CURRICULAR ANNUAL PLAN

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INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR

UNIDAD EDUCATIVA ABDON 2017-2018
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s):
Grade/ Course: 1roBGU EducationLevel: A2.2

2. TIME
Weeklyhours Number of weeks of LearningAssessmentWeeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 weeks 40 weeks 200 Hours

3. GENERAL AIMS
Objectives of theArea 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.

OG.EFL 2 O.EFL 5.2

Draw on this established propensity for curiosity and Draw on this established propensity for curiosity and tolerance
tolerance towards different cultures to comprehend the role towards different cultures to comprehend the role of diversity in
of diversity in building an intercultural and multinational building an intercultural and multinational society.
society.
OG.EFL 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 L1 and of language use for
communication and learning.
OG.EFL 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.
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
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 dis-
position 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 5.5
Directly access the main points and important details of up-to-date
English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of
ICT and reference tools where required.
O.EFL 5.6
Through selected media, participate in reasonably extended spoken or
written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and
opinions effectively and appropriately.
O.EFL 5.7
Interact quite clearly, confidently, and appropriately in a range of
formal and informal social situations with a limited but effective
command of the spoken language (CEFR B1 level)
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 UnitSpecificObjectives Contents/skills ** Methodological Evaluation*** Weeksdur
theunit Orientations ation
(Skills and strategies)

1 Inspirati You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
onal Demonstrate Cultural Awareness Display an understanding of
People talk about goals, mindfulness, empathy, the integrity of different
obstacles, tolerance and an Hearing a song from cultures by sharing
important decisions overall respect for the another country and experiences and by
finding similarities
and integrity of cultures participating in class
with a song from
achievements. in daily classroom Ecuador. activities and discussions
activities. in a way that shows empathy
describe inspirational Oral and respect for others.
people’s EFL 5.2.4 Communication:(Listenin
lifestyles. Follow oral directions g and Speaking) I.EFL.5.1.1.
in classroom activities Learners can demonstrate an
talk about a person’s and projects and Listening to a set of understanding of the
experiences. provide directions to instructions and integrity of different cul-
putting them in order.
peers in selected tures by sharing experiences
interactions. Listening to and and by participating in
following class class activities and
EFL 5.2.6 commands. discussions in a way that
Use new words and shows empathy and respect
expressions which occur Singing songs that for others. (I.3, S.1, S.2,
practice helpful
in conversations in the J.1, J.3)
language.
personal and
educational domains, Giving learners CE.EFL.5.6.
and make use of such language prompts to use Listening for Information:
terms and expressions during pair/group work. Deal with practical,
wherever appropriate (Example: What do you everyday communication
and necessary. think? I demands in familiar social
agree/disagree. I think
and academic contexts,
we need to…, It’s your
EFL 5.3.1 turn, etc.) including following
Find specific directions in class
predictable information Playing games that activities and identifying
in short, simple texts practice classroom main ideas in other
in a range of age- and language, turn-taking, curricular subjects when
level-appropriate being polite, etc. given sufficient support.
topics. (Example:
Reading
biographies, news I.EFL.5.6.1.
articles, narratives, Learners can deal with prac-
Reading a short text
