Curricular Annual Plan for English at Valle del Chota School Year 2016-2017

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
SCHOOL YEAR
UNIDAD EDUCATIVA
2016-2017
“VALLE DEL CHOTA ”

CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: English Subject: English
Teacher: MSc. Marlene Lòpez
Grade/ Course: 1st Education Level: A2.2 BGU
2. TIME
Weekly hours 5 Hours Number of weeks of work 40 weeks Learning Assessment Weeks 4 weeks Total Weeks of class 36 weeks Total of periods 200 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 5.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and Deduce the meanings of unfamiliar phrases and words from a context containing familiar elements. (Example: colloquial
inquisitive manner, maturely, and openly experiencing other cultures and languages greetings, exclamations, interjections, etc.)
from the secure standpoint of their own national and cultural identity.
O.EFL 5.2
OG.EFL 2
Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom
Draw on this established propensity for curiosity and tolerance towards different activities.
cultures to comprehend the role of diversity in building an intercultural and
multinational society.
O.EFL 5.3
OG.EFL 3
Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical interaction.
thinking skills through an appreciation of linguistic differences. Enjoy an enriched
perspective of their L1 and of language use for communication and learning.
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
OG.EFL 4
Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL 5.4
independently access further (language) learning and practice opportunities. Respect
themselves and others within the communication process, cultivating habits of honesty 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
and integrity into responsible academic behavior.
commentary. s
OG.EFL 5
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, Follow oral directions in classroom activities and projects and provide directions to peers in selected interactions.
through the efficient use of ICT and reference tools where required.
O.EFL 5.6
OG.EFL 6
Use new words and expressions which occur in conversations in the personal and educational domains, and make use of
Through selected media, participate in reasonably extended spoken or written dialogue
such terms and expressions wherever appropriate and necessary.
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
OG.EFL 7
Find specific predictable information in short, simple texts in a range of age- and level-appropriate topics. (Example:
Interact quite clearly, confidently, and appropriately in a range of formal and informal biographies, news articles, narratives, memoirs and personal accounts, formal letters and emails, etc.)
social situations with a limited but effective command of the spoken language (CEFR B1
level). O.EFL 5.8
Produce emails and blog posts describing personal experiences and feelings.
O.EFL 5.9
Read aloud with confidence, accuracy, fluency and expression to demonstrate understanding and to convey an
interpretation of meaning.
TRANSVERSAL AXES: Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5.UNITS TO BE DEVELOPED
Nº Title of the unit Unit Specific Objectives Contents Methodological Orientations Indicators for the performance Weeks duration
criteria.
(Skills and strategies)
Communication and Cultural Awareness I.EFL.5.1.1. Learners can

demonstrate an understanding of
Inspirational People   Watching a video about how people live
1 You will learn how to Personality the integrity of different cultures
in Ecuador or another country, and ta- by sharing experiences and by
Types and
 Talk about goals, king notes on the cultural practices participating in class activities and 6 weeks
Attitudes. mentioned, then leading a discussion in
obstacles, important  Inspirational discussions in a way that shows
small groups. empathy and respect for others.
decisions and people.  Reading two legends from different
achievements.  Facebook regions in Ecuador and completing a I.EFL.5.2.1. Learners can exhibit
 Describe chart to show the differences. an ability to discuss culture by
inspirational people  Hearing a song from another country analyzing cultural products and
´s lifestyles and finding similarities with a song from referents from Ecuador and other
 Talk about a Ecuador. countries while making informed
person`s experience.  Writing a weekly journal entry about a choices about and taking action
cross-cultural experience. on issues of prejudice and
 Creating a “live” video on Facebook to discrimination.
give an opinion on a unit topic.
 Using social media to network with I.EFL.5.3.1. Learners can interpret
teens across the globe. cultural and language patterns in
English, including nonverbal
 Responding to classroom activities and
communication, and apply them
pair work through short expressions or
in appropriate contexts.
emoticons.
I.EFL.5.4.1. Learners can
Oral Communication:(Listening and Speaking)
communicate effectively using a
 Listening to a set of instructions and variety of media and formats,
putting them in order. including ICT, by saying things in
 Listening to and following class alternative ways and applying
commands. self-correcting and self-
 Inviting a peer to a party. monitoring strategies when
needed.
 Asking and answering questions about
unique or interesting things one has
experienced. I.EFL.5.5.1. Learners can identify
 Recording in-class conversations and the main idea in a variety of audio

