23 DE JUNIO HIGH SCHOOL

SCHOOL YEAR: 2020-2021

CURRICULAR ANNUAL PLAN

1. INFORMATION
 DATA:
Area: Foreign Language Subject: English
Teachers: Denny Santillán B.Jorge Valverde ,Mercedes Maliza
Course: First of bachelor: Science A.B,C,D,E,F
First of bachelor: Computing A ,B,C Educative Level: A2.2 B.G.U
First of bachelor: Accounting A

2. Time:
Weekly hours No. Number of weeks of Learning Assessment Total Weeks of class Total of periods
work Weeks

Forty Four thirty-six 180 hours

Five
3. Objetives:
Objectives of the Area:
OG.EFL 1. Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice
opportunities. 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 general
investigation.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue.
OG.EFL 7 Interact quite clearly and appropriately in a range of formal and informal social situations.

4. TRANSVERSAL AXES:
 Health care and Recreation habits students (covid 19)

 Interculturality
  Citizen training and democracy

 Environmental Protection

 Sex education in young people

5. UNITS TO BE DEVELOPED:
N° Title of the unit Unit Specific Objectives Skills and Performance Criteria Methodological Orientations Evaluation Critera Weeks
duration
Unit one. Communication and cultural Communication and Cultural CE.EFL.5.3. Interpret 5
You will learn how to: awareness. Awareness cultural and language
Inspirational demonstrate  Participating in short role
Interpret and patterns in English,
People. knowledge of nonverbal and oral plays using a range of verbal including nonverbal
O.EFL 5.3 Access greater flexibility communication (EFL.5.1.7.- and nonverbal communication, and
of mind, creativity, enhanced communication. apply them in appropriate
linguistic intelligence, and critical  Talking in pairs about video contexts.
thinking skills through an learners have watched using
appreciation of only English. I.EFL.5.3.1. Learners
linguistic differences. Enjoy an  Watching a video and can interpret cultural and
enriched perspective of their own identifying desirable language patterns in
L1 and of language use for language use. English, including
communication and learning.  Comparing nonverbal and nonverbal
body language between L1 communication, and
and L2 cultures. apply them in appropriate
 Creating selfie videos for contexts. (I.3, I.4, S.1,
class assignments and sharing S.2)
them on a class blog.
Oral communication Oral Communication: CE.EFL.5.12. Engage
Express opinions on abstract topics, (Listening and Speaking) with a variety of digital
such as film and music. EFL 5.2.11  Playing a conversation game, and print texts and
where learners move their resources by evaluating
tokens around the board after and detecting
choosing a card and complexities and
answering the question. discrepancies in the
 Working in pairs to complete information in order to
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
Reading
Find the most important information Reading
in print or online sources in order to  Read quickly looking for
support an idea or argument.
(Example: Internet search engines,  To get familiar with the topic
posters, adverts, catalogues, etc.)
EFL. 5.3.4-
Writing
Select and make effective use of a  Finding a variety of online
range of digital tools to write,
learning and productivity. (Example:
an information gap activity. find the most appropriate
 Doing a mingle activity sources to support an idea
where learners ask and or argument.
answer questions about things I.EFL.5.12.1. Learners
they have or haven’t done. can engage with a variety
Observing to see whether the of digital and print texts
learners can interact and resources by
effectively and whether they evaluating and detecting
are able to ask follow up complexities and
questions in order to extend discrepancies in the
the exchange. information in order to
 Establishing a clear find the most appropriate
expectation of English use for sources to support an idea
classroom functions. Informal or argument. (I.2, I.4, J.3)
assessment could involve CE.EFL.5.14. Identify,
personal notes from the critically evaluate and
teacher to learners who use recommend a variety of
L2 regularly. potential resources and
references, including
digital tools, that support
collaboration and
words each paragraph. productivity, for
educational and academic
of a text, take a quick look at use.
the vocabulary it contains. CE.EFL.5.18. Use a
 Comparing and contrasting range of criteria to
the opinions of two experts evaluate and recommend
on a topic of personal literary texts to others,
interest. and recognize how
 Identifying unreliable chosen criteria affect
resources on the Internet. evaluation.
 Reading about a topic and
then identifying reference I.EFL.5.18.1. Learners
materials and sources that can use a variety of
could be used to find out criteria for evaluating and
more information. recommending literary
Writing texts to others, and
recognize how chosen
references to practice a criteria affects evaluation.
grammar structure, then (S.1, S.4, J.2, J.4)
 and opinions effectively and image editing, Google Drive, recommending the best one
appropriately. infographic makers, audio and video to the class.
editing, presentation apps, etc.) EFL.  Using new words or
5.4.4.- 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. Language through the Arts
Evaluate one’s own and others’  Analyzing three different
work, individually and collabo- rubrics and discussing how
ratively, on the basis of a variety of each one might influence the
criteria, (Examples of criteria: clarity way it is evaluated.
of ideas, use of English grammar and  Discussing how visual
vocabulary. EFL. 5.5.6- presentation can change your
response to a literary text.
You will learn how to: Communication and cultural Communication and Cultural CE.EFL.5.2 Demonstrate 5
awareness. Awareness an ability to discuss
 Researching how teens in culture by analyzing
Find parallels between Ecuadorian other countries/regions of cultural products and
cultural and those of other countries Ecuador live and presenting referents from Ecuador
by talking about holidays, symbols, the information to peers. and other countries while
 To ask and answer customs and schooling. EFL. 5.1.3.  Brainstorming ways to making informed choices
questions about counter discrimination in about and taking action
experiences. one’s daily life. on
 Researching a cultural or issues of prejudice and
social symbol of Ecuadorian discrimination.
Unit two.
culture and I.EFL.5.2.1 Learners can
 To talk about the length of discussing the findings in small exhibit an ability to
experiences. groups. discuss culture by
 To recommend cultural  Choosing pictures that analyzing cultural
activities like reading and demonstrate tolerance and products and referents
going to museums. empathy towards groups that from Ecuador and other

Experience
Culture!
Oral communication
Identify the main idea and some
news reports, and festivities,
environmental issues, food and
international customs, climate,
weather, etc., where the visuals
support the commentary. EFL.
5.2.2.-
Reading
Identify and use reading strategies
to make informative and narrative
texts comprehensible and
meaningful. (Example: skimming,
scanning, previewing, reading for
main ideas and details, format,
sequence, etc.) EFL .5.3.2.
are sometimes discriminated
and finding ways to make
sure these groups feel
included in Ecuadorian
society.
 Simulating desirable social
and cultural behaviors
through role play activities.
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 for specific words
in a conversation and trying
to guess the meaning from
the context.
Reading
 Underlining the cognates in a
short text.
 Skimming online reference
web sites for ones that have
the information needed for a
research project.
 Reading about a topic and
then identifying reference
materials and sources that
could be used to find out
more information.
 Reading texts from different
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 (e.g.,
interviews, dialogues,
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, dialogues,
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.

Writing
Identify types and formats of
potential resources and the value,
purpose. (Example: audio/video,
multimedia, book. E.F.L.- 5.4.2.-
Language through the arts.
Produce emails and describing
personal experiences and feelings.
E.F.L.5.4.6.
Engage in collaborative activities
through a variety of student
groupings to share, between them.
E.F.L.- 5.5.9.-
subject areas and choosing
the best title for each. I.EFL.5.11.1 Learners
 Underlining main ideas from can Identify and apply a
texts and then using them to range of reading
write questions the learner strategies in order to
has about the topic. make
texts meaningful and to
Writing select information within
 Recommending a web site to a text that might be of
another learner. practical use for one’s
 Finding a variety of online own academic needs. (I.1,
references to practice a I.2, I.4, S.3)
grammar structure, then
recommending the best one CE.EFL.5.14 Identify,
to the class. critically evaluate and
 Reading an online restaurant recommend a variety of
review and identifying potential resources and
common references, including
digital tools, that support
collaboration and
productivity, for
Language through the Arts educational and
 Searching for pictures on the academic use.
Internet or in magazines in
order to respond to a peer’s I.EFL.5.18.1 Learners
writing. can use a variety of
 Explaining through pictures, criteria for evaluating and
physical expression, or charts recommending literary
(ICT) texts to others, and
how a text makes the learner feel. 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.

.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)

Unit three You will learn how to. Communication and cultural Communication and Cultural CE.EFL.5.3 Interpret 5
 To narrate stories and events Awareness cultural and language
Story Time! awareness.
in the past.  Listening to a dialogue and patterns in English,
Interpret and demonstrate identifying examples of including nonverbal
knowledge of nonverbal features humor. communication, and
by applying them in appropriate  Talking in pairs about a video apply them in appropriate
contexts. (Example: use of stress, learners have watched using contexts.
intonation, etc.) EFL. 5.1.7.- only English. I.EFL.5.3.1 Learners can
 Demonstrating appropriate interpret cultural and
language use during class, language patterns in
group and pair discussions. English, including
 To convey attitudes related  Practicing the use of nonverbal
to the events of a story. expressions of politeness communication, and
during collaborative pair and apply them in appropriate
small group work. contexts. (I.3, I.4, S.1,
S.2).

 To talk about imaginary
situations.
Oral communication
Present information clearly oral
forms for a range of audiences
Oral Communication:
(Listening and Speaking)
 Sharing opinions in a way
that encourages others to
perform a specific action.
CE.EFL.5.9 Production –
Fluency: Present
information clearly and
influence an audience
 and purposes. (Example: sum-  Using intonation to convince
marizing, paraphrasing, posters, a partner to take action.
charts and other, etc.) EFL.5.2.7.-  Summarizing a peer’s
opinion about a video seen in
class.
 Using a digital presentation
 To react to a story in to raise awareness about a
different ways. local issue.
 Listening to a talk on a
subject of interest and
paraphrasing the main points
for a partner.
Reading
 Reading a short story from
Reading the Internet and highlighting
Identify and use reading interesting
strategies to make informative facts, then comparing them with
and comprehensible and those of a partner.
meaningful. (Example: skimming,  Using an online digital tool
scanning, previewing, reading for such as Work flowy to map
main ideas and details, using, out the most important ideas
format, sequence, etc.) from a reading, and then
EFL.5.3.2.- adding appropriate Sub
headings to each section of
the text.
 Using an interesting idea
from a text to inspire extra
research.
 Predicting main ideas by
reading the title and using
other contextual clues (e.g.,
illustrations, subheadings,
etc.).
 Underlining the cognates in a
short text.
 Skimming online reference
web sites for ones that have
the information needed for a
effectively through well-
developed arguments in
prepared presentations
and other forms of oral
communication.
I.EFL.5.9.1 Learners can
present information
clearly and influence an
audience effectively
through well-developed
arguments in prepared
presentations and other
forms of oral
communication. (I.2, I.3,
J.2).
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.5.15 Plan and
produce well-constructed
informational texts by

Writing
Use the process of prewriting,
drafting, revising. EFL.5.4.7
Language through the arts
Create a voice, using a variety of  Producing short, creative educational and
writing styles. EFL.5.4.8.
Create original, imaginative
stories using appropriate
vocabulary that learners have
read or heard. EFL.-5.5.5.-
research project. applying the writing
 Scanning a text for the main process and while
characters. demonstrating an ability
to justify one’s position
Writing on an argument through
 Direct students’ attention to carefully selected
the grammar and have them information and
choose the correct option to appropriate language,
form the rules and complete tone and evidence.
the examples.
 Activate the vocabulary, I.EFL.5.14.1 Learners
invite students to describe can identify, critically
magical characters, people evaluate and recommend
and places. Model an a variety of potential
example: Fairies can fly. resources and references,
 Encourage students to predict including digital tools,
the meaning of these idioms that support collaboration
and use clues in the context and productivity, for
to guess their meaning. educational and academic
 Recommending a web site to use. (I.1, I.2, S.3, S.4)
another learner. CE.EFL.5.14 Identify,
 Finding a variety of online critically evaluate and
references to practice a recommend a variety of
grammar structure, then potential resources and
recommending the best one references, including
to the class. digital tools, that support
collaboration and
Language through the Arts productivity, for
texts using digital academic use.
storytelling.
 Writing questions the learners I.EFL.5.15.1 Learners
would like to ask a character can plan and produce
in the story and using the well-constructed
imagined answers to write the informational texts by
next scene. applying the writing
 Rewriting a fairy tale from a process and while
modern point of view, using demonstrating an ability
simple ideas and phrases or to justify one’s position
illustrations. on an argument through

You will learn how to.
Unit four.
Traveling the
 To give and ask for
World directions and information
in a polite way.
 To ask people to agree with
you.
Communication and cultural
awareness.
Apply self-correcting in social and
classroom interactions by adjusting
presentation and language
production to effectively express
opinions and make evaluations.
(Example: asking questions. EFL
5.1.11
Oral communication
Communication and Cultural
Awareness
 Participating in short
dialogues and role plays.
 Practicing and deal with a
need through a mini role
play.
 Communicating with an “e-
pal” from another country or
city.
 Paraphrasing an idea when a
peer asks for clarification.
 Using a definition or example
to explain a concept or word
that one does not yet have the
exact language for.
Oral Communication:
(Listening and Speaking)
carefully selected
information and
appropriate language,
tone and evidence.
(I.2,I.3, I.4, S.3, J.1).
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.5.4 5
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.
 Request and provide information and  Comparing answers in pairs (I.1, I.3, J.4)
assistance orally in order to clarify or small groups.
 To give emphasis to and extend meaning in spoken  Conducting a role-play CE.EFL.5.8 Interaction –
descriptions and interactions. EFL 5.2.14 between two students on a Interpersonal: Respond to
comparisons. given topic.
 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.
 Observing to see whether the
learners can interact
effectively and whether they
are able to ask follow up
questions.
Reading Reading
Display an appreciation of the  Recommending an
language by interacting and informational web site to
engaging. EFL 5.3.6 another learner.
 Reading two articles on the
same topic and recording
discrepancies in the
information.
 Reading about a topic and
then identifying reference
materials and sources that
could be used to find out
more information.
 Reading a range of texts from
subject areas and finding and
defining common themes across
content areas.
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.5.12 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
Writing can engage with a variety
Writing  Identifying the best resources of digital and print texts
Identify a variety of types and for a writing project in pairs. and resources by
formats of potential resources and  Using a list of criteria in evaluating and detecting
the value. (Example: audio/video, order to evaluate a web site.
multimedia, website, database,  Analyzing three different
book. EFL 5.4.2 types of dictionaries (e.g.,
online, English- English-
Select and make effective use of a Spanish) and giving reasons
range of digital tools to write, for using each.
learning and productivity. EFL  Recommending a reference
5.4.4 article to a friend, giving
specific reasons for the
recommendation.
Language through the Arts
 Using a checklist to evaluate
the work of a performing
artist, then recommending
Language through the arts his/her work to a peer.
Evaluate one’s own and others’  Using a rubric as a model to
work, individually and write one’s own rubric.
collaboratively, on the basis of a  Brainstorming your favorite
variety of criteria. (Examples free time activities, then
clarity of ideas, use of English selecting and recommending
grammar and vocabulary. EFL one for a peer in a video blog.
5.5.6
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.5.14.1 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.5.18 Use a
range of criteria to
evaluate and recommend
literary texts to others,
and recognize how
chosen criteria affects
evaluation.
I.EFL.5.18.1 Learners
can use a variety of
criteria for evaluating and
recommending literary
texts to others, and

