SCHOOL NAME: SCHOOL YEAR:

UNIDAD EDUCATIVA “BOLIVAR” 2018-2019

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: English as a Foreign Language Subject: English
Teacher: Lic. Sandra Ayala
Grade/ Course: 2nd, A-B-C-D-E-F-G Education Level: B1.1 BGU
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
5 Hours 40 weeks 4 weeks 36 weeks periods
180 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 countries in a Encounter socio-cultural aspects of their own and other countries in a thoughtful and
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and inquisitive manner.
languages from the secure standpoint of their own national and cultural identity. REF.-O.EFL 5.1

OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards O.EFL 5.2
different cultures to comprehend the role of diversity in building an intercultural and Draw on this established propensity for curiosity and tolerance towards different cultures to
multinational society. comprehend the role of diversity in building an intercultural and multinational 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
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.
common interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language
(CEFR B1 level).
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)

TRANSVERSAL AXES: values to develop during the school year, write them in general  Formation of values 
 Environmental protection (TINI) 
 Health care 
 Culture by reading 
4.UNITS TO BE DEVELOPED

Nº Title of the unit Unit Specific Objectives
O.EFL 5.4 Deploy a range of
learning strategies, there by
1 BREAKING increasing disposition and ability
NEWS to independently access further
(language) learning and practice
opportunities. Respect
themselves and others within the
communication process,
cultivating habits of honesty and
integrity into responsible
academic behavior.
O.EFL 5.6 Through selected
media, participate in reasonably
extended spoken or written
dialogue with peers from
different L1 backgrounds on
work, study, or general topics of
common interest, expressing
ideas and opinions effectively
and appropriately.
O.EFL 5.7 Interact quite clearly,
confidently, and appropriately in
a range of formal and informal
social situations with a limited
Contents/skills
Communication and Cultural
Awareness
EFL 5.1.5 Identify, discuss and
analyze cultural products from
Ecuador and beyond and use
them to explore the perspectives of
the culture.
Oral Communication: (Listening
and Speaking)
EFL 5.2.11 Express opinions on
abstract topics, such as film and
music, and concrete topics,
such as personal experiences, while
describing one’s reactions to them
and others’ opinions.
Reading
EFL 5.3.4 Find the most important
information in print or online
sources in order to support an
Methodological Orientations
Communication and Cultural
Awareness
• Recognizing instances of
discrimination or prejudice in
one’s daily
life and analyzing reasons for them
in small groups.
• Inviting a guest speaker from
another country to class and asking
and answering questions about
his/her culture/country.
• Researching through the Internet
about other cultures and ways
of life and presenting them to the
class using digital tools.
• Working in small groups to
complete a cultural project
• Playing a conversation game,
where learners move their tokens
around the board after choosing a
card and answering the question.
• Listening to another learner’s
answers in class and responding
appropriately.
• Working in pairs to complete an
Wee
ks
Evaluation
durat
ion
CE.EFL.5.2 Demonstrate an ability to
discuss culture by analyzing cultural
products and referents from Ecuador
and other countries while making
5
informed choices about and taking
action on issues of prejudice and
discrimination.
I.EFL.5.2.1 Learners can exhibit an
ability to discuss culture by analyzing
cultural products and referents from
Ecuador and other countries while
making informed choices about and
taking action on issues of prejudice
and discrimination.
(I.1, I.2, S.2, J.1, J.3)
CE.EFL.5.8 Interaction –
Interpersonal: Respond to and build
on other people’s ideas in extended
conversations on familiar social and
academic topics by expressing
opinions and feelings and clarifying
meaning.
I.EFL.5.12.1 Learners can engage
with a variety of digital and print texts
and resources by evaluating and
but effective idea or argument. (Example:
command of the spoken Internet search engines, online
language. advertising, online or print
timetables, web pages, posters,
adverts, catalogues, etc.)
Writing
EFL 5.4.4 Select and make
effective use of a range of digital
tools to write, edit, revise and
publish written work in a way that
supports collaboration, learning
and productivity. (Example: image
editing, Google Drive, infographic
makers, audio and video editing,
presentation apps, etc.)
EFL 5.4.7 Use the process of
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well-
constructed informational texts.
Language through the Arts
EFL 5.5.9 Engage in collaborative
activities through a variety of
student groupings to share,
reflect on, express and interpret
opinions and evaluations of a range
of literary texts. (Example:
small groups, cooperative learning
groups, literature circles, process
writing groups, etc.)
information gap activity.
• Doing a mingle activity where
learners ask and answer questions
about things they have or haven’t
done, in order to extend the
exchange.
• Establishing a clear expectation
of English Informal assessment
could involve personal notes from
the teacher to learners who use
L2 regularly.
Reading
• Read quickly looking for words
each paragraph.
• Writing new words and phrases
in a vocabulary notebook and then
writing a text using three words
from your vocabulary notebook.
• Identifying unreliable resources
on the Internet.
• Reading about a topic and then
identifying reference materials.
• Printing out the results of a
search and having learners discuss
which results seem the most
appropriate and why.
Writing
• Finding a variety of online
references to practice a grammar
structure, then recommending the
best one to the class.
• Using new words or information
from a class lesson and creating an
online game to practice them, then
sharing and playing the game with
the rest of the class.
• Reading a dialogue which serves
as a model text, then writing a
similar dialogue on a different
topic while implementing new
words/expressions from the unit.
Language through the Arts
• Assigning roles for a group
project
• Creating literature circles where
detecting complexities and
discrepancies in the information in
order to find the most appropriate
sources to support an idea or
argument. (I.2, I.4, J.3)
CE.EFL.5.12 Engage with a variety of
digital and print texts and resources by
evaluating and detecting complexities
and discrepancies in the information
in order to find the most appropriate
sources to support an idea or
argument.
I.EFL.5.12.1 Learners can engage
with a variety of digital and print texts
and resources by evaluating and
detecting complexities and
discrepancies in the information in
order to find the most appropriate
sources to support an idea
or argument. (I.2, I.4, J.3)
CE.EFL.5.14 Identify, critically
evaluate and recommend a variety of
potential resources and references,
including digital tools that support
collaboration and productivity, for
educational and academic use.
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)
CE.EFL.5.15 Plan and produce well-
constructed informational texts by
applying the writing process and while
demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and
evidence.

2 HEALTHY O.EFL 5.2 Draw on this
LIFE, established propensity for
HEALTHY curiosity and tolerance towards
WORLD different cultures to comprehend
the role of diversity in building
an intercultural and
multinational society.
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
Communication and Cultural
Awareness
EFL 5.1.1 Display an
understanding of the relationship
between the practices and
perspectives
of different cultures by recognizing
and sharing cross-cultural
experiences and ideas.
Oral Communication: (Listening
and Speaking)
EFL 5.2.2 Identify the main idea
and some details of recorded news
reports, documentaries and
interviews reporting on seasonal
festivities, environmental issues,
food and international customs,
climate, weather, etc., where the
visuals support the commentary.
learners have the freedom to say
anything they want about a text
from class or outside of class.
• Reflecting on the effectiveness of
the group’s work after a project
and deciding what changes need to
be made in order to improve on the
next project.
Communication and Cultural
Awareness
• Researching schooling from
other cultures and presenting them
on a class blog.
• Responding sensitively to a
peer’s opinion about a text read in
class.
• Watching a video and identifying
desirable language use.
• Comparing nonverbal and body
language between L1 and L2
cultures.
• Sharing a cross-cultural
experience (such as traveling,
trying a new food, meeting
someone from another country) in
pairs or as a class.
Oral Communication: (Listening
and Speaking)
• Using context clues to deduce the
meaning of an expression in a
conversation between a waiter and
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)
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)
CE.EFL.5.1 Display an understanding
of the integrity of different cultures by
sharing experiences and by
participating in class activities and
discussions in a way that shows
empathy and respect for others.
I.EFL.5.1.1 Learners can demonstrate
an understanding of the integrity of
different cultures by sharing
experiences and by participating in
class activities and discussions in a
way that shows empathy and respect
for others. (I.3, S.1, S.2, J.1, J.3)
CE.EFL.5.5 Listening for Meaning:
Identify the main idea in a variety of
audio recordings (e.g., interviews,
radio ads, news reports, etc.) and
deduce the meanings of unfamiliar
phrases and words in familiar
contexts, provided speech is clear and
visuals help support meaning.
I.EFL.5.5.1 Learners can identify the
a range of formal and informal
social situations with a limited
but effective command of the
spoken language.
Reading
EFL 5.3.8 Identify and understand
the main points in straightforward
texts on subjects of personal
interest or familiar academic
topics.
Writing
EFL 5.4.2 Identify a variety of
types and formats of potential
resources and the value, purpose
and audience of each for use in the
educational domain. (Example:
audio/video, multimedia, website,
database, book, thesaurus,
scholarly/popular, current /
historical, etc.)
Language through the Arts
EFL 5.5.8 Contribute to team
projects to produce original works
and solve problems while
effectively negotiating and
managing interactions to
accomplish social and classroom
tasks.
a customer.
• Listening to a radio ad and
identifying the product being sold.
• Using pictures and other visuals
to predict the main idea of a short
conversation
• Establishing a clear expectation
of English use for classroom
functions. Informal assessment
could involve personal notes from
the teacher to learners who use L2
regularly.
Reading
• Reading two short simple cross
curricular texts and using them to
support one’s own argument or
hypothesis.
• Agreeing or disagreeing with a
strong opinion stated in a text and
giving reasons for one’s own
response.
• Reading a text and answering
information questions.
• Choosing from a list of words to
complete gaps from a reading.
Writing
• Finding a variety of online
references to practice a grammar
structure, then recommending 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.
Language through the Arts
• Analyzing three different rubrics
and discussing how each one
might influence the way it is
evaluated.
• Reflecting on the effectiveness of
the group’s work after a project
and deciding what changes need to
be made in order to improve
main idea in a variety of audio
recordings (e.g., interviews, radio ads,
news reports, etc.) and deduce the
meanings of unfamiliar phrases and
words in familiar contexts where
speech is clear and visuals help
support meaning. (I.3, I.4)
CE.EFL.5.10 Find specific
information and identify the main
points in simple, straightforward texts
on subjects of personal interest or
familiar academic topics while making
informed decisions about one’s own
reaction to the text.
I.EFL. 5.10.1 Learners can find
specific information and identify the
main points in simple, straightforward
texts on subjects of personal interest
or familiar academic topics while
making informed decisions about
one’s
own reaction to the text. (I.1, I.2, S.2)
CE.EFL.5.14 Identify, critically
evaluate and recommend a variety of
potential resources and references,
including digital tools that support
collaboration and productivity, for
educational and academic use.
I.EFL.5.14.1 Learners can identify,
critically evaluate and recommend a
variety of potential resources and
references, including digital tools,
that support collaboration and
productivity, for educational and
academic use. (I.1, I.2, S.3, S.4)
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

3 WHAT LIES O.EFL 5.2 Draw on this
WITHIN US established propensity for
curiosity and tolerance towards
different cultures to comprehend
the role of diversity in building
an intercultural and
multinational society.
O.EFL 5.3 Access greater
flexibility of mind, creativity,
enhanced linguistic intelligence,
and critical thinking skills
through an appreciation of
linguistic differences. Enjoy an
enriched perspective of their
own L1 and of language use for
communication and learning.
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).
Communication and Cultural
Awareness
EFL 5.1.1 Display an
understanding of the relationship
between the practices and
perspectives of different cultures
by recognizing and sharing cross-
cultural experiences and ideas.
Oral Communication: (Listening
and Speaking)
EFL 5.2.9 Build on others’ ideas
when engaged in pair, group or
whole-class discussions on
personal, social, community and
academic topics.
Reading
EFL 5.3.4 Find the most important
information in print or online
sources in order to support an idea
or argument. (Example: Internet
search engines, online advertising,
online or print timetables, web
pages, posters, adverts, catalogues,
etc.)
EFL 5.3.5 Assess, compare and
evaluate the quality of written texts
and visual presentations using
different criteria and ICT tools
on the next project.
• Participating in classroom games
in which problem-solving as a
team is important
Communication and Cultural
Awareness
• Writing a weekly journal entry
about a cross-cultural experience
• Sharing a cross-cultural
experience (such as traveling,
trying a new food, meeting
someone from another country) in
pairs or as a class.
• Finding recipes from other
cultures and regions and then
sharing them in class.
Reading two legends from
different regions in Ecuador and
completing a chart to show the
differences.
• Brainstorming features and
conventions of a genre and then
reading an example in order to
locate each one
•Underlining and discussing
examples of implied meanings in a
story
Oral Communication: (Listening
and Speaking)
• Comparing and contrasting the
opinions of two experts on a topic
of personal interest.
• Working in pairs to complete an
information gap activity.
• Doing a mingle activity where
learners ask and answer questions
about things they have or haven’t
done.
• Establishing a clear expectation
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)
CE.EFL.5.1 Display an understanding
of the integrity of different cultures by
sharing experiences and by
participating in class activities and
discussions in a way that shows
empathy and respect for others.
I.EFL.5.3.1 Learners can interpret
cultural and language patterns in
English, including nonverbal
communication, and apply them in
appropriate contexts. (I.3, I.4, S.1,
S.2)
CE.EFL.5.8 Interaction –
Interpersonal: Respond to and build
on other people’s ideas in extended
conversations on familiar social and
academic topics by expressing
opinions and feelings and clarifying
meaning.
I.EFL.5.12.1 Learners can engage
with a variety of digital and print texts
and resources by evaluating and
detecting complexities and
discrepancies in the information in
order to find the most appropriate
sources to support an idea or
argument. (I.2, I.4, J.3)
CE.EFL.5.12 Engage with a variety of
digital and print texts and resources by
evaluating and detecting complexities
and discrepancies in the information
in order to find the most appropriate
related to the organization, subject
area and purpose of a text.
(Examples of text types: editorials,
letters to the editor, political
speeches, illustrations,
charts, advertisements, etc.)
Writing
EFL 5.4.3 Apply new and prior
knowledge in order to plan and
create texts and determine if the
new knowledge adds value to or
contradicts prior information.
EFL 5.4.5 Justify and explain the
rationale for a position on an
argument, using persuasive
language, tone, evidence and well-
developed arguments through
essays, editorials, movie and book
reviews, position papers and
brochures.
Language through the Arts
EFL 5.5.2 Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary texts presented
orally or in digital form, including
literal and implied meanings.
(Example: summarizing,
explaining and identifying, word
choice, symbols, points of view,
etc.)
of English use for classroom
functions.
Reading
• To get familiar with the topic of a
text, take a quick look at the
vocabulary it contains.
• Comparing and contrasting the
opinions of two experts on a topic
of personal interest.
• Identifying unreliable resources
on the Internet.
• Reading about a topic and then
identifying reference materials and
sources that could be used to find
out more information.
Writing
• Finding a variety of online
references to practice a grammar
structure, then recommending the
best one to the class.
• Using a rubric to assess the
validity of a web site, according to
one’s academic needs
• Reading a dialogue which serves
as a model text, then writing a
similar dialogue on a different
topic while implementing new
words/ expressions from the unit.
Language through the Arts
• Completing a chart with literary
elements from a text.
• Using feelings and gestures to
read a dialogue.
• Reading a class dialogue in three
different ways.
• Appropriately exhibiting
surprise, joy, sadness, etc., in a
conversation.
• Brainstorming features and
conventions of a genre and then
reading an example in order to
locate each one.
sources to support an idea or
argument. I.EFL.5.12.1 Learners can
engage with a variety of digital and
print texts and resources by evaluating
and detecting complexities and
discrepancies in the information in
order to find the most appropriate
sources to support an idea or
argument. (I.2, I.4, J.3)
CE.EFL.5.15 Plan and produce well-
constructed informational texts by
applying the writing process
and while demonstrating an ability to
justify one’s position on an argument
through carefully
selected information and appropriate
language, tone and evidence.
I.EFL.5.15.1 Learners can plan and
produce well-constructed
informational texts by applying the
writing process and while
demonstrating an ability to justify
one’s position on an argument
through carefully selected information
and appropriate language, tone and
evidence. (I.2,
I.3, I.4, S.3, J.1)
CE.EFL.5.17 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.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,

