Professional Documents
Culture Documents
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 weeks 40 weeks 200 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1
Encounter socio-cultural aspects of their own and other O.EFL 5.1
countries in a thoughtful and inquisitive manner, maturely, Encounter socio-cultural aspects of their own and other countries in
and openly experiencing other cultures and languages from a thoughtful and inquisitive manner, maturely, and openly
the secure standpoint of their own national and cultural experiencing other cultures and languages from the secure standpoint
identity. of their own national and cultural identity.
Access greater flexibility of mind, creativity, enhanced intelligence, and critical thinking skills through an appreciation
linguistic intelligence, and critical thinking skills of linguistic differences. Enjoy an enriched perspective of their
through an appreciation of linguistic differences. Enjoy an own L1 and of language use for communication and learning.
enriched perspective of their L1 and of language use for
communication and learning. O.EFL 5.4
Deploy a range of learning strategies, thereby increasing dis-
OG.EFL 4 position and ability to independently access further (language)
Deploy a range of learning strategies, thereby increasing learning and practice opportunities. Respect themselves and others
disposition and ability to independently access further within the communication process, cultivating habits of honesty and
(language) learning and practice opportunities. Respect integrity into responsible academic behavior.
themselves and others within the communication process,
cultivating habits of honesty and integrity into O.EFL 5.5
responsible academic behavior. Directly access the main points and important details of up-to-date
English language texts, such as those published on the web, for
OG.EFL 5 professional or general investigation, through the efficient use of
Directly access the main points and important details of ICT and reference tools where required.
up-to date. English language texts, such as those published
on the web, for professional or general investigation, O.EFL 5.6
through the efficient use of ICT and reference tools where Through selected media, participate in reasonably extended spoken or
required. written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and
OG.EFL 6 opinions effectively and appropriately.
Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 O.EFL 5.7
backgrounds on work, study, or general topics of common Interact quite clearly, confidently, and appropriately in a range of
interest, expressing ideas and opinions effectively and formal and informal social situations with a limited but effective
appropriately. 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:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED*
Nº Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
the unit Objectives Orientations duration
(Skills and strategies)
1 Breaking You will learn how to EFL 5.1.11 Communication and CE.EFL.5.4. 6
News Apply self-correcting Cultural Awareness Communicate effectively
talk about news. and self-monitoring using a variety of media and
strategies in social Making positive formats, including ICT, by
announce a piece of and classroom statements to peers. saying things in alternative
news that interactions by ways and applying self-
adjusting presentation Consulting a self- correcting and self-
has happened
and language production correction list before monitoring strategies when
recently. a speaking or writing
to effectively express needed.
opinions and make assignment.
share life evaluations. (Example: I.EFL.5.4.1.
experiences. asking questions, Completing a self- Learners can communicate
starting over, assessment and writing effectively using a variety
rephrasing, exploring a goal based on the of media and formats,
alternative results. including ICT, by saying
pronunciations, etc.) things in alternative ways
Keeping a record of and applying self-correcting
EFL 5.2.1 one’s mistakes and and self-monitoring
Writing
Finding a variety of
online references to
practice a grammar
structure, then recom-
mending the best one to
the class.
Using a list of
criteria in order to
evaluate a web site.
Analyzing three
different types of
dictionaries (e.g.,
online, English-
English, English-
Spanish) and giving
reasons for using each.
2 Life, You will learn how to EFL 5.1.6 Communication and CE.EFL.5.2. 6
Healthy Demonstrate an ability Cultural Awareness Demonstrate an ability to
World speculate about to make informed discuss culture by analyzing
lifestyles in choices about and take Reading a list of cultural products and
the past. action on issues of actions people take and referents from Ecuador and
prejudice and evaluating and other countries while making
express opinion and discrimination. discussing the conse- informed choices about and
possibility quences on others taking action on issues of
EFL 5.2.1 (including on the prejudice and discrimina-
about past events.
Deduce the meanings of environment) tion.
describe people, unfamiliar phrases and
words from a context Simulating desirable I.EFL.5.2.1.
objects, and Learners can exhibit an
containing familiar social and cultural
events. ability to discuss culture
elements. (Example: behaviors through role
colloquial greetings, play activities. by analyzing cultural pro-
exclamations, ducts and referents from
interjections, etc.) Choosing pictures that Ecuador and other countries
demonstrate tolerance while making informed
EFL 5.2.9 and empathy towards choices about and taking
Build on others’ ideas groups that are action on issues of preju-
when engaged in pair, sometimes discriminated dice and discrimination.
group or whole-class against, and finding (I.1, I.2, S.2, J.1, J.3)
discussions on ways to make sure these
personal, social, groups feel included in CE.EFL.5.5.
community and academic Ecuadorian society. Listening for Meaning:
topics. Identify the main idea in a
Writing survey variety of audio recordings
EFL 5.3.2 questions about (e.g., interviews, radio
Identify and use socially and culturally ads, news reports, etc.) and
reading strategies to responsible behaviors deduce the meanings of
and surveying unfamiliar phrases and words
Writing
Finding a variety of
online references to
practice a grammar
structure, then recom-
mending the best one to
the class.
Using a list of
criteria in order to
evaluate a web site.
Analyzing three
different types of
dictionaries (e.g.,
online, English-
English, English-
Spanish) and giving
reasons for using each.
3 What Lies You will learn how to EFL 5.1.6 Communication and CE.EFL.5.2. 6
Within Us Demonstrate an ability Cultural Awareness Demonstrate an ability to
talk about people’s to make informed discuss culture by analyzing
characters choices about and take Reading a list of cultural products and
and personalities. action on issues of actions people take and referents from Ecuador and
prejudice and evaluating and other countries while making
express feelings, discrimination. discussing the conse- informed choices about and
attitudes, and quences on others taking action on issues of
EFL 5.2.1 (including on the prejudice and discrimina-
mood.
Deduce the meanings of environment) tion.
describe events in unfamiliar phrases and
words from a context Simulating desirable I.EFL.5.2.1.
the life of social and cultural Learners can exhibit an
containing familiar
famous people. behaviors through role ability to discuss culture
elements. (Example:
colloquial greetings, play activities. by analyzing cultural pro-
exclamations, ducts and referents from
interjections, etc.) Choosing pictures that Ecuador and other countries
demonstrate tolerance while making informed
EFL 5.2.9 and empathy towards choices about and taking
Build on others’ ideas groups that are action on issues of preju-
when engaged in pair, sometimes discriminated dice and discrimination.
group or whole-class against, and finding (I.1, I.2, S.2, J.1, J.3)
discussions on ways to make sure these
personal, social, groups feel included in CE.EFL.5.5.
community and academic Ecuadorian society. Listening for Meaning:
topics. Identify the main idea in a
Writing survey variety of audio recordings
EFL 5.3.2 questions about (e.g., interviews, radio
Identify and use socially and culturally ads, news reports, etc.) and
reading strategies to responsible behaviors deduce the meanings of
and surveying
Reading CE.EFL.5.14.
Identify, critically
Reading a short news evaluate and recommend a
article and completing variety of potential
an outline. resources and references,
including digital tools,
Reading a text on a that support collaboration
familiar content area and productivity, for
subject and answering educational and academic
information questions. use.
(Example: learners read
about foodborne I.EFL.5.14.1.
illnesses and then Learners can identify,
write three ways to critically evaluate and
prevent them, etc.) recommend a variety of po-
tential resources and
Reading a text and references, including
answering information digital tools, that support
questions. collaboration and
productivity, for
Choosing from a list of educational and academic
words to complete gaps use. (I.1, I.2, S.3, S.4)
from a reading.
CE.EFL.5.17.
Reading a short story Demonstrate and convey
from the Internet and different levels of meaning
highlighting in literary texts by
Writing
Finding a variety of
online references to
practice a grammar
structure, then recom-
mending the best one to
the class.
Using a list of
criteria in order to
evaluate a web site.
Analyzing three
different types of
dictionaries (e.g.,
online, English-
English, English-
Spanish) and giving
reasons for using each.
4 For Old You will learn how to EFL 5.1.6 Communication and CE.EFL.5.2. 6
Times' Demonstrate an ability Cultural Awareness Demonstrate an ability to
Sake talk about changes to make informed discuss culture by analyzing
over time. choices about and take Reading a list of cultural products and
action on issues of actions people take and referents from Ecuador and
prejudice and evaluating and other countries while making
share experiences and
discrimination. discussing the conse- informed choices about and
accomplishments.
quences on others taking action on issues of
EFL 5.2.1 (including on the prejudice and discrimina-
discuss traditions. environment) tion.
Deduce the meanings of
unfamiliar phrases and
words from a context Simulating desirable I.EFL.5.2.1.
containing familiar social and cultural Learners can exhibit an
elements. (Example: behaviors through role ability to discuss culture
colloquial greetings, play activities. by analyzing cultural pro-
exclamations, ducts and referents from
interjections, etc.) Choosing pictures that Ecuador and other countries
demonstrate tolerance while making informed
EFL 5.2.9 and empathy towards choices about and taking
Build on others’ ideas groups that are action on issues of preju-
when engaged in pair, sometimes discriminated dice and discrimination.
group or whole-class against, and finding (I.1, I.2, S.2, J.1, J.3)
discussions on ways to make sure these
personal, social, groups feel included in CE.EFL.5.5.
community and academic Ecuadorian society. Listening for Meaning:
topics. Identify the main idea in a
Writing survey variety of audio recordings
EFL 5.3.2 questions about (e.g., interviews, radio
Identify and use socially and culturally ads, news reports, etc.) and
reading strategies to responsible behaviors deduce the meanings of
and surveying
Reading CE.EFL.5.13.
Produce emails, blog posts
Reading a short news and other written texts
article and completing using an effective voice and
an outline. a variety of appropriate
writing styles and
Reading a text on a conventions.
familiar content area
subject and answering I.EFL.5.13.1.
information questions. Learners can produce emails,
(Example: learners read blog posts and other written
about foodborne
texts using an effective
illnesses and then
write three ways to voice and a variety of
prevent them, etc.) appropriate writing styles
and conventions. (I.3, S.3,
Reading a text and J.2)
answering information
questions. CE.EFL.5.16.
Respond to and interpret
Choosing from a list of literary texts, including
words to complete gaps original stories written by
from a reading. peers, referring to details
and literary elements of the
Reading a short story text.
from the Internet and
highlighting I.EFL.5.16.1.
Putting paragraphs in a
text in the correct
order.
Underlining the
cognates in a short
text.
Writing
Posting a comment to a
classmate’s writing on
a class blog.
Writing an email to a
friend recommending a
movie you’ve seen.
Writing a short,
fictional story about a
teen’s unusual
vacation.
Producing short,
creative texts using
digital storytelling.
Using a checklist to
mark off literary
elements present in a
text. (Example:
setting, main
character, title, etc.)
Explaining through
pictures, physical
expression or charts
(ICT) how a text makes
the learner feel.
5 Getting You will learn how to EFL 5.1.9 Communication and CE.EFL.5.4. 6
Away Communicate information Cultural Awareness Communicate effectively
check for and ideas effectively using a variety of media and
information. to diverse audiences Writing comments on a formats, including ICT, by
using a variety of blog to find more saying things in alternative
ask for agreement. media and formats. information about a ways and applying self-
topic. correcting and self-
EFL 5.2.7 monitoring strategies when
report what someone Creating a “live” video needed.
Present information
has said. clearly and effectively on Facebook to give an
in a variety of oral opinion on a unit I.EFL.5.4.1.
forms for a range of topic. Learners can communicate
audiences and purposes. effectively using a variety
research article, a
biography, etc.)
Writing
Posting a comment to a
classmate’s writing on
a class blog.
Writing an email to a
friend recommending a
movie you’ve seen.
Writing a short,
fictional story about a
teen’s unusual
vacation.
Producing short,
creative texts using
digital storytelling.
Using a checklist to
mark off literary
elements present in a
text. (Example:
setting, main
character, title, etc.)
Explaining through
pictures, physical
expression or charts
(ICT) how a text makes
the learner feel.
6 Teenage You will learn how to EFL 5.1.9 Communication and CE.EFL.5.4. 6
Matters Communicate information Cultural Awareness Communicate effectively
talk about what you and ideas effectively using a variety of media and
will to diverse audiences Writing comments on a formats, including ICT, by
normally do in real- using a variety of blog to find more saying things in alternative
life media and formats. information about a ways and applying self-
situations. topic. correcting and self-
EFL 5.2.7 monitoring strategies when
talk about what you Present information Creating a “live” video needed.
would clearly and effectively on Facebook to give an
generally do in in a variety of oral opinion on a unit I.EFL.5.4.1.
unreal forms for a range of topic. Learners can communicate
situations. audiences and purposes. effectively using a variety
(Example: summarizing, Using social media to of media and formats,
paraphrasing, personal network with teens including ICT, by saying
express regrets and across the globe. things in alternative ways
narratives, research
wishes. reports, essays, and applying self-correcting
articles, posters, Oral Communication: and self-monitoring
charts and other Listening and Speaking) strategies when needed.
graphics, etc.) (I.1, I.3, J.4)
Asking learners simple
EFL 5.3.2 questions about CE.EFL.5.9.
Identify and use themselves, their Production – Fluency:
reading strategies to family or their Present information clearly
make informative and possessions and noting and influence an audience
narrative texts that their response effectively through well-
comprehensible and time is relatively developed arguments in
meaningful. (Example: quick and there are prepared presentations and
skimming, scanning, minimal basic errors. other forms of oral
previewing, reading for communication.
main ideas and details, Asking learners to
using structural and describe a picture of a I.EFL.5.9.1.
context clues, familiar scene and Learners can present infor-
cognates, format, asking them to give mation clearly and influence
sequence, etc.) full predictions about an audience effectively
what they can see. through well-developed
EFL 5.3.8 (Example: a picture of arguments in prepared
Identify and understand a park where teens are presentations and other
engaged in a variety of forms of oral communication.
the main points in
sports activities: (I.2, I.3, J.2)
straightforward texts There is a girl on a
on subjects of personal bike who is going to CE.EFL.5.10.
Writing
Posting a comment to a
classmate’s writing on
a class blog.
Writing an email to a
friend recommending a
movie you’ve seen.
Writing a short,
Producing short,
creative texts using
digital storytelling.
Using a checklist to
mark off literary
elements present in a
text. (Example:
setting, main
character, title, etc.)
Explaining through
pictures, physical
expression or charts
(ICT) how a text makes
the learner feel.
illustrations.
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:
Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States: Teachers
College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson
Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum
for Educación General Básica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English B1.1. Quito, Ecuador: Grupo Editorial Norma SA