CURRICULAR ANNUAL PLAN

INSTITUTIONAL SCHOOL NAME SCHOOL YEAR

LOGO UNIDAD EDUCATIVA 2017-2018
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher:
Course: 3ro BGU (Bachillerato General Unificado) Education Level: B1.2

2. TIME
Weekly hours Weeks of work Learning Assessment Weeks Total Weeks of class Total of periods

3 Hours 36 weeks 4 weeks 40 weeks 120 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Course

OG.EFL 1 O.EFL 5.1

Encounter socio-cultural aspects of their own and other
countries in a thoughtful and inquisitive manner, maturely,
and openly experiencing other cultures and languages from
the secure standpoint of their own national and cultural
identity.
Encounter socio-cultural aspects of their own and other countries in a
thoughtful and inquisitive manner, maturely, and openly experiencing
other cultures and languages from the secure standpoint of their own
national and cultural identity.
O.EFL 5.2
OG.EFL 2 Draw on this established propensity for curiosity and tolerance
Draw on this established propensity for curiosity and towards different cultures to comprehend the role of diversity in
tolerance towards different cultures to comprehend the role building an intercultural and multinational society.
of diversity in building an intercultural and multinational
society. O.EFL 5.3
Access greater flexibility of mind, creativity, enhanced linguistic
OG.EFL 3 intelligence, and critical thinking skills through an appreciation of
Access greater flexibility of mind, creativity, enhanced linguistic differences. Enjoy an enriched perspective of their own L1
linguistic intelligence, and critical thinking skills through an and of language use for communication and learning.
appreciation of linguistic differences. Enjoy an enriched
perspective of their L1 and of language use for O.EFL 5.4
communication and learning. Deploy a range of learning strategies, thereby increasing disposition
and ability to independently access further (language) learning and
OG.EFL 4 practice opportunities. Respect themselves and others within the
Deploy a range of learning strategies, thereby increasing communication process, cultivating habits of honesty and integrity
disposition and ability to independently access further into responsible academic behavior.
(language) learning and practice opportunities. Respect
themselves and others within the communication process, O.EFL 5.5
cultivating habits of honesty and integrity into responsible Directly access the main points and important details of up-to-date
academic behavior. English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of ICT
OG.EFL 5 and reference tools where required.
Directly access the main points and important details of up-
to date. English language texts, such as those published on O.EFL 5.6
the web, for professional or general investigation, through Through selected media, participate in reasonably extended spoken
the efficient use of ICT and reference tools where required. or written dialogue with peers from different L1 backgrounds on work,

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.
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)

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).

Intercultural awareness, tolerance, respect, multiculturalism,

4.TRANSVERSAL AXES: responsibility, solidarity, responsibility, honesty, respect, love, peace,
justice, innovation.

5.UNITS TO BE DEVELOPED*
Nº Title of the Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
unit Objectives Orientations duration
(Skills and strategies)

1 Let´s talk You will be able to EFL 5.1.11 Communication and CE.EFL.5.4. 6
Movies talk about different Apply self-correcting Cultural Awareness Communicate effectively
types of movies and and self-monitoring using a variety of media and
describe a sequence strategies in social and Making positive formats, including ICT, by
of events in classroom interactions statements to peers. saying things in alternative
chronological order. by adjusting ways and applying self-
presentation and Consulting a self- correcting and self-
Describe and language production to correction list before a monitoring strategies when
differentiate effectively express speaking or writing needed.
between movie opinions and make assignment.
genres. evaluations. (Example: I.EFL.5.4.1.
asking questions, Completing a self- Learners can communicate
Talk about movies starting over, assessment and writing effectively using a variety of
you have seen. rephrasing, exploring a goal based on the media and formats,
alternative results. including ICT, by saying
Ask and answer pronunciations, etc.) things in alternative ways
questions about Keeping a record of and applying self-correcting
different movies. EFL 5.2.1 one’s mistakes and and self-monitoring
Deduce the meanings accomplishments and strategies when needed. (I.1,
Make inferences. of unfamiliar phrases updating it frequently. I.3, J.4)
and words from a
Write a film review context containing Completing a short self- CE.EFL.5.5.
familiar elements. evaluation or peer Listening for Meaning:
and a mini
(Example: colloquial evaluation after a Identify the main idea in a
biography. greetings, exclamations, communicative task. variety of audio recordings
interjections, etc.) (e.g., interviews, radio ads,
Responding to news reports, etc.) and
EFL 5.2.9 classroom activities and deduce the meanings of
Build on others’ ideas pair work through short unfamiliar phrases and
when engaged in pair, expressions or words in familiar contexts,
group or whole-class emoticons. provided speech is clear
discussions on personal, and visuals help support
social, community and Oral Communication: meaning.
academic topics. Listening and Speaking
I.EFL.5.5.1.
EFL 5.3.2 Using context clues to Learners can identify the
Identify and use reading deduce the meaning of main idea in a variety of
strategies to make an expression in a audio recordings (e.g.,
informative and nar- conversation. interviews, radio ads, news
rative texts reports, etc.) and deduce
comprehensible and Using pictures and other the meanings of unfamiliar
meaningful. (Example: visuals to predict the phrases and words in familiar
skimming, scanning, main idea of a short contexts where speech is
previewing, reading for conversation. clear and visuals help
main ideas and details, support meaning. (I.3, I.4)
using structural and Comparing answers in
context clues, pairs or small groups. CE.EFL.5.8.
cognates, format, Interaction – Interpersonal:
sequence, etc.) Conducting a role play Respond to and build on
between two students other people’s ideas in
EFL 5.3.8 on a given topic. extended conversations on
Identify and understand familiar social and
the main points in Conducting a class academic topics by
straightforward texts on survey where learners expressing opinions and
subjects of personal ask each other about a feelings and clarifying
interest or familiar familiar topic and meaning.
academic topics. record each other’s
answers. Sharing a few I.EFL.5.8.1.
EFL 5.4.2 things about their Learners can respond to and
Identify a variety of classmates’ answers. build on other people’s
types and formats of ideas in extended
potential resources and Playing a conversation conversations on familiar
the value, purpose and game, where learners social and academic topics
audience of each for move their tokens by expressing opinions and
use in the educational around the board after feelings and clarifying
domain. (Example: choosing a card and meaning. (I.3, I.4, S.1, J.3, J.4)
audio/video, answering the question.
multimedia, website, CE.EFL.5.10.
database, book, Working in pairs to Find specific information and
thesaurus, complete an identify the main points in
scholarly/popular, information gap simple, straightforward texts
current/historical, etc.) activity. on subjects of personal
interest or familiar academic
EFL 5.5.2 Reading topics while making
Make predictions, informed decisions about
inferences and Reading a short one’s own reaction to the
deductions to biography and text.
demonstrate different completing an outline.
levels of meaning of I.EFL. 5.10.1.
literary texts presented Reading a text on a Learners can find specific in-
orally or in digital form, familiar content area formation and identify the
including literal and subject and answering main points in simple,
implied meanings. information questions. straightforward texts on
(Example: summarizing, subjects of personal interest
explaining and Reading a text and or familiar academic topics
identifying, word answering information while making informed
choice, symbols, points questions. decisions about one’s own
of view, etc.) reaction to the text. (I.1, I.2,
Choosing from a list of S.2)
words to complete
gaps from a reading. CE.EFL.5.11.
Identify and apply a range
Reading a short story of reading strategies in order
from the Internet and to make texts meaningful
highlighting interesting and to select information
facts, then comparing within a text that might be of
them with those of a practical use for one’s own
partner. academic needs.

Underlining interesting I.EFL.5.11.1.

facts in a text and then Learners can identify and
doing a little research apply a range of reading
on the topic. strategies in order to make
texts meaningful and to
Putting paragraphs in a select information within a
text in the correct order. text that might be of
practical use for one’s own
Underlining the academic needs. (I.1, I.2, I.4,
cognates in a short text. S.3)

Scanning a text for the CE.EFL.5.14.

main characters. Identify, critically evaluate
and recommend a variety of
Underlining main ideas potential resources and
from texts and then references, including digital
using them to write tools, that support
questions the learner collaboration and
has about the topic. productivity, for educational
and academic use.
Identifying the correct
format for an academic I.EFL.5.14.1.
text. Learners can identify,

Scanning a text for the
answers to pre-reading
questions.
Writing
Recommending a web
site to another learner.
critically evaluate and
recommend a variety of po-
tential resources and
references, including digital
tools, that support
collaboration and
productivity, for educational
and academic use. (I.1, I.2,
S.3, S.4)

Finding a variety of CE.EFL.5.17.

online references to Demonstrate and convey
practice a grammar different levels of meaning in
structure, then recom- literary texts by identifying
mending the best one distinguishing features,
to the class. interpreting implicit and
explicit messages and
Identifying the best responding in a variety of
resources for a writing ways.
project in pairs.
I.EFL.5.17.1.
Using a list of criteria in
Learners can demonstrate
order to evaluate a and convey different levels
web site. of meaning in literary texts
by identifying distinguishing
Analyzing three different features, interpreting implicit
types of dictionaries and explicit messages and
and giving reasons for responding in a variety of
using each. ways. (I.3, I.4, J.3)
 Language through the
Arts

Predicting the content

of a story using the title
and pictures.

Summarizing the main

idea of a song.

Underlining the words in

a text that influence the
reader.