4 FOR OLD O.EFL 5.4 Deploy a range of
TIMES’ SAKE learning strategies, thereby
increasing disposition and ability
to independently access further
(language) learning and practice
opportunities. Respect themsel-
ves and others within the
commu-nication process,
cultivating habits of honesty and
integrity into responsible
academic behavior.
O.EFL 5.6 Through selected
media, participate in reasonably
extended spoken or written
dialogue with peers from
different L1 backgrounds on
work, study, or general topics of
common interest, expressing
ideas and opinions effectively
and appropriately.
Communication and Cultural
Awareness
EFL 5.1.5 Identify, discuss and
analyze cultural products from
Ecuador and beyond and use them
to explore the perspectives of the
culture.
Oral Communication: (Listening
and Speaking)
EFL 5.2.14 Request and provide
information and assistance orally
for personal, social and academic
purposes in order to clarify and
extend meaning in spoken
interactions.
Reading
EFL 5.3.3 Determine the main
conclusion in texts which clearly
argue a point of view in order to
make informed decisions about
one’s own opinion and reaction to
the text.
EFL 5.3.8 Identify and understand
the main points in straightforward
texts on subjects of personal
interest or familiar academic
topics.
Writing
EFL 5.4.5 Select and make
effective use of a range of digital
tools to write, edit, revise and
publish
written work in a way that supports
collaboration, learning and
productivity. (Example: image
editing, Google Drive, infographic
Communication and Cultural
Awareness
• Recognizing instances of
discrimination or prejudice in
one’s daily life and analyzing
reasons for them in small groups.
• Inviting a guest speaker from
another country to class and asking
and answering questions about his/
her culture/country.
• Researching through the Internet
about other cultures and ways of
life and presenting them to the
class using digital tools.
• Working in small groups to
complete a cultural project.
• Reading a list of actions people
take and evaluating and discussing
the consequences on others
(including on the environment).
Oral Communication: (Listening
and Speaking)
• Comparing answers in pairs or
small groups.
• Conducting a role play between
two students on a given topic.
• Showing a movie trailer and
asking learners to share their
opinions in pairs and say whether
they would go see that movie or
not.
• Establishing a clear expectation
of English use for classroom
functions.
• Informal assessment could
involve personal notes from the
teacher to learners who use L2
regularly.
Reading
• Reading a biography and putting
events on a timeline.
I.4, J.3)
CE.EFL.5.2 Demonstrate an ability to
discuss culture by analyzing cultural
products and referents from Ecuador
and other countries while making
informed choices about and taking
action on issues of prejudice and
discrimination.
I.EFL.5.2.1 Learners can exhibit an
ability to discuss culture by analyzing
cultural products and referents from
Ecuador and other countries while
making informed choices about and
taking action on issues of prejudice
and discrimination.
(I.1, I.2, S.2, J.1, J.3)
CE.EFL.5.8 Interaction –
Interpersonal: Respond to and build
on other people’s ideas in extended
conversations on familiar social and
academic topics by expressing
opinions and feelings and
clarifying meaning.
I.EFL.5.8.1 Learners can respond to
and build on other people’s ideas in
extended conversations on familiar
social and academic topics by
expressing opinions and feelings and
clarifying meaning. (I.3, I.4, S.1, J.3,
J.4)
CE.EFL.5.10 Find specific
information and identify the main
points in simple, straightforward texts
on subjects of personal interest or
familiar academic topics while making
informed decisions about one’s own
reaction to the text.
I.EFL. 5.10.1 Learners can find
specific information and identify the
main points in simple, straightforward
texts on subjects of personal interest
 makers, audio and video editing,
presentation apps, etc.)
EFL 5.4.7 Use the process of
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well-
constructed informational texts.
Language through the Arts
EFL 5.5.1 Compare and present
personal and formal responses to
and interpretations of published
literary texts and the works of
peers, referring to details and
features of the text. (Example: text
structure, plot, ideas, events,
vocabulary, etc.)
5 GETTING O.EFL 5.1 Encounter socio- Communication and Cultural
AWAY cultural aspects of their own and Awareness
• Reading a blog post and writing a
comment.
• Reading a short text and showing
comprehension by completing
the accompanying graphic
organizer.
• Comparing and contrasting the
opinions of two experts on a topic
of personal interest.
• Identifying unreliable resources
on the Internet.
• Reading about a topic and then
identifying reference materials and
sources that could be used to find
out more information.
Writing
• Reading a dialogue which serves
as a model text, then writing a
similar dialogue on a different
topic while implementing new
words/ expressions from the unit.
• Completing an online graphic
organizer in order to help plan a
piece of writing.
• Reading a dialogue which serves
as a model text, then writing a
similar dialogue on a different
topic while implementing new
words/ expressions from the unit.
Language through the Arts
• Explaining through pictures,
physical expression or charts (ICT)
how a text makes the learner feel.
• Using ICT to research about a
topic of learners’ choice and
writing a short, creative story with
the findings.
Communication and Cultural
Awareness
or familiar academic topics while
making informed decisions about
one’s
own reaction to the text. (I.1, I.2, S.2)
CE.EFL.5.15 Plan and produce well-
constructed informational texts by
applying the writing process
and while demonstrating an ability to
justify one’s position on an argument
through carefully selected
information and appropriate language,
tone and evidence.
I.EFL.5.15.1 Learners can plan and
produce well-constructed
informational texts by applying the
writing process and while
demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and
evidence. (I.2,I.3, I.4, S.3, J.1)
CE.EFL.5.5 Listening for Meaning:
Identify the main idea in a variety of
audio recordings (e.g., interviews,
radio ads, news reports, etc.) and
deduce the meanings of unfamiliar
phrases and words in familiar
contexts, provided speech is clear and
visuals help support meaning.
I.EFL.5.5.1 Learners can identify the
main idea in a variety of audio
recordings (e.g., interviews, radio ads,
news reports, etc.) and deduce the
meanings of unfamiliar phrases and
words in familiar contexts where
speech is clear and visuals help
support meaning. (I.3, I.4)
CE.EFL.5.2 Demonstrate an ability to
discuss culture by analyzing cultural
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 5.6 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.
EFL 5.1.3 I Find parallels between
Ecuadorian cultural and political
referents and those of other
countries by talking about holidays,
symbols, customs and schooling.
Oral Communication: (Listening
and Speaking)
EFL 5.2.2 Identify the main idea
and some details of recorded news
reports, documentaries and
interviews reporting on seasonal
festivities, environmental issues,
food and international customs,
climate, weather, etc., where the
visuals support the commentary.
Reading
EFL 5.3.2 Identify and use reading
strategies to make informative and
narrative texts comprehensible and
meaningful. (Example: skimming,
scanning, previewing, reading for
main
ideas and details, using structural
and context clues, cognates,
format, sequence, etc.)
Writing
EFL 5.4.4 Select and make
effective use of a range of digital
tools to write, edit, revise and
publish written work in a way that
supports collaboration, learning
and productivity. (Example:
image editing, Google Drive,
infographic makers, audio and
video editing, presentation apps,
etc.)
Language through the Arts
EFL 5.5.5 Create original,
• Making a video blog to record
comparisons and ideas from class
lessons.
• Researching and writing a short
paragraph about a new topic and
using appropriate references to
support your ideas.
• Watching a video and identifying
desirable language use.
• Comparing nonverbal and body
language between L1 and L2
cultures.
• Creating selfie videos for class
assignments and sharing them on a
class blog.
• Writing a letter to your future
self
Oral Communication: (Listening
and Speaking)
• Using context clues to deduce the
meaning of an expression in a
conversation between a waiter and
a customer.
• Listening to a radio ad and
identifying the product being sold.
•Using pictures and other visuals
to predict the main idea of a short
conversation.
• Listening to a straightforward
article and correcting false
statements
• Listening to a dialogue and
completing a chart with key
information. (Example: problem
and proposed solution, city and
transportation problem
Reading
• Skimming online reference web
sites for ones that have the
information needed for a research
project.
• Scanning a text for the main
characters.
• Reading about a topic and then
products and referents from Ecuador
and other countries while making
informed choices about and taking
action on issues of prejudice and
discrimination.
I.EFL.5.2.1 Learners can exhibit an
ability to discuss culture by analyzing
cultural products and referents from
Ecuador and other countries while
making informed choices about and
taking action on issues of prejudice
and discrimination.
(I.1, I.2, S.2, J.1, J.3)
CE.EFL.5.5 Listening for Meaning:
Identify the main idea in a variety of
audio recordings: interviews,
radio ads, news reports and deduce
the meanings of unfamiliar phrases
and words in familiar contexts,
provided speech is clear and visuals
help support meaning.
I.EFL.5.5.1 Learners can identify the
main idea in a variety of audio
recordings (e.g., interviews, radio ads,
news reports, etc.) and deduce the
meanings of unfamiliar phrases and
words in familiar contexts where
speech is clear and visuals help
support meaning. (I.3, I.4)
CE.EFL.5.11 Identify and apply a
range of reading strategies in order to
make texts meaningful and to select
information within a text that might be
of practical use for one’s own
academic needs.
I.EFL.5.11.1 Learners can Identify
and apply a range of reading strategies
in order to make texts meaningful and
to select information within a text that
might be of practical use for one’s
own academic needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.14 Identify, critically

6 TEENAGERS O.EFL 5.4 Deploy a range of
MATTERS learning strategies, thereby
increasing disposition and ability
to independently access further
(language) learning and practice
opportunities. Respect them-
selves and others within the
communication process,
imaginative stories using
appropriate vocabulary and
elements of the literature learners
have read or heard.
Communication and Cultural
Awareness
EFL 5.1.4 Interpret and
demonstrate knowledge of
nonverbal and oral communication
features by applying them in
appropriate contexts. (Example:
use of stress, intonation, pace, etc.)
identifying reference materials and
sources that could be used to find
out more information.
• Using a list to choose the best
sources for finding information on
a I.EFL.5.14.1 Learners can identify,
topic.
• Reading texts from different
subject areas and choosing the best
title for each.
• Underlining main ideas from
texts and then using them to write
questions the learner has about the
topic.
Writing
• Finding a variety of online
references to practice a grammar
structure, then recommending the
best one to the class.
• Collaborating on a brainstorm
through the use of an online
bulletin
board such as padlet.com.
• Adding pictures to a group
presentation.
• Creating a group presentation
using biteslide.com.
Language through the Arts
• Using a web site such as
storybird.com in order to produce
and share creative writing
ventures.
• Writing questions the learners
would like to ask a character in the
story and using the imagined
answers to write the next scene.
Communication and Cultural
Awareness
• Participating in short role plays
using a range of verbal and
nonverbal communication.
• Talking in pairs about a video
learners have watched using only
English.
evaluate and recommend a variety of
potential resources and references,
including digital tools, that support
collaboration and productivity, for
educational and academic use.
critically evaluate and recommend a
variety of potential resources and
references, including digital tools,
that support collaboration and
productivity, for educational and
academic use. (I.1, I.2, S.3, S.4)
CE.EFL.5.16 Respond to and interpret
literary texts, including original stories
written by peers, referring to details
and literary elements of the text.
I.EFL.5.16.1 Learners can respond to
and interpret literary texts, including
original stories written by peers,
referring to details and literary
elements of the text. (S.1, S.4, J.2)
CE.EFL.5.3 Interpret cultural and
language patterns in English,
including nonverbal communication,
and apply them in appropriate
contexts..
I.EFL.5.3.1 Learners can interpret
cultural and language patterns in
English, including nonverbal commu-
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 5.7 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.
Oral Communication: (Listening
and Speaking)
EFL 5.2.6 Use new words and
expressions which occur in
conversations in the personal and
educational domains, and make use
of such terms and expressions
wherever appropriate and
necessary.
Reading
EFL 5.3.6 Display an appreciation
of the language by interacting and
engaging with a variety of
digital and print texts and resources
and by selecting and evaluating
these materials as a means
to promote and strengthen literacy
skills and language acquisition.
Writing
EFL 5.4.1 Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
Language through the Arts
EFL 5.5.9 Engage in collaborative
activities through a variety of
student groupings to share,
reflect on, express and interpret
opinions and evaluations of a range
of literary texts. (Example:
small groups, cooperative learning
groups, literature circles, process
writing groups, etc.)
• Demonstrating appropriate
language use during class, group
and pair discussions
• Watching a video and identifying
desirable language use.
• Comparing nonverbal and body
language between L1 and L2
cultures.
• Creating selfie videos for class
assignments and sharing them on a
class blog.
nication, and apply them in
appropriate contexts. (I.3, I.4, S.1,
S.2)
CE.EFL.5.7 Production – Accuracy
and Intelligibility: Use appropriate
vocabulary and language in a variety
of oral interactions for a range of
audiences and level-appropriate
purposes.
I.EFL.5.7.1 Learners can
communicate clearly and effectively
by using appropriate vocabulary and
language in a variety of oral
interactions for
a range of audiences and level-
appropriate purposes. (I.2, I.3, J.2)
I.EFL.5.12.1 Learners can engage
with a variety of digital and print texts
and resources by evaluating and
detecting complexities and
discrepancies in the information in
order to find the most appropriate
sources to support an idea
or argument. (I.2, I.4, J.3)
CE.EFL.5.12 Engage with a variety of
digital and print texts and resources by
evaluating and detecting complexities
and discrepancies in the information
in order to find the most appropriate
sources to support an idea or
argument.
CE.EFL.5.4 Communicate effectively
using a variety of media and formats,
including ICT, by saying things in
alternative ways and applying self-
correcting and self-monitoring
strategies when needed.
I.EFL.5.4.1 Learners can
communicate
effectively using a variety of media
and formats, including ICT, by saying
 things in alternative ways and
applying self-correcting and self
monitoring
strategies when needed. (I.1, I.3, J.4)

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)
6. BIBLIOGRAPHY/ WEBGRAPHY 7. OBSERVATIONS

DAVIS, Paul: (2001) “More Grammar Games”. Cambridge University. New York
GARTON, Judy and PROWSE, Philiph, (2010 ) American Inspiration N. 1, Macmillan Publishers, S.A. Mexico D.F Mexico
LITTLEJOHN, Andrew: (2000) “Cambridge English for Schools” .Cambridge
University, Third Edition. Great Britain.
MACK GRAW, Hill: (2002) “Grammar and language”. Language arts edition. Columbus Ohio
PENNY, Ur: (1999) “Grammar Practice Activities”. Ninth Edition. Cambridge University.
PONCE, Oswaldo: (2009) “English Teaching Methodology”
SCHRAMMPPER, Betty: (2002) “Fundamentals of English Grammar”. Third Edition.
http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/

DONED BY REVISED BY APPROVED BY

TEACHER: Lic. Sandra Ayala NAME: Lic. Violeta Arellano NAME: MSC. Miguel Mafla
Signature: Signature: Signature:

Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
UNIT PLAN - UNIT 1
SCHOOL NAME: SCHOOL YEAR:
UNIDAD EDUCATIVA “BOLIVAR” 2018-2019

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA
Teacher: Lcda. Sandra Ayala Area: English as a Foreign Language Grade / Course: 2nd BGU Class: A-B-C-D-E-F
Book: English Unit: 1 Objectives:
B1.1 Breaking News O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access
further (language) learning and practice opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible academic behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from
different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations
with a limited but effective command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and referents from Ecuador and other countries while making informed choices about
and beyond and use them to explore the perspectives of the culture. and taking action on issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking)
EFL 5.2.11 Express opinions on abstract topics, such as film and
music, and concrete topics, such as personal experiences, while
describing one’s reactions to them and others’ opinions.
Reading
EFL 5.3.4 Find the most important information in print or online
sources in order to support an idea or argument. (Example: Internet
search engines, online advertising, online or print timetables, web
pages, posters, adverts, catalogues, etc.)
Writing
EFL 5.4.4 Select and make effective use of a range of digital tools to
write, edit, revise and publish written work in a way that supports
collaboration, learning and productivity. (Example: image editing,
Google Drive, infographic makers, audio and video editing,
presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer
editing and proofreading (i.e., “the writing process”) to produce well-
constructed informational texts.
Language through the Arts
EFL 5.5.9 Engage in collaborative activities through a variety of
student groupings to share, reflect on, express and interpret opinions
and evaluations of a range of literary texts. (Example: small groups,
cooperative learning groups, literature circles, process writing groups,
etc.)
Methodological Strategies Resources
Communication and Cultural Awareness • Student’s Book
• Recognizing instances of discrimination or English
prejudice in one’s daily life and analyzing reasons B1.1 (including
for them in small groups. interactive
• Inviting a guest speaker from another country to version)
class and asking and answering questions about • Audio CD
his/her culture/country. • Teacher’s Guide
CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas
in extended conversations on familiar social and academic topics by expressing
opinions and feelings and clarifying meaning.
CE.EFL.5.12 Engage with a variety of digital and print texts and resources by
evaluating and detecting complexities and discrepancies in the information in order to
find the most appropriate sources to support an idea or argument.
CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential
resources and references, including digital tools that support collaboration and
productivity, for educational and academic use.
CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the
writing process and while demonstrating an ability to justify one’s position on an
argument through carefully selected information and appropriate language, tone and
evidence.
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.
Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural ACTIVITIES
Awareness • Get into groups of three.
I.EFL.5.2.1 Learners can exhibit an • Select your favorite section of a newspaper
ability to discuss culture by and justify your choice.
analyzing cultural products and • Do some research about events, news and
referents from Ecuador and other stories that have happened at your school.
countries while making informed • Ask key people at school to find out the
• Researching through the Internet about other
cultures and ways of life and presenting them to
the class using digital tools.
• Working in small groups to complete a cultural
project
Oral Communication: (Listening and
Speaking)
• Playing a conversation game, where learners
move their tokens around the board after choosing
a card and answering the question.
• Listening to another learner’s answers in class
and responding appropriately.
• Working in pairs to complete an information gap
activity.
• Doing a mingle activity where learners ask and
answer questions about things they have or
haven’t done, in order to extend the exchange.
• Establishing a clear expectation of English
Informal assessment could involve personal notes
from the teacher to learners who use L2 regularly.
Reading
• Read quickly looking for words each paragraph.
• Writing new words and phrases in a vocabulary
notebook and then writing a text using three words
from your vocabulary notebook.
• Identifying unreliable resources on the Internet.
• Reading about a topic and then identifying
reference materials.
• Printing out the results of a search and having
learners discuss which results seem the most
appropriate and why.
Writing
• Finding a variety of online references to practice
a grammar structure, then recommending the best
one to the class.
• Using new words or information from a class
lesson and creating an online game to practice
• Posters and choices about and taking action on
pictures issues of prejudice and
about the topic discrimination.
• Photocopiable (I.1, I.2, S.2, J.1, J.3)
worksheets (TG) Oral Communication
• Quiz Time (SB) I.EFL.5.12.1 Learners can engage
with a variety of digital and print
texts and resources by evaluating
and detecting complexities and
discrepancies in the information in
order to find the most appropriate
sources to support an idea or
argument. (I.2, I.4, J.3)
Reading
I.EFL.5.12.1 Learners can engage
with a variety of digital and print
texts and resources by evaluating
and detecting complexities and
discrepancies in the information in
order to find the most appropriate
sources to support an idea or
argument. (I.2, I.4, J.3)
Writing
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) 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)
Language through the Arts
I.EFL.5.19.1 Learners can engage
details about the events you have done research
on.
• Assign the group members different roles.
Each member will play a key role: journalist,
editor, graphic designer.
• Use key questions to interview two members
of the school community.
Record the interviews and take pictures, too.
• Write short narrations of the news you
discovered
• Create a nice design using the texts and the
pictures.
Techniques
Reading
• Organized information found in the
interview.
• Read the article and complete the diagram.
Listening
• Listen and complete the interviews.
• Listen to understand the context.
Speaking
• Use idiomatic expressions to share an
experience.
• Use intonation to express strong feelings.
Writing
• Write an article about a topic of interest.
• Answer questions about different kind of
texts.
Instruments for oral and written evaluation
• Rubrics
• Portfolio
• Oral interviews individual/ in pairs
• Essay Tests
• Practical Exams
• Writing Tests
• Training Test
them, then sharing and playing the game with the in collaborative activities through a
rest of the class. variety of student groupings in
• Reading a dialogue which serves as a model text, order to solve problems and reflect
then writing a similar dialogue on a different topic on literary texts, and produce
while implementing new words/expressions from criteria for evaluating the
the unit. effectiveness of the group. (I.1,
Language through the Arts I.2, S.2, S.3, S.4, J.3, J.4)
• Assigning roles for a group project
• Creating literature circles where learners have
the freedom to say anything they want about a text
from class or outside of class.
• Reflecting on the effectiveness of the group’s
work after a project and deciding what changes
need to be made in order to improve on the next
project.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To create a newspaper section and narrate a recent news Intercultural awareness, tolerance, respect, multiculturalism,
and key stories of your school. responsibility,
solidarity, etc.
DONED BY REVISED BY APPROVED BY
TEACHER: Lic. Sandra Ayala NAME: Lic. Violeta Arellano NAME: MSC. Miguel Mafla
Signature: Signature: Signature:

Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018
 UNIT PLAN - UNIT 2
SCHOOL YEAR:
SCHOOL NAME: 2018-2019
UNIDAD EDUCATIVA “BOLIVAR”

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA
Teacher: Lic. Sandra Ayala Area: English as a Foreign Language Grade / Course: 2nd BGU Class: A-B-C,D,E,F
Book: English Unit: 2 Objectives:
B1.1 Healthy Life, O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend
Healthy World the role of diversity in building an intercultural and multinational society.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from
different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations
with a limited but effective command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing
EFL 5.1.1 Display an understanding of the relationship between the experiences and by participating in class activities and discussions in a way that
practices and perspectives of different cultures by recognizing and shows empathy and respect for others.
sharing cross-cultural experiences and ideas.
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio
EFL 5.2.2 Identify the main idea and some details of recorded news recordings (e.g., interviews, radio ads, news reports, etc.) and deduce the meanings of
reports, documentaries and interviews reporting on seasonal festivities, unfamiliar phrases and words in familiar contexts, provided speech is clear and
environmental issues, food and international customs, climate, visuals help support meaning.
weather, etc., where the visuals support the commentary.
Reading CE.EFL.5.10 Find specific information and identify the main points in simple,
EFL 5.3.8 Identify and understand the main points in straightforward straightforward texts on subjects of personal interest or familiar academic topics
texts on subjects of personal interest or familiar academic topics. while making informed decisions about one’s own reaction to the text.
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential
EFL 5.4.2 Identify a variety of types and formats of potential resources resources and references, including digital tools that support collaboration and
and the value, purpose and audience of each for use in the educational productivity, for educational and academic use.
domain. (Example: audio/video, multimedia, website, database, book,
thesaurus, scholarly/popular, current/historical, etc.)
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student
EFL 5.5.8 Contribute to team projects to produce original works and groupings in order to solve problems and reflect on literary texts, and produce criteria
solve problems while effectively negotiating and managing for evaluating the effectiveness of the group.
interactions to accomplish social and classroom tasks.
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural Awareness ▪ New Curriculum Communication and Cultural ACTIVITIES
• Researching schooling from other cultures and EFL Awareness • Work by pairs. Think of an unhealthy habit
presenting them on a class blog. for Subnivel BGU I.EFL.5.1.1 Learners can that is present in your community today.
• Responding sensitively to a peer’s opinion about ▪ Student’s Book demonstrate an understanding of • Prepare a PowerPoint presentation
a text read in class. English the integrity of different cultures describing how this unhealthy habit is a
• Watching a video and identifying desirable B1.1 (including by sharing experiences and by problem for the community.
language use. interactive participating in class activities and • Speculate about the origins of this bad habit
• Comparing nonverbal and body language version) discussions in a way that shows • Think of an environmental problem that is
between L1 and L2 cultures. ▪ Audio CD empathy and respect for others. present in your city today.
• Sharing a cross-cultural experience (such as ▪ Teacher’s Guide (I.3, S.1, S.2, J.1, J.3) • Prepare a new slide for your PowerPoint
traveling, trying a new food, meeting someone ▪ Posters and Oral Communication presentation describing how this environmental
from another country) in pairs or as a class. pictures I.EFL.5.5.1 Learners can identify problem is causing damage to the city. Write
Oral Communication: (Listening and about the topic the main idea in a variety of audio short descriptions speculating about the origins
Speaking) ▪ Photocopiable recordings (e.g., interviews, of this environmental problem.
• Using context clues to deduce the meaning of an worksheets (TG) radio ads, news reports, etc.) and • Based on the two problematic situations you
expression in a conversation between a waiter and ▪ Quiz Time (SB) deduce the meanings of unfamiliar have selected, think of healthy habits that
a customer. phrases and words in familiar would help people in your community be
• Listening to a radio ad and identifying the contexts where speech is clear and healthier and protect the environment.
product being sold. visuals help support meaning. (I.3, • Prepare a new slide for your PowerPoint
• Using pictures and other visuals to predict the I.4) presentation describing how this can be done
main idea of a short Conversation
• Establishing a clear expectation of English use
for classroom functions. Informal assessment
could involve personal notes from the teacher to
learners who use L2 regularly.
Reading
• Reading two short simple cross curricular texts
and using them to support one’s own argument or
hypothesis.
• Agreeing or disagreeing with a strong opinion
stated in a text and giving reasons for one’s own
response.
• Reading a text and answering information
questions.
• Choosing from a list of words to complete gaps
from a reading.
Writing
• Finding a variety of online references to practice
a grammar structure, then recommending 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.
Language through the Arts
• Analyzing three different rubrics and discussing
how each one might influence the way it is
evaluated.
• Reflecting on the effectiveness of the group’s
work after a project and deciding what changes
need to be made in order to improve on the next
project.
• Participating in classroom games in which
problem-solving as a team is important
3. ADAPTED CURRICULUM
Students with Special Needs
Reading Techniques
I.EFL. 5.10.1 Learners can find Reading
specific information and identify • Read an article to establish differences
the main points in simple, between facts and opinions.
straightforward texts on subjects of • Read to identify the main idea of a text.
personal interest or familiar Listening
academic topics while making • Listen short lectures to complete diagrams.
informed decisions about one’s • Listen conversations to complete missing
own reaction to the text. (I.1, I.2, information.
S.2) Speaking
Writing • Make speculations about somebody’s life.
I.EFL.5.14.1 Learners can identify, • Use the vocabulary learned to express
critically evaluate and recommend his/her opinion about environmental topics.
a variety of potential resources and Writing
references, including digital tools, • Classify information according to a semantic
that support collaboration and field.
productivity, for educational and • Write subordinate clauses using information
academic use. (I.1, I.2, S.3, S.4) provided.
Language through the Arts Instruments for oral and written evaluation
I.EFL.5.19.1 Learners can engage ▪ Rubrics
in collaborative activities through a ▪ Portfolio
variety of student groupings in ▪ Oral interviews individual/ in pairs
order to solve problems and reflect ▪ Essay Tests
on literary texts, and produce ▪ Practical Exams
criteria for evaluating the ▪ Writing Tests
effectiveness of the group. (I.1, ▪ Training Test
I.2, S.2, S.3, S.4, J.3, J.4)
Specifications of the Material to Be Applied
CLIL Components Transversal Axes
Science/Technology/Arts: To elaborate a PowerPoint presentation about lifestyles to Intercultural awareness, tolerance, respect, multiculturalism,
share problematic situations you identify in your community, as well as actions people responsibility, solidarity, etc.
can take to protect the environment.
DONED BY REVISED BY APPROVED BY
TEACHER: Lic. Sandra Ayala NAME: Lic. Violeta Arellano NAME: MSC. Miguel Mafla
Signature: Signature: Signature:

Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018

UNIT PLAN - UNIT 3

 SCHOOL NAME: SCHOOL YEAR:
UNIDAD EDUCATIVA “BOLIVAR” 2018-2019

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA
Teacher: Lic. Sandra Ayala Area: English as a Foreign Language Grade / Course: 2nd Class: A-B-C-D-E-F
Book: English Unit: 3 Objectives:
A2.2 What Lies O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend
Within Us the role of diversity in building an intercultural and multinational society.
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills
through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of language use
for communication and learning.
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).
Periods: 30, 6 class periods per lesson Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing
EFL 5.1.1 Display an understanding of the relationship between the experiences and by participating in class activities and discussions in a way that
practices and perspectives of different cultures by recognizing and shows empathy and respect for others.
sharing cross-cultural experiences and ideas.
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas
EFL 5.2.9 Build on others’ ideas when engaged in pair, group or in extended conversations on familiar social and academic topics by expressing
whole-class discussions on personal, social, community and academic opinions and feelings and clarifying meaning..
topics.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by
EFL 5.3.4 Find the most important information in print or online evaluating and detecting complexities and discrepancies in the information in order to
sources in order to support an idea or argument. (Example: Internet find the most appropriate sources to support an idea or argument.
search engines, online advertising, online or print timetables, web
pages, posters, adverts, catalogues, etc.)
EFL 5.3.5 Assess, compare and evaluate the quality of written texts
and visual presentations using different criteria and ICT tools related to
the organization, subject area and purpose of a text. (Examples of text
types: editorials, letters to the editor, political speeches, illustrations,
charts, advertisements, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the
EFL 5.4.3 Apply new and prior knowledge in order to plan and create writing process and while demonstrating an ability to justify one’s position on an
texts and determine if the new knowledge adds value to or contradicts argument through carefully selected information and appropriate language, tone and
prior information. evidence.
EFL 5.4.5 Justify and explain the rationale for a position on an
argument, using persuasive language, tone, evidence and well-
developed arguments through essays, editorials, movie and book
reviews, position papers and brochures.
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate identifying distinguishing features, interpreting implicit and explicit messages and
different levels of meaning of literary texts presented orally or in responding in a variety of ways.
digital form, including literal and implied meanings. (Example:
summarizing, explaining and identifying, word choice, symbols, points
of view, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural Awareness ▪ New Curriculum Communication and Cultural ACTIVITIES
• Writing a weekly journal entry about a cross- EFL Awareness • In pairs, choose a famous person from the
cultural experience for Subnivel BGU I.EFL.5.3.1 Learners can interpret world of sports, fashion, TV, movies, arts, or
• Sharing a cross-cultural experience (such as ▪ Student’s Book cultural and language patterns in music.
traveling, trying a new food, meeting someone English English, including nonverbal • Look for information about this person on the
from another country) in pairs or as a class. B1.1 (including communication, and apply them in Internet: date of birth, zodiac sign.
• Finding recipes from other cultures and regions interactive appropriate contexts. (I.3, I.4, S.1, • Write a description of his/her character and
and then sharing them in class. version) S.2) personality.
Reading two legends from different regions in ▪ Audio CD Oral Communication • Choose one important event in which your
Ecuador and completing a chart to show the ▪ Teacher’s Guide I.EFL.5.12.1 Learners can engage famous person was the protagonist.
differences. ▪ Posters and with a variety of digital and print • Write a description of his/her feelings and
• Brainstorming features and conventions of a pictures texts and resources by evaluating emotions related to the event.
genre and then reading an example in order to about the topic and detecting complexities and • Write your own feelings, emotions, and
locate each one ▪ Photocopiable discrepancies in the information in reactions about both the famous person and
•Underlining and discussing examples of implied worksheets (TG) order to find the most appropriate the event.
meanings in a story ▪ Quiz Time (SB) sources to support an idea • Continue reading about your celebrity and
Oral Communication: (Listening and or argument. (I.2, I.4, J.3) write a short biography.
Speaking) Reading Reading and Writing
• Comparing and contrasting the opinions of two I.EFL.5.12.1 Learners can engage • Upload all the information and create an
experts on a topic of personal interest. with a variety of digital and print attractive design using the texts, pictures,
• Working in pairs to complete an information gap texts and resources by evaluating and videos.
activity. and detecting complexities and Techniques
• Doing a mingle activity where learners ask and
answer questions about things they have or
haven’t done.
• Establishing a clear expectation of English use
for classroom functions.
Reading
• To get familiar with the topic of a text, take a
quick look at the vocabulary it contains.
• Comparing and contrasting the opinions of two
experts on a topic of personal interest.
• Identifying unreliable resources on the Internet.
• Reading about a topic and then identifying
reference materials and sources that could be used
to find out more information.
Writing
• Finding a variety of online references to practice
a grammar structure, then recommending the best
one to the class.
• Using a rubric to assess the validity of a web
site, according to one’s academic needs
• Reading a dialogue which serves as a model text,
then writing a similar dialogue on a different topic
while implementing new words/expressions from
the unit.
Language through the Arts
• Completing a chart with literary elements from a
text.
• Using feelings and gestures to read a dialogue.
• Reading a class dialogue in three different ways.
• Appropriately exhibiting surprise, joy, sadness,
etc., in a conversation.
• Brainstorming features and conventions of a
genre and then reading an example in order to
locate each one.
3. ADAPTED CURRICULUM
Students with Special Needs
discrepancies in the information in
order to find the most appropriate
sources to support an idea
or argument. (I.2, I.4, J.3)
Writing
I.EFL.5.15.1 Learners can plan and
produce well-constructed
informational texts by applying
the writing process and while
demonstrating an ability to justify
one’s position on an argument
through carefully selected
information and appropriate
language, tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
Language through the Arts
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)
Specifications of the Material to Be Applied
Reading
• Read to extract common characteristics
between elements described.
• Identify people's reactions to an opinion by
analyzing the words used in a blog entry.
Listening
• Use intonation to identify reactions.
• Listen to confirm their guessing.
Speaking
• Talk about the changes in his/her personality.
• Talk about his/her feelings and reactions to
play an important role.
Writing
• Write short biographies.
• Write synopsis of short texts.
Instruments for oral and written evaluation
▪ Rubrics
▪ Portfolio
▪ Oral interviews individual/ in pairs
▪ Essay Tests
▪ Practical Exams
▪ Writing Tests
▪ Training Test
CLIL Components Transversal Axes
To elaborate a personal blog to show and share your feelings about someone’s Intercultural awareness, tolerance, respect, multiculturalism,
personality and key life events. responsibility, solidarity, etc.
DONED BY REVISED BY APPROVED BY
TEACHER: Lic. Sandra Ayala NAME: Lic. Violeta Arellano NAME: MSC. Miguel Mafla
Signature: Signature: Signature:

Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018

UNIT PLAN - UNIT 4

SCHOOL NAME: SCHOOL YEAR:
UNIDAD EDUCATIVA “BOLIVAR” 2017-2018

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA
Teacher: Lic. Sandra Ayala Area: English as a Foreign Language Grade / Course: 2nd BGU Class: ,C,D,E,F
Book: English Unit: 4 Objectives:
A2.2 For Old Times’ O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access
Sake further (language) learning and practice opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible academic behavior.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from
different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately.
Periods: 30, 6 class periods per lesson Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and referents from Ecuador and other countries while making informed choices about
and beyond and use them to explore the perspectives of the culture. and taking action on issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas
EFL 5.2.14 Request and provide information and assistance orally for in extended conversations on familiar social and academic topics by expressing
personal, social and academic purposes in order to clarify and extend opinions and feelings and clarifying meaning.
meaning in spoken interactions.
Reading CE.EFL.5.10 Find specific information and identify the main points in simple,
EFL 5.3.3 Determine the main conclusion in texts which clearly argue straightforward texts on subjects of personal interest or familiar academic topics
a point of view in order to make informed decisions about one’s own while making informed decisions about one’s own reaction to the text.
opinion and reaction to the text.
EFL 5.3.8 Identify and understand the main points in straightforward
texts on subjects of personal interest or familiar academic topics.
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the
EFL 5.4.5 Select and make effective use of a range of digital tools to writing process and while demonstrating an ability to justify one’s position on an
write, edit, revise and publish written work in a way that supports argument through carefully selected information and appropriate language, tone and
collaboration, learning and productivity. (Example: image evidence.
diting, Google Drive, infographic makers, audio and video editing,
presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer
editing and proofreading (i.e., “the writing process”) to produce well-
constructed informational texts.
Language through the Arts CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio
EFL 5.5.1 Compare and present personal and formal responses to and recordings (e.g., interviews, radio ads, news reports, etc.) and deduce the meanings of
interpretations of published literary texts and the works of peers, unfamiliar phrases and words in familiar contexts, provided speech is clear and
referring to details and features of the text. (Example: text visuals help support meaning.
structure, plot, ideas, events, vocabulary, etc.)
Methodological Strategies
Communication and Cultural Awareness
• Recognizing instances of discrimination or
prejudice in one’s daily life and analyzing reasons for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an family’s, neighborhood’s and hometown’s
for them in small groups.
• Inviting a guest speaker from another country to English
class and asking and answering questions about
his/her culture/country.
• Researching through the Internet about other
cultures and ways of life and presenting them to
the class using digital tools.
• Working in small groups to complete a cultural
project.
• Reading a list of actions people take and
evaluating and discussing the consequences on
others (including on the environment).
Oral Communication: (Listening and
Speaking)
• Comparing answers in pairs or small groups.
• Conducting a role play between two students on
a given topic.
• Showing a movie trailer and asking learners to
share their opinions in pairs and say whether they
would go see that movie or not.
• Establishing a clear expectation of English use
for classroom functions.
• Informal assessment could involve personal
notes from the teacher to learners who use L2
regularly.
Reading
• Reading a biography and putting events on a
timeline.
• Reading a blog post and writing a comment.
• Reading a short text and showing comprehension
by completing the accompanying graphic
Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
▪ New Curriculum Communication and Cultural ACTIVITIES
EFL Awareness • In pairs, search for information about your
▪ Student’s Book ability to discuss culture by memories of past remarkable events:
analyzing cultural products and Christmas Eve/ New Year’s Eve.
B1.1 (including referents from Ecuador and other • Look at your family’s photo albums to list
interactive countries while making informed traditions and activities celebrated and the
version) choices about and taking action on people and places involved in them: The
▪ Audio CD issues of prejudice and Christmas tree is decorated with lights.
▪ Teacher’s Guide discrimination. • Select two remarkable events from the past
▪ Posters and (I.1, I.2, S.2, J.1, J.3) that call your attention the most.
pictures Oral Communication • Write questions to find out what is done
about the topic I.EFL.5.8.1 Learners can respond to today to remember them and what used to be
▪ Photocopiable and build on other people’s ideas in done in the past.
worksheets (TG) extended conversations on familiar • Use the questions you wrote in Project Stage
▪ Quiz Time (SB) social and academic topics by 2 to design the Memory Tradition Survey:
expressing opinions and feelings What traditions did you use to celebrate in
and clarifying meaning. (I.3, I.4, your neighborhood?
S.1, J.3, J.4) • Conduct the Memory and Tradition Survey
Reading and organize the data into pie graphs or bar
I.EFL. 5.10.1 Learners can find charts.
specific information and identify • Write a report of the data collected and then
the main points in simple, show the data gathered in charts and
straightforward texts on subjects of figures.
personal interest or familiar Techniques
academic topics while making Reading
informed decisions about one’s • Identify true and false information in a text.
own reaction to the text. • Recognize the words that establish contrast
(I.1, I.2, S.2) between the ideas.
Writing Listening
I.EFL.5.15.1 Learners can plan and • Listen to check his/her answers.
produce well-constructed • Use context to find out meaning of unknown
informational texts by applying words.
the writing process and while Speaking
organizer. demonstrating an ability to justify • Talk about his/her traditions.
• Comparing and contrasting the opinions of two one’s position on an argument Writing
experts on a topic of personal interest. through carefully selected • Use vocabulary learned to complete missing
• Identifying unreliable resources on the Internet. information and appropriate information.
• Reading about a topic and then identifying language, tone and evidence. • Write short texts contrasting ideas.
reference materials and sources that could be used (I.2, I.3, I.4, S.3, J.1) Instruments for oral and written evaluation
to find out more information. Language through the Arts ▪ Rubrics
Writing I.EFL.5.5.1 Learners can identify ▪ Portfolio
• Reading a dialogue which serves as a model text, the main idea in a variety of audio ▪ Oral interviews individual/ in pairs
then writing a similar dialogue on a different topic recordings (e.g., interviews, ▪ Essay Tests
while implementing new words/expressions from radio ads, news reports, etc.) and ▪ Practical Exams.
the unit. deduce the meanings of unfamiliar ▪ Writing Tests
• Completing an online graphic organizer in order phrases and words in familiar ▪ Training Test
to help plan a piece of writing. contexts where speech is clear and
• Reading a dialogue which serves as a model text, visuals help support meaning.
then writing a similar dialogue on a different topic (I.3, I.4)
while implementing new words/expressions from
the unit.
Language through the Arts
• Explaining through pictures, physical expression
or charts (ICT) how a text makes the learner feel.
• Using ICT to research about a topic of learners’
choice and writing a short, creative story with the
findings.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To carry out a survey about memories of past traditions, Intercultural awareness, tolerance, respect, multiculturalism,
finding out what is done today, and asking what used to be done in the past. responsibility, solidarity, etc.
DONED BY REVISED BY APPROVED BY
TEACHER: Lic. Sandra Ayala NAME: Lic. Violeta Arellano NAME: MSC. Miguel Mafla
Signature: Signature: Signature:

Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018
 UNIT PLAN - UNIT 5
SCHOOL NAME: SCHOOL YEAR:
UNIDAD EDUCATIVA “BOLIVAR” 2017-2018

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA
Teacher: Lic. Sandra Ayala Area: English as a Foreign Language Grade / Course: 2nd BGU Class: C,D,E,F
Book: English Unit: 5 Objectives:
A2.2 Getting Away 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.
 O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from
different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations
with a limited but effective command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural
EFL 5.1.3 I Find parallels between Ecuadorian cultural and political products and referents from Ecuador and other countries while making informed
referents and those of other countries by talking about holidays, choices about and taking action on issues of prejudice and discrimination.
symbols, customs and schooling.
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio
EFL 5.2.2 Identify the main idea and some details of recorded news recordings: interviews, radio ads, news reports and deduce the meanings of
reports, documentaries and interviews reporting on seasonal festivities, unfamiliar phrases and words in familiar contexts, provided speech is clear and
environmental issues, food and international customs, climate, visuals help support meaning.
weather, etc., where the visuals support the commentary.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make
EFL 5.3.2 Identify and use reading strategies to make informative and texts meaningful and to select information within a text that might be of practical
narrative texts comprehensible and meaningful. (Example: skimming, use for one’s own academic needs.
scanning, previewing, reading for main ideas and details, using
structural and context clues, cognates, format, sequence, etc.)

Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential

EFL 5.4.4 Select and make effective use of a range of digital tools to resources and references, including digital tools, that support collaboration and
write, edit, revise and publish written work in a way that supports productivity, for educational and academic use.
collaboration, learning and productivity. (Example: image editing,
Google Drive, infographic makers, audio and video editing,
presentation apps, etc.)
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories
EFL 5.5.5 Create original, imaginative stories using appropriate written by peers, referring to details and literary elements of the text.
vocabulary and elements of the literature learners have read or heard.
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural Awareness ▪ New Curriculum Communication and Cultural ACTIVITIES
• Making a video blog to record comparisons and EFL Awareness • In groups, think of a tourist place you
ideas from class lessons. for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an consider worth visiting and write it secretly
• Researching and writing a short paragraph about
a new topic and using appropriate references to
support your ideas.
• Watching a video and identifying desirable
language use.
• Comparing nonverbal and body language
between L1 and L2 cultures.
• Creating selfie videos for class assignments and
sharing them on a class blog.
• Writing a letter to your future self
Oral Communication: (Listening and
Speaking)
• Using context clues to deduce the meaning of an
expression in a conversation between a waiter and
a customer.
• Listening to a radio ad and identifying the
product being sold.
•Using pictures and other visuals to predict the
main idea of a short conversation.
• Listening to a straightforward article and
correcting false statements
• Listening to a dialogue and completing a chart
with key information. (Example: problem and
proposed solution, city and transportation problem
Reading
• Skimming online reference web sites for ones
that have the information needed for a research
project.
• Scanning a text for the main characters.
• Reading about a topic and then identifying
reference materials and sources that could be used
to find out more information.
• Using a list to choose the best sources for
finding information on a topic.
• Reading texts from different subject areas and
▪ Student’s Book ability to discuss culture by
English analyzing cultural products and
B1.1 (including referents from Ecuador and other
interactive countries while making informed
version) choices about and taking action on
▪ Audio CD issues of prejudice and
▪ Teacher’s Guide discrimination.
▪ Posters and (I.1, I.2, S.2, J.1, J.3)
pictures Oral Communication
about the topic I.EFL.5.5.1 Learners can identify
▪ Photocopiable the main idea in a variety of audio
worksheets (TG) recordings (e.g., interviews,
▪ Quiz Time (SB) radio ads, news reports, etc.) and
deduce the meanings of unfamiliar
phrases and words in familiar
contexts where speech is clear and
visuals help support meaning.
(I.3, I.4)
Reading
I.EFL.5.11.1 Learners can Identify
and apply a range of reading
strategies in order to make texts
meaningful and to select
information within a text that might
be of practical use for one’s own
academic needs.
(I.1, I.2, I.4, S.3)
Writing
I.EFL.5.14.1 Learners can identify,
critically evaluate and recommend
a variety of potential resources and
references, including digital tools,
that support collaboration and
productivity, for educational and
academic use.
(I.1, I.2, S.3, S.4)
on a piece of paper.
• State three attractions and benefits of their
selected holiday destinations:
The Galapagos Islands are located to the
west of the Ecuadorian coast.
• Brainstorm words and ideas to create a
motto that gets the promotional message
across:
The Galapagos Islands are the perfect
holiday destination for lovers!
• Search information on the Internet about
the selected destination, including pictures,
facts, and videos.
• State the value and benefits of the tourist
place by describing the landscapes,
transport, activities and attractions, weather,
food, and cost:
The well-known Galapagos
Islands were chosen as the best islands by
the “World’s 10 Best Awards.”
• Add key information like location, e-mail
addresses, contact phone numbers, or
websites.
• Recording your radio advertisement.
• Choose the correct tone of voice and add
suitable background sounds.
Techniques
Reading
• Use the context to identify the most
suitable
headline.
Listening
• Listen to complete the details.
• Identify speaker experiences.
Speaking
• Share his/her plans for vacations.
• Provide a news report.
choosing the best title for each. Writing
• Underlining main ideas from texts and then Language through the Arts • Report someone opinions.
using them to write questions the learner has about I.EFL.5.16.1 Learners can respond • Write a short holiday brochure.
the topic. to and interpret literary texts, Instruments for oral and written
Writing including original stories written by evaluation
• Finding a variety of online references to practice peers, referring to details and ▪ Rubrics
a grammar structure, then recommending the best literary elements of the text. ▪ Portfolio
one to the class. (S.1, S.4, J.2) ▪ Oral interviews individual/ in pairs
• Collaborating on a brainstorm through the use of ▪ Essay Tests
an online bulletin board such as padlet.com. ▪ Practical Exams
• Adding pictures to a group presentation. ▪ Writing Tests
• Creating a group presentation using ▪ Training Test
biteslide.com.
Language through the Arts

• Using a web site such as storybird.com in order

to produce and share creative writing ventures.
• Writing questions the learners would like to ask
a character in the story and using the imagined
answers to write the next scene.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To create a Promotional Radio Advertisement and record a Intercultural awareness, tolerance, respect, multiculturalism,
radio advertisement to promote a holiday destination. responsibility, solidarity, etc.
DONED BY REVISED BY APPROVED BY
TEACHER: Lic. Sandra Ayala NAME: Lic. Violeta Arellano NAME: MSC. Miguel Mafla
Signature: Signature: Signature:

Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018
 UNIT PLAN - UNIT 6
SCHOOL YEAR:
UNIDAD EDUCATIVA “BOLIVAR” 2017-2018

MICROCURRICULAR PLANNING
1. INFORMATIVE DATA
Teacher: Lic. Sandra Ayala Area: English as a Foreign Language Grade / Course: 2nd BGU Class: C,D,E,F
Book: English Unit: 6 Objectives:
A2.2 Teenagers O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access
Matters 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 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations
with a limited but effective command of the spoken language..
Periods: 30, 6 class periods per lesson Weeks: 4
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal
EFL 5.1.4 Interpret and demonstrate knowledge of nonverbal and oral communication, and apply them in appropriate contexts.
communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.7 Production – Accuracy and Intelligibility: Use appropriate vocabulary
EFL 5.2.6 Use new words and expressions which occur in and language in a variety of oral interactions for a range of audiences and level-
conversations in the personal and educational domains, and make use appropriate purposes.
of such terms and expressions wherever appropriate and necessary.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by
EFL 5.3.6 Display an appreciation of the language by interacting and evaluating and detecting complexities and discrepancies in the information in order
engaging with a variety of digital and print texts and resources and by to find the most appropriate sources to support an idea or argument.
selecting and evaluating these materials as a means to promote and
strengthen literacy skills and language acquisition.
Writing CE.EFL.5.4 Communicate effectively using a variety of media and formats,
EFL 5.4.1 Critically evaluate information from references, including including ICT, by saying things in alternative ways and applying self-correcting and
those found on the web, and recommend print and digital sources to self-monitoring strategies when needed..
other learners.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student
EFL 5.5.9 Engage in collaborative activities through a variety of groupings in order to solve problems and reflect on literary texts, and produce
student groupings to share, reflect on, express and interpret opinions criteria for evaluating the effectiveness of the group.
and evaluations of a range of literary texts. (Example: small groups,
cooperative learning groups, literature circles, process writing groups,
etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural Awareness ▪ New Curriculum Communication and Cultural ACTIVITIES
• Participating in short role plays using a range of EFL Awareness • In groups of 4, brainstorm real-life
verbal and nonverbal communication. for Subnivel BGU I.EFL.5.3.1 Learners can interpret problematic situations that have happened to
• Talking in pairs about a video learners have ▪ Student’s Book cultural and language patterns in people your age:
watched using only English. English English, including nonverbal Being a victim of bullying at school;
• Demonstrating appropriate language use during B1.1 (including communication, and apply them in having rejection feelings at home;
class, group and pair discussions interactive appropriate contexts. procrastinating on homework; struggling
• Watching a video and identifying desirable version) (I.3, I.4, S.1, S.2) with body image, etc.
language use. ▪ Audio CD Oral Communication • Pick two situations out of the ones discussed
• Comparing nonverbal and body language ▪ Teacher’s Guide I.EFL.5.7.1 Learners can
between L1 and L2 cultures. ▪ Posters and communicate clearly and
• Creating selfie videos for class assignments and pictures effectively by using appropriate
sharing them on a class blog. about the topic vocabulary and language in a
Oral Communication: (Listening and ▪ Photocopiable variety of oral interactions for
Speaking) worksheets (TG) a range of audiences and level-
• Recording in-class conversations and dialogues ▪ Quiz Time (SB) appropriate purposes.
in order to make note of correct and appropriate (I.2, I.3, J.2)
language usage and intelligibility. Reading
• Having learners make a selfie video to say what I.EFL.5.12.1 Learners can engage
they know about a topic before coming to class. with a variety of digital and print
Observing that they can say what they want texts and resources by evaluating
without too many long pauses. and detecting complexities and
• Asking the learners to read a dialogue in pairs. discrepancies in the information in
Learners record themselves and then listen to the order to find the most appropriate
recording in order to assess clarity of sounds, sources to support an idea or
production of phonemes, rhythm and intonation. argument. (I.2, I.4, J.3)
Reading Writing
• Recommending an informational web site to I.EFL.5.4.1 Learners can
another learner. communicate effectively using a
• Creating a class list of reliable sources of variety of media and formats,
information and publishing it online or displaying including ICT, by saying things in
it on a poster in class. alternative ways and applying self-
• Reading two articles on the same topic and correcting and self monitoring
recording discrepancies in the information. strategies when needed.
• Comparing and contrasting the opinions of two (I.1, I.3, J.4)
experts on a topic of personal interest. Language through the Arts
• Identifying unreliable resources on the Internet. I.EFL.5.19.1 Learners can engage
. in collaborative activities through a
Writing variety of student groupings in
• Using new words or information from a class order to solve problems and
lesson and creating an online game to practice reflect on literary texts, and
them, then sharing and playing the game with the produce criteria for evaluating the
rest of the class. effectiveness of the group.
• Using social media to network with teens across (I.1, I.2, S.2, S.3, S.4, J.3, J.4)
the globe.
• Rating one’s self after a speaking activity,
in stage 1.
• Search the Internet and other sources (like
printed newspapers and magazines) for real
evidence to support your viewpoints.
• Set the roles of each member in the debate
(moderator–panelists) and state your point of
view regarding the problematic issues.
• Elaborate authoritative arguments to support
your viewpoint and express what you would
have done in such a situation: Bullying
incidents affect the school’s peaceful
coexistence. According to Psychologist
Benson, “most bullying incidents originate
in…”
.
Techniques
Reading
• Read to identify specific problematic
situations.
• Read to know the consequences of a certain
situation.
Listening
• Listen to identify each person expectations.
• Learn expressions that make reference to an
expert.
Speaking
• Use idiomatic expressions to talk about an
experience.
• Discuss his/her experience.
Writing
• Write the consequences of a past situation.
• Write an article about the stages of a
project.
Instruments for oral and written
evaluation
▪ Rubrics
▪ Portfolio
according to a set rubric. ▪ Oral interviews individual/ in pairs
• Practicing a specific self-correcting strategy ▪ Essay Tests
during a pair work activity. ▪ Practical Exams
• Recording student interactions in class and ▪ Writing Tests
watching them later in order to identify behaviors ▪ Training Test
the learners need to increase and those they need
to decrease.
Language through the Arts
• Analyzing three different rubrics and discussing
how each one might influence the way it is
evaluated.
• Discussing how visual presentation can change
your response to a literary text.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To set up a debate to discuss real-life problematic situations Intercultural awareness, tolerance, respect, multiculturalism,
that teenagers face. responsibility, solidarity, etc.
DONED BY REVISED BY APPROVED BY
TEACHER: Lic. Sandra Ayala NAME: Lic. Violeta Arellano NAME: MSC. Miguel Mafla
Signature: Signature: Signature:

Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018 Date: 12TH SEPTEMBER, 2018
 LESSON PLAN

Group: : 2nd A-B-C-D-E-F Date: April 22 Time: 40’ No. of students: 30

Recent topic work: FOR OLD TIMES’ SAKE Recent Language work: Old Times and Modern World
Aims: Know the importance of the English Language
Objectives: To talk about old traditions and remarkable people’s achievements using context clues to talk about changes over time.
Assessment: Formative and summative tests. Written tests
Materials: student book, teacher’s book, card boards, didactic sheets and computer.
Anticipated problems: Don´t practice English vocabulary.
Teacher: Lic. Sandra Ayala
Learning Goals Indicators Key Vocabulary and Structures Strategies

This lesson will enable learners to
discuss about how means of
communication have changed over
time.
* Identifies communication
differences between the past and
the present.
Vocabulary
Text messaging, pigeon post, fire
signals, video conference, word of
mouth, online chat.
Connectors
Although however, while, but
* Using visual images and relating
them to language clues to deduce the
meaning of the new vocabulary.
* Fill in the blanks using the word
Bank. Then classify the
communication means into (M)
modern or (A) ancient
* Read the essay (silence individual)
* Read the essay again and circle the
words that show contrast among
ideas.
* Read the essay by some students
aloud.
 Evaluation:
Complete the sentences using the
words in the Word Bank

Lic.. Sandra Ayala Lic. Violeta Arellano Msc. Miguel Mafla

ENGLISH TEACHER HD AREA DEPUTY HEADMASTER