Communication and cultural awareness
Demonstrate an ability to make Awareness
informed choices about and take  Inviting a guest speaker from
action. EFL 5.1.6
You will learn how to:
 To tell and react to news.
Unit Five
News Media
 To describe natural disasters
and extreme weather.
 To talk about inventors,
inventions, artists and artwork. effectively in a variety of oral
recognize how chosen
criteria affects evaluation.
(S.1, S.4, J.2, J.4)
Communication and Cultural
CE.EFL.5.2 Demonstrate 5
an ability to discuss
culture by analyzing
another country to class and cultural products and
asking and answering referents from Ecuador
questions about his/her and other countries while
culture/country. making informed choices
 Adding expressions of about and taking action
politeness to dialogues. on
 Writing survey questions issues of prejudice and
about socially and culturally discrimination.
responsible behaviors and
surveying classmates. I.EFL.5.2.1 Learners can
Publishing the results in an exhibit an ability to
online chart. discuss culture by
 Brainstorming ways to analyzing cultural
counter discrimination in products and referents
one’s daily life. from Ecuador and other
countries while making
Oral Communication:
Oral Communication: informed choices about
(Listening and Speaking)
(Listening and Speaking) and taking action on
Present information clearly and
 Researching a topic and issues of prejudice and
preparing a presentation for discrimination.
forms for a range of audiences
the class. (I.1, I.2, S.2, J.1, J.3)
and purposes. (Example:
 Recording a video about
summarizing, paraphrasing,
one’s opinion of a story read CE.EFL.5.9 Production
personal narratives. EFL 5.2.7
in class. – Fluency: Present
 Sharing opinions in a way information clearly and
that encourages others to influence an audience
perform a specific action. effectively through well-
 Using intonation to convince developed arguments in
a partner to take action. prepared presentations
 Summarizing a peer’s and other forms of oral
opinion about a video seen in communication.
class.
 Using a digital presentation I.EFL.5.9.1 Learners can
to raise awareness about a present information
 local issue. clearly and influence an
audience effectively
Reading Reading through well-developed
Present information clearly and  Identifying unreliable arguments in prepared
effectively in a variety of oral resources on the Internet. presentations and other
forms for a range of audiences  Using a rubric to evaluate a forms of oral
and purposes. (Example: print or online resource. communication. (I.2, I.3,
summarizing, paraphrasing,  Using a rubric to assess the J.2)
personal narratives. EFL 5.2.7 validity of a web site,
according to one’s academic CE.EFL.5.10 Find
needs specific information and
 Reading about a topic and identify the main points
then identifying reference in simple, straightforward
materials and sources that texts on subjects of
could be used to find out personal interest or
more information. familiar academic topics
while making informed
Writing decisions about one’s
 Writing new words and own reaction to the text.
phrases in a vocabulary
notebook and then writing a I.EFL.5.12.1 Learners
Writing
text using three words from can engage with a variety
Find specific predictable
your vocabulary notebook. of digital and print texts
information in short, simple texts
 Writing a brochure about and resources by
in a range of age- and level
your opinion on a topic and evaluating and detecting
appropriate topics. (Example:
underlining examples of complexities and
biographies, news articles. EFL
persuasive language. discrepancies in the
5.3.1
 Watching a video about a information in order to
controversial topic and find the most appropriate
writing a short essay sources to support an idea
agreeing or disagreeing with or argument. (I.2, I.4, J.3)
the content presented.
 Exchanging writing in pairs CE.EFL.5.15 Plan and
in order to make produce well-constructed
suggestions about things informational texts by
that could be improved. applying the writing
process and while
Language through the Arts demonstrating an ability
 Predicting the content of a to justify one’s position
story using the title and on an argument through
 pictures. carefully selected
 Summarizing the main idea. information and
 Underlining the words in a appropriate language,
text that influence the reader. tone and evidence.
 Participating in a I.EFL.5.15.1 Learners
performance, such as a lip- can plan and produce
synching contest or play, and well-constructed
using nonverbal and body informational texts by
language to emphasize applying the writing
comprehension of the subject. 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
Language through the arts distinguishing features,
EFL 5.5.2 Make predictions, interpreting implicit and
inferences and deductions to explicit messages and
demonstrate meaning of literary responding in a variety of
texts presented orally. ways. (I.3, I.4, J.3)
 Communication and Cultural Communication and Cultural
Awareness Awareness
Communicate information and  Creating a “live” video on
ideas effectively to diverse Facebook to give an opinion
audiences using a variety of on a unit topic.
You will learn how to: media and formats. EFL 5.1.9.  Using social media to
Unit six network with teens across
the globe.
 Rating one’s self after a
A Tech-World speaking activity, according
 To talk about Internet habits to a set rubric.
and wishes.  Practicing a specific self-
correcting strategy during a
pair work activity.
 Recording student
interactions in class and
watching them later in order
 To give instructions to use
to identify behaviors the
technology.
learners need to increase
and those they need to
Oral Communication: decrease.
(Listening and Speaking) Oral Communication:
Present information of oral forms (Listening and Speaking)
for a range of audiences and  Researching a topic and
 To give opinions about purposes. (Example: preparing a presentation for
technology. summarizing, paraphrasing, the class.
research reports, , posters, charts)  Using a digital presentation
EFL 5.2.7 to raise awareness about a
local issue.
 Recording a video about
one’s opinion of a story read
in class.
 Sharing opinions in a way
that encourages others to
perform a
specific action.
 Using intonation to convince
a partner to take action.
CE.EFL.5.4
Communicate effectively 5
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 selfmonitoring
strategies when needed.
(I.1, I.3, J.4)
CE.EFL.5.9 Production
– Fluency: Present
information clearly and
influence an audience
effectively through well-
developed arguments in
prepared presentations
and other forms of oral
communication.
I.EFL.5.9.1 Learners can
present information
clearly and influence an
audience effectively
through well-developed
arguments in prepared
presentations and other

Reading
Influence an audience effectively
through persuasion, argument
(Example: precise vocabulary,
pronunciation, intonation. EFL
5.2.8
 Summarizing a peer’s forms of oral
opinion about a video seen in communication. (I.2, I.3,
class. J.2)
CE.EFL.5.11 Identify
and apply a range of
reading strategies in order
to make texts meaningful
Reading and to select information
 Using a list to choose the best within a text that might
sources for finding be of practical use for
information on a topic. one’s own academic
 Reading texts from different needs.
subject areas and choosing
the best title for each. I.EFL.5.11.1 Learners
 Underlining main ideas from can Identify and apply a
texts and then using them to range of reading
write questions the learner strategies in order to
has about the topic. make texts meaningful
 Identifying the correct format and to select information
for an academic text. within a text that might
 Finding online resources that be of practical use for
can be used for a range of one’s own academic
research projects. needs. (I.1, I.2, I.4, S.3)

Writing CE.EFL.5.15 Plan and

 Watching a video about a produce well-constructed
controversial topic and informational texts by
writing a short essay agreeing applying the writing
or disagreeing with the process and while
content presented. demonstrating an ability
 Exchanging writing in pairs to justify one’s position
in order to make suggestions on an argument through
about things that could be carefully selected
improved. information and
 Reading an article and appropriate language,
underlining examples of tone and evidence.
evidence the author gives to
support his/her position, then I.EFL.5.15.1 Learners
Writing writing a similar position can plan and produce
Skim and scan reference piece while implementing well-constructed
 materials, in order to identify your own examples and informational texts by
information that might be of evidence. applying the writing
practical use for one’s own process and while
research. EFL 5.3.9 demonstrating an ability
to justify one’s position
on an argument through
carefully selected
information and
appropriate language,
Language through the Arts tone and evidence. (I.2,
 Searching the Internet for I.3, I.4, S.3, J.1)
illustrations and examples of
effective group collaborations CE.EFL.5.19 Engage in
and then sharing why they are collaborative activities
effective. through a variety of
 Discussing rules and norms student groupings in
for a group project before the order to solve problems
project begins. and reflect on literary
 Participating in teambuilding texts, and produce criteria
activities. for evaluating the
 Comparing answers in pairs effectiveness of the
in order to help each other group.
understand errors or
concepts. I.EFL.5.19.1 Learners
 Teaching a story, grammar can engage in
Language through the Arts point, vocabulary word or collaborative activities
Contribute to team projects to topic to a group of peers. through a variety of
produce original works. EFL student groupings in
5.5.8 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)
1. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 2. OBSERVATIONS:
http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/
Englih book A2.2
Teacher’s guide.
 INTRUMENTS
TECHNIQUES

Writing Tests
Tests
Objective test

Oral interviews individual

TECHNIQUES AND INTRUMENTS Graphic organizers

Practical exercise Projects

workshops

Practical Exams.
Oral Situations Dialogues

Exhibitions

ELABORATED BY REVISED BY AREA DIRECTOR APPROVED BY

TEACHER: Denny Santillán B. Jorge Valverde LCDO. JORGE VALVERDE NAME: ING DIANA VELASQUEZ
Mercedes Maliza
 “23 DE JUNIO” HIGH SCHOOL

MICROCURRICULAR UNIT PLANNING

Teacher: Lic. Carlos Arriaga Herrera Date:
Area: Foreign Language Course: First. B.G.U. Science.A,B,C,D,E INFORMATICA A. Lective year: 2017-2018
Subject: English Time: 5 hour per week
Didactic Unit : Unit: Four- Traveling the World.
Unit Objective : You will learn how to.
 To give and ask for directions and information in a polite way.
  To ask people to agree with you.
 To give emphasis to descriptions and comparisons.

Evaluation Critera: 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.
Communication and cultural awareness
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.5.8 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.
Oral communication
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.5.12 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.
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
Performance discrepancies in the information in order to find the most appropriate sources to support an idea or argument. (I.2, I.4, J.3)
Indicators
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.

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).

CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and recognize how chosen criteria affects
evaluation.
Language through the arts
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)
Skills and Performance Criteria Methodological Strategies Resources Evaluation: Activities /
Techniques / Instruments
Communication and cultural awareness. Communication and Cultural Awareness  New Curriculum EFL ACTIVITIES
 Participating in short dialogues and role plays. for Subnivel BGU • Think about great places to visit
Apply self-correcting in social and classroom  Practicing and deal with a need through a mini  Student’s Book in your country.
interactions by adjusting presentation and role play.  English A2.2
language production to effectively express  Communicating with an “e-pal” from another • Investigate about these places
opinions and make evaluations. (Example: (including interactive
country or city. and get the most relevant
asking questions. EFL 5.1.11 version)
 Paraphrasing an idea when a peer asks for information.
clarification.  Audio CD • Choose one interesting place to
 Using a definition or example to explain a  Teacher’s Guide recommend.
concept or word that one does not yet have the  Posters and pictures
exact language for. about the topic • Write a brochure about this
 Photocopiable place.
 worksheets (TG)
• Tell the class why they should
 Quiz Time (SB).
visit this place

Oral communication Oral Communication: (Listening and Speaking) Techniques

Request and provide information and assistance
orally in order to clarify and extend meaning in
spoken interactions. EFL 5.2.14
 Comparing answers in pairs or small groups. Reading
 Conducting a role-play between two students on a • Identify the intention of each
given topic. paragraph in the text.
 Working in pairs to complete an information gap • Scan the dialog and highlight the
activity. words you
 Doing a mingle activity where learners ask and hesitate in their pronunciation.
answer questions about things they have or
haven’t done. Listening
 Observing to see whether the learners can interact • Scan the dialog and highlight the
effectively and whether they are able to ask words you hesitate in their
follow up questions. pronunciation.

Speaking
• Use tag questions to confirm
information you are not sure.
• Try to use all the new words and
expressions studied at the lesson
in a conversation.

Writing
• Write a brochure using the
model.

Instruments for oral and

written evaluation
 • Rubrics
• Portfolio
• Oral interviews individual/ in
pairs
• Essay Tests
• Practical Exams.
• Writing Tests
• Training Test
Reading
Display an appreciation of the language by Reading
interacting and engaging. EFL 5.3.6  Recommending an informational web site to
another learner.
 Reading two articles on the same topic and
recording discrepancies in the information.
 Reading about a topic and then identifying
reference materials and sources that could be used
to find out more information.
 Reading a range of texts from subject areas and
finding and defining common themes across
content areas.

Writing Writing
Identify a variety of types and formats of  Identifying the best resources for a writing project
potential resources and the value. (Example: in pairs.
audio/video, multimedia, website, database,  Using a list of criteria in order to evaluate a web
book. EFL 5.4.2 site.
 Analyzing three different types of dictionaries
Select and make effective use of a range of (e.g., online, English- English-Spanish) and
digital tools to write, learning and giving reasons for using each.
productivity. EFL 5.4.4  Recommending a reference article to a friend,
giving specific reasons for the recommendation.

Language through the arts Language through the Arts

Evaluate one’s own and others’ work,  Using a checklist to evaluate the work of a
individually and collaboratively, on the performing artist, then recommending his/her
basis of a variety of criteria. (Examples work to a peer.
clarity of ideas, use of English grammar and  Using a rubric as a model to write one’s own
vocabulary. EFL 5.5.6 rubric.
 Brainstorming your favorite free time activities,
then selecting and recommending one for a peer
 in a video blog.
ADAPTED CURRICULUM
Specification of the adapted material to be applied
Specification of Educational
Evaluation
Needs
Skills and Performance Methodological Performance Indicators Evaluation:
Resources
Criteria Strategies Activities / Techniques
 
/ Instruments

ELABORATED BY REVISED BY APPROVED BY

TEACHER: LIC. CARLOS ARRIAGA.H NAME: LIC. RUBEN RIVERA NAME: ING. SAÚL JIMENEZ
Signature: English Signature: English Signature:
Date: Date: Date:

“23 DE JUNIO” HIGH SCHOOL

MICROCURRICULAR UNIT PLANNING

Teacher: Lic. Carlos Arriaga Herrera Date:
Area: Foreign Language Course: First. B.G.U. Science.A,B,C,D,E INFORMATICA A. Lective year: 2017-2018
Subject: English Time: 5 hour per week
Didactic Unit : Unit: Five- News Media
Unit Objective : You will learn how to:
 To tell and react to news.
 To describe natural disasters and extreme weather.
 To talk about inventors, inventions, artists and artwork
Evaluation Critera: 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.

Communication and cultural awareness

I.EFL.5.2.1 Learners can exhibit an ability to discuss culture by analyzing cultural products and referents from Ecuador and other
Performance countries while making informed choices about and taking action on issues of prejudice and discrimination.
Indicators (I.1, I.2, S.2, J.1, J.3)
CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience effectively through well-developed arguments in
prepared presentations and other forms of oral communication.

Oral Communication:
I.EFL.5.9.1 Learners can present information clearly and influence an audience effectively through well-developed arguments in prepared
presentations and other forms of oral communication. (I.2, I.3, J.2)
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.

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)
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.

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).

Skills and Performance Criteria Methodological Strategies Resources Evaluation: Activities /

Techniques / Instruments
Communication and cultural awareness Communication and Cultural Awareness  New Curriculum EFL ACTIVITIES
Demonstrate an ability to make informed  Inviting a guest speaker from another country to for Subnivel BGU • Brainstorm situations or events
choices about and take action. EFL 5.1.6 class and asking and answering questions about  Student’s Book you would like to report on: The
 his/her culture/country.  English A2.2 (including school needs new computers. The
 Adding expressions of politeness to dialogues. interactive version) soccer pitch is damaged.
 Writing survey questions about socially and  Audio CD • Select some situations and
culturally responsible behaviors and surveying  Teacher’s Guide explain why you would make a
classmates. Publishing the results in an online  Posters and pictures great piece of news.
chart. about the topic
 Brainstorming ways to counter discrimination in  Photocopiable • Create questions to explore your
one’s daily life.  worksheets (TG) piece of news.
 Quiz Time (SB). • Investigate the answers to those
questions: read, talk to people,
interview people, etc.

• Write your news following the

suggestions in the writing section.

• Look for photos that go with

your article and adapt it for an
oral presentation

Oral Communication: (Listening and Oral Communication: (Listening and Speaking) Techniques
Speaking)  Researching a topic and preparing a presentation Reading
Present information clearly and effectively for the class. • Categorize words from the text
in a variety of oral forms for a range of  Recording a video about one’s opinion of a story to remember them better.
audiences and purposes. (Example: read in class.
summarizing, paraphrasing, personal  Sharing opinions in a way that encourages others Listening
narratives. EFL 5.2.7 to perform a specific action. • Take notes while you listen the
 Using intonation to convince a partner to take conversation.
action. • In pairs, ask and answer
 Summarizing a peer’s opinion about a video seen questions about the audio.
in class.
 Using a digital presentation to raise awareness
about a local issue.

Speaking
Reading Reading • Tell a disaster you know trying
Present information clearly and effectively  Identifying unreliable resources on the Internet. to make emphasis in the
in a variety of oral forms for a range of  Using a rubric to evaluate a print or online pronunciation of the regular verbs
audiences and purposes. (Example: resource. ending.
summarizing, paraphrasing, personal  Using a rubric to assess the validity of a web site,
narratives. EFL 5.2.7 . according to one’s academic needs • Share information with a partner
 Reading about a topic and then identifying about what you understood from
reference materials and sources that could be used the audio.
to find out more information.
Writing
• Choose five new words and try
to write their definition.

• Think in a disaster and write

some preventive measures to take
into account.

Writing Writing Instruments for oral and

Find specific predictable information in  Writing new words and phrases in a vocabulary written evaluation
short, simple texts in a range of age- and notebook and then writing a text using three • Rubrics
level appropriate topics. (Example: words from your vocabulary notebook. • Portfolio
biographies, news articles. EFL 5.3.1  Writing a brochure about your opinion on a • Oral interviews individual/ in
topic and underlining examples of persuasive pairs
language. • Essay Tests
 Watching a video about a controversial topic • Practical Exams.
and writing a short essay agreeing or • Writing Tests
disagreeing with the content presented. • Training Test
 Exchanging writing in pairs in order to make
suggestions about things that could be
improved.

Language through the arts Language through the Arts

EFL 5.5.2 Make predictions, inferences and  Predicting the content of a story using the title
deductions to demonstrate meaning of and pictures.
literary texts presented orally.  Summarizing the main idea.
 Underlining the words in a text that influence the
reader.
 Participating in a performance, such as a lip-
synching contest or play, and using nonverbal and
body language to emphasize comprehension of
the subject.

ADAPTED CURRICULUM:
Specification of Educational Specification of the adapted material to be applied
Needs  
 Evaluation
Skills and Performance Methodological Performance Indicators Evaluation:
Resources
  Criteria Strategies Activities / Techniques
/ Instruments

ELABORATED BY REVISED BY APPROVED BY

TEACHER: LIC. CARLOS ARRIAGA.H NAME: LIC. RUBEN RIVERA NAME: ING. SAÚL JIMENEZ
Signature: English Signature: English Signature:
Date: Date: Date:

“23 DE JUNIO” HIGH SCHOOL

MICROCURRICULAR UNIT PLANNING

Teacher: Lic. Carlos Arriaga Herrera Date:
Area: Foreign Language Course: First. B.G.U. Science.A,B,C,D,E INFORMATICA A. Lective year: 2017-2018
Subject: English Time: 5 hour per week
Didactic Unit : Unit: A tech World
Unit Objective : You will learn how to:

 To talk about Internet habits and wishes.