2 Professions You will be able to EFL 5.1.6 Communication and CE.EFL.5.2. 6

talk about different Demonstrate an ability Cultural Awareness Demonstrate an ability to
professions, to make informed discuss culture by analyzing
personality types choices about and take Reading a list of actions cultural products and
and action on issues of people take and referents from Ecuador and
university degrees. prejudice and evaluating and other countries while making
discrimination. discussing the conse- informed choices about and
Describe and quences on professions. taking action on issues of
differentiate EFL 5.2.1 prejudice and discrimination.
professions. Deduce the meanings Simulating desirable
of unfamiliar phrases social and cultural I.EFL.5.2.1.
Ask and answer and words from a behaviors in different Learners can exhibit an
questions about context containing jobs through role play ability to discuss culture by
different personality familiar elements. activities. analyzing cultural products
types, professions (Example: colloquial and referents from Ecuador
and university greetings, exclamations, Choosing pictures that and other countries while
degrees. interjections, etc.) demonstrate tolerance making informed choices
and empathy towards about and taking action on
Write a text EFL 5.2.9 professional groups that issues of prejudice and
comparing two Build on others’ ideas are sometimes discrimination. (I.1, I.2, S.2,
when engaged in pair, discriminated against, J.1, J.3)
professions.
group or whole-class and finding ways to
discussions on personal, make sure these groups CE.EFL.5.5.
social, community and feel included in Listening for Meaning:
academic topics. Ecuadorian society. Identify the main idea in a
variety of audio recordings
EFL 5.3.2 Writing survey questions (e.g., interviews, radio ads,
Identify and use reading about socially and news reports, etc.) and
strategies to make culturally responsible deduce the meanings of
informative and nar- behaviors in jobs and unfamiliar phrases and
rative texts surveying classmates. words in familiar contexts,
comprehensible and Publishing the results in provided speech is clear
meaningful. (Example: an online chart. and visuals help support
skimming, scanning, meaning.
previewing, reading for Brainstorming ways to
main ideas and details, counter discrimination in I.EFL.5.5.1.
using structural and one’s professional daily Learners can identify the
context clues, life. main idea in a variety of
cognates, format, audio recordings (e.g.,
sequence, etc.) Researching a cultural interviews, radio ads, news
or social symbol of reports, etc.) and deduce
EFL 5.3.8 Ecuadorian culture and the meanings of unfamiliar
Identify and understand discussing the findings in phrases and words in familiar
the main points in small groups. contexts where speech is
straightforward texts on clear and visuals help
subjects of personal Oral Communication: support meaning. (I.3, I.4)
interest or familiar Listening and Speaking
academic topics. CE.EFL.5.8.
Using context clues to Interaction – Interpersonal:
deduce the meaning of Respond to and build on
EFL 5.4.2 an expression in a other people’s ideas in
Identify a variety of conversation. extended conversations on
types and formats of familiar social and
potential resources and Using pictures and other academic topics by
the value, purpose and visuals to predict the expressing opinions and
audience of each for main idea of a short feelings and clarifying
use in the educational conversation. meaning.
domain. (Example:
audio/video, Comparing answers in I.EFL.5.8.1.
multimedia, website, pairs or small groups. Learners can respond to and
database, book, build on other people’s
thesaurus, Conducting a role play ideas in extended
scholarly/popular, between two students conversations on familiar
current/historical, etc.) on a given topic. social and academic topics
by expressing opinions and
EFL 5.5.2 Conducting a class feelings and clarifying
Make predictions, survey where learners meaning. (I.3, I.4, S.1, J.3, J.4)
inferences and ask each other about a
deductions to familiar topic and CE.EFL.5.10.
demonstrate different record each other’s Find specific information and
levels of meaning of answers. Sharing a few identify the main points in
literary texts presented things about their simple, straightforward texts
orally or in digital form, classmates’ answers. on subjects of personal
including literal and interest or familiar academic
implied meanings. Playing a conversation topics while making
(Example: summarizing, game, where learners informed decisions about
explaining and move their tokens one’s own reaction to the
identifying, word around the board after text.
choice, symbols, points choosing a card and
of view, etc.) answering the question. I.EFL. 5.10.1.
Learners can find specific in-
Working in pairs to formation and identify the
complete an main points in simple,
information gap straightforward texts on
activity. subjects of personal interest
or familiar academic topics
Reading while making informed
decisions about one’s own
Reading a short news reaction to the text. (I.1, I.2,
article and completing S.2)
an outline.
CE.EFL.5.11.
Reading a text on a Identify and apply a range
familiar content area of reading strategies in order
subject and answering to make texts meaningful
information questions. and to select information
within a text that might be of
Reading a text and practical use for one’s own
answering information academic needs.
questions.
I.EFL.5.11.1.
Choosing from a list of Learners can Identify and
words to complete apply a range of reading
gaps from a reading. strategies in order to make
texts meaningful and to
Reading a short story select information within a
from the Internet and text that might be of
highlighting interesting practical use for one’s own
facts, then comparing academic needs. (I.1, I.2, I.4,
them with those of a S.3)
partner.
CE.EFL.5.14.
Underlining interesting Identify, critically evaluate
facts in a text and then and recommend a variety of
doing a little research potential resources and
on the topic. references, including digital
tools, that support
Putting paragraphs in a collaboration and
text in the correct order. productivity, for educational
and academic use.
Underlining the
cognates in a short text. I.EFL.5.14.1.
Learners can identify,
Scanning a text for the critically evaluate and
main characters. recommend a variety of po-
tential resources and
Underlining main ideas references, including digital
from texts and then tools, that support
using them to write collaboration and
questions the learner productivity, for educational
has about the topic. and academic use. (I.1, I.2,
S.3, S.4)
Identifying the correct
format for an academic CE.EFL.5.17.
text. Demonstrate and convey

Scanning a text for the
answers to pre-reading
questions.
Writing
Recommending a web
site to another learner.
Finding a variety of
online references to
practice a grammar
structure, then recom-
mending the best one
to the class.
Identifying the best
resources for a writing
project in pairs.
different levels of meaning in
literary texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety of
ways.
I.EFL.5.17.1.
Learners can demonstrate
and convey 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)

Using a list of criteria in

order to evaluate a
web site.

Analyzing three different

types of dictionaries
and giving reasons for
using each.
 Language through the
Arts

Predicting the content

of a story using the title
and pictures.

Summarizing the main

idea of a song.

Underlining the words in

a text that influence the
reader.

3 Environme You will be able to EFL 5.1.6 Communication and CE.EFL.5.2. 6

ntally talk about Demonstrate an ability Cultural Awareness Demonstrate an ability to
Friendly environmental to make informed discuss culture by analyzing
issues such as global choices about and take Reading a list of actions cultural products and
warming and action on issues of people take and referents from Ecuador and
renewable prejudice and evaluating and other countries while making
sources of energy. discrimination. discussing the conse- informed choices about and
quences on others. taking action on issues of
Describe the effects EFL 5.2.1 prejudice and discrimination.
of global warming. Deduce the meanings Simulating desirable
of unfamiliar phrases environmental I.EFL.5.2.1.
Describe different and words from a behaviors through role Learners can exhibit an
green products and context containing play activities. ability to discuss culture by
talk about their familiar elements. analyzing cultural products
advantages and (Example: colloquial Choosing pictures that and referents from Ecuador
disadvantages. greetings, exclamations, demonstrate tolerance and other countries while
interjections, etc.) and empathy towards making informed choices
Talk about the environment that is about and taking action on
impact that green EFL 5.2.9 sometimes damage, issues of prejudice and
and non-green Build on others’ ideas and finding ways to discrimination. (I.1, I.2, S.2,
products on the when engaged in pair, make sure these eco- J.1, J.3)
environment. group or whole-class friendly groups feel
discussions on personal, included in Ecuadorian CE.EFL.5.5.
social, community and society. Listening for Meaning:
academic topics. Identify the main idea in a
Writing survey questions variety of audio recordings
EFL 5.3.2 about environmentally (e.g., interviews, radio ads,
Identify and use reading responsible behaviors news reports, etc.) and
strategies to make and surveying deduce the meanings of
informative and nar- classmates. Publishing unfamiliar phrases and
rative texts the results in an online words in familiar contexts,
comprehensible and chart. provided speech is clear
meaningful. (Example: and visuals help support
skimming, scanning, Brainstorming ways to meaning.
previewing, reading for counter discrimination in
main ideas and details, one’s daily life. I.EFL.5.5.1.
using structural and Learners can identify the
context clues, Researching a cultural main idea in a variety of
cognates, format, or environmental audio recordings (e.g.,
sequence, etc.) symbol of Ecuadorian interviews, radio ads, news
culture and discussing reports, etc.) and deduce
EFL 5.3.8 the findings in small the meanings of unfamiliar
Identify and understand groups. phrases and words in familiar
the main points in contexts where speech is
Oral Communication: clear and visuals help
straightforward texts on
subjects of personal Listening and Speaking support meaning. (I.3, I.4)
interest or familiar
academic topics. Using context clues to CE.EFL.5.8.
deduce the meaning of Interaction – Interpersonal:
an expression in a Respond to and build on
EFL 5.4.2 conversation. other people’s ideas in
Identify a variety of extended conversations on
types and formats of Listening to a radio ad familiar social and
potential resources and and identifying the academic topics by
the value, purpose and product being sold. expressing opinions and
audience of each for feelings and clarifying
use in the educational Using pictures and other meaning.
domain. (Example: visuals to predict the
audio/video, main idea of a short I.EFL.5.8.1.
multimedia, website, conversation. Learners can respond to and
database, book, build on other people’s
thesaurus, Comparing answers in ideas in extended
scholarly/popular, pairs or small groups. conversations on familiar
current/historical, etc.) social and academic topics
Conducting a role play by expressing opinions and
EFL 5.5.2 between two students feelings and clarifying
Make predictions, on a given topic. meaning. (I.3, I.4, S.1, J.3, J.4)
inferences and
deductions to Conducting a class CE.EFL.5.10.
demonstrate different survey where learners Find specific information and
levels of meaning of ask each other about a identify the main points in
literary texts presented familiar topic and simple, straightforward texts
orally or in digital form, record each other’s on subjects of personal
including literal and answers. Sharing a few interest or familiar academic
implied meanings. things about their topics while making
(Example: summarizing, classmates’ answers. informed decisions about
explaining and one’s own reaction to the
identifying, word Playing a conversation text.
choice, symbols, points game, where learners
of view, etc.) move their tokens I.EFL. 5.10.1.
around the board after Learners can find specific in-
choosing a card and formation and identify the
answering the question. main points in simple,
straightforward texts on
Working in pairs to subjects of personal interest
complete an or familiar academic topics
information gap while making informed
activity. decisions about one’s own
reaction to the text. (I.1, I.2,
Reading S.2)

Reading a short CE.EFL.5.11.

environmental article Identify and apply a range
and completing an of reading strategies in order
outline. to make texts meaningful
and to select information
Reading a text on a within a text that might be of
familiar content area practical use for one’s own
subject and answering academic needs.
information questions.
I.EFL.5.11.1.
Reading a text and Learners can Identify and
answering information apply a range of reading
questions. strategies in order to make
texts meaningful and to
Choosing from a list of select information within a
words to complete text that might be of
gaps from a reading. practical use for one’s own
academic needs. (I.1, I.2, I.4,
Reading a short story S.3)
from the internet and
highlighting interesting CE.EFL.5.14.
facts, then comparing Identify, critically evaluate
them with those of a and recommend a variety of
partner. potential resources and
references, including digital
Underlining interesting tools, that support
facts in a text and then collaboration and
doing a little research productivity, for educational
on the topic. and academic use.

Putting paragraphs in a I.EFL.5.14.1.

text in the correct order. Learners can identify,
critically evaluate and
Underlining the recommend a variety of po-
cognates in a short text. tential resources and
references, including digital
Scanning a text for the tools, that support
main characters. collaboration and
productivity, for educational
Underlining main ideas and academic use. (I.1, I.2,
from texts and then S.3, S.4)
using them to write
questions the learner CE.EFL.5.17.
has about the topic. Demonstrate and convey
 different levels of meaning in
Identifying the correct literary texts by identifying
format for an academic distinguishing features,
text. interpreting implicit and
explicit messages and
Scanning a text for the responding in a variety of
answers to pre-reading ways.
questions.
I.EFL.5.17.1.
Writing Learners can demonstrate
and convey different levels
Recommending a web of meaning in literary texts
site to another learner. by identifying distinguishing
features, interpreting implicit
Finding a variety of and explicit messages and
online references to responding in a variety of
practice a grammar ways. (I.3, I.4, J.3)
structure, then recom-
mending the best one
to the class.

Identifying the best

resources for a writing
project in pairs.

Using a list of criteria in

order to evaluate a
web site.

Analyzing three different

 types of dictionaries
and giving reasons for
using each.

Language through the

Arts

Predicting the content

of a story using the title
and pictures.

Summarizing the main

idea of a song.

Underlining the words in

a text that influence the
reader.

4 Imagine You will be able to EFL 5.1.6 Communication and CE.EFL.5.2. 6

That talk about bad Demonstrate an ability Cultural Awareness Demonstrate an ability to
habits, imaginary to make informed discuss culture by analyzing
situations and wishes. choices about and take Reading a list of wishes cultural products and
action on issues of people have and referents from Ecuador and
Describe imaginary prejudice and evaluating and other countries while making
situations. discrimination. discussing the conse- informed choices about and
quences on others taking action on issues of
Express wishes. EFL 5.2.1 prejudice and discrimination.
Deduce the meanings Simulating desirable
of unfamiliar phrases social and cultural I.EFL.5.2.1.
and words from a behaviors through role Learners can exhibit an
context containing play activities. ability to discuss culture by
familiar elements. analyzing cultural products
(Example: colloquial Choosing pictures that and referents from Ecuador
greetings, exclamations, demonstrate tolerance and other countries while
interjections, etc.) and empathy towards making informed choices
groups that are about and taking action on
EFL 5.2.9 sometimes issues of prejudice and
Build on others’ ideas discriminated against, discrimination. (I.1, I.2, S.2,
when engaged in pair, and finding ways to J.1, J.3)
group or whole-class make sure these groups
discussions on personal, feel included in CE.EFL.5.5.
social, community and Ecuadorian society. Listening for Meaning:
academic topics. Identify the main idea in a
Writing survey questions variety of audio recordings
EFL 5.3.2 about socially and (e.g., interviews, radio ads,
Identify and use reading culturally responsible news reports, etc.) and
strategies to make behaviors and surveying deduce the meanings of
informative and nar- classmates. Publishing unfamiliar phrases and
rative texts the results in an online words in familiar contexts,
comprehensible and chart. provided speech is clear
meaningful. (Example: and visuals help support
skimming, scanning, Brainstorming ways to meaning.
previewing, reading for counter discrimination in
main ideas and details, one’s daily life. I.EFL.5.5.1.
using structural and Learners can identify the
context clues, Researching a cultural main idea in a variety of
cognates, format, or social symbol of audio recordings (e.g.,
sequence, etc.) Ecuadorian culture and interviews, radio ads, news
discussing the findings in reports, etc.) and deduce
EFL 5.3.8 small groups. the meanings of unfamiliar
Identify and understand phrases and words in familiar
the main points in Oral Communication: contexts where speech is
straightforward texts on Listening and Speaking clear and visuals help
subjects of personal support meaning. (I.3, I.4)
interest or familiar Using context clues to
academic topics. deduce the meaning of CE.EFL.5.8.
an expression in a Interaction – Interpersonal:
EFL 5.4.6 conversation. Respond to and build on
Produce emails and other people’s ideas in
blog posts describing Using pictures and other extended conversations on
personal experiences visuals to predict the familiar social and
and feelings. main idea of a short academic topics by
conversation. expressing opinions and
EFL 5.5.1 feelings and clarifying
Compare and present Comparing answers in meaning.
personal and formal pairs or small groups.
responses to and in- I.EFL.5.8.1.
terpretations of Conducting a role play Learners can respond to and
published literary texts between two students build on other people’s
and the works of peers, on a given topic. ideas in extended
referring to details and conversations on familiar
features of the text. Conducting a class social and academic topics
(Example: text structure, survey where learners by expressing opinions and
plot, ideas, events, ask each other about a feelings and clarifying
vocabulary, etc.) familiar topic and meaning. (I.3, I.4, S.1, J.3, J.4)
record each other’s
EFL 5.5.5 answers. Sharing a few CE.EFL.5.10.
Create original, things about their Find specific information and
imaginative stories using classmates’ answers. identify the main points in
appropriate vocabulary simple, straightforward texts
and elements of the Playing a conversation on subjects of personal
literature learners have game, where learners interest or familiar academic
read or heard. move their tokens topics while making
around the board after informed decisions about
choosing a card and one’s own reaction to the
answering the question. text.

Working in pairs to I.EFL. 5.10.1.

complete an Learners can find specific in-
information gap formation and identify the
activity. main points in simple,
straightforward texts on
Reading subjects of personal interest
or familiar academic topics
Reading a short news while making informed
article and completing decisions about one’s own
an outline. reaction to the text. (I.1, I.2,
S.2)
Reading a text on a
familiar content area CE.EFL.5.11.
subject and answering Identify and apply a range
information questions. of reading strategies in order
to make texts meaningful
Reading a text and and to select information
answering information within a text that might be of
questions. practical use for one’s own
academic needs.
Choosing from a list of
words to complete I.EFL.5.11.1.
gaps from a reading. Learners can Identify and
apply a range of reading
Reading a short story strategies in order to make
from the Internet and texts meaningful and to
highlighting interesting select information within a
facts, then comparing text that might be of
them with those of a practical use for one’s own
partner. academic needs. (I.1, I.2, I.4,
S.3)
Underlining interesting
facts in a text and then CE.EFL.5.13.
doing a little research Produce emails, blog posts
on the topic. and other written texts using
an effective voice and a
Putting paragraphs in a variety of appropriate writing
text in the correct order. styles and conventions.

Underlining the I.EFL.5.13.1.

cognates in a short text. Learners can produce
emails, blog posts and other
Scanning a text for the
written texts using an
main characters.
effective voice and a variety
Underlining main ideas of appropriate writing styles
from texts and then and conventions. (I.3, S.3,
using them to write J.2)
questions the learner
has about the topic. CE.EFL.5.16.
Respond to and interpret
Identifying the correct literary texts, including
format for an academic original stories written by
text. peers, referring to details
and literary elements of the
Scanning a text for the text.
answers to pre-reading
questions. I.EFL.5.16.1.
Learners can respond to and
Writing interpret literary texts,
including original stories
Posting a comment to a written by peers, referring to
classmate’s writing on a details and literary elements
class blog. of the text. (S.1, S.4, J.2)

Doing extended or free

writing on a class blog.

Writing an email to a
friend recommending a
movie you’ve seen.

Writing a blog post

about your future plans.

Language through the

Arts

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.

Explaining through
pictures, physical
expression or charts
(ICT) how a text makes
the learner feel.

Searching for pictures

on the Internet or in
magazines in order to
respond to a peer’s
writing.

Listening to a song and

inferring if it is happy,
sad, etc. Giving reasons
for the inference.

Rewriting a fairy tale

from a modern point of
view, using simple ideas
and phrases or
 illustrations.

5 In the You will be able to EFL 5.1.9 Communication and CE.EFL.5.4. 6

News report what was Communicate Cultural Awareness Communicate effectively
stated in information and ideas using a variety of media and
newspapers, on the effectively to diverse Writing comments on a formats, including ICT, by
radio or television. audiences using a blog to find more saying things in alternative
variety of media and information about news. ways and applying self-
Report what was formats. correcting and self-
stated. Creating a “live” video monitoring strategies when
EFL 5.2.7 on Facebook to give an needed.
Report what was Present information opinion on news.
requested. clearly and effectively I.EFL.5.4.1.
in a variety of oral forms Oral Communication: Learners can communicate
Understand meaning for a range of Listening and Speaking effectively using a variety of
from context. audiences and media and formats,
purposes. (Example: Asking learners simple including ICT, by saying
summarizing, questions about things in alternative ways
paraphrasing, personal themselves, their family and applying self-correcting
narratives, research or their possessions and and self-monitoring
reports, essays, articles, noting that their strategies when needed. (I.1,
posters, charts and response time is I.3, J.4)
other graphics, etc.) relatively quick and
there are minimal basic CE.EFL.5.9.
EFL 5.3.2 errors. Production – Fluency:
Identify and use reading Present information clearly
strategies to make Asking learners to and influence an audience
informative and nar- describe news and effectively through well-
rative texts asking them to give full developed arguments in
comprehensible and predictions about what prepared presentations and
meaningful. (Example: they can see. other forms of oral
skimming, scanning, communication.
previewing, reading for Using intonation to
main ideas and details, convince a partner to I.EFL.5.9.1.
using structural and take action. Learners can present infor-
context clues, mation clearly and influence
cognates, format, Summarizing a peer’s an audience effectively
sequence, etc.) opinion about a video through well-developed
seen in class. arguments in prepared
EFL 5.3.8 presentations and other
Identify and understand Listening to a talk on a forms of oral
the main points in subject of interest and communication. (I.2, I.3, J.2)
straightforward texts on paraphrasing the main
points for a partner. CE.EFL.5.10.
subjects of personal
Find specific information and
interest or familiar Reading identify the main points in
academic topics. simple, straightforward texts
Reading a short news on subjects of personal
EFL 5.4.6 article and completing interest or familiar academic
Produce emails and an outline. topics while making
blog posts describing informed decisions about
personal experiences Reading a text on a one’s own reaction to the
and feelings. familiar content area text.
subject and answering
EFL 5.5.1 information questions. I.EFL. 5.10.1.
Compare and present Learners can find specific in-
personal and formal Reading a text and formation and identify the
responses to and in- answering information main points in simple,
terpretations of questions. straightforward texts on
published literary texts subjects of personal interest
and the works of peers, Choosing from a list of or familiar academic topics
referring to details and words to complete while making informed
features of the text. gaps from a reading. decisions about one’s own
(Example: text structure, reaction to the text. (I.1, I.2,
plot, ideas, events, Reading a short story S.2)
vocabulary, etc.) from the Internet and
highlighting interesting CE.EFL.5.11.
EFL 5.5.5 facts, then comparing Identify and apply a range
Create original, them with those of a of reading strategies in order
imaginative stories using partner. to make texts meaningful
appropriate vocabulary and to select information
and elements of the Underlining interesting within a text that might be of
literature learners have facts in a text and then practical use for one’s own
read or heard. doing a little research academic needs.
on the topic.
I.EFL.5.11.1.
Putting paragraphs in a Learners can Identify and
text in the correct order. apply a range of reading
strategies in order to make
Underlining the texts meaningful and to
cognates in a short text. select information within a
text that might be of
Scanning a text for the practical use for one’s own
main characters. academic needs. (I.1, I.2, I.4,
S.3)
Underlining main ideas
from texts and then CE.EFL.5.13.
using them to write Produce emails, blog posts
questions the learner and other written texts using
has about the topic. an effective voice and a
variety of appropriate writing
Identifying the correct styles and conventions.
format for an academic
text. I.EFL.5.13.1.
Learners can produce
Scanning a text for the emails, blog posts and other
answers to pre-reading written texts using an
questions.
effective voice and a variety
Writing of appropriate writing styles
and conventions. (I.3, S.3,
Posting a comment to a J.2)
classmate’s writing on a
class blog. CE.EFL.5.16.
Respond to and interpret
Doing extended or free literary texts, including
writing on a class blog. original stories written by
peers, referring to details
Writing an email to a and literary elements of the
friend recommending a text.
movie you’ve seen.
I.EFL.5.16.1.
Writing a blog post Learners can respond to and
about your future plans. interpret literary texts,
including original stories
Language through the written by peers, referring to
Arts details and literary elements
of the text. (S.1, S.4, J.2)
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.

Explaining through
pictures, physical
expression or charts
(ICT) how a text makes
the learner feel.

Searching for pictures

on the Internet or in
magazines in order to
respond to a peer’s
writing.

Listening to a song and

inferring if it is happy,
sad, etc. Giving reasons
for the inference.

Rewriting a fairy tale

 from a modern point of
view, using simple ideas
and phrases or
illustrations.

6 Going You will be able to EFL 5.1.9 Communication and CE.EFL.5.4. 6

back in talk about important Communicate Cultural Awareness Communicate effectively
time inventions and information and ideas using a variety of media and
historic events from effectively to diverse Writing comments on a formats, including ICT, by
the 20th century. audiences using a blog to find more saying things in alternative
variety of media and information about the ways and applying self-
Give basic details formats. past. correcting and self-
about different monitoring strategies when
inventions and EFL 5.2.7 Creating a video to needed.
important events Present information give an opinion on a
from clearly and effectively unit topic. I.EFL.5.4.1.
the past. in a variety of oral forms Learners can communicate
for a range of Using social media to effectively using a variety of
Speculate about audiences and network with teens media and formats,
what would have purposes. (Example: across the globe. including ICT, by saying
happened if things summarizing, things in alternative ways
had been different in paraphrasing, personal Oral Communication: and applying self-correcting
the past. narratives, research Listening and Speaking and self-monitoring
reports, essays, articles, strategies when needed. (I.1,
posters, charts and Asking learners simple I.3, J.4)
other graphics, etc.) questions about past,
their family or their CE.EFL.5.9.
possessions and noting Production – Fluency:
EFL 5.3.2
Identify and use reading that their response time Present information clearly
strategies to make is relatively quick and and influence an audience
informative and nar- there are minimal basic effectively through well-
rative texts errors. developed arguments in
comprehensible and prepared presentations and
meaningful. (Example: Asking learners to other forms of oral
skimming, scanning, describe a picture of a communication.
previewing, reading for familiar past event and
main ideas and details, asking them to give full I.EFL.5.9.1.
using structural and predictions about what Learners can present infor-
context clues, they can see. mation clearly and influence
cognates, format, an audience effectively
sequence, etc.) Using intonation to through well-developed
convince a partner to arguments in prepared
EFL 5.3.8 take action. presentations and other
Identify and understand forms of oral
the main points in Summarizing a peer’s communication. (I.2, I.3, J.2)
straightforward texts on opinion about a video
seen in class. CE.EFL.5.10.
subjects of personal
Find specific information and
interest or familiar Listening to a talk on a identify the main points in
academic topics. subject of interest and simple, straightforward texts
paraphrasing the main on subjects of personal
EFL 5.4.6 points for a partner. interest or familiar academic
Produce emails and topics while making
blog posts describing Reading informed decisions about
personal experiences one’s own reaction to the
and feelings. Reading a short story text.
and completing an
EFL 5.5.1 outline. I.EFL. 5.10.1.
Compare and present Learners can find specific in-
personal and formal Reading a text on a formation and identify the
responses to and in- familiar content area main points in simple,
terpretations of subject and answering straightforward texts on
published literary texts information questions. subjects of personal interest
and the works of peers, or familiar academic topics
referring to details and Reading a text and while making informed
features of the text. answering information decisions about one’s own
(Example: text structure, questions. reaction to the text. (I.1, I.2,
plot, ideas, events, S.2)
vocabulary, etc.) Choosing from a list of
words to complete CE.EFL.5.11.
EFL 5.5.5 gaps from a reading. Identify and apply a range
Create original, of reading strategies in order
imaginative stories using Reading a short story to make texts meaningful
appropriate vocabulary from the Internet and and to select information
and elements of the highlighting interesting within a text that might be of
literature learners have facts, then comparing practical use for one’s own
read or heard. them with those of a academic needs.
partner.
I.EFL.5.11.1.
Underlining interesting Learners can Identify and
facts in a text and then apply a range of reading
doing a little research strategies in order to make
on the topic. texts meaningful and to
select information within a
Putting paragraphs in a text that might be of
text in the correct order. practical use for one’s own
academic needs. (I.1, I.2, I.4,
Underlining the S.3)
cognates in a short text.
CE.EFL.5.13.
Scanning a text for the Produce emails, blog posts
main characters. and other written texts using
an effective voice and a
Underlining main ideas variety of appropriate writing
from texts and then styles and conventions.
using them to write
questions the learner I.EFL.5.13.1.
has about the topic. Learners can produce
emails, blog posts and other
Identifying the correct written texts using an
format for an academic effective voice and a variety
text. of appropriate writing styles
and conventions. (I.3, S.3,
Scanning a text for the J.2)
answers to pre-reading
questions. CE.EFL.5.16.
Respond to and interpret
Writing literary texts, including
original stories written by
Posting a comment to a peers, referring to details
classmate’s writing on a and literary elements of the
class blog. text.

Doing extended or free I.EFL.5.16.1.

writing on a class blog. Learners can respond to and
interpret literary texts,
Writing an email to a including original stories
friend recommending a written by peers, referring to
movie you’ve seen. details and literary elements
of the text. (S.1, S.4, J.2)
Writing a blog post
about your future plans.

Language through the

Arts

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.

Explaining through
pictures, physical
expression or charts
(ICT) how a text makes
the learner feel.

Searching for pictures

on the Internet or in
magazines in order to
 respond to a peer’s
writing.

Listening to a song and

inferring if it is happy,
sad, etc. Giving reasons
for the inference.

Rewriting a fairy tale

from a modern point of
view, using simple ideas
and phrases or
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 B1.2. Quito, Ecuador: Grupo Editorial Norma SA

ELABORATED BY REVISED BY APPROVED BY

TEACHER: NAME: NAME:
Signature: Signature: Signature:

Date: September 11st, 2017 Date: September 11st, 2017 Date: