CURRICULAR ANNUAL PLAN

“2 DE MAYO” SCHOOL

2018-2019
CURRICULAR ANNUAL PLAN
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 3RD BGU Education Level B1.2
2. TIME
Weekly course load No. of Learning evaluation and unexpected issues Total class weeks Total periods
working
weeks
5 HOURS 40 WEEKS 4 WEEKS 36 WEEKS 180 HOURS
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures inquisitive manner, maturely, and openly experiencing other cultures and languages from the secure
and languages from the secure standpoint of their own national and cultural identity. standpoint of their own national and cultural identity. O.EFL 5.2 Draw on this established propensity
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards for curiosity and tolerance towards different cultures to comprehend the role of diversity in building
different cultures to comprehend the role of diversity in building an intercultural and an intercultural and multinational society.
multinational society. O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their
and critical thinking skills through an appreciation of linguistic differences. Enjoy an own L1 and of language use for communication and learning.
enriched perspective of their own L1 and of language use for communication and O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
learning. independently access further (language) learning and practice opportunities. Respect themselves and
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability others within the communication process, cultivating habits of honesty and integrity into responsible
to independently access further (language) learning and practice opportunities. Respect academic behavior.
themselves and others within the communication process, cultivating habits of honesty O.EFL 5.5 Directly access the main points and important details of up-todate English language texts,
and integrity into responsible academic behavior. such as those published on the web, for professional or general investigation, through the efficient
OG.EFL 5 Directly access the main points and important details of up-todate English use of ICT and reference tools where required. O.EFL 5.6 Through selected media, participate in
language texts, such as those published on the web, for professional or general reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work,
investigation, through the efficient use of ICT and reference tools where required. study, or general topics of common interest, expressing ideas and opinions effectively and
appropriately.
1
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social
dialogue with peers from different L1 backgrounds on work, study, or general topics of situations with a limited but effective command of the spoken language (CEFR B1 level)
common interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language
(CEFR B1 level)
4. TRANSVERSAL AXES :
5. DEVELOPMENT OF PLANNING UNITS*
N. Name of the Specific objectives Skills and performance criteria/ Methodology Orientation Evaluation criteria and Time in
Unit of the Planning Contents indicators weeks
Unit.
1. Let’s Talk Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and 5 weeks
Movies able to: EFL 5.1.4 Identify and interpret how cultural • Participating in short role plays using a range of language patterns in English,
-talk about and language patterns in English are used verbal and nonverbal communication. including nonverbal
different types of when exchanging ideas on familiar topics • Talking in pairs about a video learners have communication, and apply them
movies and according to a B1.2 level. (Example: slang, watched using only English. in appropriate contexts.
describe a idioms, humor, levels of formality, etc.). • Demonstrating appropriate language use during I.EFL.5.3.1 Learners can
sequence of events class, group and pair discussions interpret cultural and language
in chronological • Watching a video and identifying desirable patterns in English, including
order. language use. nonverbal communication, and
- describe and • Comparing nonverbal and body language apply them in appropriate
differentiate between L1 and L2 cultures. contexts. (I.3, I.4, S.1, S.2)
between movie • Creating selfie videos for class assignments and
genres. sharing them on a class blog.
-talk about movies
you have seen. Oral Communication: (Listening and Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction –
-ask and answer Speaking) • Showing a movie trailer and asking learners to Interpersonal: Respond to and
questions about EFL 5.2.11 Express opinions on abstract share their opinions in pairs and say whether they build on other people’s ideas in
different movies. topics, such as film and music, and concrete would go see that movie or not. extended conversations on
-make inferences. topics, such as personal experiences, while • Doing a mingle activity where learners ask and familiar social and academic
-write a film review describing one’s reactions to them and answer questions about things they have or topics by expressing opinions
and a mini others’ opinions. haven’t done, in order to extend the exchange. and feelings and clarifying
biography. EFL 5.2.14 Request and provide information • Establishing a clear expectation of English use for meaning.
and assistance orally for personal, social and classroom functions. Informal assessment could I.EFL.5.8.1 Learners can respond
academic purposes in order to clarify and involve personal notes from the teacher to to and build on other people’s
extend meaning in spoken interactions. learners who use L2 regularly. ideas in extended conversations
on familiar social and academic

2

Reading
EFL 5.3.2 Identify and use reading strategies
to make informative and narrative texts
comprehensible and meaningful. (Example:
skimming, scanning, previewing, reading for
main ideas and details, using structural and
context clues, cognates, format, sequence,
etc.).
Writing
EFL 5.4.3 Apply new and prior knowledge in
order to plan and create texts and determine
if the new knowledge adds value to or
contradicts prior information.
EFL 5.4.5 Justify and explain the rationale for
a position on an argument, using persuasive
language, tone, evidence and well-
developed arguments through essays,
editorials, movie and book reviews, position
papers and brochures.
Reading
Underlining interesting facts in a text and then
doing a little research on the topic.
• Using an interesting idea from a text to inspire
extra research on a topic.
• Predicting main ideas by reading the title and
using other contextual clues (e.g., illustrations,
subheadings, etc.).
• Skimming online reference web sites for ones
that have the information needed for a research
project.
• Scanning a text for the main characters.
Writing
Writing new words and phrases in a vocabulary
notebook and then writing a text using three
words from your vocabulary notebook.
• Using new words or information from a class
lesson and creating an online game to practice
them, then sharing and playing the game with the
rest of the class.
• Exchanging writing in pairs in order to make
suggestions about things that could be improved.
topics by expressing opinions
and feelings and clarifying
meaning. (I.3, I.4, S.1, J.3, J.4)
CE.EFL.5.11 Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within
a text that might be of practical
use for one’s own academic
needs.
I.EFL.5.11.1 Learners can
Identify and apply a range of
reading strategies in order to
make texts meaningful and to
select information within
a text that might be of practical
use for one’s own academic
needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence.
I.EFL.5.15.1 Learners can plan
and produce well-constructed
informational texts by applying
the writing process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
3
 appropriate language, tone and
evidence. (I.2,
I.3, I.4, S.3, J.1)

Language through the Arts
EFL 5.5.4 Read aloud with confidence,
accuracy, fluency and expression to
demonstrate understanding and to convey
an interpretation of meaning.
Language through the Arts CE.EFL.5.18 Use a range of
• Brainstorming features and conventions of a criteria to evaluate and
genre and then reading an example in order to recommend literary texts to
locate each one. others, and recognize how
• Discussing how visual presentation can change chosen criteria affects
your response to a literary text. evaluation.
I.EFL.5.18.1. Learners can use a
variety of criteria for evaluating
and recommending literary texts
to others, and recognize how
chosen criteria affects
evaluation. (S.1, S.4, J.2, J.4)

2. Professions! Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.4 Communicate 5
able to: EFL 5.1.11 Apply self-correcting and self- • Participating in short role plays using a range of effectively using a variety of
-talk about different monitoring strategies in social and classroom verbal and nonverbal communication. media and formats, including
professions, interactions by adjusting presentation and • Using a definition or example to explain a ICT, by saying things in
personality types language production to effectively express concept or word that one does not yet have the alternative ways and applying
and university opinions and make evaluations. (Example: exact language for. self-correcting and self-
degrees. asking questions, starting over, rephrasing, • Watching a video and identifying desirable monitoring strategies when
-describe and exploring alternative pronunciations, etc.). language use. needed.
differentiate • Comparing nonverbal and body language I.EFL.5.4.1 Learners can
professions. between L1 and L2 cultures. communicate effectively using a
-ask and answer • Responding to classroom activities and pair variety of media and formats,
questions about work through short expressions or emoticons. including ICT, by saying things in
different alternative ways and applying
personality types, self-correcting and self-
professions and monitoring strategies when
university degrees. needed. (I.1, I.3, J.4)
-write a text
comparing two Oral Communication: (Listening and Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction –
professions. Speaking) Interpersonal: Respond to and
build on other people’s ideas in

4
EFL 5.2.14 Request and provide information
and assistance orally for personal, social and
academic purposes in order to clarify and
extend meaning in spoken interactions.
Reading
EFL 5.3.9 Skim and scan reference materials,
in print or online, in order to identify
information that might be of practical use for
one’s own research and academic needs.
Writing
EFL 5.4.2 Identify a variety of types and
formats of potential resources and the value,
purpose and audience of each for use in the
educational domain. (Example: audio/video,
multimedia, website, database, book,
thesaurus, scholarly/popular,
current/historical, etc.)
EFL 5.4.4 Select and make effective use of a
range of digital tools to write, edit, revise and
• Playing a conversation game, where learners
move their tokens around the board after
choosing a card and answering the question.
• Working in pairs to complete an information
gap activity.
• Doing a mingle activity where learners ask and
answer questions about things they have or
haven’t done, in order to extend the exchange.
• Establishing a clear expectation of English use
for classroom functions. Informal assessment
could involve personal notes from the teacher to
learners who use L2 regularly.
Reading
• Doing a mingle activity where learners ask and
answer questions about things they have or
haven’t done. Observing to see whether the
learners can interact effectively and whether they
are able to ask follow up questions in order to
extend the exchange.
• Showing a movie trailer and asking learners to
share their opinions in pairs and say whether
they would go see that movie or not.
• Asking classmates to repeat an answer or
statement if needed to clarify something
Establishing a clear expectation of English use
for classroom functions
Writing
• Identifying the best resources for a writing
project in pairs.
• Using a list of criteria in order to evaluate a web
site.
• Analyzing three different types of dictionaries.
extended conversations on
familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning.
I.EFL.5.8.1 Learners can respond
to and build on other people’s
ideas in extended conversations
on familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning. (I.3, I.4, S.1, J.3, J.4)
CE.EFL.5.11 Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within
a text that might be of practical
use for one’s own academic
needs
I.EFL.5.11.1. Learners can
Identify and apply a range of
reading strategies in order
to make texts meaningful and to
select information within a text
that might be of practical use for
one’s own academic needs. (I.1,
I.2, I.4, S.3)
CE.EFL.5.14 Identify, critically
evaluate and recommend a
variety of potential resources
and references, including digital
tools that support collaboration
and productivity, for educational
and academic use.
I.EFL.5.14.1 Learners can
identify, critically evaluate and
recommend a variety of
5
publish written work in a way that supports
collaboration, learning and productivity.
(Example:
image editing, Google Drive, infographic
makers, audio and video editing,
presentation apps,
etc.).
Language through the Arts
EFL 5.5.8 Contribute to team projects to
produce original works and solve problems
while effectively negotiating and managing
interactions to accomplish social and
classroom tasks.
Language through the Arts
• Writing a checklist in pairs to use to evaluate
another group’sproject.
• Searching the Internet for illustrations and
examples of effective group collaborations and
then sharing why they are effective.
• Comparing answers in pairs in order to help
each other understand errors or concepts.
potential resources and
references, including digital
tools that support collaboration
and productivity, for educational
and academic use. (I.1, I.2, S.3,
S.4)
CE.EFL.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence.
I.EFL.5.15.1. Learners can plan
and produce well-constructed
informational texts by applying
the writing process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3,
J.1)
CE.EFL.5.19 Engage in
collaborative activities through a
variety of student groupings in
order to solve problems and
reflect on literary texts, and
produce criteria for evaluating
the effectiveness of the group.
I.EFL.5.19.1 Learners can engage
in collaborative activities
6
 through a variety of student
groupings in order to solve
problems and reflect on literary
texts, and produce criteria for
evaluating the effectiveness of
the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
3. Environment Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an 5
ally able to: EFL 5.1.6 Demonstrate an ability to make • Recognizing instances of discrimination or ability to discuss culture by
friendly! -talk about informed choices about and take action on prejudice in one’s daily life and analyzing reasons analyzing cultural products and
environmental issues of prejudice and discrimination. for them in small groups. referents from Ecuador and
issues such as global • Inviting a guest speaker from another country to other countries while making
warming and class and asking and answering questions about informed choices about and
renewable sources his/her culture/country. taking action on issues of
of energy. • Researching through the Internet about other prejudice and discrimination.
-describe the cultures and ways of life and presenting them to I.EFL.5.2.1. Learners can exhibit
effects of global the class using digital tools. an ability to discuss culture by
warming. • Working in small groups to complete a cultural analyzing cultural products and
-describe different project. referents from Ecuador and
green products and other countries while making
talk about their informed choices about and
advantages and taking action on issues of
disadvantages. prejudice and discrimination.
-talk about the (I.1, I.2, S.2, J.1, J.3)
impact that green
and non-green Oral Communication: (Listening and Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction –
products on the Speaking) • Researching a topic and preparing a Interpersonal: Respond to and
environment. EFL 5.2.15 Engage in an extended presentation for the class. build on other people’s ideas in
conversation on most general topics and • Recording a video about one’s opinion of a story extended conversations on
keep it going by expressing and responding read in class. familiar social and academic
to suggestions, opinions, attitudes, advice, • Sharing opinions in a way that encourages others topics by expressing opinions
feelings, etc. to perform a specific action. (Example: Convincing and feelings and clarifying
the class that you should always wear your helmet meaning.
when riding a bike, etc.) I.EFL.5.8.1. Learners can
• Using intonation to convince a partner to take respond to and build on other
action people’s ideas in extended
conversations on familiar social
and academic topics by
7