 To give instructions to use technology.
 To give opinions about technology
Evaluation Critera: 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.
 Communication and cultural awareness
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 selfmonitoring strategies when needed. (I.1, I.3, J.4)
Performance
Indicators CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience effectively through well-developed arguments in
prepared presentations and other forms of oral communication.
Oral Communication
I.EFL.5.9.1 Learners can present information clearly and influence an audience effectively through well-developed arguments in prepared
presentations and other forms of oral communication. (I.2, I.3, J.2)

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.
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)

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.
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)

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.
Language Through the arts
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)

Skills and Performance Criteria Methodological Strategies Resources Evaluation: Activities /

Techniques / Instruments
Communication and Cultural Awareness Communication and Cultural Awareness  New Curriculum EFL ACTIVITIES
Communicate information and ideas  Creating a “live” video on Facebook to give an for Subnivel BGU • Think about popular tech
effectively to diverse audiences using a opinion on a unit topic.  Student’s Book devices and survey your
variety of media and formats. EFL 5.1.9.  Using social media to network with teens across  English A2.2 (including classmates to find out which ones
the globe. interactive version) they have or wish they had
  Rating one’s self after a speaking activity,  Audio CD
according to a set rubric.  Teacher’s Guide • Find out what they do with their
 Practicing a specific self-correcting strategy  Posters and pictures devices and how they use them:
during a pair work activity. about the topic What activities do you do
 Recording student interactions in class and  Photocopiable with your cell phone? What
watching them later in order to identify  worksheets (TG) activities do you
behaviors the learners need to increase and  Quiz Time (SB). wish you could do?
those they need to decrease.
• Brainstorm on the different
technological habits people have
when they entertain and
communicative. Some people
spend too much time on the
Internet.

• Survey your friend´s tech habits

to confirm or refute your ideas:
Do you spend a lot of time
online? How much?
• Create a graph illustrating the
findings to the survey.

• Analyze the results and write a

report.
Oral Communication: (Listening and Oral Communication: (Listening and Speaking) Techniques Reading
Speaking)  Researching a topic and preparing a presentation • Scan the text for the answers to
Present information of oral forms for a for the class. pre-reading questions.
range of audiences and purposes. (Example:  Using a digital presentation to raise awareness
summarizing, paraphrasing, research about a local issue. • Underline the sentences that
reports, , posters, charts) EFL 5.2.7  Recording a video about one’s opinion of a story support your answers in the
read in class. report.
 Sharing opinions in a way that encourages others Listening
to perform a specific action. • Try to infer information of the
 Using intonation to convince a partner to take activity by using the context and
action. your own ideas about the ituation.
 Summarizing a peer’s opinion about a video seen
in class. Speaking
• Share a wish you have with a
classmate.
 Writing
• Use synonyms and antonyms to
give a definition of a new word.

Reading Reading Instruments for oral and

Influence an audience effectively through  Using a list to choose the best sources for finding written evaluation
persuasion, argument (Example: precise information on a topic. • Rubrics
vocabulary, pronunciation, intonation. EFL  Reading texts from different subject areas and • Portfolio
5.2.8 choosing the best title for each. • Oral interviews individual/ in
 Underlining main ideas from texts and then using pairs
them to write questions the learner has about the • Essay Tests
topic. • Practical Exams.
 Identifying the correct format for an academic • Writing Tests
text.
 Finding online resources that can be used for a
range of research projects.

Writing
Skim and scan reference materials, in order
to identify information that might be of
practical use for one’s own research. EFL  Exchanging writing in pairs in order to make
5.3.9
Writing
 Watching a video about a controversial topic and
writing a short essay agreeing or disagreeing with
the content presented.
suggestions about things that could be improved.
 Reading an article and underlining examples of
evidence the author gives to support his/her
position, then writing a similar position piece
while implementing your own examples and
evidence.

Language through the Arts Language through the Arts

Contribute to team projects to produce  Searching the Internet for illustrations and
original works. EFL 5.5.8 examples of effective group collaborations and
then sharing why they are effective.
 Discussing rules and norms for a group project
before the project begins.
 Participating in teambuilding activities.
 Comparing answers in pairs in order to help each
other understand errors or concepts.
 Teaching a story, grammar point, vocabulary
 word or topic to a group of peers.
ADAPTED CURRICULUM:
Specification of the adapted material to be applied
Specification of Educational  
Needs Evaluation
Skills and Performance Methodological Performance Indicators Evaluation:
Resources
  Criteria Strategies Activities / Techniques
/ Instruments

ELABORATED BY REVISED BY APPROVED BY

TEACHER: LIC. CARLOS ARRIAGA.H NAME: LIC. RUBEN RIVERA NAME: ING. SAÚL JIMENEZ
Signature: English Signature: English Signature:
Date: Date: Date: