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: 1ST BGU Education Level A2.2
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
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a in a thoughtful and inquisitive manner, maturely, and openly
thoughtful and inquisitive manner, maturely, and openly experiencing other experiencing other cultures and languages from the secure standpoint of their own
cultures and languages from the secure standpoint of their own national and national and cultural identity.
cultural identity. O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards
OG.EFL 2 Draw on this established propensity for curiosity and tolerance different cultures to comprehend the role of diversity in building an intercultural and
towards different cultures to comprehend the role of diversity in building an multinational society.
intercultural and multinational society. O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic and critical thinking skills through an appreciation of linguistic differences. Enjoy an
intelligence, and critical thinking skills through an appreciation of linguistic enriched perspective of their own L1 and of language use for communication and
differences. Enjoy an enriched perspective of their L1 and of language use for learning.
communication and learning. O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition ability to independently access further (language) learning and practice opportunities.
and ability to independently access further (language) learning and practice Respect themselves and others within the communication process, cultivating habits of
opportunities. Respect themselves and others within the communication honesty and integrity into responsible academic behavior.

1
process, cultivating habits of honesty and integrity into responsible academic
behavior.
OG.EFL 5 Directly access the main points and important details of up-to date.
English language texts, such as those published on the web, for professional or
general investigation, through the efficient use of ICT and reference tools where
required.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or
written dialogue with peers from different L1 backgrounds on work, study, or
general topics of common interest, expressing ideas and opinions effectively
and appropriately.
OG.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).
O.EFL 5.5 Directly access the main points and important details of up-to-date English
language texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken
or written dialogue with peers from different L1 backgrounds on work, study, or general
topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 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  Forming communicative and researchers students

5. DEVELOPMENT OF PLANNING UNITS

Nº NAME OF THE UNIT
1 Inspirational People
SPECIFIC OBJECTIVES OF THE
PLANNING UNIT
Talk about lifestyles,
personality types,
preferences and interests.
SKILLS AND METHODOLOGICAL
PERFORMANCE CRITERIA ORIENTATION
EFL 5.1.7 Interpret and Communication and Cultural
demonstrate knowledge Awareness
of nonverbal and oral • Participating in short role plays
communication features using a range of verbal and
by applying them in nonverbal communication.
appropriate contexts. • Talking in pairs about video
(Example: use of stress, learners have watched using only
intonation, pace English.
• Watching a video and
identifying desirable language
use.
EVALUATION CRITERIA AND TIME IN
INDICATORS WEEKS
CE.EFL.5.3. Interpret cultural and 5
language patterns in English,
including nonverbal
communication, and apply them
in appropriate contexts.
I.EFL.5.3.1. Learners can
interpret cultural and language
patterns in English, including
nonverbal communication, and

2
 • Comparing nonverbal and body
EFL 5.2.11 Express language between L1 and L2
opinions on abstract cultures.
topics, such as film and • Creating selfie videos for class
music, and concrete assignments and sharing them on
topics, such as personal a class blog.
experiences, while Oral Communication: (Listening
describing one’s reactions and Speaking)
to them and others’ • Playing a conversation game,
opinions. 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. Observing to
see whether the learners can
EFL 5.3.4 Find the most interact effectively and whether
important information in they are able to ask follow up
print or online sources in questions in order to extend the
order to support an idea exchange.
or argument. (Example: • Establishing a clear expectation
Internet search engines, of English use for classroom
online advertising, online functions. Informal assessment
or print timetables, web could involve personal notes
pages, posters, adverts, from the teacher to learners who
catalogues, etc.) use L2 regularly.
Reading
• Read quickly looking for words
each paragraph.
apply them in appropriate
contexts. (I.3, I.4, S.1, S.2)
CE.EFL.5.12. Engage 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.EFL.5.12.1. Learners can
engage 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)
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.
CE.EFL.5.18. Use a range of
criteria to evaluate and
recommend literary texts to
others, and recognize how
chosen criteria affect evaluation.
3
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 5.5.6 Evaluate one’s
own and others’ work,
individually and
collaboratively, on the
basis of a variety of
criteria, and recognize
how chosen criteria affect
evaluation. (Examples of
criteria: clarity of ideas,
use of English grammar
and vocabulary, register,
originality, visual
presentation, etc.)
• To get familiar with the topic of I.EFL.5.18.1. Learners can use a
a text, take a quick look at the variety of criteria for evaluating
vocabulary it contains. and recommending literary texts
• Comparing and contrasting the to others, and recognize how
opinions of two experts on a chosen criteria affects
topic of personal interest. evaluation. (S.1, S.4, J.2, J.4)
• Identifying unreliable resources
on the Internet.
• Reading about a topic and then
identifying reference materials
and sources that could be used to
find out more information.
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.
Language through the Arts
• Analyzing three different
rubrics and discussing how each
one might influence the way it is
evaluated.
4
 • Discussing how visual
presentation can change your
response to a literary text.

2 Experience Culture! Students learnt to: Communication and Communication and Cultural CE.EFL.5.2 Demonstrate an 5
• ask and answer questions Cultural Awareness Awareness ability to discuss culture by
about experiences. EFL 5.1.3 Find parallels • Researching how teens in other analyzing cultural products and
• talk about the length of between Ecuadorian countries/regions of Ecuador live referents
experiences. cultural and political and presenting the information from Ecuador and other
• recommend cultural referents and those of to peers. countries while making
activities other • Brainstorming ways to counter informed choices about and
like reading and going to countries by talking about discrimination in one’s daily life. taking action on
museums. holidays, symbols, • Researching a cultural or social issues of prejudice and
customs and schooling. symbol of Ecuadorian culture and discrimination.
Oral Communication: discussing the findings in small I.EFL.5.2.1 Learners can exhibit
(Listening and Speaking) groups. an ability to
EFL 5.2.2 Identify the • Choosing pictures that discuss culture by analyzing
main idea and some demonstrate tolerance and cultural products
details of recorded news empathy and referents from Ecuador and
reports, documentaries towards groups that are other countries
and sometimes discriminated and while making informed choices
interviews reporting on finding ways about and taking
seasonal festivities, to make sure these groups feel action on issues of prejudice and
environmental issues, included in Ecuadorian society. discrimination.
food and international • Simulating desirable social and (I.1, I.2, S.2, J.1, J.3)
customs, climate, cultural behaviors through role CE.EFL.5.5 Listening for
weather, etc., where the play Meaning: Identify the main idea
visuals support the activities. in a variety of audio recordings
commentary. Oral Communication: (Listening (e.g.,
Reading and Speaking) interviews, dialogues, etc.) and
EFL 5.3.2 Identify and use • Using context clues to deduce deduce the meanings of
reading strategies to the meaning of an expression in a unfamiliar phrases and words in
make informative and conversation between a waiter familiar
narrative texts and a customer.

5
comprehensible and
meaningful. (Example:
skimming, scanning,
previewing, reading for
main
ideas and details, using
structural and context
clues, cognates, format,
sequence, etc.)
Writing
EFL 5.4.2 Identify a
variety of types and
formats of potential
resources and the value,
purpose
and audience of each for
use in the educational
domain. (Ex-ample:
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,
re-vise and
publish written work in a
way that supports
collaboration, learning
and productivity.
(Example:
image editing, Google
Drive, infographic makers,
• Listening to a radio ad and
identifying the product being
sold.
• Using pictures and other visuals
to predict the main idea of a
short
conversation.
• Listening for specific words in a
conversation and trying to guess
the meaning from the context.
Reading
• Underlining the cognates in a
short text.
• Skimming online reference web
sites for ones that have the
information needed for a
research project.
• Reading about a topic and then
identifying reference materials
and
sources that could be used to
find out more information.
• Reading texts from different
subject areas and choosing the
best
title for each.
•Underlining main ideas from
texts and then using them to
write
questions the learner has about
the topic.
Writing
• Recommending a web site to
another learner.
contexts, provided speech is
clear and visuals help support
meaning.
I.EFL.5.5.1 Learners can identify
the main idea
in a variety of audio recordings
(e.g., interviews,
dialogues, etc.) and deduce the
meanings of unfamiliar phrases
and words in familiar contexts
where speech is clear and
visuals help support
meaning. (I.3, I.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
6
audio and video editing, • Finding a variety of online
presentation apps, references to practice a grammar
etc.) structure, then recommending
Language through the the best one to the class.
Arts • Reading an online restaurant
EFL 5.5.9 Engage in review and identifying common
collaborative activities linguistic features, such as use of
through a variety of adjectives and opinions. Learners
student groupings to use the same features to write
share, their own review of a movie
reflect on, express and they’ve
interpret opinions and seen.
evaluations of a range of Language through the Arts
literary text. • Searching for pictures on the
Internet or in magazines in order
to
respond to a peer’s writing.
• Explaining through pictures,
physical expression, or charts
(ICT)
how a text makes the learner
feel.
references, including digital
tools, that support collaboration
and productivity, for educational
and
academic use.
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)
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.
.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)
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3 Story Time! Students learn to: Communication and
• narrate stories and events Cultural Awareness
in EFL 5.1.7 Interpret and
the past. demonstrate knowledge
• convey attitudes related to of nonverbal and oral
the communication features
events of a story. by applying them in
• talk about imaginary appropriate contexts.
situations. (Example: use of stress,
• react to a story in different intonation, pace, etc.)
ways. Oral Communication:
(Listening and Speaking)
EFL 5.2.7 Present
information clearly and
effectively in a variety of
oral forms for a range of
audiences and purposes.
(Example: summarizing,
paraphrasing, personal
narratives, research
reports, essays, articles,
posters, charts and
another graphics, etc.)
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
Communication and Cultural
Awareness
• Listening to a dialogue and
identifying examples of humor.
• Talking in pairs about a video
learners have watched using only
English.
• Demonstrating appropriate
language use during class, group
and
pair discussions.
• Practicing the use of
expressions of politeness during
collaborative
pair and small group work.
Oral Communication: (Listening
and Speaking)
• Sharing opinions in a way that
encourages others to perform a
specific action.
• Using intonation to convince a
partner to take action.
• Summarizing a peer’s opinion
about a video seen in class.
• Using a digital presentation to
raise awareness about a local
issue.
• Listening to a talk on a subject
of interest and paraphrasing the
main points for a partner.
Reading
• Reading a short story from the
Internet and highlighting
interesting
CE.EFL.5.3 Interpret cultural and 5
language patterns in English,
including nonverbal
communication, and apply them
in appropriate contexts.
I.EFL.5.3.1 Learners can
interpret cultural and
language patterns in English,
including
nonverbal communication, and
apply them in
appropriate contexts. (I.3, I.4,
S.1, S.2)
CE.EFL.5.9 Production – Fluency:
Present information clearly and
influence an audience
effectively through well-
developed arguments in
prepared presentations and
other forms of oral
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)
CE.EFL.5.11 Identify and apply a
range of reading strategies in
order to make texts meaningful
and
8
ideas and details, using facts, then comparing them with
structural and context those of a partner.
clues, cognates, format, • Using an online digital tool such
sequence, etc.) as Work flowy to map out the
Writing most
EFL 5.4.7 Use the process important ideas from a reading,
of prewriting, drafting, and then adding appropriate
revising, peer editing and subheadings to each section of
proofreading (i.e., the text.
“the writing process”) to • Using an interesting idea from a
produce well-constructed text to inspire extra research.
informational texts. • Predicting main ideas by
EFL 5.4.8 Create an reading the title and using other
effective voice, using a contextual clues (e.g.,
variety of writing styles illustrations, subheadings, etc.).
appropriate to different • Underlining the cognates in a
audiences, purposes and short text.
settings, and adjust these •Skimming online reference web
styles as necessary. sites for ones that have the
Language through the information needed for a
Arts research project.
EFL 5.5.5 Create original, • Scanning a text for the main
imaginative stories using characters.
appropriate vocabulary Writing
and elements of the ▪ Direct students’ attention to the
literature learners have grammar and have them choose
read or heard. the correct option to form the
rules and complete the examples.
▪ Activate the vocabulary, invite
students to describe magical
characters, people and places.
Model an example: Fairies can fly.
▪ Encourage students to predict
the meaning of these idioms 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.5.14.1 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)
9
use clues in the context to guess
their meaning.
• Recommending a web site to
another learner.
• Finding a variety of online
references to practice a grammar
structure, then recommending
the best one to the class.
Language through the Arts
• Producing short, creative texts
using digital storytelling.
• Writing questions the learners
would like to ask a character in
the
story and using the imagined
answers to write the next scene.
•Rewriting a fairy tale from a
modern point of view, using
simple
ideas and phrases or illustrations.
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.5.15.1 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.5.16 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
10

4 Traveling the World Student learn to:
• give and ask for directions
and
information in a polite way.
• ask people to agree with
you.
• give emphasis to
descriptions
and comparisons.
elements of the text. (S.1, S.4,
J.2)
Communication and Communication and Cultural CE.EFL.5.4 Communicate 5
Cultural Awareness Awareness effectively using a variety of
EFL 5.1.11 Apply self- • Participating in short dialogues media and formats, including
correcting and self- and role plays. ICT, by
monitoring strategies in • Practicing and deal with a need saying things in alternative ways
social and classroom through a mini role play. and applying self-correcting and
interactions by adjusting • Communicating with an “e-pal” self-monitoring strategies when
presentation and from another country or city. needed.
language production to • Paraphrasing an idea when a I.EFL.5.4.1 Learners can
effectively express peer asks for clarification. communicate
opinions • Using a definition or example to effectively using a variety of
and make evaluations. explain a concept or word that media and formats,
(Example: asking one including ICT, by saying things in
questions, starting over, does not yet have the exact alternative
rephrasing, exploring language for. ways and applying self-correcting
alternative Oral Communication: (Listening and self- monitoring strategies
pronunciations, etc.) and Speaking) when needed. (I.1, I.3, J.4)
Oral Communication: • Comparing answers in pairs or CE.EFL.5.8 Interaction –
(Listening and Speaking) small groups. Interpersonal: Respond to and
EFL 5.2.14 Request and • Conducting a role-play between build on other people’s ideas in
provide information and two students on a given topic. extended
assistance orally for • Working in pairs to complete an conversations on familiar social
personal, social and information gap activity. and academic topics by
academic purposes in • Doing a mingle activity where expressing opinions and feelings
order to clarify and learners ask and answer and
extend meaning in questions clarifying meaning.
spoken interactions. about things they have or haven’t I.EFL.5.8.1 Learners can respond
Reading done. to and build
EFL 5.3.6 Display an • Observing to see whether the on other people’s ideas in
appreciation of the learners can interact effectively extended
language by interacting and
11
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.
EFL 5.3.7 Detect
complexities and
discrepancies in
information presented in
both print and
online references and
resources.
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
whether they are able to ask
follow up questions.
Reading
• Recommending an
informational web site to another
learner.
• Reading two articles on the
same topic and recording
discrepancies in the information.
• Reading about a topic and then
identifying reference materials
and
sources that could be used to
find out more information.
• Reading a range of texts from
subject areas and finding and
defining common themes across
content areas.
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 (e.g., online,
English-
English, English-Spanish) and
giving reasons for using each.
• Recommending a reference
article to a friend, giving specific
reasons for the recommendation.
Language through the Arts
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.5.12 Engage 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.EFL.5.12.1 Learners can engage
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)
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
12

5 News Media Students learn to:
• tell and react to news.
• describe natural disasters
and
extreme weather.
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.)
Language through the
Arts
EFL 5.5.6 Evaluate one’s
own and others’ work,
individually and
collaboratively, on the
basis of a
variety of criteria, and
recognize how chosen
criteria affect evaluation.
(Examples of criteria:
clarity of ideas, use of
English grammar and
vocabulary, register,
originality, visual
presentation,
etc.)
Communication and
Cultural Awareness
EFL 5.1.6 Demonstrate an
ability to make informed
• Using a checklist to evaluate
the work of a performing artist,
then
recommending his/her work to a
peer.
• Using a rubric as a model to
write one’s own rubric.
• Brainstorming your favorite
free time activities, then
selecting and
recommending one for a peer in
a video blog.
Communication and Cultural
Awareness
• Inviting a guest speaker from
another country to class and
asking
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.5.18 Use a range of
criteria to evaluate and
recommend literary texts to
others, and
recognize how chosen criteria
affects 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)
CE.EFL.5.2 Demonstrate an 5
ability to discuss culture by
analyzing cultural products and
referents
13
• talk about inventors, choices about and take
inventions, artists and action on issues of
artwork. prejudice and
discrimination.
Oral Communication:
(Listening and Speaking)
EFL 5.2.7 Present
information clearly and
effectively in a variety of
oral forms for a range of
audiences and purposes.
(Example: summarizing,
paraphrasing, personal
narratives, research
reports, essays, articles,
posters, charts and
another graphics, etc.).
Reading
EFL 5.3.4 Find specific
predictable information in
short, simple texts in a
range of age- and
levelappropriate
topics. (Example:
biographies, news
articles, narratives,
memoirs and personal
accounts, formal letters
and emails, etc.)
Writing
EFL 5.4.3 Apply new and
prior knowledge in order
to plan and create texts
and determine if the
and answering questions about
his/her culture/country.
• Adding expressions of
politeness to dialogues.
• Writing survey questions about
socially and culturally responsible
behaviors and surveying
classmates. Publishing the results
in an
online chart.
• Brainstorming ways to counter
discrimination in one’s daily life.
Oral Communication: (Listening
and Speaking)
• Researching a topic and
preparing a presentation for the
class.
• Recording a video about one’s
opinion of a story read in class.
• Sharing opinions in a way that
encourages others to perform a
specific action.
• Using intonation to convince a
partner to take action.
• Summarizing a peer’s opinion
about a video seen in class.
• Using a digital presentation to
raise awareness about a local
issue.
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.
(I.1, I.2, S.2, J.1, J.3)
CE.EFL.5.9 Production – Fluency:
Present information clearly and
influence an audience
effectively through well-
developed arguments in
prepared presentations and
other forms of oral
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)
14
new knowledge adds
value to or contradicts
prior information.
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.)
Reading
• Identifying unreliable
resources on the Internet.
• Using a rubric to
evaluate a print or online
resource.
• Using a rubric to assess
the validity of a web site,
according to
one’s academic needs
• Reading about a topic
and then identifying
reference materials and
CE.EFL.5.10 Find 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.EFL.5.12.1 Learners can engage
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)
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
15
sources that could be well-constructed informational
used to find out more texts by applying
information. the writing process and while
Writing demonstrating an
• Writing new words and ability to justify one’s position
phrases in a vocabulary on an argument
notebook and then through carefully selected
writing a text using three information and
words from your appropriate language, tone and
vocabulary notebook. evidence. (I.2,
• Writing a brochure I.3, I.4, S.3, J.1)
about your opinion on a CE.EFL.5.17 Demonstrate and
topic and underlining convey different levels of
examples of persuasive meaning in literary texts by
language. identifying
• Watching a video about distinguishing features,
a controversial topic and interpreting implicit and explicit
writing a short messages and responding in a
essay agreeing or variety of
disagreeing with the ways.
content presented. I.EFL.5.17.1 Learners can
• Exchanging writing in demonstrate and
pairs in order to make convey different levels of
suggestions about meaning in literary
things that could be texts by identifying
improved. distinguishing features,
Language through the interpreting implicit and explicit
Arts messages and
• Predicting the content responding in a variety of ways.
of a story using the title (I.3, I.4, J.3)
and pictures.
• Summarizing the main
idea.

16

6 A Tech-World Students learn to:
• talk about Internet habits
and
wishes.
• give instructions to use
technology.
• give opinions about
technology.
• Underlining the words
in a text that influence
the reader.
• Participating in a
performance, such as a
lip-synching contest or
play, and using nonverbal
and body language to
emphasize
comprehension of the
subject.
Communication and
Cultural Awareness
EFL 5.1.9 Communicate
information and ideas
effectively to diverse
audiences using a variety
of
media and formats.
Oral Communication:
(Listening and Speaking)
EFL 5.2.7 Present
information clearly and
effectively in a variety of
oral forms for a range of
audiences and purposes.
(Example: summarizing,
paraphrasing, personal
narratives, research
reports, essays, articles,
posters, charts and other
graphics, etc.)
EFL 5.2.8 Influence an
audience effectively
Communication and Cultural
Awareness
• Creating a “live” video on
Facebook to give an opinion on a
unit
topic.
• Using social media to network
with teens across the globe.
• Rating one’s self after a
speaking activity, according to a
set rubric.
• Practicing a specific self-
correcting strategy during a pair
work
activity.
• Recording student interactions
in class and watching them later
in
order to identify behaviors the
learners need to increase and
those
they need to decrease.
CE.EFL.5.4 Communicate 5
effectively using a variety of
media and formats, including
ICT, by
saying things in alternative ways
and applying self-correcting and
self-monitoring strategies when
needed.
I.EFL.5.4.1 Learners can
communicate
effectively using a variety of
media and formats,
including ICT, by saying things in
alternative
ways and applying self-
correcting and selfmonitoring
strategies when needed. (I.1, I.3,
J.4)
CE.EFL.5.9 Production – Fluency:
Present information clearly and
influence an audience
effectively through well-
developed arguments in
17
through persuasion,
argument or negotiation
using
conventions and features
of English. (Example:
precise vocabulary,
pronunciation,
intonation,
presentation strategies,
etc.)
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 5.4.5 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.
Language through the
Arts
Oral Communication: (Listening
and Speaking)
• Researching a topic and
preparing a presentation for the
class.
• Using a digital presentation to
raise awareness about a local
issue.
• Recording a video about one’s
opinion of a story read in class.
• Sharing opinions in a way that
encourages others to perform a
specific action.
• Using intonation to convince a
partner to take action.
• Summarizing a peer’s opinion
about a video seen in class.
Reading
• Using a list to choose the best
sources for finding information
on a
topic.
• Reading texts from different
subject areas and choosing the
best
title for each.
• 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.
prepared presentations and
other forms of oral
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)
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
18
EFL 5.5.8 Contribute to • Finding online resources that
team projects to produce can be used for a range of
original works and solve research
problems while projects.
effectively negotiating Writing
and managing • Watching a video about a
interactions to controversial topic and writing a
accomplish social and short
classroom tasks. essay agreeing or disagreeing
with the content presented.
• Exchanging writing in pairs in
order to make suggestions about
things that could be improved.
• Reading an article and
underlining examples of evidence
the
author gives to support his/her
position, then writing a similar
position piece while
implementing your own
examples and evidence.
Language through the Arts
• Searching the Internet for
illustrations and examples of
effective
group collaborations and then
sharing why they are effective.
• Discussing rules and norms for
a group project before the
project
begins.
• Participating in teambuilding
activities.
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 through a
variety of
19
 • Comparing answers in pairs in
order to help each other
understand
errors or concepts.
• Teaching a story, grammar
point, vocabulary word or topic
to a
group of peers.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.)
 Forbes Mark Andrew (2017). Ministerio de Educación del Ecuador - MinEduc. TEACHER´S BOOK - LEVEL A2.2 Quito: Norma.
 Ministerio de Educación del Ecuador - MinEduc, ENGLISH AS A FOREIGN LANGUAGE FOR SUBNIVEL BACHILLERATO
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)
7. OBSERVATIONS:

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:

20