texts on familiar subjects, making use of
contextual clues to identify relevant information in a
text.
Understand main points in short simple texts on familiar
subjects. (Example: news about sports or famous people,
descriptions, etc.)
Writing CE.EFL.4.15.
Express information and ideas and describe feelings and
EFL 4.4.5 opinions in simple transactional or expository texts on
Recognize that various types of writing require different familiar subjects in order to influence an audience,
language, formatting and special vocabulary. (Example: a
while recognizing that different texts have different
recipe, a letter, etc.)
features and showing the ability to use these features
appropriately in one’s own writing.
I.EFL.4.18.1.
Learners can understand,
predict, infer and deduce
literal and implied meanings
in short, simple, everyday
literary texts (online, oral
or in print), especially
when visual support is
provided. (I.2, I.3, I.4)
I.EFL.4.22.1.
Learners can collaborate and
participate effectively in a
variety of student groupings
by employing a wide range of
creative thinking skills
through the completion of
activities such as playing
games, brainstorming and
problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied Commented [A7]: According to the codes of inclusion
must take into account students who have disabilities
or learning needs.
CLIL Components - Science/Technology/Arts:
Commented [A8]: Taking into account the extra-
Transversal Axes
curricular activities referring to science and technology.
Intercultural awareness, tolerance, respect, Commented [A9]: Values defined by each school.
multiculturalism, responsibility, solidarity,
responsibility, honesty, respect, love,
peace, justice, innovation, etc.
Teacher: Lic. Diana Tigua Coordinadora: Lic. Fernanda Vicerrectora: Msc. María Yanacallo
Imbaquingo