memoirs and personal tical, everyday
and showing
accounts, formal comprehension by communication demands in
letters and emails, completing the familiar social and academic
etc.) accompanying graphic contexts, such as following
organizer. (Example: directions in class
EFL 5.4.7 learners read about activities and identifying
archeological ruins and main ideas in other
Use the process of
complete a Venn
prewriting, drafting, diagram, etc.) curricular subjects when
revising, peer editing given sufficient support.
and proofreading (i.e., Reading a text on a (I.1, I.3, S.1)
“the writing process”) familiar content area
to produce well-con- subject and answering CE.EFL.5.7.
structed informational information questions. Production – Accuracy and
(Example: learners read
texts. Intelligibility: Use
about foodborne
 illnesses and then appropriate vocabulary and
EFL 5.5.7 write three ways to language in a variety of
Collaboratively produce prevent them, etc.) oral interactions for a
criteria for evaluating range of audiences and
Reading a text and
literary texts and the answering information level-appropriate purposes.
effectiveness of group questions.
work. I.EFL.5.7.1.
Choosing from a list of Learners can communicate
words to complete gaps clearly and effectively by
from a reading. using appropriate vocabulary
and language in a variety of
Reading a paragraph
about a familiar oral interactions for a
content area subject range of audiences and
and then correcting level-appropriate purposes.
incorrect sentences. (I.2, I.3, J.2)
(Example: In northern
India, the monsoon CE.EFL.5.10.
season lasts for six
Find specific information
months every year -
three, etc.) and identify the main points
in simple, straightforward
Writing texts on subjects of
personal interest or
Completing an online familiar academic topics
graphic organizer in while making informed
order to help plan a decisions about one’s own
piece of writing. reaction to the text.
Reading a text and
using a checklist to I.EFL. 5.10.1.
talk about how it is Learners can find specific
organized. (Example: Is information and identify the
there a title? Does it main points in simple,
have an opening straightforward texts on
sentence?,etc.) subjects of personal
interest or familiar
Recording synonyms and
antonyms of words in academic topics while making
the margins of reading informed decisions about
texts. one’s own reaction to the
text. (I.1, I.2, S.2)
Writing new words and
phrases in a vocabulary
notebook and then CE.EFL.5.15.
writing a text using Plan and produce well-
three words from your constructed informational
vocabulary notebook. texts by applying the
writing process and while
Exchanging writing in
demonstrating an ability to
pairs in order to make
suggestions about justify one’s position on an
things that could be argument through carefully
improved. selected information and
appropriate language, tone
Language through the and evidence.
Arts
I.EFL.5.15.1.
Evaluating and Learners can plan and pro-
assessing the duce well-constructed
effectiveness of group informational texts by
work by answering a set
applying the writing process
of questions. (Example:
Who always and while demonstrating an
participates? Who gets ability to justify one’s
the things the group position on an argument
needs? Who asks good through carefully selected
questions?,etc.) information and appropriate
language, tone and evidence.
Selecting desirable
behaviors for group (I.2, I.3, I.4, S.3, J.1)
work from a list and
reaching a consensus as CE.EFL.5.19.
a group for the three Engage in collaborative
most important. activities through a variety
of student groupings in
Writing a checklist in
 pairs to use to order to solve problems and
evaluate another reflect on literary texts,
group’s project. and produce criteria for
evaluating the effectiveness
Discussing rules and
norms for a group of the group.
project before the
project begins. I.EFL.5.19.1.
(Example: Don’t Learners can engage in
interrupt others, Do collaborative activities
your work on time, through a variety of student
Don’t make negative
groupings in order to solve
remarks, etc.)
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)

2 Experienc You will learn how to EFL 5.1.1 Communication and CE.EFL.5.1. 6
e Display an Cultural Awareness Display an understanding of
Culture! ask and answer understanding of the the integrity of different
questions relationship between Writing a weekly cultures by sharing
about experiences. the practices and journal entry about a experiences and by
cross-cultural
perspectives of participating in class
experience.
talk about the length different cultures by activities and discussions
of recognizing and sharing Oral in a way that shows empathy
experiences. cross-cultural Communication:(Listenin and respect for others.
experiences and ideas. g and Speaking)
recommend cultural I.EFL.5.1.1.
activities EFL 5.1.2 Listening to a set of Learners can demonstrate an
like reading and going Demonstrate instructions and understanding of the
to mindfulness, empathy, putting them in order. integrity of different cul-
museums. tolerance and an tures by sharing experiences
Listening to and
overall respect for the following class and by participating in
integrity of cultures commands. class activities and
in daily classroom discussions in a way that
activities. Singing songs that shows empathy and respect
practice helpful
for others. (I.3, S.1, S.2,
language.
EFL 5.1.3 J.1, J.3)
Find parallels between Giving learnerslanguage
Ecuadorian cultural and prompts to use during CE.EFL.5.2.
political referents and pair/group work. Demonstrate an ability to
those of other (Example: What do you discuss culture by analyzing
countries by talking think? I cultural products and
agree/disagree. I think
about holidays, referents from Ecuador and
we need to…, It’s your
symbols, customs and turn, etc.) other countries while making
schooling. informed choices about and
Playing games that taking action on issues of
EFL 5.2.4 practice classroom prejudice and discrimina-
Follow oral directions language, turn-taking, tion.
in classroom activities being polite, etc.
and projects and I.EFL.5.2.1.
Reading
provide directions to Learners can exhibit an
peers in selected ability to discuss culture
Reading a short text
interactions. by analyzing cultural pro-
and showing
comprehension by ducts and referents from
EFL 5.2.6 completing the Ecuador and other countries
Use new words and accompanying graphic while making informed
expressions which occur organizer. (Example: choices about and taking
in conversations in the learners read about action on issues of preju-
archeological ruins and
personal and dice and discrimination.
complete a Venn
educational domains, diagram, etc.) (I.1, I.2, S.2, J.1, J.3)
and make use of such
terms and expressions Reading a text on a CE.EFL.5.6.
wherever appropriate familiar content area Listening for Information:
and necessary. subject and answering Deal with practical,
information questions. everyday communication
(Example: learners read
EFL 5.3.1 about foodborne demands in familiar social
Find specific illnesses and then and academic contexts,
predictable information write three ways to including following
prevent them, etc.)
in short, simple texts directions in class
in a range of age- and Reading a text and activities and identifying
level-appropriate answering information main ideas in other
topics. (Example: questions. curricular subjects when
biographies, news given sufficient support.
articles, narratives, Choosing from a list of
memoirs and personal words to complete gaps I.EFL.5.6.1.
from a reading.
accounts, formal Learners can deal with prac-
letters and emails, Reading a paragraph tical, everyday
etc.) about a familiar communication demands in
content area subject familiar social and academic
EFL 5.4.7 and then correcting contexts, such as following
Use the process of incorrect sentences. directions in class
prewriting, drafting, (Example: In northern activities and identifying
India, the monsoon
revising, peer editing main ideas in other
season lasts for six
and proofreading (i.e., months every year - curricular subjects when
“the writing process”) three, etc.) given sufficient support.
to produce well-con- (I.1, I.3, S.1)
structed informational Writing
texts. CE.EFL.5.7.
Completing an online Production – Accuracy and
EFL 5.5.7 graphic organizer in Intelligibility: Use
Collaboratively produce order to help plan a appropriate vocabulary and
piece of writing.
criteria for evaluating language in a variety of
literary texts and the Reading a text and oral interactions for a
effectiveness of group using a checklist to range of audiences and
work. talk about how it is level-appropriate purposes.
organized. (Example: Is
there a title? Does it I.EFL.5.7.1.
have an opening Learners can communicate
sentence?,etc.)
clearly and effectively by
Recording synonyms and using appropriate vocabulary
antonyms of words in and language in a variety of
the margins of reading oral interactions for a
texts.
range of audiences and
Writing new words and level-appropriate purposes.
phrases in a vocabulary (I.2, I.3, J.2)
notebook and then
writing a text using CE.EFL.5.10.
three words from your Find specific information
vocabulary notebook. and identify the main points
in simple, straightforward
Exchanging writing in
pairs in order to make texts on subjects of
suggestions about personal interest or
things that could be familiar academic topics
improved. while making informed
decisions about one’s own
Language through the reaction to the text.
Arts
I.EFL. 5.10.1.
Evaluating and Learners can find specific
assessing the information and identify the
effectiveness of group
main points in simple,
work by answering a set
of questions. (Example: straightforward texts on
Who always subjects of personal
participates? Who gets interest or familiar
the things the group academic topics while making
needs? Who asks good informed decisions about
questions?,etc.)
one’s own reaction to the
Selecting desirable text. (I.1, I.2, S.2)
behaviors for group
work from a list and CE.EFL.5.15.
reaching a consensus as Plan and produce well-
a group for the three constructed informational
most important. texts by applying the
Writing a checklist in writing process and while
pairs to use to demonstrating an ability to
evaluate another justify one’s position on an
group’s project.
argument through carefully
Discussing rules and selected information and
norms for a group appropriate language, tone
project before the and evidence.
project begins.
(Example: Don’t I.EFL.5.15.1.
interrupt others, Do Learners can plan and pro-
your work on time,
duce well-constructed
Don’t make negative
remarks, etc.) informational texts by
applying the writing process
and while demonstrating an
ability to justify one’s
position on an argument
through carefully selected
information and appropriate
language, tone and evidence.
(I.2, I.3, I.4, S.3, J.1)

CE.EFL.5.19.
Engage in collaborative
activities through a variety
of student groupings in
order to solve problems and
reflect on literary texts,
and produce criteria for
evaluating the effectiveness
of the group.

I.EFL.5.19.1.
Learners can engage in
collaborative activities
 through a variety of 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)

3 Story You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
Time! Demonstrate Cultural Awareness Display an understanding of
narrate stories and mindfulness, empathy, the integrity of different
Reading two legends
events in tolerance and an cultures by sharing
from different regions
the past. overall respect for the in Ecuador and experiences and by
integrity of cultures completing a chart to participating in class
convey attitudes in daily classroom show the differences. activities and discussions
related to the activities. in a way that shows empathy
events of a story. Reading a myth from and respect for others.
EFL 5.2.4 another region/culture
and sharing a similar
talk about imaginary Follow oral directions I.EFL.5.1.1.
experience.
situations. in classroom activities Learners can demonstrate an
and projects and Oral understanding of the
react to a story in provide directions to Communication:(Listenin integrity of different cul-
different peers in selected g and Speaking) tures by sharing experiences
ways. interactions. and by participating in
Listening to a set of class activities and
EFL 5.2.6 instructions and discussions in a way that
Use new words and putting them in order. shows empathy and respect
expressions which occur for others. (I.3, S.1, S.2,
Listening to and
in conversations in the following class J.1, J.3)
personal and commands.
educational domains, CE.EFL.5.6.
and make use of such Singing songs that Listening for Information:
terms and expressions practice helpful Deal with practical,
wherever appropriate language. everyday communication
and necessary. demands in familiar social
Giving learners
and academic contexts,
language prompts to use
EFL 5.3.1 during pair/group work. including following
Find specific (Example: What do you directions in class
predictable information think? I activities and identifying
in short, simple texts agree/disagree. I think main ideas in other
in a range of age- and we need to…, It’s your curricular subjects when
level-appropriate turn, etc.) given sufficient support.
topics. (Example:
Playing games that
biographies, news practice classroom I.EFL.5.6.1.
articles, narratives, language, turn-taking, Learners can deal with prac-
memoirs and personal being polite, etc. tical, everyday
accounts, formal communication demands in
letters and emails, Reading familiar social and academic
etc.) contexts, such as following
Reading a short text directions in class
EFL 5.4.7 and showing activities and identifying
Use the process of comprehension by main ideas in other
completing the
prewriting, drafting, curricular subjects when
accompanying graphic
revising, peer editing organizer. (Example: given sufficient support.
and proofreading (i.e., learners read about (I.1, I.3, S.1)
“the writing process”) archeological ruins and
to produce well-con- complete a Venn CE.EFL.5.7.
structed informational diagram, etc.) Production – Accuracy and
texts. Intelligibility: Use
Reading a text on a
familiar content area appropriate vocabulary and
EFL 5.5.7 subject and answering language in a variety of
Collaboratively produce information questions. oral interactions for a
criteria for evaluating (Example: learners read range of audiences and
literary texts and the about foodborne level-appropriate purposes.
effectiveness of group illnesses and then
write three ways to
work. I.EFL.5.7.1.
prevent them, etc.)
 Learners can communicate
Reading a text and clearly and effectively by
answering information using appropriate vocabulary
questions.
and language in a variety of
Choosing from a list of oral interactions for a
words to complete gaps range of audiences and
from a reading. level-appropriate purposes.
(I.2, I.3, J.2)
Reading a paragraph
about a familiar CE.EFL.5.10.
content area subject
Find specific information
and then correcting
incorrect sentences. and identify the main points
(Example: In northern in simple, straightforward
India, the monsoon texts on subjects of
season lasts for six personal interest or
months every year - familiar academic topics
three, etc.) while making informed
decisions about one’s own
Writing
reaction to the text.
Completing an online
I.EFL. 5.10.1.
graphic organizer in
order to help plan a Learners can find specific
piece of writing. information and identify the
main points in simple,
Reading a text and straightforward texts on
using a checklist to subjects of personal
talk about how it is
interest or familiar
organized. (Example: Is
there a title? Does it academic topics while making
have an opening informed decisions about
sentence?,etc.) one’s own reaction to the
text. (I.1, I.2, S.2)
Recording synonyms and
antonyms of words in CE.EFL.5.15.
the margins of reading
Plan and produce well-
texts.
 constructed informational
Writing new words and texts by applying the
phrases in a vocabulary writing process and while
notebook and then
demonstrating an ability to
writing a text using
three words from your justify one’s position on an
vocabulary notebook. argument through carefully
selected information and
Exchanging writing in appropriate language, tone
pairs in order to make and evidence.
suggestions about
things that could be
I.EFL.5.15.1.
improved.
Learners can plan and pro-
Language through the duce well-constructed
Arts informational texts by
applying the writing process
Evaluating and and while demonstrating an
assessing the ability to justify one’s
effectiveness of group position on an argument
work by answering a set through carefully selected
of questions. (Example: information and appropriate
Who always language, tone and evidence.
participates? Who gets
(I.2, I.3, I.4, S.3, J.1)
the things the group
needs? Who asks good
questions?,etc.) CE.EFL.5.19.
Engage in collaborative
Selecting desirable activities through a variety
behaviors for group of student groupings in
work from a list and
order to solve problems and
reaching a consensus as
a group for the three reflect on literary texts,
most important. and produce criteria for
evaluating the effectiveness
Writing a checklist in of the group.
pairs to use to
evaluate another I.EFL.5.19.1.
group’s project.
 Learners can engage in
Discussing rules and collaborative activities
norms for a group through a variety of student
project before the
groupings in order to solve
project begins.
(Example: Don’t problems and reflect on
interrupt others, Do literary texts, and produce
your work on time, criteria for evaluating the
Don’t make negative effectiveness of the group.
remarks, etc.) (I.1, I.2, S.2, S.3, S.4,
J.3, J.4)

4 Traveling You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
the World Demonstrate Cultural Awareness Display an understanding of
give and ask for mindfulness, empathy, the integrity of different
Reflecting on
directions and tolerance and an cultures by sharing
differences between
information in a overall respect for the people from other experiences and by
polite way. integrity of cultures countries and regions. participating in class
in daily classroom activities and discussions
ask people to agree activities. Watching a video about in a way that shows empathy
with you. how people live in and respect for others.
EFL 5.2.3 Ecuador or another
country, and taking
give emphasis to Follow main ideas in I.EFL.5.1.1.
notes on the cultural
descriptions topics covered in other practices mentioned, Learners can demonstrate an
and comparisons. curricular subjects then leading a understanding of the
with the help of visual discussion in small integrity of different cul-
support, using concepts groups. tures by sharing experiences
and vocabulary that and by participating in
have been studied in Oral class activities and
advance. Communication:(Listenin discussions in a way that
g and Speaking)
shows empathy and respect
EFL 5.2.14 for others. (I.3, S.1, S.2,
Request and provide Listening to a short J.1, J.3)
information and dialogue and then
assistance orally for writing and acting out CE.EFL.5.6.
personal, social and a similar dialogue, Listening for Information:
academic purposes in using some of the same Deal with practical,
phrases and
order to clarify and everyday communication
expressions. (Example:
extend meaning in a dialogue between two demands in familiar social
spoken interactions. friends asking about and academic contexts,
each other’s future including following
EFL 5.3.6 vacation plans, etc.) directions in class
Display an appreciation activities and identifying
of the language by Asking and answering main ideas in other
questions about unique
interacting and en- curricular subjects when
or interesting things
gaging with a variety one has experienced. given sufficient support.
of digital and print
texts and resources and I.EFL.5.6.1.
by selecting and Comparing answers in Learners can deal with prac-
evaluating these pairs or small groups. tical, everyday
materials as a means to communication demands in
Conducting a role play
promote and strengthen familiar social and academic
between two students on
literacy skills and a given topic. contexts, such as following
language acquisition. (Example: talking about directions in class
future plans, finding activities and identifying
EFL 5.4.9 common free time main ideas in other
Use a variety of oral, activities, playing a curricular subjects when
guessing game, etc.)
print and electronic given sufficient support.
forms for writing to Conducting a class (I.1, I.3, S.1)
others or for writing survey where learners
for self, applying the ask each other about a CE.EFL.5.8.
conventions of social familiar topic and Interaction – Interpersonal:
writing. (Example: record each other’s Respond to and build on
notes, invitations, answers. (Example: other people’s ideas in
What’s your favorite
emails, blog entries extended conversations on
sport? Do you have a
and comments, notes to favorite team? What familiar social and academic
self, etc.) sports do you play? topics by expressing
Have you ever gotten opinions and feelings and
EFL 5.5.10 hurt?,etc.) Sharing a clarifying meaning.
Evaluate and recommend few things about their
a literary text classmates’ answers. I.EFL.5.8.1.
(Example: Marco loves
(written, oral, online, Learners can respond to and
soccer. He’s a
in video or in print) Barcelona fan. He plays build on other people’s
or a favorite activity soccer every day in ideas in extended
to a peer. recess, but last week conversations on familiar
he sprained his ankle social and academic topics
and he can’t play right by expressing opinions and
now, etc.) feelings and clarifying
meaning. (I.3, I.4, S.1,
Working in pairs to J.3, J.4)
complete an information
gap activity. CE.EFL.5.12.
Engage with a variety of
digital and print texts and
Listening to another resources by evaluating and
learner’s answers in
detecting complexities and
class and responding
appropriately. (Exa- discrepancies in the
mple: giving praise, information in order to find
correcting an error, the most appropriate sources
asking a follow-up to support an idea or
question, etc.) argument.
Reading
I.EFL.5.12.1.
Recommending an Learners can engage with a
informational web site variety of digital and print
to another learner. texts and resources by
evaluating and detecting
Creating a class list complexities and
of reliable sources of
discrepancies in the
information and
publishing it online or information in order to find
displaying it on a the most appropriate sources
poster in class. to support an idea or
 argument. (I.2, I.4, J.3)
Identifying unreliable
resources on the CE.EFL.5.13.
Internet.
Produce emails, blog posts
Writing and other written texts
using an effective voice and
Looking at a map or GPS a variety of appropriate
and writing the writing styles and
directions to get from conventions.
one place to another.
I.EFL.5.13.1.
Language through the
Arts Learners can produce emails,
blog posts and other written
Using a rubric as a texts using an effective
model to write one’s voice and a variety of
own rubric. appropriate writing styles
and conventions. (I.3, S.3,
Discussing how visual
J.2)
presentation can change
your response to a
literary text. CE.EFL.5.18.
(Example: listening to Use a range of criteria to
a song and then evaluate and recommend
watching the video and literary texts to others,
discussing how/if your
and recognize how chosen
response changed, etc.)
criteria affects evaluation.
Reading a classmate’s
writing and offering a I.EFL.5.18.1.
positive observation. 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)
5 News You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
Media Demonstrate Cultural Awareness Display an understanding of
tell and react to mindfulness, empathy, the integrity of different
news. tolerance and an cultures by sharing
Reading a story about
overall respect for the experiences and by
another culture and
describe natural integrity of cultures responding to the main participating in class
disasters and in daily classroom ideas with a short activities and discussions
extreme weather. activities. opinion. in a way that shows empathy
and respect for others.
talk about inventors, EFL 5.2.3 Oral
inventions, artists Follow main ideas in Communication:(Listenin I.EFL.5.1.1.
and artwork. topics covered in other g and Speaking) Learners can demonstrate an
curricular subjects understanding of the
with the help of visual integrity of different cul-
Listening to a short
support, using concepts dialogue and then tures by sharing experiences
and vocabulary that writing and acting out and by participating in
have been studied in a similar dialogue, class activities and
advance. using some of the same discussions in a way that
phrases and shows empathy and respect
EFL 5.2.14 expressions. (Example: for others. (I.3, S.1, S.2,
a dialogue between two
Request and provide J.1, J.3)
friends asking about
information and each other’s future
assistance orally for vacation plans, etc.) CE.EFL.5.6.
personal, social and Listening for Information:
academic purposes in Asking and answering Deal with practical,
order to clarify and questions about unique everyday communication
or interesting things
extend meaning in demands in familiar social
one has experienced.
spoken interactions. and academic contexts,
Comparing answers in including following
EFL 5.3.6 pairs or small groups. directions in class
Display an appreciation activities and identifying
of the language by Conducting a role play main ideas in other
interacting and en- between two students on curricular subjects when
gaging with a variety a given topic. given sufficient support.
of digital and print (Example: talking about
future plans, finding I.EFL.5.6.1.
texts and resources and
common free time
by selecting and activities, playing a Learners can deal with prac-
evaluating these guessing game, etc.) tical, everyday
materials as a means to communication demands in
promote and strengthen Conducting a class familiar social and academic
literacy skills and survey where learners contexts, such as following
language acquisition. ask each other about a directions in class
familiar topic and
activities and identifying
record each other’s
EFL 5.4.9 answers. (Example: main ideas in other
Use a variety of oral, What’s your favorite curricular subjects when
print and electronic sport? Do you have a given sufficient support.
forms for writing to favorite team? What (I.1, I.3, S.1)
others or for writing sports do you play?
for self, applying the Have you ever gotten CE.EFL.5.8.
hurt?,etc.) Sharing a
conventions of social Interaction – Interpersonal:
few things about their
writing. (Example: classmates’ answers. Respond to and build on
notes, invitations, (Example: Marco loves other people’s ideas in
emails, blog entries soccer. He’s a extended conversations on
and comments, notes to Barcelona fan. He plays familiar social and academic
self, etc.) soccer every day in topics by expressing
recess, but last week
opinions and feelings and
he sprained his ankle
EFL 5.5.10 and he can’t play right clarifying meaning.
Evaluate and recommend now, etc.)
a literary text I.EFL.5.8.1.
(written, oral, online, Learners can respond to and
in video or in print) Working in pairs to build on other people’s
or a favorite activity complete an information ideas in extended
gap activity.
to a peer. conversations on familiar
social and academic topics
Listening to another by expressing opinions and
learner’s answers in feelings and clarifying
class and responding meaning. (I.3, I.4, S.1,
appropriately. (Exa- J.3, J.4)
mple: giving praise,
correcting an error, CE.EFL.5.12.
asking a follow-up
question, etc.) Engage with a variety of
digital and print texts and
Reading resources by evaluating and
detecting complexities and
Recommending an discrepancies in the
informational web site information in order to find
to another learner. the most appropriate sources
to support an idea or
Creating a class list
of reliable sources of argument.
information and
publishing it online or I.EFL.5.12.1.
displaying it on a Learners can engage with a
poster in class. variety of digital and print
texts and resources by
Identifying unreliable
evaluating and detecting
resources on the
Internet. complexities and
discrepancies in the
Writing information in order to find
the most appropriate sources
Watching a video about to support an idea or
a natural disaster and argument. (I.2, I.4, J.3)
writing a blog entry
asking for people to CE.EFL.5.13.
help with donations. Produce emails, blog posts
Making a poster for a and other written texts
school campaign to using an effective voice and
increase awareness a variety of appropriate
about earthquake writing styles and
safety. conventions.

Language through the

 Arts I.EFL.5.13.1.
Learners can produce emails,
Using a rubric as a blog posts and other written
model to write one’s
texts using an effective
own rubric.
voice and a variety of
Discussing how visual appropriate writing styles
presentation can change and conventions. (I.3, S.3,
your response to a J.2)
literary text.
(Example: listening to CE.EFL.5.18.
a song and then
Use a range of criteria to
watching the video and
discussing how/if your evaluate and recommend
response changed, etc.) literary texts to others,
and recognize how chosen
Reading a classmate’s criteria affects evaluation.
writing and offering a
positive observation. 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)

6 A Tech- You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
World Demonstrate Cultural Awareness Display an understanding of
talk about Internet mindfulness, empathy, the integrity of different
habits and tolerance and an Reading a story about cultures by sharing
another culture and
wishes. overall respect for the experiences and by
responding to the main
integrity of cultures ideas with a short participating in class
give instructions to in daily classroom opinion. activities and discussions
use activities. in a way that shows empathy
technology. Oral and respect for others.
EFL 5.2.3 Communication:(Listenin
give opinions about Follow main ideas in g and Speaking) I.EFL.5.1.1.
technology. topics covered in other Learners can demonstrate an
Listening to a short
curricular subjects dialogue and then understanding of the
with the help of visual writing and acting out integrity of different cul-
support, using concepts a similar dialogue, tures by sharing experiences
and vocabulary that using some of the same and by participating in
have been studied in phrases and class activities and
advance. expressions. (Example: discussions in a way that
a dialogue between two
shows empathy and respect
friends asking about
EFL 5.2.14 each other’s future for others. (I.3, S.1, S.2,
Request and provide vacation plans, etc.) J.1, J.3)
information and
assistance orally for Asking and answering CE.EFL.5.6.
personal, social and questions about unique Listening for Information:
academic purposes in or interesting things Deal with practical,
one has experienced.
order to clarify and everyday communication
extend meaning in demands in familiar social
Comparing answers in
spoken interactions. pairs or small groups. and academic contexts,
including following
EFL 5.3.6 Conducting a role play directions in class
Display an appreciation between two students on activities and identifying
of the language by a given topic. main ideas in other
(Example: talking about curricular subjects when
interacting and en-
future plans, finding
gaging with a variety given sufficient support.
common free time
of digital and print activities, playing a
texts and resources and guessing game, etc.) I.EFL.5.6.1.
by selecting and Learners can deal with prac-
evaluating these Conducting a class tical, everyday
materials as a means to survey where learners communication demands in
ask each other about a familiar social and academic
promote and strengthen
familiar topic and
literacy skills and contexts, such as following
record each other’s
language acquisition. answers. (Example: directions in class
 What’s your favorite activities and identifying
EFL 5.4.9 sport? Do you have a main ideas in other
Use a variety of oral, favorite team? What curricular subjects when
sports do you play?
print and electronic given sufficient support.
Have you ever gotten
forms for writing to hurt?,etc.) Sharing a (I.1, I.3, S.1)
others or for writing few things about their
for self, applying the classmates’ answers. CE.EFL.5.8.
conventions of social (Example: Marco loves Interaction – Interpersonal:
writing. (Example: soccer. He’s a Respond to and build on
notes, invitations, Barcelona fan. He plays other people’s ideas in
soccer every day in
emails, blog entries extended conversations on
recess, but last week
and comments, notes to he sprained his ankle familiar social and academic
self, etc.) and he can’t play right topics by expressing
now, etc.) opinions and feelings and
EFL 5.5.10 clarifying meaning.
Evaluate and recommend Working in pairs to
a literary text complete an information I.EFL.5.8.1.
gap activity.
(written, oral, online, Learners can respond to and
in video or in print) Listening to another build on other people’s
or a favorite activity learner’s answers in ideas in extended
to a peer. class and responding conversations on familiar
appropriately. (Exa- social and academic topics
mple: giving praise, by expressing opinions and
correcting an error, feelings and clarifying
asking a follow-up
meaning. (I.3, I.4, S.1,
question, etc.)
J.3, J.4)
Reading
CE.EFL.5.12.
Recommending an Engage with a variety of
informational web site digital and print texts and
to another learner. resources by evaluating and
detecting complexities and
Creating a class list
discrepancies in the
of reliable sources of
information and information in order to find
publishing it online or the most appropriate sources
displaying it on a to support an idea or
poster in class. argument.
Identifying unreliable
I.EFL.5.12.1.
resources on the
Internet. Learners can engage with a
variety of digital and print
Writing texts and resources by
evaluating and detecting
Researching and writing complexities and
a short paragraph about discrepancies in the
a new topic and using information in order to find
appropriate references
the most appropriate sources
to support your ideas.
to support an idea or
Making posters in small argument. (I.2, I.4, J.3)
groups of new phrases
and expressions in CE.EFL.5.13.
order to display in the Produce emails, blog posts
classroom. and other written texts
using an effective voice and
Language through the
Arts a variety of appropriate
writing styles and
Using a rubric as a conventions.
model to write one’s
own rubric. I.EFL.5.13.1.
Learners can produce emails,
Discussing how visual
blog posts and other written
presentation can change
your response to a texts using an effective
literary text. voice and a variety of
(Example: listening to appropriate writing styles
a song and then and conventions. (I.3, S.3,
watching the video and J.2)
discussing how/if your
response changed, etc.)
CE.EFL.5.18.
 Reading a classmate’s Use a range of criteria to
writing and offering a evaluate and recommend
positive observation. literary texts to others,
and recognize how chosen
criteria affects evaluation.

I.EFL.5.18.1.
Learners can use a variety
of criteria for evaluating
and recommending literary
texts to others, and
recognize how chosen
criteria affects evaluation.
(S.1, S.4, J.2, J.4)

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 A2.2. Quito, Ecuador: Grupo Editorial Norma SA

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Date: Junio 02, 2017 Date: Date:

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