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CURRICULAR ANNUAL PLAN TEMPLATE

SCHOOL NAME SCHOOL YEAR:


2016-2017
UNIDAD EDUCTATIVA SINAI

CURRICULAR ANNUAL PLAN


1. INFORMATIONAL DATA
Area: English as a Foreign Language Subjec English
t:
Teacher(s): Ing. Jaime Patricio Lliguicota Guarquila
Grade/ Course: 1st Education Level: A2.2 BGU
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
periods

5 Hours 40 weeks 4 weeks 36 weeks 180 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries
OG.EFL 1 Encounter socio-cultural aspects of in a thoughtful and inquisitive manner, maturely, and openly
their own and other countries in a thoughtful experiencing other cultures and languages from the secure standpoint of their
and inquisitive manner, maturely, and openly own national and cultural identity.
experiencing other cultures and languages from O.EFL 5.2 Draw on this established propensity for curiosity and tolerance
the secure standpoint of their own national and towards different cultures to comprehend the role of diversity in building an
cultural identity. intercultural and multinational society.
OG.EFL 2 Draw on this established propensity O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic
for curiosity and tolerance towards different intelligence, and critical thinking skills through an appreciation of linguistic
cultures to comprehend the role of diversity in differences. Enjoy an enriched perspective of their own L1 and of language use
building an intercultural and multinational for communication and learning.
society. O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition
OG.EFL 3 Access greater flexibility of mind, and ability to independently access further (language) learning and practice
creativity, enhanced linguistic intelligence, and opportunities. Respect themselves and others within the communication process,
critical thinking skills through an appreciation cultivating habits of honesty and integrity into responsible academic behavior.
of linguistic differences. Enjoy an enriched O.EFL 5.5 Directly access the main points and important details of up-to-date
perspective of their L1 and of language use for English language texts, such as those published on the web, for professional or
communication and learning. general investigation, through the efficient use of ICT and reference tools where
OG.EFL 4 Deploy a range of learning required.
strategies, thereby increasing disposition and O.EFL 5.6 Through selected media, participate in reasonably extended spoken
ability to independently access further or written dialogue with peers from different L1 backgrounds on work, study, or
(language) learning and practice opportunities. general topics of common interest, expressing ideas and opinions effectively and
Respect themselves and others within the appropriately.
communication process, cultivating habits of O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of
honesty and integrity into responsible academic formal and informal social situations with a limited but effective command of the
behavior. spoken language (CEFR B1 level)
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).
TRANSVERSAL AXES: values to develop Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
during the school year, write them in general
4.UNITS TO BE DEVELOPED
Nº Title of the unit Unit Specific Contents/skills Methodological Evaluation Weeks
Objectives Orientations duration

1 Talk about lifestyles, Communication and


personality types, Cultural Awareness
Inspirational preferences and CE.EFL.5.3. Interpret
People interests. • Participating in short cultural and language
EFL 5.1.7 Interpret 5
role plays using a range patterns in English,
and demonstrate
of verbal and nonverbal including nonverbal
knowledge of
communication. communication, and apply
nonverbal and oral
them in appropriate
communication • Talking in pairs about
contexts.
features by applying video learners have
them in appropriate watched using only I.EFL.5.3.1. Learners can
contexts. (Example: English. interpret cultural and
use of stress, language patterns in
• Watching a video and English, including
intonation, pace
identifying desirable nonverbal communication,
language use. and apply them in
• Comparing nonverbal appropriate contexts. (I.3,
and body language I.4, S.1, S.2)
between L1 and L2
cultures. CE.EFL.5.12. Engage with
• Creating selfie videos a variety of digital and
for class assignments print texts and resources
EFL 5.2.11 Express and sharing them on a by evaluating and
opinions on abstract class blog. detecting complexities and
topics, such as film discrepancies in the
and music, and Oral Communication: information in order to
concrete topics, such (Listening and find the most appropriate
as personal Speaking) sources to support an idea
experiences, while
• Playing a conversation or argument.
describing one’s
game, where learners I.EFL.5.12.1. Learners can
reactions to them and
move their tokens engage with a variety of
others’ opinions.
around the board after digital and print texts and
choosing a card and resources by evaluating
answering the question. and detecting complexities
• Working in pairs to and discrepancies in the
complete an information in order to
information gap find the most appropriate
activity. sources to support an idea
or argument. (I.2, I.4, J.3)
• Doing a mingle
activity where learners CE.EFL.5.14. Identify,
ask and answer critically evaluate and
questions about things recommend a variety of
they have or haven’t potential resources and
done. Observing to see references, including
whether the learners digital tools, that support
can interact effectively collaboration and
and whether they are productivity, for
able to ask follow up educational and academic
EFL 5.3.4 Find the
questions in order to use.
most important
extend the exchange.
information in print or CE.EFL.5.18. Use a range
online sources in order • Establishing a clear of criteria to evaluate and
to support an idea or expectation of English recommend literary texts
argument. (Example: use for classroom to others, and recognize
Internet search functions. Informal how chosen criteria affect
engines, online assessment could evaluation.
advertising, online or involve personal notes
I.EFL.5.18.1. Learners can
print timetables, web from the teacher to
use a variety of criteria for
pages, posters, learners who use L2
evaluating and
adverts, catalogues, regularly.
recommending literary
etc.)
Reading texts to others, and
recognize how chosen
• Read quickly looking
criteria affects evaluation.
for words each (S.1, S.4, J.2, J.4)
paragraph.
• To get familiar with
the topic of a text, take
EFL 5.4.4 Select and a quick look at the
make effective use of vocabulary it contains.
a range of digital tools
• Comparing and
to write, edit, revise
contrasting the opinions
and publish written
of two experts on a
work in a way that
topic of personal
supports
interest.
collaboration, learning
and productivity.
(Example: image
editing, Google Drive, • Identifying unreliable
infographic makers, resources on the
audio and video Internet.
editing, presentation
• Reading about a topic
apps, etc.)
and then identifying
reference materials and
sources that could be
used to find out more
EFL 5.5.6 Evaluate information.
one’s own and others’
Writing
work, individually and
collaboratively, on the • Finding a variety of
basis of a variety of online references to
criteria, and recognize practice a grammar
how chosen criteria structure, then
affect evaluation. recommending the best
(Examples of criteria: one to the class.
clarity of ideas, use of
• Using new words or
English grammar and
information from a
vocabulary, register,
class lesson and
originality, visual
creating an online game
presentation, etc.)
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.
• Discussing how visual
presentation can change
your response to a
literary text.

2 Experience Students learnt to: Communication and Communication and CE.EFL.5.2 Demonstrate 5
Culture! • ask and answer Cultural Awareness Cultural Awareness an ability to discuss
questions EFL 5.1.3 Find • Researching how culture by analyzing
about experiences. parallels between teens in other cultural products and
• talk about the length Ecuadorian cultural countries/regions of referents
of and political referents Ecuador live from Ecuador and other
experiences. and those of other and presenting the countries while making
• recommend cultural countries by talking information to peers. informed choices about
activities about holidays, • Brainstorming ways to and taking action on
like reading and going symbols, customs and counter discrimination issues of prejudice and
to schooling. in one’s daily life. discrimination.
museums. • Researching a cultural
Oral or social symbol of I.EFL.5.2.1 Learners can
Communication: Ecuadorian culture and exhibit an ability to
(Listening and discussing the findings discuss culture by
Speaking) in small groups. analyzing cultural products
EFL 5.2.2 Identify the • Choosing pictures that and referents from
main idea and some demonstrate tolerance Ecuador and other
details of recorded and empathy countries
news reports, towards groups that are while making informed
documentaries and sometimes choices about and taking
interviews reporting discriminated and action on issues of
on seasonal festivities, finding ways prejudice and
environmental issues, to make sure these discrimination.
food and international groups feel included in (I.1, I.2, S.2, J.1, J.3)
customs, climate, Ecuadorian society.
• Simulating desirable CE.EFL.5.5 Listening for
weather, etc., where
social and cultural Meaning: Identify the
the visuals support the
behaviors through role main idea in a variety of
commentary. audio recordings (e.g.,
play
Reading activities. interviews, dialogues, etc.)
EFL 5.3.2 Identify and and deduce the meanings
use reading strategies Oral Communication: of unfamiliar phrases and
to make informative (Listening and words in familiar
and narrative texts Speaking) contexts, provided speech
comprehensible and • Using context clues to is clear and visuals help
meaningful. deduce the meaning of support meaning.
(Example: skimming, an expression in a
scanning, previewing, conversation between a I.EFL.5.5.1 Learners can
reading for main waiter and a customer. identify the main idea
ideas and details, • Listening to a radio ad in a variety of audio
and identifying the recordings (e.g.,
using structural and
product being sold. interviews,
context clues, dialogues, etc.) and deduce
• Using pictures and
cognates, format, the meanings of unfamiliar
other visuals to predict
sequence, etc.) phrases and words in
the main idea of a short
Writing conversation. familiar contexts
EFL 5.4.2 Identify a • Listening for specific where speech is clear and
variety of types and words in a conversation visuals help support
formats of potential and trying to guess meaning. (I.3, I.4)
resources and the the meaning from the CE.EFL.5.11 Identify and
value, purpose context. apply a range of reading
and audience of each Reading strategies in order to make
for use in the • Underlining the texts meaningful and
educational domain. cognates in a short text. to select information within
(Ex-ample: • Skimming online a text that might be of
audio/video, reference web sites for practical use for one’s own
multimedia, ones that have the academic needs.
website, database, information needed for
book, thesaurus, a research project. I.EFL.5.11.1 Learners can
scholarly/popular, • Reading about a topic Identify and apply a
current/historical, etc.) and then identifying range of reading strategies
EFL 5.4.4 Select and reference materials and in order to make
make effective use of sources that could be texts meaningful and to
a range of digital tools used to find out more select information within
to write, edit, re-vise information. a text that might be of
and • Reading texts from practical use for one’s
publish written work different subject areas own academic needs. (I.1,
in a way that supports and choosing the best I.2, I.4, S.3)
collaboration, learning title for each.
and productivity. •Underlining main ideas CE.EFL.5.14 Identify,
(Example: from texts and then critically evaluate and
image editing, Google using them to write recommend a variety of
Drive, infographic questions the learner potential resources and
makers, audio and has about the topic. references, including
video editing, Writing digital tools, that support
presentation apps, • Recommending a web collaboration and
etc.) site to another learner. productivity, for
• Finding a variety of educational and
Language through online references to academic use.
the Arts practice a grammar
EFL 5.5.9 Engage in structure, then I.EFL.5.18.1 Learners can
collaborative activities recommending the best use a variety of
through a variety of one to the class. criteria for evaluating and
student groupings to • Reading an online recommending literary
share, restaurant review and texts to others, and
reflect on, express and identifying common recognize how chosen
interpret opinions and linguistic features, such criteria affects evaluation.
evaluations of a range as use of adjectives and (S.1, S.4, J.2, J.4)
of literary text. opinions. Learners
use the same features to CE.EFL.5.19 Engage in
write their own review collaborative activities
of a movie they’ve through a variety of
seen. student groupings in order
Language through the to
Arts solve problems and reflect
• Searching for pictures on literary texts, and
on the Internet or in produce criteria for
magazines in order to evaluating the
respond to a peer’s effectiveness of
writing. the group.
• Explaining through .EFL.5.19.1 Learners can
pictures, physical engage in
expression, or charts collaborative activities
(ICT) through a variety of
how a text makes the student groupings in order
learner feel. 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 Story Time! Students learn to: Communication and Communication and CE.EFL.5.3 Interpret 5
• narrate stories and Cultural Awareness Cultural Awareness cultural and language
events in EFL 5.1.7 Interpret • Listening to a patterns in English,
the past. and demonstrate dialogue and including nonverbal
• convey attitudes knowledge of identifying examples of communication, and apply
related to the nonverbal and oral humor. them in appropriate
events of a story. communication • Talking in pairs about contexts.
• talk about imaginary features a video learners have
situations. by applying them in watched using only I.EFL.5.3.1 Learners can
• react to a story in appropriate contexts. English. interpret cultural and
different (Example: use of • Demonstrating language patterns in
ways. appropriate language English, including
stress, intonation,
use during class, group nonverbal communication,
pace, etc.)
and and apply them in
Oral pair discussions. appropriate contexts. (I.3,
Communication: • Practicing the use of I.4, S.1, S.2)
(Listening and expressions of
CE.EFL.5.9 Production –
Speaking) politeness during
EFL 5.2.7 Present Fluency: Present
collaborative
information clearly information clearly and
pair and small group
and effectively in a influence an audience
work.
variety of oral forms effectively through well-
Oral Communication:
for a range of developed arguments in
(Listening and
audiences and prepared presentations and
Speaking)
other forms of oral
purposes. (Example: • Sharing opinions in a
summarizing, communication.
way that encourages
paraphrasing, personal others to perform a I.EFL.5.9.1 Learners can
narratives, research specific action. present information
reports, essays, • Using intonation to clearly and influence an
articles, posters, charts convince a partner to audience effectively
and another graphics, take action. through well-developed
etc.) • Summarizing a peer’s arguments in prepared
opinion about a video presentations and other
Reading seen in class. forms of oral
EFL 5.3.2 Identify and • Using a digital communication. (I.2, I.3,
use reading strategies presentation to raise J.2)
to make informative awareness about a local
and narrative texts CE.EFL.5.11 Identify and
issue.
comprehensible and apply a range of reading
meaningful. • Listening to a talk on strategies in order to make
(Example: skimming, a subject of interest and texts meaningful and
scanning, previewing, paraphrasing the to select information within
reading for main main points for a a text that might be of
ideas and details, partner. practical use for one’s own
using structural and Reading academic needs.
context clues, • Reading a short story
from the Internet and I.EFL.5.11.1 Learners can
cognates, format, Identify and apply a
sequence, etc.) highlighting interesting
facts, then comparing range of reading strategies
Writing them with those of a in order to make texts
EFL 5.4.7 Use the partner. meaningful and to select
process of prewriting, • Using an online information within
drafting, revising, peer digital tool such as a text that might be of
editing and Work flowy to map out practical use for one’s
proofreading (i.e., the most own academic needs. (I.1,
“the writing process”) important ideas from a I.2, I.4, S.3)
to produce well- reading, and then
CE.EFL.5.15 Plan and
constructed adding appropriate
produce well-constructed
informational texts. subheadings to each
informational texts by
EFL 5.4.8 Create an section of the text.
applying the writing
effective voice, using • Using an interesting process
a variety of writing idea from a text to
and while demonstrating
styles appropriate to inspire extra research.
an ability to justify one’s
different • Predicting main ideas
position on an argument
audiences, purposes by reading the title and
through carefully
and settings, and using other
adjust these styles as contextual clues (e.g., selected information and
necessary. illustrations, appropriate language, tone
subheadings, etc.). and evidence.
Language through • Underlining the I.EFL.5.14.1 Learners can
the Arts cognates in a short text. identify, critically
EFL 5.5.5 Create •Skimming online evaluate and recommend a
original, imaginative reference web sites for variety of potential
stories using ones that have the resources and references,
appropriate information needed for including digital tools,
vocabulary and a research project. that support collaboration
elements of the • Scanning a text for the and productivity, for
literature learners main characters. educational and academic
have read or heard. Writing use. (I.1, I.2, S.3, S.4)
▪ Direct students’ CE.EFL.5.14 Identify,
attention to the critically evaluate and
grammar and have them recommend a variety of
choose potential resources and
the correct option to references, including
form the rules and digital tools, that support
complete the examples. collaboration and
▪ Activate the productivity, for
vocabulary, invite educational and
students to describe academic use.
magical
characters, people and I.EFL.5.15.1 Learners can
places. Model an plan and produce
example: Fairies can well-constructed
fly. informational texts by
▪ Encourage students to applying
predict the meaning of the writing process and
these idioms and while demonstrating an
use clues in the context ability to justify one’s
to guess their meaning. position on an argument
• Recommending a web through carefully selected
site to another learner. information and
• Finding a variety of appropriate language, tone
online references to and evidence. (I.2,
practice a grammar I.3, I.4, S.3, J.1)
structure, then
recommending the best CE.EFL.5.16 Respond to
one to the class. and interpret literary texts,
Language through the including original stories
Arts written by peers,
• Producing short, referring to details and
creative texts using literary elements of the
digital storytelling. text.
• Writing questions the
I.EFL.5.16.1 Learners can
learners would like to
respond to and
ask a character in the
interpret literary texts,
story and using the
including original stories
imagined answers to
written by peers, referring
write the next scene.
to details and literary
•Rewriting a fairy tale
elements of the text. (S.1,
from a modern point of
S.4, J.2)
view, using simple
ideas and phrases or
illustrations.
4 Traveling the Student learn to: Communication and Communication and CE.EFL.5.4 Communicate 5
World • give and ask for Cultural Awareness Cultural Awareness effectively using a variety
directions and EFL 5.1.11 Apply • Participating in short of media and formats,
information in a polite self-correcting and dialogues and role including ICT, by
way. self-monitoring plays. saying things in alternative
• ask people to agree strategies in social and • Practicing and deal ways and applying self-
with you. classroom with a need through a correcting and self-
• give emphasis to interactions by mini role play. monitoring strategies when
descriptions adjusting presentation
and comparisons. and language • Communicating with needed.
production to an “e-pal” from another
effectively express country or city. I.EFL.5.4.1 Learners can
opinions • Paraphrasing an idea communicate
and make evaluations. effectively using a variety
when a peer asks for
(Example: asking of media and formats,
clarification.
questions, starting including ICT, by saying
over, rephrasing, • Using a definition or things in alternative
exploring example to explain a ways and applying self-
alternative concept or word that correcting and self-
pronunciations, etc.) one monitoring strategies when
does not yet have the needed. (I.1, I.3, J.4)
Oral exact language for.
Communication: Oral Communication: CE.EFL.5.8 Interaction –
(Listening and (Listening and Interpersonal: Respond to
Speaking) Speaking) and build on other
EFL 5.2.14 Request • Comparing answers in people’s ideas in extended
and provide pairs or small groups. conversations on familiar
information and • Conducting a role- social and academic topics
assistance orally for play between two by expressing opinions and
personal, social and students on a given feelings and
academic purposes in topic. clarifying meaning.
order to clarify and • Working in pairs to I.EFL.5.8.1 Learners can
extend meaning in complete an respond to and build
spoken interactions. information gap on other people’s ideas in
activity. extended
Reading • Doing a mingle conversations on familiar
EFL 5.3.6 Display an activity where learners
appreciation of the social and academic
ask and answer topics by expressing
language by questions
interacting and opinions and feelings and
about things they have clarifying meaning. (I.3,
engaging with a or haven’t done.
variety of I.4, S.1, J.3, J.4)
• Observing to see
whether the learners
digital and print texts can interact effectively CE.EFL.5.12 Engage with
and resources and by and a variety of digital and
selecting and whether they are able to print texts and resources
evaluating these ask follow up questions. by evaluating and
materials as a means Reading detecting complexities and
to promote and • Recommending an discrepancies in the
strengthen literacy informational web site information in order to
skills and language to another learner. find the most appropriate
acquisition. • Reading two articles sources to support an idea
EFL 5.3.7 Detect on the same topic and or argument.
complexities and recording
discrepancies in discrepancies in the I.EFL.5.12.1 Learners can
information presented information. engage with a variety
in both print and • Reading about a topic of digital and print texts
online references and and then identifying and resources by
resources. reference materials and evaluating and detecting
sources that could be complexities and
Writing used to find out more discrepancies in the
EFL 5.4.2 Identify a information. information in order to
variety of types and • Reading a range of find
formats of potential texts from subject areas the most appropriate
resources and the and finding and sources to support an idea
value, purpose defining common or argument. (I.2, I.4, J.3)
and audience of each themes across content
for use in the CE.EFL.5.14 Identify,
areas. critically evaluate and
educational domain. Writing
(Example: recommend a variety of
• Identifying the best potential resources and
audio/video, resources for a writing
multimedia, references, including
project in pairs. digital tools, that support
website, database, • Using a list of criteria
book, thesaurus, collaboration and
in order to evaluate a productivity, for
scholarly/popular, web site.
current/historical, etc.) • Analyzing three educational and
academic use.
different types of
EFL 5.4.4 Select and dictionaries (e.g., I.EFL.5.14.1 Learners can
make effective use of online, English- identify, critically
a range of digital tools English, English- evaluate and recommend a
to write, edit, revise Spanish) and giving variety of potential
and reasons for using each. resources and references,
publish written work • Recommending a including digital tools,
in a way that supports reference article to a that support collaboration
collaboration, learning friend, giving specific and productivity, for
and productivity. reasons for the educational and academic
(Example: recommendation. use. (I.1, I.2, S.3, S.4)
image editing, Google Language through the
Drive, infographic Arts CE.EFL.5.18 Use a range
makers, audio and • Using a checklist to of criteria to evaluate and
video editing, evaluate the work of a recommend literary texts
presentation apps, performing artist, then to others, and
etc.) recommending his/her recognize how chosen
work to a peer. criteria affects evaluation.
Language through • Using a rubric as a
the Arts I.EFL.5.18.1 Learners can
model to write one’s
EFL 5.5.6 Evaluate use a variety of
own rubric.
one’s own and others’ • Brainstorming your criteria for evaluating and
work, individually and favorite free time recommending literary
collaboratively, on the activities, then selecting texts to others, and
basis of a recognize how chosen
and
variety of criteria, and recommending one for criteria affects evaluation.
recognize how chosen a peer in a video blog. (S.1, S.4, J.2, J.4)
criteria affect
evaluation. (Examples
of criteria:
clarity of ideas, use of
English grammar and
vocabulary, register,
originality, visual
presentation,
etc.)
5 News Media Students learn to: Communication and Communication and CE.EFL.5.2 Demonstrate 5
• tell and react to Cultural Awareness Cultural Awareness an ability to discuss
news. EFL 5.1.6 • Inviting a guest culture by analyzing
• describe natural Demonstrate an ability speaker from another cultural products and
disasters and to make informed country to class and referents
extreme weather. choices about and take asking from Ecuador and other
• talk about inventors, action on issues of and answering countries while making
inventions, artists and prejudice and questions about his/her informed choices about
artwork. discrimination. culture/country. and taking action on
• Adding expressions of issues of prejudice and
Oral politeness to dialogues. discrimination.
Communication: • Writing survey
(Listening and questions about socially I.EFL.5.2.1 Learners can
Speaking) and culturally exhibit an ability to
EFL 5.2.7 Present responsible discuss culture by
information clearly behaviors and analyzing cultural products
and effectively in a surveying classmates. and referents from
variety of oral forms Publishing the results in Ecuador and other
for a range of an countries
audiences and online chart. while making informed
purposes. (Example: • Brainstorming ways to choices about and taking
summarizing, counter discrimination action on issues of
paraphrasing, personal in one’s daily life. prejudice and
narratives, research Oral Communication: discrimination.
reports, essays, (Listening and (I.1, I.2, S.2, J.1, J.3)
articles, posters, charts Speaking)
CE.EFL.5.9 Production –
and another graphics, • Researching a topic
Fluency: Present
etc.). and preparing a information clearly and
presentation for the influence an audience
Reading class.
EFL 5.3.4 Find effectively through well-
specific predictable developed arguments in
information in short,
simple texts in a range • Recording a video prepared presentations and
of age- and about one’s opinion of a other forms of oral
levelappropriate story read in class. communication.
topics. (Example: • Sharing opinions in a
biographies, news way that encourages I.EFL.5.9.1 Learners can
articles, narratives, others to perform a present information
memoirs and personal specific action. clearly and influence an
accounts, formal • Using intonation to audience effectively
convince a partner to through well-developed
letters and emails,
take action. arguments in prepared
etc.)
• Summarizing a peer’s presentations and other
Writing opinion about a video forms of oral
EFL 5.4.3 Apply new seen in class. communication. (I.2, I.3,
and prior knowledge • Using a digital J.2)
in order to plan and presentation to raise
create texts and CE.EFL.5.10 Find specific
awareness about a local information and identify
determine if the issue.
new knowledge adds the main points in simple,
straightforward texts
value to or contradicts
on subjects of personal
prior information. interest or familiar
Language through academic topics while
the Arts making informed decisions
EFL 5.5.2 Make about
predictions, inferences one’s own reaction to the
and deductions to text.
demonstrate different
I.EFL.5.12.1 Learners can
levels of
engage with a variety
meaning of literary
of digital and print texts
texts presented orally
and resources by
or in digital form,
evaluating and detecting
including literal and
complexities and
implied meanings.
(Example: discrepancies in the
summarizing, information in order to
explaining and find
identifying, word the most appropriate
choice, symbols, sources to support an idea
points of view, etc.) or argument. (I.2, I.4, J.3)

Reading CE.EFL.5.15 Plan and


• Identifying produce well-constructed
unreliable resources informational texts by
on the Internet. applying the writing
• Using a rubric to process
evaluate a print or and while demonstrating
online resource. an ability to justify one’s
• Using a rubric to position on an argument
assess the validity of a through carefully
web site, according to selected information and
one’s academic needs appropriate language, tone
• Reading about a and evidence.
topic and then I.EFL.5.15.1 Learners can
identifying reference plan and produce
materials and well-constructed
sources that could be informational texts by
used to find out more applying
information. the writing process and
Writing while demonstrating an
• Writing new words ability to justify one’s
and phrases in a position on an argument
vocabulary notebook through carefully selected
and then information and
writing a text using appropriate language, tone
three words from your and evidence. (I.2,
vocabulary notebook. I.3, I.4, S.3, J.1)
• Writing a brochure CE.EFL.5.17 Demonstrate
about your opinion on and convey different levels
a topic and of meaning in literary texts
underlining by identifying
examples of distinguishing features,
persuasive language. interpreting implicit and
• Watching a video explicit messages and
about a controversial responding in a variety of
topic and writing a ways.
short
essay agreeing or I.EFL.5.17.1 Learners can
disagreeing with the demonstrate and
content presented. convey different levels of
• Exchanging writing meaning in literary
in pairs in order to texts by identifying
make suggestions distinguishing features,
about interpreting implicit and
things that could be explicit messages and
improved. responding in a variety of
Language through ways. (I.3, I.4, J.3)
the Arts
• Predicting the
content of a story
using the title and
pictures.
• Summarizing the
main idea.
• 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.
6 A Tech-World Students learn to: Communication and Communication and CE.EFL.5.4 Communicate 5
• talk about Internet Cultural Awareness Cultural Awareness effectively using a variety
habits and EFL 5.1.9 • Creating a “live” of media and formats,
wishes. Communicate video on Facebook to including ICT, by
• give instructions to information and ideas give an opinion on a saying things in alternative
use effectively to diverse unit ways and applying self-
technology. audiences using a topic. correcting and self-
• give opinions about variety of • Using social media to monitoring strategies when
technology. media and formats. network with teens needed.
across the globe.
Oral • Rating one’s self after I.EFL.5.4.1 Learners can
Communication: a speaking activity, communicate
(Listening and according to a set effectively using a variety
Speaking) rubric. of media and formats,
EFL 5.2.7 Present • Practicing a specific including ICT, by saying
information clearly self-correcting strategy things in alternative
and effectively in a during a pair work ways and applying self-
variety of oral forms activity. correcting and
for a range of • Recording student selfmonitoring
audiences and interactions in class and strategies when needed.
purposes. (Example: watching them later in (I.1, I.3, J.4)
summarizing, order to identify
paraphrasing, personal behaviors the learners CE.EFL.5.9 Production –
narratives, research Fluency: Present
need to increase and information clearly and
reports, essays, those
articles, posters, charts they need to decrease. influence an audience
and other graphics, effectively through well-
etc.) developed arguments in
EFL 5.2.8 Influence Oral Communication: prepared presentations and
an audience (Listening and other forms of oral
effectively through Speaking) communication.
persuasion, argument • Researching a topic
or negotiation using and preparing a I.EFL.5.9.1 Learners can
conventions and presentation for the present information
features of English. class. clearly and influence an
(Example: precise • Using a digital audience effectively
vocabulary, through well-developed
presentation to raise
pronunciation, arguments in prepared
awareness about a local
intonation, presentations and other
issue. forms of oral
presentation
strategies, etc.) • Recording a video communication. (I.2, I.3,
about one’s opinion of a J.2)
Reading story read in class.
CE.EFL.5.11 Identify and
EFL 5.3.9 Skim and • Sharing opinions in a
scan reference apply a range of reading
way that encourages
materials, in print or strategies in order to make
others to perform a
online, in order to texts meaningful and
specific action.
to select information within
identify information • Using intonation to
that might be of convince a partner to a text that might be of
practical use for one’s take action. practical use for one’s own
own research and • Summarizing a peer’s academic needs.
academic needs. opinion about a video I.EFL.5.11.1 Learners can
seen in class. Identify and apply a
Writing Reading
EFL 5.4.5 Justify and range of reading strategies
• Using a list to choose in order to make
explain the rationale the best sources for
for a position on an texts meaningful and to
finding information on select information within
argument, using a
persuasive a text that might be of
topic. practical use for one’s
language, tone, • Reading texts from
evidence and well- own academic needs. (I.1,
different subject areas
developed arguments I.2, I.4, S.3)
and choosing the best
through essays, title for each. CE.EFL.5.15 Plan and
editorials, movie and • Underlining main produce well-constructed
book reviews, position ideas from texts and informational texts by
papers and brochures. then using them to write applying the writing
questions the learner process
Language through has about the topic. and while demonstrating
the Arts • Identifying the correct an ability to justify one’s
EFL 5.5.8 Contribute format for an academic position on an argument
to team projects to text. through carefully
produce original • Finding online selected information and
works and solve resources that can be appropriate language, tone
problems while used for a range of and evidence.
effectively negotiating research
and managing projects. I.EFL.5.15.1 Learners can
interactions to Writing plan and produce
accomplish social and • Watching a video well-constructed
classroom tasks. about a controversial informational texts by
topic and writing a applying
short the writing process and
essay agreeing or while demonstrating an
disagreeing with the ability to justify one’s
content presented. position on an argument
• Exchanging writing in through carefully selected
pairs in order to make information and
suggestions about appropriate language, tone
things that could be and evidence. (I.2,
improved. I.3, I.4, S.3, J.1)
• Reading an article and
CE.EFL.5.19 Engage in
underlining examples of
collaborative activities
evidence the
through a variety of
author gives to support
student groupings in order
his/her position, then
to
writing a similar
position piece while solve problems and reflect
implementing your own on literary texts, and
examples and evidence. produce criteria for
Language through the evaluating the
Arts effectiveness of
• Searching the Internet the group.
for illustrations and
examples of effective I.EFL.5.19.1 Learners can
group collaborations engage in
and then sharing why collaborative activities
they are effective. through a variety of
• Discussing rules and student groupings in order
norms for a group to solve problems and
project before the reflect on literary texts,
project and produce criteria for
begins. evaluating the
• Participating in effectiveness of the group.
teambuilding activities. (I.1,
• Comparing answers in I.2, S.2, S.3, S.4, J.3, J.4)
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.
5. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/
ELABORATED REVISED BY APPROVED BY
BY
TEACHER(S): NAME: Ing. Jaime Patricio Lliguicota Guarquila NAME:
Signature: Signature: Signature:
Date: Date: Date:
School’s Name: Year: 2016-2017
UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 1 Objectives:
A2.2 Inspirational O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
People thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into
responsible academic behavior.
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.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English,
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral including nonverbal communication, and apply them in appropriate
communication features by applying them in appropriate contexts. contexts.
(Example: use of stress, intonation, pace, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other
EFL 5.2.11 Express opinions on abstract topics, such as film and people’s ideas in extended
music, and concrete topics, such as personal experiences, while conversations on familiar social and academic topics by expressing
describing one’s reactions to them and others’ opinions. opinions and feelings and
clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and
EFL 5.3.4 Find the most important information in print or online resources by evaluating and
sources in order to support an idea or argument. (Example: Internet detecting complexities and discrepancies in the information in order to
search engines, online advertising, online or print timetables, web find the most appropriate
pages, posters, adverts, catalogues, etc.) sources to support an idea or argument.
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of
EFL 5.4.4 Select and make effective use of a range of digital tools to potential resources and
write, edit, revise and publish written work in a way that supports references, including digital tools, that support collaboration and
collaboration, learning and productivity. (Example: productivity, for educational and
image editing, Google Drive, infographic makers, audio and video academic use.
editing, presentation apps, CE.EFL.5.15 Plan and produce well-constructed informational texts by
etc.) applying the writing process
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer and while demonstrating an ability to justify one’s position on an
editing and proofreading (i.e., “the writing process”) to produce well- argument through carefully
constructed informational texts. selected information and appropriate language, tone and evidence.
Language through the Arts CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary
EFL 5.5.6 Evaluate one’s own and others’ work, individually and texts to others, and
collaboratively, on the basis of a variety of criteria, and recognize how recognize how chosen criteria affects evaluation.
chosen criteria affect evaluation. (Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register,
originality, visual presentation, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Participating in short role plays using a range of EFL Awareness • Think about a person you
verbal and for Subnivel BGU I.EFL.5.3.1 Learners can interpret admire.
nonverbal communication. • Student’s Book cultural and • Write some sentences about this
• Talking in pairs about a video learners have English A2.2 language patterns in English, person.
watched using only (including including • In groups, share your sentences
English. interactive nonverbal communication, and to discover
• Watching a video and identifying desirable version) apply them in things in common.
language use. • Audio CD appropriate contexts. (I.3, I.4, S.1, • Write questions you would you
• Teacher’s Guide S.2) like to ask to
• Comparing nonverbal and body language • Posters and Oral Communication this person.
between L1 and L2 pictures I.EFL.5.12.1 Learners can engage • Create a visual presentation with
cultures. about the topic with a variety this
• Creating selfie videos for class assignments and • Photocopiable of digital and print texts and information and present it to the
sharing them on a worksheets (TG) resources by class.
class blog. • Quiz Time (SB) evaluating and detecting Techniques
Oral Communication: (Listening and complexities and Reading
Speaking) discrepancies in the information in • Look at the images and the title
• Playing a conversation game, where learners order to find the most appropriate of the lesson
move their tokens sources to support an idea and guess what it will be about.
around the board after choosing a card and or argument. (I.2, I.4, J.3) • Read the questions and complete
answering the question. Reading the table
• Working in pairs to complete an information gap I.EFL.5.12.1 Learners can engage as fast as possible.
activity. with a variety Listening
• Doing a mingle activity where learners ask and of digital and print texts and • Complete the exercise before
answer questions resources by listening.
about things they have or haven’t done. evaluating and detecting • Listen to the conversation and
• Observing whether the learners can interact complexities and follow the
effectively and discrepancies in the information in intonation.
whether they are able to ask follow up questions order to find Speaking
in order to extend the most appropriate sources to • Talk to the class about a person
the exchange. support an idea you admire
• Establishing a clear expectation of English use or argument. (I.2, I.4, J.3) Writing
for classroom Writing • Take notes about relevant facts
functions. Informal assessment could involve I.EFL.5.18.1 Learners can use a from the text.
personal notes from variety of • Highlight clue words from the
the teacher to learners who use L2 regularly. criteria for evaluating and reading.
Reading recommending literary Instruments for oral and
• Reading quickly looking for words in each texts to others, and recognize how written evaluation
paragraph. chosen • Rubrics
• Getting familiar with the topic of a text, taking a criteria affects evaluation. (S.1, S.4, • Portfolio
quick look at the J.2, J.4) • Oral interviews individual/ in
vocabulary it contains. Language through the Arts pairs
• Essay Tests
• Comparing and contrasting the opinions of two I.EFL.5.18.1 Learners can use a • Practical Exams.
experts on a topic variety of • Writing Tests
of personal interest. criteria for evaluating and • Training Test
• Identifying unreliable resources on the Internet. recommending literary
• Reading about a topic and then identifying texts to others, and recognize how
reference materials and chosen
sources that could be used to find out more criteria affects evaluation. (S.1, S.4,
information. J.2, J.4)
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.
• Discussing how visual presentation can change
your response to a
literary text.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
CLIL Components Transversal Axes
Science/Technology/Arts: To create a web profile and make a visual presentation of Intercultural awareness, tolerance, respect,
an inspirational person in your multiculturalism, responsibility,
life activities. solidarity, etc..
Prepared by Revised by Approved by
Teacher: Ing. Jaime Patricio Lliguicota Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date:

School’s Name: Year: 2016-2017


UNIDAD EDUCATIVA SINAI
1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 1 Objectives:
A2.2 Experience O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to
Culture! comprehend the role of diversity in
building an intercultural and multinational society.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into
responsible academic behavior.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing
EFL 5.1.3 Find parallels between Ecuadorian cultural and political cultural products and referents
referents and those of other from Ecuador and other countries while making informed choices about
countries by talking about holidays, symbols, customs and schooling. and taking action on
issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of
EFL 5.2.2 Identify the main idea and some details of recorded news audio recordings (e.g.,
reports, documentaries and interviews, dialogues, etc.) and deduce the meanings of unfamiliar
interviews reporting on seasonal festivities, environmental issues, food phrases and words in familiar
and international contexts, provided speech is clear and visuals help support meaning.
customs, climate, weather, etc., where the visuals support the
commentary.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to
EFL 5.3.2 Identify and use reading strategies to make informative and make texts meaningful and
narrative texts to select information within a text that might be of practical use for
comprehensible and meaningful. (Example: skimming, scanning, one’s own academic needs.
previewing, reading for main
ideas and details, using structural and context clues, cognates, format,
sequence, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of
EFL 5.4.2 Identify a variety of types and formats of potential resources potential resources and
and the value, purpose references, including digital tools, that support collaboration and
and audience of each for use in the educational domain. (Ex-ample: productivity, for educational and
audio/video, multimedia, academic use..
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, audio and video
editing, presentation apps,
etc.)
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings in order to
student groupings to share, solve problems and reflect on literary texts, and produce criteria for
reflect on, express and interpret opinions and evaluations of a range of
evaluating the effectiveness of
literary text. the group.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Researching how teens in other countries/regions EFL Awareness • Get in groups and talk about bad
of Ecuador live for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an behaviors
and presenting the information to peers. • Student’s Book ability to in teens.
• Brainstorming ways to counter discrimination in English A2.2 discuss culture by analyzing • Each group thinks an idea to
one’s daily life. (including cultural products promote an
• Researching a cultural or social symbol of interactive and referents from Ecuador and educational campaign against that
Ecuadorian culture and version) other countries behavior.
discussing the findings in small groups. • Audio CD while making informed choices • Prepare a set of
• Choosing pictures that demonstrate tolerance • Teacher’s Guide about and taking recommendations.
and empathy
towards groups that are sometimes discriminated • Posters and action on issues of prejudice and • Assign responsibilities:
and finding ways pictures discrimination. designing flyers or
to make sure these groups feel included in about family (I.1, I.2, S.2, J.1, J.3) posters, preparing speeches and
Ecuadorian society. • Photocopiable Oral Communication slogans.
• Simulating desirable social and cultural worksheets (TG) I.EFL.5.5.1 Learners can identify • Rehearse the presentation.
behaviors through role play • Quiz Time (SB) the main idea • Carry out the campaign.
activities. in a variety of audio recordings Reading
Oral Communication: (Listening and (e.g., interviews, • Scan the text for the main idea.
Speaking) unfamiliar phrases and words in • Find supporting ideas for better
• Using context clues to deduce the meaning of an familiar contexts comprehension.
expression in a where speech is clear and visuals Listening
conversation between a waiter and a customer. help support • Listen to the audio with the eyes
• Listening to a radio ad and identifying the meaning. (I.3, I.4) close.
product being sold. Reading • Pay attention to key words to
• Using pictures and other visuals to predict the I.EFL.5.11.1 Learners can Identify identify relevant
main idea of a short and apply a details in the speech.
conversation. range of reading strategies in order Speaking
• Listening for specific words in a conversation to make • Share an amazing experience
and trying to guess texts meaningful and to select with the class.
the meaning from the context. information within • Support your ideas giving
Reading a text that might be of practical use reasons.
• Underlining the cognates in a short text. for one’s Writing
• Skimming online reference web sites for ones own academic needs. (I.1, I.2, I.4, • Use connectors to join your
that have the S.3) ideas.
information needed for a research project. Writing Instruments for oral and
• Reading about a topic and then identifying I.EFL.5.18.1 Learners can use a written evaluation
reference materials and variety of • Rubrics
sources that could be used to find out more criteria for evaluating and • Portfolio
information. recommending literary • Oral interviews individual/ in
• Reading texts from different subject areas and texts to others, and recognize how pairs
choosing the best chosen • Essay Tests
title for each. criteria affects evaluation. (S.1, S.4, • Practical Exams.
•Underlining main ideas from texts and then using J.2, J.4) • Writing Tests
them to write Language through the Arts • Training Test
questions the learner has about the topic. I.EFL.5.19.1 Learners can engage
Writing in
• Recommending a web site to another learner. collaborative activities through a
• Finding a variety of online references to practice variety of
a grammar student groupings in order to solve
structure, then recommending the best one to the problems and
class. reflect on literary texts, and
• Reading an online restaurant review and produce criteria for
identifying common evaluating the effectiveness of the
linguistic features, such as use of adjectives and group. (I.1,
opinions. Learners I.2, S.2, S.3, S.4, J.3, J.4)
use the same features to write their own review of
a movie they’ve
seen.
Language through the Arts
• 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.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes


Science/Technology/Arts: To elaborate a project group to carry out a learning Intercultural awareness, tolerance, respect,
campaign promoting cultural literacy. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

School’s Name: Year: 2016-2017


UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 3 Objectives:
A2.2 Story Time! O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into
responsible academic behavior.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English,
including nonverbal
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral communication, and apply them in appropriate contexts.
communication features
by applying them in appropriate contexts. (Example: use of stress,
intonation, pace, etc.).
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and
EFL 5.2.7 Present information clearly and effectively in a variety of influence an audience
oral forms for a range of effectively through well-developed arguments in prepared presentations
audiences and purposes. (Example: summarizing, paraphrasing, and other forms of oral
personal narratives, research communication.
reports, essays, articles, posters, charts and another graphics, etc.)
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to
EFL 5.3.2 Identify and use reading strategies to make informative and make texts meaningful and
narrative texts to select information within a text that might be of practical use for
comprehensible and meaningful. (Example: skimming, scanning, one’s own academic needs.
previewing, reading for main
ideas and details, using structural and context clues, cognates, format,
sequence, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer applying the writing process
editing and proofreading (i.e., and while demonstrating an ability to justify one’s position on an
“the writing process”) to produce well-constructed informational texts. argument through carefully
EFL 5.4.8 Create an effective voice, using a variety of writing styles selected information and appropriate language, tone and evidence.
appropriate to different CE.EFL.5.14 Identify, critically evaluate and recommend a variety of
audiences, purposes and settings, and adjust these styles as necessary. potential resources and
references, including digital tools, that support collaboration and
productivity, for educational and
academic use.
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original
EFL 5.5.5 Create original, imaginative stories using appropriate stories written by peers,
vocabulary and elements of the referring to details and literary elements of the text.
literature learners have read or heard.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Listening to a dialogue and identifying examples EFL Awareness • Talk about the kinds of stories
of humor. for Subnivel BGU I.EFL.5.3.1 Learners can interpret you like.
• Talking in pairs about a video learners have • Student’s Book cultural and • Choose one story. Explain why!
watched using only English A2.2 language patterns in English, • Create a new version of the story
English. (including including you chose.
• Demonstrating appropriate language use during interactive nonverbal communication, and • Select two endings and discuss
class, group and version) apply them in the best
pair discussions. • Audio CD appropriate contexts. (I.3, I.4, S.1, possible results.
• Practicing the use of expressions of politeness • Teacher’s Guide S.2) • Map your story.
during collaborative • Posters and Oral Communication • Write a summary.
pair and small group work. pictures I.EFL.5.9.1 Learners can present • Create or recreate a story and
Oral Communication: (Listening and about family information tell it in a
Speaking) • Photocopiable clearly and influence an audience storytelling show.
• Sharing opinions in a way that encourages others worksheets (TG) effectively Techniques.
to perform a • Quiz Time (SB) through well-developed arguments Reading
specific action. in prepared • Identify the most important
• Using intonation to convince a partner to take presentations and other forms of elements in a
action. oral story: characters, setting, conflict,
• Summarizing a peer’s opinion about a video communication. (I.2, I.3, J.2) resolution.
seen in class. Reading • Scan the story for unknown
• Using a digital presentation to raise awareness I.EFL.5.11.1 Learners can Identify vocabulary. Try
about a local issue. and apply a to find their meaning through the
• Listening to a talk on a subject of interest and range of reading strategies in order text.
paraphrasing the to make texts meaningful and to Listening
main points for a partner. select information within • Identify key expressions in the
Reading a text that might be of practical use dialogues.
• Reading a short story from the Internet and for one’s • Listen to the contractions
highlighting interesting own academic needs. (I.1, I.2, I.4, carefully.
facts, then comparing them with those of a S.3) Speaking
partner. Writing • Read a story aloud.
• Using an online digital tool such as Work flowy I.EFL.5.14.1 Learners can identify, • Talk about your favorite kind of
to map out the most critically stories.
Writing
important ideas from a reading, and then adding evaluate and recommend a variety • Write down simple sentences
appropriate of potential with the new
subheadings to each section of the text. resources and references, including vocabulary.
• Using an interesting idea from a text to inspire digital tools, • Summarize a story identifying
extra research. that support collaboration and the most
• Predicting main ideas by reading the title and productivity, for important information.
using other educational and academic use. (I.1, Instruments for oral and
contextual clues (e.g., illustrations, subheadings, I.2, S.3, S.4) written evaluation
etc.). I.EFL.5.15.1 Learners can plan and • Rubrics
• Underlining the cognates in a short text. produce • Portfolio
•Skimming online reference web sites for ones well-constructed informational • Oral interviews individual/ in
that have the texts by applying pairs
information needed for a research project. the writing process and while • Essay Tests
• Scanning a text for the main characters. demonstrating an • Practical Exams.
Writing ability to justify one’s position on • Writing Tests
▪ Direct students’ attention to the grammar and an argument • Training Test
have them choose through carefully selected
the correct option to form the rules and complete information and
the examples. appropriate language, tone and
▪ Activate the vocabulary, invite students to evidence. (I.2,
describe magical I.3, I.4, S.3, J.1)
characters, people and places. Model an example: Language through the Arts
Fairies can fly. I.EFL.5.16.1 Learners can respond
▪ Encourage students to predict the meaning of to and
these idioms and interpret literary texts, including
use clues in the context to guess their meaning. original stories
• Recommending a web site to another learner. written by peers, referring to details
• 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.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes


Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date:

School’s Name: Year: 2016-2017


UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 4 Objectives:
A2.2 Traveling the O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and
World inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure standpoint of their own national and cultural
identity.
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to
comprehend the role of diversity in
building an intercultural and multinational society.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into
responsible academic behavior.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and
EFL 5.1.11 Apply self-correcting and self-monitoring strategies in formats, including ICT, by
social and classroom saying things in alternative ways and applying self-correcting and self-
interactions by adjusting presentation and language production to monitoring strategies when
effectively express opinions needed.
and make evaluations. (Example: asking questions, starting over,
rephrasing, exploring
alternative pronunciations, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other
EFL 5.2.14 Request and provide information and assistance orally for people’s ideas in extended
personal, social and conversations on familiar social and academic topics by expressing
academic purposes in order to clarify and extend meaning in spoken opinions and feelings and
interactions. clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and
EFL 5.3.6 Display an appreciation of the language by interacting and resources by evaluating and
engaging with a variety of detecting complexities and discrepancies in the information in order to
digital and print texts and resources and by selecting and evaluating find the most appropriate
these materials as a means sources to support an idea or argument.
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 CE.EFL.5.14 Identify, critically evaluate and recommend a variety of
EFL 5.4.2 Identify a variety of types and formats of potential resources potential resources and
and the value, purpose references, including digital tools, that support collaboration and
and audience of each for use in the educational domain. (Example: productivity, for educational and
audio/video, multimedia, academic use.
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
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 CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary
EFL 5.5.6 Evaluate one’s own and others’ work, individually and texts to others, and
collaboratively, on the basis of a recognize how chosen criteria affects evaluation.
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.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Participating in short dialogues and role plays. EFL Awareness • Think about great places to visit
• Practicing and deal with a need through a mini for Subnivel BGU I.EFL.5.4.1 Learners can in your
role play. • Student’s Book communicate country.
• Communicating with an “e-pal” from another English A2.2 effectively using a variety of media • Investigate about these places
country or city. (including and formats, and get the
• Paraphrasing an idea when a peer asks for interactive including ICT, by saying things in most relevant information.
clarification. version) alternative • Choose one interesting place to
• Using a definition or example to explain a • Audio CD ways and applying self-correcting recommend.
concept or word that one • Teacher’s Guide and self- monitoring strategies • Write a brochure about this
does not yet have the exact language for. • Posters and when needed. (I.1, I.3, J.4) place.
Oral Communication: (Listening and pictures Oral Communication • Tell the class why they should
Speaking) about family I.EFL.5.8.1 Learners can respond to visit this place.
• Comparing answers in pairs or small groups. • Photocopiable and build Techniques
• Conducting a role-play between two students on worksheets (TG) on other people’s ideas in extended Reading
a given topic. • Quiz Time (SB) conversations on familiar social and • Identify the intention of each
• Working in pairs to complete an information gap academic paragraph in the
activity. topics by expressing opinions and text.
• Doing a mingle activity where learners ask and feelings and • Scan the dialog and highlight the
answer questions clarifying meaning. (I.3, I.4, S.1, words you
about things they have or haven’t done. J.3, J.4) hesitate in their pronunciation.
• Observing to see whether the learners can Reading Listening
interact effectively and I.EFL.5.12.1 Learners can engage • Scan the dialog and highlight the
whether they are able to ask follow up questions. with a variety words you
Reading of digital and print texts and hesitate in their pronunciation.
• Recommending an informational web site to resources by Speaking
another learner. evaluating and detecting • Use tag questions to confirm
• Reading two articles on the same topic and complexities and information you
recording discrepancies in the information in are not sure.
discrepancies in the information. order to find • Try to use all the new words and
• Reading about a topic and then identifying the most appropriate sources to expressions
reference materials and support an idea studied at the lesson in a
sources that could be used to find out more or argument. (I.2, I.4, J.3) conversation.
information. Writing Writing
• Reading a range of texts from subject areas and I.EFL.5.14.1 Learners can identify, • Write a brochure using the
finding and critically model.
defining common themes across content areas. evaluate and recommend a variety Instruments for oral and
Writing of potential written evaluation
• Identifying the best resources for a writing resources and references, including • Rubrics
project in pairs. digital tools, • Portfolio
• Using a list of criteria in order to evaluate a web that support collaboration and • Oral interviews individual/ in
site. productivity, for pairs
• Analyzing three different types of dictionaries educational and academic use. (I.1, • Essay Tests
(e.g., online, English- I.2, S.3, S.4) • Practical Exams.
English, English-Spanish) and giving reasons for Language through the Arts • Writing Tests
using each. I.EFL.5.18.1 Learners can use a • Training Test
• Recommending a reference article to a friend, variety of
giving specific criteria for evaluating and
reasons for the recommendation. recommending literary
Language through the Arts texts to others, and recognize how
• Using a checklist to evaluate the work of a chosen
performing artist, then criteria affects evaluation. (S.1, S.4,
recommending his/her work to a peer. J.2, J.4)
• 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.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes


Science/Technology/Arts: To design a brochure about tourist information on a place Intercultural awareness, tolerance, respect,
of your selection. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date:

School’s Name: Year: 2016-2017


UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 5 Objectives:
A2.2 News Media O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to
comprehend the role of diversity in
building an intercultural and multinational society.
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing
EFL 5.1.6 Demonstrate an ability to make informed choices about and cultural products and referents
take action on issues of from Ecuador and other countries while making informed choices about
prejudice and discrimination. and taking action on
issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and
EFL 5.2.7 Present information clearly and effectively in a variety of influence an audience
oral forms for a range of effectively through well-developed arguments in prepared presentations
audiences and purposes. (Example: summarizing, paraphrasing, and other forms of oral
personal narratives, research communication.
reports, essays, articles, posters, charts and another graphics, etc.).
Reading CE.EFL.5.10 Find specific information and identify the main points in
EFL 5.3.4 Find specific predictable information in short, simple texts simple, straightforward texts
in a range of age- and levelappropriate on subjects of personal interest or familiar academic topics while
topics. (Example: biographies, news articles, narratives, memoirs and making informed decisions about
personal one’s own reaction to the text.
accounts, formal letters and emails, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by
applying the writing process
EFL 5.4.3 Apply new and prior knowledge in order to plan and create and while demonstrating an ability to justify one’s position on an
texts and determine if the argument through carefully
new knowledge adds value to or contradicts prior information. selected information and appropriate language, tone and evidence.
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate literary texts by identifying
different levels of distinguishing features, interpreting implicit and explicit messages and
meaning of literary texts presented orally or in digital form, including responding in a variety of
literal and implied meanings. ways.
(Example: summarizing, explaining and identifying, word choice,
symbols, points of view, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Inviting a guest speaker from another country to EFL Awareness • Brainstorm situations or events
class and asking for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an you would
and answering questions about his/her • Student’s Book ability to like to report on: The school needs
culture/country. English A2.2 discuss culture by analyzing new
• Adding expressions of politeness to dialogues. (including cultural products computers. The soccer pitch is
• Writing survey questions about socially and interactive and referents from Ecuador and damaged.
culturally responsible version) other countries • Select some situations and
behaviors and surveying classmates. Publishing • Audio CD while making informed choices explain why you
the results in an • Teacher’s Guide about and taking would make a great piece of news.
online chart. • Posters and action on issues of prejudice and • Create questions to explore your
• Brainstorming ways to counter discrimination in pictures discrimination. piece of
one’s daily life. about family (I.1, I.2, S.2, J.1, J.3) news.
Oral Communication: (Listening and • Photocopiable Oral Communication • Investigate the answers to those
Speaking) worksheets (TG) I.EFL.5.9.1 Learners can present questions:
• Researching a topic and preparing a presentation • Quiz Time (SB) information read, talk to people, interview
for the class. clearly and influence an audience people, etc.
• Recording a video about one’s opinion of a story effectively • Write your news following the
read in class. through well-developed arguments suggestions in
• Sharing opinions in a way that encourages others in prepared the writing section.
to perform a presentations and other forms of • Look for photos that go with
specific action. oral your article and
• Using intonation to convince a partner to take communication. (I.2, I.3, J.2) adapt it for an oral presentation.
action. Reading Techniques
• Summarizing a peer’s opinion about a video I.EFL.5.12.1 Learners can engage Reading
seen in class. with a variety • Categorize words from the text
• Using a digital presentation to raise awareness of digital and print texts and to remember
about a local issue. resources by them better.
Reading evaluating and detecting Listening
• Identifying unreliable resources on the Internet. complexities and • Take notes while you listen the
• Using a rubric to evaluate a print or online discrepancies in the information in conversation.
resource. order to find • In pairs, ask and answer
• Using a rubric to assess the validity of a web the most appropriate sources to questions about the
site, according to support an idea audio.
one’s academic needs or argument. (I.2, I.4, J.3) Speaking
• Reading about a topic and then identifying Writing • Tell a disaster you know trying
reference materials and I.EFL.5.15.1 Learners can plan and to make
sources that could be used to find out more produce emphasis in the pronunciation of
information. well-constructed informational the regular
Writing texts by applying verbs ending.
• Writing new words and phrases in a vocabulary the writing process and while • Share information with a partner
notebook and then demonstrating an about what
writing a text using three words from your ability to justify one’s position on you understood from the audio.
vocabulary notebook. an argument Writing
• Writing a brochure about your opinion on a topic through carefully selected • Choose five new words and try
and underlining information and to write their
examples of persuasive language. appropriate language, tone and definition.
• Watching a video about a controversial topic and evidence. (I.2, • Think in a disaster and write
writing a short I.3, I.4, S.3, J.1) some preventive
essay agreeing or disagreeing with the content Language through the Arts measures to take into account.
presented. I.EFL.5.17.1 Learners can Instruments for oral and
• Exchanging writing in pairs in order to make demonstrate and written evaluation
suggestions about convey different levels of meaning • Rubrics
things that could be improved. in literary • Portfolio
Language through the Arts texts by identifying distinguishing • Oral interviews individual/ in
features, pairs
• Predicting the content of a story using the title interpreting implicit and explicit • Essay Tests
and pictures. messages and • Practical Exams.
• Summarizing the main idea. responding in a variety of ways. • Writing Tests
• Underlining the words in a text that influence the (I.3, I.4, J.3) • Training Test
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.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes


Science/Technology/Arts: To present a news broadcast reporting on an interesting Intercultural awareness, tolerance, respect,
event at school. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date:


School’s Name: Year: 2016-2017
UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 6 Objectives:
A2.2 A Tech-World 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.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and
EFL 5.1.9 Communicate information and ideas effectively to diverse formats, including ICT, by
audiences using a variety of saying things in alternative ways and applying self-correcting and self-
media and formats. monitoring strategies when
needed.
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and
EFL 5.2.7 Present information clearly and effectively in a variety of influence an audience
oral forms for a range of effectively through well-developed arguments in prepared presentations
audiences and purposes. (Example: summarizing, paraphrasing, and other forms of oral
personal narratives, research communication..
reports, essays, articles, posters, charts and other graphics, etc.)
EFL 5.2.8 Influence an audience effectively through persuasion,
argument or negotiation using
conventions and features of English. (Example: precise vocabulary,
pronunciation, intonation,
presentation strategies, etc.)
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to
EFL 5.3.9 Skim and scan reference materials, in print or online, in make texts meaningful and
order to identify information to select information within a text that might be of practical use for
that might be of practical use for one’s own research and academic one’s own academic needs.
needs.
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by
EFL 5.4.5 Justify and explain the rationale for a position on an applying the writing process
argument, using persuasive and while demonstrating an ability to justify one’s position on an
language, tone, evidence and well-developed arguments through argument through carefully
essays, editorials, movie and selected information and appropriate language, tone and evidence.
book reviews, position papers and brochures.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of
EFL 5.5.8 Contribute to team projects to produce original works and student groupings in order to
solve problems while solve problems and reflect on literary texts, and produce criteria for
effectively negotiating and managing interactions to accomplish socialevaluating the effectiveness of
and classroom tasks. the group.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Creating a “live” video on Facebook to give an EFL Awareness • Think about popular tech
opinion on a unit for Subnivel BGU I.EFL.5.4.1 Learners can devices and survey
topic. • Student’s Book communicate your classmates to find out which
• Using social media to network with teens across English A2.2 effectively using a variety of media ones they
the globe. (including and formats, have or wish they had
• Rating one’s self after a speaking activity, interactive including ICT, by saying things in • Find out what they do with their
according to a set rubric. version) alternative devices and
• Practicing a specific self-correcting strategy • Audio CD ways and applying self-correcting how they use them: What
during a pair work • Teacher’s Guide and selfmonitoring activities do you do
activity. • Posters and strategies when needed. (I.1, I.3, with your cell phone? What
• Recording student interactions in class and pictures J.4) activities do you
watching them later in about family Oral Communication wish you could do?
order to identify behaviors the learners need to • Photocopiable I.EFL.5.9.1 Learners can present • Brainstorm on the different
increase and those worksheets (TG) information technological
they need to decrease. clearly and influence an audience habits people have when they
Oral Communication: (Listening and effectively entertain and
Speaking) through well-developed arguments communicative. Some people
• Researching a topic and preparing a presentation in prepared spend too much
for the class. presentations and other forms of time on the Internet.
• Using a digital presentation to raise awareness oral • Survey your friend´s tech habits
about a local issue. communication. (I.2, I.3, J.2) to confirm or refute your ideas:
• Recording a video about one’s opinion of a story Reading Do you spend a lot of time
read in class. I.EFL.5.11.1 Learners can Identify online? How much?
• Sharing opinions in a way that encourages others and apply a • Create a graph illustrating the
to perform a range of reading strategies in order findings to the
specific action. to make survey.
• Using intonation to convince a partner to take texts meaningful and to select • Analyze the results and write a
action. information within report.
• Summarizing a peer’s opinion about a video a text that might be of practical use Techniques
seen in class. for one’s Reading
Reading own academic needs. (I.1, I.2, I.4, • Scan the text for the answers to
• Using a list to choose the best sources for S.3) pre-reading
finding information on a Writing questions.
topic. I.EFL.5.15.1 Learners can plan and • Underline the sentences that
• Reading texts from different subject areas and produce support your
choosing the best well-constructed informational answers in the report.
title for each. texts by applying Listening
• Underlining main ideas from texts and then the writing process and while • Try to infer information of the
using them to write demonstrating an activity by using
questions the learner has about the topic. ability to justify one’s position on the context and your own ideas
• Identifying the correct format for an academic an argument about the
text. through carefully selected situation.
• Finding online resources that can be used for a information and Speaking
range of research appropriate language, tone and • Share a wish you have with a
projects. evidence. (I.2, classmate.
Writing I.3, I.4, S.3, J.1) Writing
• Watching a video about a controversial topic and Language through the Arts • Use synonyms and antonyms to
writing a short I.EFL.5.19.1 Learners can engage give a
essay agreeing or disagreeing with the content in definition of a new word.
presented. collaborative activities through a Instruments for oral and
• Exchanging writing in pairs in order to make variety of written evaluation
suggestions about student groupings in order to solve • Rubrics
things that could be improved. problems and • Portfolio
• Reading an article and underlining examples of reflect on literary texts, and • Oral interviews individual/ in
evidence the produce criteria for pairs
author gives to support his/her position, then evaluating the effectiveness of the • Essay Tests
writing a similar group. (I.1, • Practical Exams.
position piece while implementing your own I.2, S.2, S.3, S.4, J.3, J.4) • Writing Tests
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.
• 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.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes


Science/Technology/Arts: To create survey on tech issues and present it with a graph. Intercultural awareness, tolerance, respect,
multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date: