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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.
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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

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on familiar social and academic
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 5.3.2 Identify and use reading strategies Underlining interesting facts in a text and then range of reading strategies in
to make informative and narrative texts doing a little research on the topic. order to make texts meaningful
comprehensible and meaningful. (Example: • Using an interesting idea from a text to inspire and to select information within
skimming, scanning, previewing, reading for extra research on a topic. a text that might be of practical
main ideas and details, using structural and • Predicting main ideas by reading the title and use for one’s own academic
context clues, cognates, format, sequence, using other contextual clues (e.g., illustrations, needs.
etc.). subheadings, etc.). I.EFL.5.11.1 Learners can Identify
• Skimming online reference web sites for ones and apply a range of reading
that have the information needed for a research strategies in order to make texts
project. meaningful and to select
• Scanning a text for the main characters. information within
a text that might be of practical
use for one’s own academic
needs. (I.1, I.2, I.4, S.3)

Writing Writing CE.EFL.5.15 Plan and produce


EFL 5.4.3 Apply new and prior knowledge in Writing new words and phrases in a vocabulary well-constructed informational
order to plan and create texts and determine notebook and then writing a text using three texts by applying the writing
if the new knowledge adds value to or words from your vocabulary notebook. process and while demonstrating
contradicts prior information. • Using new words or information from a class an ability to justify one’s position
EFL 5.4.5 Justify and explain the rationale for lesson and creating an online game to practice on an argument through
a position on an argument, using persuasive them, then sharing and playing the game with the carefully selected information
language, tone, evidence and well-developed rest of the class. and appropriate language, tone
arguments through essays, editorials, movie • Exchanging writing in pairs in order to make and evidence.
and book reviews, position papers and suggestions about things that could be improved. I.EFL.5.15.1 Learners can plan
brochures. 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
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evidence. (I.2,
I.3, I.4, S.3, J.1)

Language through the Arts Language through the Arts CE.EFL.5.18 Use a range of
EFL 5.5.4 Read aloud with confidence, • Brainstorming features and conventions of a criteria to evaluate and
accuracy, fluency and expression to genre and then reading an example in order to recommend literary texts to
demonstrate understanding and to convey locate each one. others, and recognize how
an interpretation of meaning. • 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

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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
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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 Language through the Arts CE.EFL.5.19 Engage in
EFL 5.5.8 Contribute to team projects to • Writing a checklist in pairs to use to evaluate collaborative activities through a
produce original works and solve problems another group’sproject. variety of student groupings in
while effectively negotiating and managing • Searching the Internet for illustrations and order to solve problems and
interactions to accomplish social and examples of effective group collaborations and reflect on literary texts, and
classroom tasks. then sharing why they are effective. produce criteria for evaluating
• Comparing answers in pairs in order to help each the effectiveness of the group.
other understand errors or concepts. 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
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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)

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Reading Reading CE.EFL.5.10 Find specific
EFL 5.3.3 Determine the main conclusion in • Read quickly looking for words each paragraph. information and identify the
texts which clearly argue a point of view in • To get familiar with the topic of a text, take a main points in simple,
order to make informed decisions about quick look at the straightforward texts on subjects
one’s own opinion and reaction to the text. *Reading a text and answering information of personal interest or familiar
questions. academic topics while making
• Choosing from a list of words to complete gaps informed decisions about one’s
from a reading. own reaction to the text.
• Reading a paragraph about a familiar content I.EFL. 5.10.1 Learners can find
area subject and then correcting incorrect specific information and identify
sentences. 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 • Finding a variety of online references to practice evaluate and recommend a
references, including those found on the a grammar structure, then recommending the variety of potential resources
web, and recommend print and digital best one to the class. and references, including digital
sources to other learners. • Using new words or information from a class tools, that support collaboration
EFL 5.4.2 Identify a variety of types and lesson and creating an online game to practice and productivity, for educational
formats of potential resources and the value, them, then sharing and playing the game with the and academic use.
purpose and audience of each for use in the rest of the class. I.EFL.5.14.1 Learners can
educational domain. (Example: audio/video, • Reading a dialogue which serves as a model text, identify, critically evaluate and
multimedia, website, database, book, then writing a similar dialogue on a different topic recommend a variety of
thesaurus, scholarly/popular, while implementing new words/expressions from potential resources and
current/historical, etc.) 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
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share, reflect on, express and interpret evaluated. order to solve problems and
opinions and evaluations of a range of • Discussing how visual presentation can change reflect on literary texts, and
literary texts. (Example: small groups, your response to a literary text. produce criteria for evaluating
cooperative learning groups, literature • Creating a group presentation using the effectiveness of the group.
circles, process writing groups, etc.) biteslide.com. I.EFL.5.19.1. Learners can engage
• Finding a reliable source to back up a statement 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 Oral Communication: (Listening and Speaking) CE.EFL.5.7 Production – Accuracy
Speaking) • Recording in-class conversations and dialogues and Intelligibility: Use
EFL 5.2.12 Use appropriate vocabulary, in order to make note of correct and appropriate appropriate vocabulary and
expressions, language, routines and language usage and intelligibility. language in a variety of oral
interaction styles in formal and informal • Having learners make a selfie video to say what interactions for a range of
social or academic situations by asking they know about a topic before coming to class. audiences and level-appropriate
permission, thanking someone, apologizing Observing that they can say what they want purposes.
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to friends, giving advice, making a without too many long pauses. I.EFL.5.7.1 Learners can
suggestion, etc. • 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 Reading CE.EFL.5.12 Engage with a
EFL 5.3.6 Display an appreciation of the • Read quickly looking for words each paragraph. variety of digital and print texts
language by interacting and engaging with a • To get familiar with the topic of a text, take a and resources by evaluating and
variety of digital and print texts and quick look at the vocabulary it contains. detecting complexities and
resources and by selecting and evaluating • Comparing and contrasting the opinions of two discrepancies in the information
these materials as a means to promote and experts on a topic of personal interest. in order to find the most
strengthen literacy skills and language • Identifying unreliable resources on the Internet. appropriate sources to support
acquisition. • 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 • Finding a variety of online references to practice posts and other written texts
electronic forms for writing to others or for a grammar structure, then recommending the using an effective voice and a
writing for self, applying the conventions of best one to the class. variety of appropriate writing
social writing. (Example: notes, invitations, • Using new words or information from a class styles and conventions.
emails, blog entries and comments, notes to lesson and creating an online game to practice I.EFL.5.13.1 Learners can
self, etc.) them, then sharing and playing the game with the produce emails, blog posts and
rest of the class. other written texts using an
• Writing an email to a friend recommending a effective voice and a variety of
movie you’ve seen. appropriate writing styles and
• Watching a short video and writing a description conventions. (I.3, S.3, J.2)
of what you saw or how it made you feel, then
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comparing ideas in pairs.

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

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

Oral Communication: (Listening and Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency:
Speaking) • Researching a topic and preparing a Present information clearly and
EFL 5.2.7 Present information clearly and presentation for the class. influence an audience effectively
effectively in a variety of oral forms for a • Recording a video about one’s opinion of a story through well-developed
range of audiences and purposes. (Example: read in class. Sharing opinions in a way that arguments in prepared

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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 • Reading a short news article and completing an information and identify the
texts which clearly argue a point of view in outline. main points in simple,
order to make informed decisions about • Reading an adapted news article about a current straightforward texts on subjects
one’s own opinion and reaction to the text. event and formulating a personal response to it. of personal interest or familiar
• Reading a blog post and writing a comment. academic topics while making
• Reading a short text and showing informed decisions about one’s
comprehension by completing the accompanying own reaction to the text.
graphic organizer. I.EFL. 5.10.1 Learners can find
• Agreeing or disagreeing with a strong opinion specific information and identify
stated in a text and giving reasons for one’s own the main points in
response. simple, straightforward texts on
• Reading a text and answering information subjects of personal interest or
questions. familiar academic topics while
• Choosing from a list of words to complete gaps making informed decisions
from a reading. about one’s own reaction to the
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 • Finding a variety of online references to practice well-constructed informational
a position on an argument, using persuasive a grammar structure, then recommending the texts by applying the writing
language, tone, evidence and well-developed best one to the class. process and while demonstrating
arguments through essays, editorials, movie • Using new words or information from a class an ability to justify one’s position
and book reviews, position papers and lesson and creating an online game to practice on an argument through
brochures. them, then sharing and playing the game with the carefully selected information
rest of the class. and appropriate language, tone
• Reading a dialogue which serves as a model text, and evidence.
then writing a similar dialogue on a different topic I.EFL.5.15.1 Learners can plan
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while implementing new words/expressions from and produce well-constructed
the unit. informational texts by applying
• Writing new words and phrases and vocabulary the writing process and while
in your notebook. 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 Language through the Arts CE.EFL.5.16 Respond to and
EFL 5.5.5 Create original, imaginative stories • Using a checklist to mark off literary elements interpret literary texts, including
using appropriate vocabulary and elements present in a text. (Example: setting, main original stories written by peers,
of the literature learners have read or heard. character, title, etc.) Referring to details and literary
• Explaining through pictures, physical expression elements of the text.
or charts (ICT) how a text makes the learner feel. I.EFL.5.16.1 Learners can
• Using ICT to research about a topic of learners’ respond to and interpret literary
choice and writing a short, creative story with the texts, including original stories
findings. 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 Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency:
Speaking) • Researching a topic and preparing a Present information clearly and
EFL 5.2.7 Present information clearly and presentation for the class. influence an audience effectively
effectively in a variety of oral forms for a • Recording a video about one’s opinion of a story through well-developed
range of audiences and purposes. (Example: read in class. arguments in prepared
summarizing, paraphrasing, personal • Sharing opinions in a way that encourages presentations and other forms of
narratives, research reports, essays, articles, others to perform a specific action. oral communication.
posters, charts and other graphics, etc.) • Using intonation to convince a partner to take I.EFL.5.9.1 Learners can present
action. information clearly and influence
• Summarizing a peer’s opinion about a video an audience effectively through
seen in class. well-developed arguments in
prepared presentations and
other forms of oral
communication. (I.2, I.3, J.2)

Reading Reading CE.EFL.5.11 Identify and apply a


EFL 5.3.9 Skim and scan reference materials, • Scanning a text for the main characters. range of reading strategies in
in print or online, in order to identify • Reading about a topic and then identifying order to make texts meaningful
information that might be of practical use for reference materials and sources that could be and to select information within
one’s own research and academic needs. used to find out information. a text that might be of practical
• Using a list to choose the best sources for use for one’s own academic
finding information on a topic. needs.
• Reading texts from different subject areas and I.EFL.5.11.1 Learners can Identify
choosing the best title for each. and apply a range of reading
• Underlining main ideas from texts and then strategies in order to make texts
using them to write questions the learner has meaningful and to select
about the topic. information within a text that
• Identifying the correct format for an academic might be of practical use for
text. one’s own academic needs. (I.1,
I.2, I.4, S.3)

Writing Writing CE.EFL.5.14 Identify, critically


EFL 5.4.4 Select and make effective use of a • Finding a variety of online references to practice evaluate and recommend a
range of digital tools to write, edit, revise and a grammar structure, then recommending the variety of potential resources
publish written work in a way that supports best one to the class. and references, including digital
collaboration, learning and productivity. • Using new words or information from a class tools, that support collaboration

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(Example: image editing, Google Drive, lesson and creating an online game to practice and productivity, for educational
infographic makers, audio and video editing, them, then sharing and playing the game with the and academic use.
presentation apps, etc.) rest of the class. I.EFL.5.14.1. Learners can
EFL 5.4.7 Use the process of prewriting, • Reading a dialogue which serves as a model text, identify, critically evaluate and
drafting, revising, peer editing and then writing a similar dialogue on a different topic recommend a variety of
proofreading (i.e., “the writing process”) to while implementing new words/expressions from potential resources and
produce well-constructed informational the unit. references, including digital
texts. 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)

Language through the Arts Language through the Arts CE.EFL.5.17 Demonstrate and
EFL 5.5.2 Make predictions, inferences and • Identifying a literary tradition from another convey different levels of
deductions to demonstrate different levels of culture or time period and finding an example of it meaning in literary texts by
meaning of literary texts presented orally or to share with the class. (Example: haiku, blank identifying distinguishing
in digital form, including literal and implied verse, a couplet, etc.) features, interpreting implicit
meanings. (Example: summarizing, • Predicting the content of a story using the title and explicit messages and
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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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