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 others within the communication process, cultivating habits of honesty and integrity into responsible
ability to independently access further (language) learning and practice opportunities. academic behavior.
Respect themselves and others within the communication process, cultivating habits of O.EFL 5.5 Directly access the main points and important details of up-todate English language texts,
honesty 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
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written appropriately.
1
dialogue with peers from different L1 backgrounds on work, study, or general topics of O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social
common interest, expressing ideas and opinions effectively and appropriately. situations with a limited but effective command of the spoken language (CEFR B1 level)
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 different and language patterns in English are used verbal and nonverbal communication. including nonverbal
types of movies and when exchanging ideas on familiar topics • Talking in pairs about a video learners have communication, and apply them
describe a sequence according to a B1.2 level. (Example: slang, watched using only English. in appropriate contexts.
of events in idioms, humor, levels of formality, etc.). • Demonstrating appropriate language use during I.EFL.5.3.1 Learners can interpret
chronological order. class, group and pair discussions cultural and language patterns in
- describe and • Watching a video and identifying desirable English, including nonverbal
differentiate language use. communication, and apply them
between movie • Comparing nonverbal and body language in appropriate contexts. (I.3, I.4,
genres. between L1 and L2 cultures. S.1, S.2)
-talk about movies • Creating selfie videos for class assignments and
you have seen. sharing them on a class blog.
-ask and answer
questions about Oral Communication: (Listening and Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction –
different movies. Speaking) • Showing a movie trailer and asking learners to Interpersonal: Respond to and
-make inferences. EFL 5.2.11 Express opinions on abstract share their opinions in pairs and say whether they build on other people’s ideas in
-write a film review topics, such as film and music, and concrete would go see that movie or not. extended conversations on
and a mini topics, such as personal experiences, while • Doing a mingle activity where learners ask and familiar social and academic
biography. describing one’s reactions to them and answer questions about things they have or topics by expressing opinions
others’ opinions. haven’t done, in order to extend the exchange. and feelings and clarifying
EFL 5.2.14 Request and provide information • Establishing a clear expectation of English use meaning.
and assistance orally for personal, social and for classroom functions. Informal assessment I.EFL.5.8.1 Learners can respond
academic purposes in order to clarify and could 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

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.
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.5.15 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
3
 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 able Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.4 Communicate 5
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 work variety of media and formats,
questions about through short expressions or emoticons. including ICT, by saying things in
different personality alternative ways and applying
types, professions self-correcting and self-
and university monitoring strategies when
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) • Playing a conversation game, where learners Interpersonal: Respond to and
EFL 5.2.14 Request and provide information move their tokens around the board after build on other people’s ideas in

4
and assistance orally for personal, social and choosing a card and answering the question. extended conversations on
academic purposes in order to clarify and • Working in pairs to complete an information gap familiar social and academic
extend meaning in spoken interactions. activity. topics by expressing opinions
• Doing a mingle activity where learners ask and and feelings and clarifying
answer questions about things they have or meaning.
haven’t done, in order to extend the exchange. I.EFL.5.8.1 Learners can respond
• Establishing a clear expectation of English use to and build on other people’s
for classroom functions. Informal assessment ideas in extended conversations
could involve personal notes from the teacher to on familiar social and academic
learners who use L2 regularly. topics by expressing opinions
and feelings and clarifying
meaning. (I.3, I.4, S.1, J.3, J.4)
Reading Reading CE.EFL.5.11 Identify and apply a
EFL 5.3.9 Skim and scan reference materials, • Doing a mingle activity where learners ask and range of reading strategies in
in print or online, in order to identify answer questions about things they have or order to make texts meaningful
information that might be of practical use for haven’t done. Observing to see whether the and to select information within
one’s own research and academic needs. learners can interact effectively and whether they a text that might be of practical
are able to ask follow up questions in order to use for one’s own academic
extend the exchange. needs
• Showing a movie trailer and asking learners to I.EFL.5.11.1. Learners can
share their opinions in pairs and say whether they Identify and apply a range of
would go see that movie or not. reading strategies in order
• Asking classmates to repeat an answer or to make texts meaningful and to
statement if needed to clarify something select information within a text
Establishing a clear expectation of English use that might be of practical use for
for classroom functions one’s own academic needs. (I.1,
I.2, I.4, S.3)
Writing Writing CE.EFL.5.14 Identify, critically
EFL 5.4.2 Identify a variety of types and • Identifying the best resources for a writing evaluate and recommend a
formats of potential resources and the value, project in pairs. variety of potential resources
purpose and audience of each for use in the • Using a list of criteria in order to evaluate a web and references, including digital
educational domain. (Example: audio/video, site. tools that support collaboration
multimedia, website, database, book, • Analyzing three different types of dictionaries. and productivity, for educational
thesaurus, scholarly/popular, and academic use.
current/historical, etc.) I.EFL.5.14.1 Learners can
EFL 5.4.4 Select and make effective use of a identify, critically evaluate and
range of digital tools to write, edit, revise and recommend a variety of
publish written work in a way that supports potential resources and
5
collaboration, learning and productivity. references, including digital tools
(Example: that support collaboration and
image editing, Google Drive, infographic productivity, for educational and
makers, audio and video editing, academic use. (I.1, I.2, S.3, S.4)
presentation apps,
etc.). 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)

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.
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
6
 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 able Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an 5
ally 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 effects cultures and ways of life and presenting them to I.EFL.5.2.1. Learners can exhibit
of global warming. the class using digital tools. an ability to discuss culture by
-describe different • Working in small groups to complete a cultural analyzing cultural products and
green products and project. referents from Ecuador and
talk about their other countries while making
advantages and informed choices about and
disadvantages. taking action on issues of
-talk about the prejudice and discrimination.
impact that green (I.1, I.2, S.2, J.1, J.3)
and non-green
products on the Oral Communication: (Listening and Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction –
environment. Speaking) • Researching a topic and preparing a Interpersonal: Respond to and
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 topics by expressing opinions
feelings, etc. others to perform a specific action. (Example: and feelings and clarifying
Convincing the class that you should always wear meaning.
your helmet when riding a bike, etc.) I.EFL.5.8.1. Learners can respond
• Using intonation to convince a partner to take to and build on other people’s
action 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)

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.
Reading
• Read quickly looking for words each paragraph.
• To get familiar with the topic of a text, take a
quick look at the
*Reading a text and answering information
questions.
• Choosing from a list of words to complete gaps
from a reading.
• Reading a paragraph about a familiar content
area subject and then correcting incorrect
sentences.
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. 5.10.1 Learners can 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.1, I.2,
S.2)

Writing Writing CE.EFL.5.14 Identify, critically

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.)
• 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
and academic use. (I.1, I.2, S.3,
S.4)

Language through the Arts Language through the Arts CE.EFL.5.19 Engage in
EFL 5.5.9 Engage in collaborative activities • Analyzing three different rubrics and discussing collaborative activities through a
through a variety of student groupings to how each one might influence the way it is variety of student groupings in
8
 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.)
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
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 That! Students will be able Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.1 Display an 5
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)

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
Oral Communication: (Listening and Speaking) CE.EFL.5.7 Production – Accuracy
• Recording in-class conversations and dialogues 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.
9
to friends, giving advice, making
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.
a 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, blog

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,
emails, blog entries and comments, notes to
self, etc.)
• 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.
• 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
posts and other written texts
using an effective voice and a
variety of appropriate writing
styles and conventions.
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)
10
 comparing ideas in pairs.

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 able Communication and Cultural Awareness Communication and Cultural Awareness
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
activities
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.
(I.1, I.2, S.2, J.1, J.3)

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:
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency:
• Researching a topic and preparing a Present information clearly and
presentation for the class. influence an audience effectively
• Recording a video about one’s opinion of a story through well-developed
read in class. Sharing opinions in a way that arguments in prepared

11
summarizing, paraphrasing, personal encourages others to perform a specific action. presentations and other forms of
narratives, research reports, essays, articles, • Using a digital presentation to raise awareness oral communication.
posters, charts and other graphics, etc.) about a local issue. 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
outline.
• Reading an adapted news article about a current
event and formulating a personal response to it.
• Reading a blog post and writing a comment.
• Reading a short text and showing
comprehension by completing the accompanying
graphic organizer.
• Agreeing or disagreeing with a strong opinion
stated in a text and giving reasons for one’s own
response.
• Reading a text and answering information
questions.
• Choosing from a list of words to complete gaps
from a reading.
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. 5.10.1 Learners can 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.1, I.2, S.2

Writing Writing CE.EFL.5.15 Plan and produce

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.
• 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
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
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 while implementing new words/expressions from
the unit.
• Writing new words and phrases and vocabulary
in your notebook.
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)

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 In Students will be able Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.4 Communicate 5
Time 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
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)
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in the past.
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.)
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 5.4.4 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.
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.
Reading
• Scanning a text for the main characters.
• Reading about a topic and then identifying
reference materials and sources that could be
used to find out information.
• 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.
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
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 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
14
(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.
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,
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
• Identifying a literary tradition from another
culture or time period and finding an example of it
to share with the class. (Example: haiku, blank
verse, a couplet, etc.)
• Predicting the content of a story using the title
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
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.5.17 Demonstrate and
convey different levels of
meaning in literary texts by
identifying distinguishing
features, interpreting implicit
and explicit messages and
15
 explaining and identifying, word choice, and pictures. responding in a variety of ways.
symbols, points of view, etc.) • 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:

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