Reading
EFL 5.3.3 Determine the main conclusion in
texts which clearly argue a point of view in
order to make informed decisions about
one’s own opinion and reaction to the text.
Writing
EFL 5.4.1 Critically evaluate information from
references, including those found on the
web, and recommend print and digital
sources to other learners.
EFL 5.4.2 Identify a variety of types and
formats of potential resources and the value,
purpose and audience of each for use in the
educational domain. (Example: audio/video,
multimedia, website, database, book,
thesaurus, scholarly/popular,
current/historical, etc.)
expressing opinions and feelings
and clarifying meaning. (I.3, I.4,
S.1, J.3, J.4)
Reading CE.EFL.5.10 Find specific
• Read quickly looking for words each paragraph. information and identify the
• To get familiar with the topic of a text, take a main points in simple,
quick look at the straightforward texts on
*Reading a text and answering information subjects of personal interest or
questions. familiar academic topics while
• Choosing from a list of words to complete gaps making informed decisions
from a reading. about one’s own reaction to the
• Reading a paragraph about a familiar content text.
area subject and then correcting incorrect I.EFL. 5.10.1 Learners can find
sentences. specific information and identify
the main points in simple,
straightforward texts on
subjects of personal interest or
familiar academic topics while
making informed decisions
about one’s own reaction to the
text. (I.1, I.2, S.2)
Writing CE.EFL.5.14 Identify, critically
• Finding a variety of online references to practice evaluate and recommend a
a grammar structure, then recommending the variety of potential resources
best one to the class. and references, including digital
• Using new words or information from a class tools, that support collaboration
lesson and creating an online game to practice and productivity, for educational
them, then sharing and playing the game with the and academic use.
rest of the class. I.EFL.5.14.1 Learners can
• Reading a dialogue which serves as a model text, identify, critically evaluate and
then writing a similar dialogue on a different topic recommend a variety of
while implementing new words/expressions from potential resources and
the unit. references, including digital
tools, that support collaboration
and productivity, for educational
8
 and academic use. (I.1, I.2, S.3,
S.4)

Language through the Arts
EFL 5.5.9 Engage in collaborative activities
through a variety of student groupings to
share, reflect on, express and interpret
opinions and evaluations of a range of
literary texts. (Example: small groups,
cooperative learning groups, literature
circles, process writing groups, etc.)
Language through the Arts
• Analyzing three different rubrics and discussing
how each one might influence the way it is
evaluated.
• Discussing how visual presentation can change
your response to a literary text.
• Creating a group presentation using
biteslide.com.
• Finding a reliable source to back up a statement
CE.EFL.5.19 Engage in
collaborative activities through a
variety of student groupings in
order to solve problems and
reflect on literary texts, and
produce criteria for evaluating
the effectiveness of the group.
I.EFL.5.19.1. Learners can
engage in collaborative activities
through a variety of student
groupings in order to solve
problems and reflect
on literary texts, and produce
criteria for evaluating the
effectiveness of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)

4. Imagine Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.1 Display an 5
That! able to: EFL 5.1.2 Demonstrate mindfulness, • Writing a weekly journal entry about a cross- understanding of the integrity of
-talk about bad empathy, tolerance and an overall respect for cultural experience. different cultures by sharing
habits, imaginary the integrity of cultures in daily classroom • Reading a myth from another region/culture and experiences and by participating
situations and activities. sharing a similar experience. in class activities and discussions
wishes. • Reflecting on differences between people from in a way that shows empathy
-describe imaginary other countries and regions. and respect for others.
situations. • Comparing nonverbal and body language I.EFL.5.1.1 Learners can
-express wishes. between L1 and L2 cultures. demonstrate an understanding
• Watching a video or reading a text about of the integrity of different
different cultural practices and talking about cultures by sharing experiences
similarities and differences in small groups. and by participating in class
activities and discussions in a
way that shows empathy and
respect for others. (I.3, S.1,
S.2, J.1, J.3)

9
Oral Communication: (Listening and
Speaking)
EFL 5.2.12 Use appropriate vocabulary,
expressions, language, routines and
interaction styles in formal and informal
social or academic situations by asking
permission, thanking someone, apologizing
to friends, giving advice, making a
suggestion, etc.
Reading
EFL 5.3.6 Display an appreciation of the
language by interacting and engaging with a
variety of digital and print texts and
resources and by selecting and evaluating
these materials as a means to promote and
strengthen literacy skills and language
acquisition.
Oral Communication: (Listening and Speaking) CE.EFL.5.7 Production –
• Recording in-class conversations and dialogues Accuracy and Intelligibility: Use
in order to make note of correct and appropriate appropriate vocabulary and
language usage and intelligibility. language in a variety of oral
• Having learners make a selfie video to say what interactions for a range of
they know about a topic before coming to class. audiences and level-appropriate
Observing that they can say what they want purposes.
without too many long pauses. I.EFL.5.7.1 Learners can
• Singing songs that practice helpful language. communicate clearly and
• Asking the learners to read a dialogue in pairs. effectively by using appropriate
Learners record themselves and then listen to the vocabulary and language in a
recording in order to assess variety of oral interactions for
clarity of sounds, production of phonemes, a range of audiences and level-
rhythm and intonation appropriate purposes. (I.2, I.3,
J.2)
Reading CE.EFL.5.12 Engage with a
• Read quickly looking for words each paragraph. variety of digital and print texts
• To get familiar with the topic of a text, take a and resources by evaluating and
quick look at the vocabulary it contains. detecting complexities and
• Comparing and contrasting the opinions of two discrepancies in the information
experts on a topic of personal interest. in order to find the most
• Identifying unreliable resources on the Internet. appropriate sources to support
• Reading about a topic and then identifying an idea or argument.
reference materials and sources that could be I.EFL.5.12.1 Learners can engage
used to find out more information. with a variety of digital and print
texts and resources by
evaluating and detecting
complexities and discrepancies
in the information in order to
find the most appropriate
sources to support an idea or
argument. (I.2, I.4, J.3)

Writing Writing CE.EFL.5.13 Produce emails,

EFL 5.4.9 Use a variety of oral, print and
electronic forms for writing to others or for
writing for self, applying the conventions of
social writing. (Example: notes, invitations,
• Finding a variety of online references to practice
a grammar structure, then recommending the
best one to the class.
blog posts and other written
texts using an effective voice
and a variety of appropriate
writing styles and conventions.
10
 emails, blog entries and comments, notes to
self, etc.)
• Using new words or information from a class
lesson and creating an online game to practice
them, then sharing and playing the game with the
rest of the class.
• Writing an email to a friend recommending a
movie you’ve seen.
• Watching a short video and writing a description
of what you saw or how it made you feel, then
comparing ideas in pairs.
I.EFL.5.13.1 Learners can
produce emails, blog posts and
other written texts using an
effective voice and a variety of
appropriate writing styles and
conventions. (I.3, S.3, J.2)

Language through the Arts
EFL 5.5.1 Compare and present personal and
formal responses to and interpretations of
published literary texts and the works of
peers, referring to details and features of the
text.
(Example: text structure, plot, ideas, events,
vocabulary, etc.)
Language through the Arts
• Taking pictures to tell a story using a digital
storyboard.
• Producing short, creative texts using digital
storytelling.
• Converting a corner of the room into a writer’s
workshop, where learners can access writing
prompts and authentic texts which may help
inspire their own creative writing.
• Using a checklist to mark off literary elements
present in a text.
CE.EFL.5.16 Respond to and
interpret literary texts, including
original stories written by peers,
referring to details and literary
elements of the text.
I.EFL.5.16.1 Learners can
respond to and interpret literary
texts, including original stories
written by peers, referring to
details and literary elements of
the text. (S.1, S.4, J.2)

5. In The News Students will be Communication and Cultural Awareness Communication and Cultural Awareness
able to: EFL 5.1.6 Demonstrate an ability to make • Recognizing instances of discrimination or
-report what was informed choices about and take action on prejudice in one’s daily life and analyzing reasons
stated in issues of prejudice and discrimination. for them in small groups
newspapers, on the • Researching through the Internet about other
radio or television. cultures and ways of life and presenting them to
the class using digital tools.
• Working in small groups to complete a cultural
project. (Example: different musical genres in
Ecuador, traditional food in Latin
America, etc.)
• Reading a list of actions people take and
evaluating and discussing the consequences on
others (including on the environment).
• Simulating desirable social and cultural
behaviors through role play
CE.EFL.5.2 Demonstrate an 5
ability to discuss culture by
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
I.EFL.5.2.1. Learners can exhibit
an ability to discuss culture by
analyzing cultural products
and referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
11
 activities (I.1, I.2, S.2, J.1, J.3)

Oral Communication: (Listening and Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency:
Speaking) • Researching a topic and preparing a Present information clearly and
EFL 5.2.7 Present information clearly and presentation for the class. influence an audience
effectively in a variety of oral forms for a • Recording a video about one’s opinion of a story effectively through well-
range of audiences and purposes. (Example: read in class. Sharing opinions in a way that developed arguments in
summarizing, paraphrasing, personal encourages others to perform a specific action. prepared presentations and
narratives, research reports, essays, articles, • Using a digital presentation to raise awareness other forms of oral
posters, charts and other graphics, etc.) about a local issue. communication.
I.EFL.5.9.1 Learners can present
information clearly and
influence an audience
effectively through well-
developed arguments in
prepared presentations and
other forms of oral
communication. (I.2, I.3, J.2)

Reading Reading CE.EFL.5.10 Find specific

EFL 5.3.3 Determine the main conclusion in
texts which clearly argue a point of view in
order to make informed decisions about
one’s own opinion and reaction to the text.
• Reading a short news article and completing an information and identify the
outline. main points in simple,
• Reading an adapted news article about a current straightforward texts on
event and formulating a personal response to it. subjects of personal interest or
• Reading a blog post and writing a comment. familiar academic topics while
• Reading a short text and showing making informed decisions
comprehension by completing the accompanying about one’s own reaction to the
graphic organizer. text.
• Agreeing or disagreeing with a strong opinion I.EFL. 5.10.1 Learners can find
stated in a text and giving reasons for one’s own specific information and identify
response. the main points in
• Reading a text and answering information simple, straightforward texts on
questions. subjects of personal interest or
• Choosing from a list of words to complete gaps familiar academic topics while
from a reading. making informed decisions
about one’s own reaction to the
text. (I.1, I.2, S.2

12
 Writing
EFL 5.4.5 Justify and explain the rationale for
a position on an argument, using persuasive
language, tone, evidence and well-
developed arguments through essays,
editorials, movie and book reviews, position
papers and brochures.
Writing CE.EFL.5.15 Plan and produce
• Finding a variety of online references to practice well-constructed informational
a grammar structure, then recommending the texts by applying the writing
best one to the class. process and while
• Using new words or information from a class demonstrating an ability to
lesson and creating an online game to practice justify one’s position on an
them, then sharing and playing the game with the argument through carefully
rest of the class. selected information and
• Reading a dialogue which serves as a model text, appropriate language, tone and
then writing a similar dialogue on a different topic evidence.
while implementing new words/expressions from I.EFL.5.15.1 Learners can plan
the unit. and produce well-constructed
• Writing new words and phrases and vocabulary informational texts by applying
in your notebook. the writing process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)

Language through the Arts
EFL 5.5.5 Create original, imaginative stories
using appropriate vocabulary and elements
of the literature learners have read or heard.
Language through the Arts
• Using a checklist to mark off literary elements
present in a text. (Example: setting, main
character, title, etc.)
• Explaining through pictures, physical expression
or charts (ICT) how a text makes the learner feel.
• Using ICT to research about a topic of learners’
choice and writing a short, creative story with the
findings.
CE.EFL.5.16 Respond to and
interpret literary texts, including
original stories written by peers,
Referring to details and literary
elements of the text.
I.EFL.5.16.1 Learners can
respond to and interpret literary
texts, including original stories
written by peers, referring to
details and literary elements of
the text. (S.1, S.4, J.2)

6 Going Back Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.4 Communicate 5
In Time able to: EFL 5.1.11 Apply self-correcting and self- • Participating in short role plays using a range of effectively using a variety of
-talk about monitoring strategies in social and classroom verbal and nonverbal communication. media and formats, including
important interactions by adjusting presentation and • Talking in pairs about a video learners have ICT, by saying things in
inventions and language production to effectively express watched using only English. alternative ways and applying
13
 historic events from opinions and make evaluations. (Example: • Watching a video and identifying desirable self-correcting and self-
the 20th century. asking questions, starting over, rephrasing, language use. monitoring strategies when
-give basic details exploring alternative pronunciations, etc.) • Comparing nonverbal and body language needed.
about different EFL 5.1.9 Communicate information and between L1 and L2 cultures. I.EFL.5.4.1. Learners can
inventions and ideas effectively to diverse audiences using a • Creating selfie videos for class assignments and communicate effectively using a
. important events variety of media and formats. sharing them on a class blog. variety of media and formats,
from the past. • Paraphrasing an idea when a peer asks for including ICT, by saying things in
-speculate about clarification. alternative ways and applying
what would have *Using a definition or example to explain a self-correcting and self-
happened if things concept or word that one does not yet have the monitoring strategies when
had been different exact language for. needed. (I.1, I.3, J.4)
in the past.
Oral Communication: (Listening and Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency:
Speaking) • Researching a topic and preparing a Present information clearly and
EFL 5.2.7 Present information clearly and presentation for the class. influence an audience
effectively in a variety of oral forms for a • Recording a video about one’s opinion of a story effectively through well-
range of audiences and purposes. (Example: read in class. developed arguments in
summarizing, paraphrasing, personal • Sharing opinions in a way that encourages others prepared presentations and
narratives, research reports, essays, articles, to perform a specific action. other forms of oral
posters, charts and other graphics, etc.) • Using intonation to convince a partner to take communication.
action. I.EFL.5.9.1 Learners can present
• Summarizing a peer’s opinion about a video information clearly and
seen in class. influence an audience
effectively through well-
developed arguments in
prepared presentations and
other forms of oral
communication. (I.2, I.3, J.2)

Reading Reading CE.EFL.5.11 Identify and apply a

EFL 5.3.9 Skim and scan reference materials,
in print or online, in order to identify
information that might be of practical use for
one’s own research and academic needs.
• Scanning a text for the main characters. range of reading strategies in
• Reading about a topic and then identifying order to make texts meaningful
reference materials and sources that could be and to select information within
used to find out information. a text that might be of practical
• Using a list to choose the best sources for finding use for one’s own academic
information on a topic. needs.
• Reading texts from different subject areas and I.EFL.5.11.1 Learners can
choosing the best title for each. Identify and apply a range of
14

Writing
EFL 5.4.4 Select and make effective use of a
range of digital tools to write, edit, revise and
publish written work in a way that supports
collaboration, learning and productivity.
(Example: image editing, Google Drive,
infographic makers, audio and video editing,
presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting,
drafting, revising, peer editing and
proofreading (i.e., “the writing process”) to
produce well-constructed informational
texts.
• Underlining main ideas from texts and then
using them to write questions the learner has
about the topic.
• Identifying the correct format for an academic
text.
Writing
• Finding a variety of online references to practice
a grammar structure, then recommending the
best one to the class.
• Using new words or information from a class
lesson and creating an online game to practice
them, then sharing and playing the game with the
rest of the class.
• Reading a dialogue which serves as a model text,
then writing a similar dialogue on a different topic
while implementing new words/expressions from
the unit.
reading strategies in order to
make texts meaningful and to
select information within a text
that might be of practical use for
one’s own academic needs. (I.1,
I.2, I.4, S.3)
CE.EFL.5.14 Identify, critically
evaluate and recommend a
variety of potential resources
and references, including digital
tools, that support collaboration
and productivity, for educational
and academic use.
I.EFL.5.14.1. Learners can
identify, critically evaluate and
recommend a variety of
potential resources and
references, including digital
tools, that support collaboration
and productivity, for educational
and academic use. (I.1, I.2, S.3,
S.4)
CE.EFL.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence.
.EFL.5.15.1 Learners can plan
and produce well-constructed
informational texts by applying
15
 the writing process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)

Language through the Arts
EFL 5.5.2 Make predictions, inferences and
deductions to demonstrate different levels of
meaning of literary texts presented orally or
in digital form, including literal and implied
meanings. (Example: summarizing,
explaining and identifying, word choice,
symbols, points of view, etc.)
Language through the Arts CE.EFL.5.17 Demonstrate and
• Identifying a literary tradition from another convey different levels of
culture or time period and finding an example of it meaning in literary texts by
to share with the class. (Example: haiku, blank identifying distinguishing
verse, a couplet, etc.) features, interpreting implicit
• Predicting the content of a story using the title and explicit messages and
and pictures. responding in a variety of ways.
• Summarizing the main idea of a song. I.EFL.5.17.1 Learners can
• Underlining the words in a text that influence demonstrate and convey
the reader. different levels of meaning in
literary texts by identifying
distinguishing features,
interpreting implicit and explicit
messages and responding in a
variety of ways. (I.3, I.4, J.3)

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

 Forbes Mark Andrew (2017). Ministerio de Educación del Ecuador - MinEduc. TEACHER´S BOOK - LEVEL B1.2 Quito: Norma.
 Ministerio de Educación del Ecuador - MinEduc, ENGLISH AS A FOREIGN LANGUAGE FOR SUBNIVEL BACHILLERATO

DONE BY: REVISED BY: REVISED BY: APPROVED BY:

TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL BGU. VICEPRINCIPAL
Lcda. Ibel Orellana Lcda. Ibel Orellana Lcda. Renán García Lcda. Grey Barragán
Signature: Signature: Signature: Signature:

Date: Date: Date: Date:

16
17