dialogues in order to make note of recordings (e.g., interviews, radio

correct and appropriate language usage ads, news reports, etc.) and
and intelligibility. deduce the meanings of
 Singing songs that practice helpful unfamiliar phrases and words in
language. familiar contexts where speech is
 Using the new unit vocabulary in a short clear and visuals help support
dialogue. meaning.
 Working in pairs to complete an
information gap activity. I.EFL.5.6.1. Learners can deal with
 Comparing answers in pairs or small practical, everyday
groups. communication demands in
familiar social and academic
Reading contexts, such as following
directions in class activities and
 Reading a blog post and writing a identifying main ideas in other
comment. curricular subjects when given
 Reading a text and answering sufficient support.
information questions.
 Scanning a text for the main characters.
 Underlining main ideas from texts and
communicate clearly and
then using them to write questions the
effectively by using appropriate
learner has about the topic.
vocabulary and language in a
 Using a rubric to evaluate a print or
variety of oral interactions for a
online resource.
range of audiences and level-
 Using a rubric to assess the validity of a
appropriate purposes.
web site, according to one’s academic
needs
 Thinking of questions about a topic and I.EFL.5.8.1. Learners can respond
then using the Internet and other to and build on other people’s
sources to find the answers. ideas in extended conversations
 Recommending an informational web on familiar social and academic
site to another learner. topics by expressing opinions and
feelings and clarifying meaning
Writing I.EFL.5.9.1. Learners can present
information clearly and influence
 Writing an email to a friend
an audience effectively through
recommending a movie you’ve seen.
well-developed arguments in
 Creating an online invitation to a class
prepared presentations and other
event.

 Making posters in small groups of new forms of oral communication.

phrases and expressions in order to
display in the classroom. I.EFL. 5.10.1. Learners can find
 Recommending a web site to another specific information and identify
learner. the main points in simple,
 Using new words or information from a straightforward texts on subjects
class lesson and creating an online game of personal interest or familiar
to practice them, then sharing and academic topics while making
playing the game with the rest of the informed decisions about one’s
class. own reaction to the text.
 Adding pictures to a group presentation.
 Identifying the best resources for a
I.EFL.5.11.1. Learners can Identify
writing project in pairs.
and apply a range of reading
 Choosing the best type of dictionary to
strategies in order to make texts
use for a writing project and giving your
meaningful and to select
reasons for the choice.
information within a text that
 Completing an online graphic organizer
might be of practical use for one’s
in order to help plan a piece of writing.
own academic needs.
 Recording synonyms and antonyms of
words in the margins of reading texts.
 Writing new words and phrases in a I.EFL.5.12.1. Learners can engage
vocabulary notebook and then writing a with a variety of digital and print
text using three words from your texts and resources by evaluating
vocabulary notebook. and detecting complexities and
 Writing a brochure about your opinion discrepancies in the information
on a topic and underlining examples of in order to find the most
persuasive language. appropriate sources to support an
idea or argument.
Language through the Arts I.EFL.5.13.1. Learners can produce

emails, blog posts and other
 Writing a paragraph to describe the written texts using an effective
author’s intention behind a work of art, voice and a variety of appropriate
story or song. writing styles and conventions.
 Responding to a peer’s writing by a
video representation.
I.EFL.5.14.1. Learners can identify,
 Writing a short, fictional story about a
critically evaluate and recommend
teen’s unusual vacation.
a variety of potential resources
 Taking pictures to tell a story using a
and references, including digital

digital storyboard. tools that support collaboration

 Producing short, creative texts using and productivity, for educational
digital storytelling. and academic use.
 Explaining through pictures, physical I.EFL.5.15.1. Learners can plan
expression or charts (ICT) how a text and produce well-constructed
makes the learner feel. informational texts by applying
 Using ICT to research about a topic of the writing process and while
learners’ choice and writing a short, demonstrating an ability to justify
creative story with the findings. one’s position on an argument
 Writing a poem or the verses of a song through carefully selected
in small groups and performing it for the information and appropriate lan-
class. guage, tone and evidence
 Searching for pictures on the Internet or
in magazines in order to respond to a
peer’s writing.

Experience   Watching a video about how people live
2 You will learn how  Learning the integrity of different cultures
Cultures to: experiences king notes on the cultural practices
 Ask and answer mentioned, then leading a discussion in
participating in class activities and
questions about discussions in a way that shows
 Cultural small groups. empathy and respect for others.
experiences Literacy  Reading two legends from different
5
 Talk about the regions in Ecuador and completing a I.EFL.5.2.1. Learners can exhibit
length of chart to show the differences. an ability to discuss culture by
experiences.  Hearing a song from another country analyzing cultural products and
 Recommend cultural and finding similarities with a song from referents from Ecuador and other
Ecuador. countries while making informed
activities like
 Writing a weekly journal entry about a choices about and taking action
reading and going to
museums.  Creating a “live” video on Facebook to discrimination.
emoticons.

Oral Communication:(Listening and Speaking) communicate effectively using a

variety of media and formats,
 Listening to a set of instructions and including ICT, by saying things in
putting them in order. alternative ways and applying
 Listening to and following class self-correcting and self-
commands. monitoring strategies when
 Inviting a peer to a party. needed.
unfamiliar phrases and words in
 Singing songs that practice helpful
familiar contexts where speech is
language.
clear and visuals help support
 Using the new unit vocabulary in a short
meaning.
dialogue.
 Scanning a text for the main characters. I.EFL.5.7.1. Learners can
 Underlining main ideas from texts and communicate clearly and
then using them to write questions the effectively by using appropriate
learner has about the topic. vocabulary and language in a
 Using a rubric to evaluate a print or variety of oral interactions for a
online resource. range of audiences and level-
 Using a rubric to assess the validity of a appropriate purposes.
needs I.EFL.5.8.1. Learners can respond
 Thinking of questions about a topic and

Writing
I.EFL.5.9.1. Learners can present
 Writing an email to a friend information clearly and influence
recommending a movie you’ve seen. an audience effectively through
 Creating an online invitation to a class well-developed arguments in
event. prepared presentations and other
 Making posters in small groups of new forms of oral communication.
 Using new words or information from a straightforward texts on subjects
class lesson and creating an online game of personal interest or familiar
to practice them, then sharing and academic topics while making
playing the game with the rest of the informed decisions about one’s
class. own reaction to the text.
 Identifying the best resources for a I.EFL.5.11.1. Learners can Identify
writing project in pairs. and apply a range of reading
 Choosing the best type of dictionary to strategies in order to make texts
use for a writing project and giving your meaningful and to select
reasons for the choice. information within a text that
 Completing an online graphic organizer might be of practical use for one’s
in order to help plan a piece of writing. own academic needs.
I.EFL.5.12.1. Learners can engage
 Writing new words and phrases in a
with a variety of digital and print
vocabulary notebook and then writing a
texts and resources by evaluating
text using three words from your
and detecting complexities and
vocabulary notebook.
discrepancies in the information
 Writing a brochure about your opinion
in order to find the most
on a topic and underlining examples of
appropriate sources to support an
persuasive language.

idea or argument.
Language through the Arts I.EFL.5.13.1. Learners can produce
 Writing a paragraph to describe the
written texts using an effective
author’s intention behind a work of art,
voice and a variety of appropriate
story or song.
writing styles and conventions.
 Writing a short, fictional story about a I.EFL.5.14.1. Learners can identify,
teen’s unusual vacation. critically evaluate and recommend
 Taking pictures to tell a story using a a variety of potential resources
digital storyboard. and references, including digital
 Producing short, creative texts using tools that support collaboration
digital storytelling. and productivity, for educational
 Explaining through pictures, physical and academic use.
expression or charts (ICT) how a text I.EFL.5.15.1. Learners can plan
makes the learner feel. and produce well-constructed
 Using ICT to research about a topic of informational texts by applying
learners’ choice and writing a short, the writing process and while
creative story with the findings. demonstrating an ability to justify
 Writing a poem or the verses of a song one’s position on an argument
in small groups and performing it for the through carefully selected
class. information and appropriate lan-
 Searching for pictures on the Internet or guage, tone and evidence
peer’s writing.

 You will learn how demonstrate an understanding of
 Watching a video about how people live the integrity of different cultures
to: in Ecuador or another country, and ta-
 Narrate stories and  Mysteries by sharing experiences and by
3 Story Time king notes on the cultural practices
events in the past.  Greek myths mentioned, then leading a discussion in
participating in class activities and
 Fairy Tales discussions in a way that shows
 Convey attitudes small groups. empathy and respect for others.
related to the events  Fantasy  Reading two legends from different

of a story. regions in Ecuador and completing a I.EFL.5.2.1. Learners can exhibit

 Talk about chart to show the differences. an ability to discuss culture by
imaginary  Hearing a song from another country analyzing cultural products and
situations. and finding similarities with a song from referents from Ecuador and other
 React to a story in Ecuador. countries while making informed
different ways.  Writing a weekly journal entry about a choices about and taking action
I.EFL.5.3.1. Learners can interpret
 Using social media to network with
cultural and language patterns in
teens across the globe.
emoticons.
alternative ways and applying
 Listening to and following class
self-correcting and self-
commands.
monitoring strategies when
 Inviting a peer to a party.
needed.
dialogue. meaning.


needs I.EFL.5.8.1. Learners can respond
 Thinking of questions about a topic and to and build on other people’s
then using the Internet and other ideas in extended conversations
sources to find the answers. on familiar social and academic
 Recommending an informational web topics by expressing opinions and
site to another learner. feelings and clarifying meaning

 Writing an email to a friend an audience effectively through
recommending a movie you’ve seen. well-developed arguments in
 Creating an online invitation to a class prepared presentations and other
event. forms of oral communication.
 Making posters in small groups of new
display in the classroom.
I.EFL. 5.10.1. Learners can find
 Recommending a web site to another
specific information and identify
learner.
the main points in simple,
 Using new words or information from a
straightforward texts on subjects
class lesson and creating an online game
of personal interest or familiar
to practice them, then sharing and
academic topics while making
playing the game with the rest of the
informed decisions about one’s
class.
own reaction to the text.
writing project in pairs. I.EFL.5.11.1. Learners can Identify

 Choosing the best type of dictionary to and apply a range of reading

use for a writing project and giving your strategies in order to make texts
reasons for the choice. meaningful and to select
 Completing an online graphic organizer information within a text that
in order to help plan a piece of writing. might be of practical use for one’s
 Recording synonyms and antonyms of own academic needs.
 Writing new words and phrases in a I.EFL.5.12.1. Learners can engage
vocabulary notebook and then writing a with a variety of digital and print
text using three words from your texts and resources by evaluating
vocabulary notebook. and detecting complexities and
 Writing a brochure about your opinion discrepancies in the information
on a topic and underlining examples of in order to find the most
persuasive language. appropriate sources to support an
idea or argument.
Language through the Arts
I.EFL.5.13.1. Learners can produce
 Writing a paragraph to describe the emails, blog posts and other
author’s intention behind a work of art, written texts using an effective
story or song. voice and a variety of appropriate
 Responding to a peer’s writing by a writing styles and conventions.
 Writing a short, fictional story about a I.EFL.5.14.1. Learners can identify,
teen’s unusual vacation. critically evaluate and recommend
 Taking pictures to tell a story using a a variety of potential resources
digital storyboard. and references, including digital
 Producing short, creative texts using tools, that support collaboration

in magazines in order to respond to a guage, tone and evidence

peer’s writing.

in Ecuador or another country, and ta-
 You will learn how  Types of by sharing experiences and by
4 Travelling the king notes on the cultural practices
to: travelers participating in class activities and
mentioned, then leading a discussion in
world  Give and ask for  Going green small groups.
discussions in a way that shows
directions and  A Tour of empathy and respect for others.
 Reading two legends from different
information in a Brasilia. regions in Ecuador and completing a I.EFL.5.2.1. Learners can exhibit
polite way.  Finding your chart to show the differences. an ability to discuss culture by
 Ask people if they way in a  Hearing a song from another country analyzing cultural products and
agree with you. campsite. and finding similarities with a song from referents from Ecuador and other
 Give emphasis to Ecuador. countries while making informed
descriptions and  Writing a weekly journal entry about a choices about and taking action
comparisons. cross-cultural experience. on issues of prejudice and
emoticons.
 Listening to and following class alternative ways and applying
commands. self-correcting and self-
needed.

dialogue. meaning.
communicate clearly and
then using them to write questions the
effectively by using appropriate
learner has about the topic.
vocabulary and language in a
 Using a rubric to evaluate a print or
variety of oral interactions for a
online resource.
range of audiences and level-
 Using a rubric to assess the validity of a
appropriate purposes.
needs
 Thinking of questions about a topic and I.EFL.5.8.1. Learners can respond
an audience effectively through
recommending a movie you’ve seen.
well-developed arguments in
 Creating an online invitation to a class
prepared presentations and other
event.

phrases and expressions in order to forms of oral communication.

display in the classroom.
 Recommending a web site to another I.EFL. 5.10.1. Learners can find
learner. specific information and identify
 Using new words or information from a the main points in simple,
class lesson and creating an online game straightforward texts on subjects
to practice them, then sharing and of personal interest or familiar
playing the game with the rest of the academic topics while making
class. informed decisions about one’s
 Adding pictures to a group presentation. own reaction to the text.
I.EFL.5.11.1. Learners can Identify
and apply a range of reading
use for a writing project and giving your
strategies in order to make texts
reasons for the choice.
meaningful and to select
 Completing an online graphic organizer
in order to help plan a piece of writing.
own academic needs.
vocabulary notebook and then writing a I.EFL.5.12.1. Learners can engage
text using three words from your with a variety of digital and print
vocabulary notebook. texts and resources by evaluating
 Writing a brochure about your opinion and detecting complexities and
on a topic and underlining examples of discrepancies in the information
persuasive language. in order to find the most
idea or argument.
 Writing a paragraph to describe the emails, blog posts and other
author’s intention behind a work of art, written texts using an effective
story or song. voice and a variety of appropriate
 Responding to a peer’s writing by a writing styles and conventions.
I.EFL.5.14.1. Learners can identify,
critically evaluate and recommend
 Taking pictures to tell a story using a
a variety of potential resources
digital storyboard.
and references, including digital

 Producing short, creative texts using tools, that support collaboration

 Searching for pictures on the Internet or guage, tone and evidence
peer’s writing.

5 king notes on the cultural practices
 You will how to  The Weather participating in class activities and
News Media mentioned, then leading a discussion in
learn:  Crazy News small groups.
 Tell and react to  Disasters  Reading two legends from different
empathy and respect for others.
news. regions in Ecuador and completing a I.EFL.5.2.1. Learners can exhibit
 Describe natural chart to show the differences. an ability to discuss culture by
disasters and  Hearing a song from another country analyzing cultural products and
extreme weather. and finding similarities with a song from referents from Ecuador and other
 Talk about Ecuador. countries while making informed
inventors.  Writing a weekly journal entry about a choices about and taking action
Inventions, artists cross-cultural experience. on issues of prejudice and
and artworks.  Creating a “live” video on Facebook to discrimination.
emoticons.

 Listening to a set of instructions and communicate effectively using a
putting them in order. variety of media and formats,
 Listening to and following class including ICT, by saying things in
commands. alternative ways and applying
 Inviting a peer to a party. self-correcting and self-
 Asking and answering questions about monitoring strategies when
unique or interesting things one has needed.
experienced.
 Recording in-class conversations and I.EFL.5.5.1. Learners can identify
dialogues in order to make note of the main idea in a variety of audio
correct and appropriate language usage recordings (e.g., interviews, radio
and intelligibility. ads, news reports, etc.) and
 Singing songs that practice helpful deduce the meanings of
language. unfamiliar phrases and words in
 Using the new unit vocabulary in a short familiar contexts where speech is
dialogue. clear and visuals help support
 Working in pairs to complete an meaning.
information gap activity.
 Comparing answers in pairs or small
I.EFL.5.6.1. Learners can deal with
groups.
practical, everyday
Reading communication demands in
contexts, such as following
 Reading a blog post and writing a
comment.
identifying main ideas in other
 Reading a text and answering
curricular subjects when given
sufficient support.
then using them to write questions the I.EFL.5.7.1. Learners can
learner has about the topic. communicate clearly and
 Using a rubric to evaluate a print or effectively by using appropriate
online resource. vocabulary and language in a
 Using a rubric to assess the validity of a variety of oral interactions for a
web site, according to one’s academic range of audiences and level-
needs

 Thinking of questions about a topic and appropriate purposes.

then using the Internet and other
sources to find the answers. I.EFL.5.8.1. Learners can respond
 Recommending an informational web to and build on other people’s
site to another learner. ideas in extended conversations
on familiar social and academic
Writing topics by expressing opinions and
recommending a movie you’ve seen. I.EFL.5.9.1. Learners can present
 Creating an online invitation to a class information clearly and influence
event. an audience effectively through
 Making posters in small groups of new well-developed arguments in
phrases and expressions in order to prepared presentations and other
display in the classroom. forms of oral communication.
 Recommending a web site to another
learner. I.EFL. 5.10.1. Learners can find
 Using new words or information from a specific information and identify
class lesson and creating an online game the main points in simple,
to practice them, then sharing and straightforward texts on subjects
playing the game with the rest of the of personal interest or familiar
class. academic topics while making
 Adding pictures to a group presentation. informed decisions about one’s
 Identifying the best resources for a own reaction to the text.
use for a writing project and giving your I.EFL.5.11.1. Learners can Identify
reasons for the choice. and apply a range of reading
 Completing an online graphic organizer strategies in order to make texts
in order to help plan a piece of writing. meaningful and to select
own academic needs.
vocabulary notebook and then writing a
text using three words from your I.EFL.5.12.1. Learners can engage
vocabulary notebook. with a variety of digital and print
 Writing a brochure about your opinion texts and resources by evaluating
on a topic and underlining examples of and detecting complexities and
persuasive language. discrepancies in the information

in order to find the most

idea or argument.
 Writing a paragraph to describe the
author’s intention behind a work of art,
story or song.
written texts using an effective
voice and a variety of appropriate
writing styles and conventions.
 Taking pictures to tell a story using a I.EFL.5.14.1. Learners can identify,
digital storyboard. critically evaluate and recommend
 Producing short, creative texts using a variety of potential resources
digital storytelling. and references, including digital
 Explaining through pictures, physical tools, that support collaboration
expression or charts (ICT) how a text and productivity, for educational
makes the learner feel. and academic use.
 Using ICT to research about a topic of I.EFL.5.15.1. Learners can plan
learners’ choice and writing a short, and produce well-constructed
creative story with the findings. informational texts by applying
 Writing a poem or the verses of a song the writing process and while
in small groups and performing it for the demonstrating an ability to justify
class. one’s position on an argument
 Searching for pictures on the Internet or through carefully selected
in magazines in order to respond to a information and appropriate lan-
peer’s writing. guage, tone and evidence

6 A Tech-World king notes on the cultural practices
 You will learn how  Digital Lives participating in class activities and
mentioned, then leading a discussion in
to:  Technology small groups.
 Talk about Internet  TV vs. empathy and respect for others.
 Reading two legends from different
habits and wishes. YouTube regions in Ecuador and completing a I.EFL.5.2.1. Learners can exhibit
 Give instructions to  Tech Gadgets chart to show the differences. an ability to discuss culture by

use technology. and Toys  Hearing a song from another country analyzing cultural products and
 Give opinions about and finding similarities with a song from referents from Ecuador and other
technology. Ecuador. countries while making informed
 Writing a weekly journal entry about a choices about and taking action
I.EFL.5.3.1. Learners can interpret
 Using social media to network with
cultural and language patterns in
teens across the globe.
emoticons.
alternative ways and applying
 Listening to and following class
self-correcting and self-
commands.
needed.
dialogue. meaning.


needs
I.EFL.5.8.1. Learners can respond
 Thinking of questions about a topic and
to and build on other people’s
then using the Internet and other
ideas in extended conversations
sources to find the answers.
on familiar social and academic
 Recommending an informational web
topics by expressing opinions and
site to another learner.
 Writing an email to a friend an audience effectively through
recommending a movie you’ve seen. well-developed arguments in
 Creating an online invitation to a class prepared presentations and other
event. forms of oral communication.
straightforward texts on subjects
 Using new words or information from a
of personal interest or familiar
class lesson and creating an online game
academic topics while making
to practice them, then sharing and
informed decisions about one’s
playing the game with the rest of the
own reaction to the text.
class.
 Identifying the best resources for a I.EFL.5.11.1. Learners can Identify
writing project in pairs. and apply a range of reading
 Choosing the best type of dictionary to strategies in order to make texts
use for a writing project and giving your meaningful and to select

reasons for the choice. information within a text that

 Completing an online graphic organizer might be of practical use for one’s
in order to help plan a piece of writing. own academic needs.
words in the margins of reading texts. I.EFL.5.12.1. Learners can engage
 Writing new words and phrases in a with a variety of digital and print
vocabulary notebook and then writing a texts and resources by evaluating
text using three words from your and detecting complexities and
vocabulary notebook. discrepancies in the information
 Writing a brochure about your opinion in order to find the most
on a topic and underlining examples of appropriate sources to support an
persuasive language. idea or argument.

 Writing a paragraph to describe the written texts using an effective
author’s intention behind a work of art, voice and a variety of appropriate
story or song. writing styles and conventions.
video representation. I.EFL.5.14.1. Learners can identify,
 Writing a short, fictional story about a critically evaluate and recommend
teen’s unusual vacation. a variety of potential resources
 Taking pictures to tell a story using a and references, including digital
digital storyboard. tools, that support collaboration
 Producing short, creative texts using and productivity, for educational
digital storytelling. and academic use.
 Explaining through pictures, physical I.EFL.5.15.1. Learners can plan
expression or charts (ICT) how a text and produce well-constructed
makes the learner feel. informational texts by applying
 Using ICT to research about a topic of the writing process and while
learners’ choice and writing a short, demonstrating an ability to justify
creative story with the findings. one’s position on an argument
 Writing a poem or the verses of a song through carefully selected
in small groups and performing it for the information and appropriate lan-
class. guage, tone and evidence
peer’s writing.

6. BIBLIOGRAPHY/ WEBGRAPHY 7. OBSERVATIONS
 English Student’s book B1.1

 Communicating in Difficult Situations. Retrieved from: http://www.skillsyouneed.com/ips/communicationdifficult-situations.html
 How Newspapers work. Retrieved from: http://people.howstuffworks.com/newspaper5.htm
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): MSc. Marlene Lòpez NAME: NAME: Lic. Jorge Lara
Signature: Signature: Signature:
Date: Date: Date:



Curricular Annual Plan for English at Valle del Chota School Year 2016-2017

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Curricular Annual Plan for English at Valle del Chota School Year 2016-2017

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

“VALLE DEL CHOTA ”

Area: English Subject: English

Teacher: MSc. Marlene Lòpez

Grade/ Course: 1st Education Level: A2.2 BGU

Objectives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 5.1

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DIRECCIÓN NACIONAL DE CURRÍCULO

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Communication and Cultural Awareness I.EFL.5.1.1. Learners can

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

dialogues in order to make note of recordings (e.g., interviews, radio

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

 Making posters in small groups of new forms of oral communication.

Language through the Arts I.EFL.5.13.1. Learners can produce

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

digital storyboard. tools that support collaboration

Communication and Cultural Awareness I.EFL.5.1.1. Learners can

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Oral Communication:(Listening and Speaking) communicate effectively using a

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Communication and Cultural Awareness I.EFL.5.1.1. Learners can

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

of a story. regions in Ecuador and completing a I.EFL.5.2.1. Learners can exhibit

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

directions in class activities and

Writing I.EFL.5.9.1. Learners can present

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

 Choosing the best type of dictionary to and apply a range of reading

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

in magazines in order to respond to a guage, tone and evidence

Communication and Cultural Awareness I.EFL.5.1.1. Learners can

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

phrases and expressions in order to forms of oral communication.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

 Producing short, creative texts using tools, that support collaboration

Communication and Cultural Awareness I.EFL.5.1.1. Learners can

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

 Thinking of questions about a topic and appropriate purposes.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO