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CURRICULAR ANNUAL PLAN

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s):
Grade/ Course: 1ro BGU Education Level:  A2.2

2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 weeks 40 weeks 200 Hours

3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1
Encounter socio-cultural aspects of their own and other O.EFL 5.1
countries in a thoughtful and inquisitive manner, maturely, Encounter socio-cultural aspects of their own and other countries in
and openly experiencing other cultures and languages from a thoughtful and inquisitive manner, maturely, and openly
the secure standpoint of their own national and cultural experiencing other cultures and languages from the secure standpoint
identity. of their own national and cultural identity.

OG.EFL 2 O.EFL 5.2

Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role
of diversity in building an intercultural and multinational
society.
OG.EFL 3
Access greater flexibility of mind, creativity, enhanced
linguistic intelligence, and critical thinking skills
through an appreciation of linguistic differences. Enjoy an
enriched perspective of their L1 and of language use for
Draw on this established propensity for curiosity and tolerance
towards different cultures to comprehend the role of diversity in
building an intercultural and multinational society.
O.EFL 5.3
Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation
of linguistic differences. Enjoy an enriched perspective of their
own L1 and of language use for communication and learning.

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communication and learning. O.EFL 5.4

OG.EFL 4
Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further
(language) learning and practice opportunities. Respect
themselves and others within the communication process,
cultivating habits of honesty and integrity into
responsible academic behavior.
OG.EFL 5
Directly access the main points and important details of
up-to date. English language texts, such as those published
on the web, for professional or general investigation,
through the efficient use of ICT and reference tools where
required.
OG.EFL 6
Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1
backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and
appropriately.
Deploy a range of learning strategies, thereby increasing dis-
position and ability to independently access further (language)
learning and practice opportunities. Respect themselves and others
within the communication process, cultivating habits of honesty and
integrity into responsible academic behavior.
O.EFL 5.5
Directly access the main points and important details of up-to-date
English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of
ICT and reference tools where required.
O.EFL 5.6
Through selected media, participate in reasonably extended spoken or
written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and
opinions effectively and appropriately.
O.EFL 5.7
Interact quite clearly, confidently, and appropriately in a range of
formal and informal social situations with a limited but effective
command of the spoken language (CEFR B1 level)

OG.EFL 7
Interact quite clearly, confidently, and appropriately in a
range of formal and informal social situations with a
limited but effective command of the spoken language (CEFR
B1 level).

4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.

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

1 Inspirati You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
onal Demonstrate Cultural Awareness Display an understanding of
People talk about goals, mindfulness, empathy, the integrity of different
obstacles, tolerance and an Hearing a song from cultures by sharing
important decisions overall respect for the another country and experiences and by
and integrity of cultures finding similarities participating in class
achievements. in daily classroom with a song from activities and discussions
Ecuador.
activities. in a way that shows empathy
describe inspirational and respect for others.
Oral Communication:
people’s EFL 5.2.4 (Listening and
lifestyles. Follow oral directions Speaking) I.EFL.5.1.1.
in classroom activities Learners can demonstrate an
talk about a person’s and projects and Listening to a set of understanding of the
experiences. provide directions to instructions and integrity of different cul-
peers in selected putting them in order. tures by sharing experiences
interactions. and by participating in
Listening to and
following class class activities and
EFL 5.2.6 commands. discussions in a way that
Use new words and shows empathy and respect
expressions which occur Singing songs that for others. (I.3, S.1, S.2,
in conversations in the practice helpful J.1, J.3)
personal and language.
educational domains, CE.EFL.5.6.
Giving learners
and make use of such language prompts to use Listening for Information:
terms and expressions during pair/group work. Deal with practical,
wherever appropriate (Example: What do you everyday communication
and necessary. think? I demands in familiar social
agree/disagree. I think and academic contexts,
we need to…, It’s your

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EFL 5.3.1 turn, etc.) including following

Find specific directions in class
predictable information Playing games that activities and identifying
practice classroom
in short, simple texts main ideas in other
language, turn-taking,
in a range of age- and being polite, etc. curricular subjects when
level-appropriate given sufficient support.
topics. (Example: Reading
biographies, news I.EFL.5.6.1.
articles, narratives, Reading a short text Learners can deal with prac-
memoirs and personal and showing tical, everyday
accounts, formal comprehension by communication demands in
letters and emails, completing the familiar social and academic
etc.) accompanying graphic
organizer. (Example: contexts, such as following
learners read about directions in class
EFL 5.4.7 archeological ruins and activities and identifying
Use the process of complete a Venn main ideas in other
prewriting, drafting, diagram, etc.) curricular subjects when
revising, peer editing given sufficient support.
and proofreading (i.e., Reading a text on a
(I.1, I.3, S.1)
“the writing process”) familiar content area
subject and answering
to produce well-con- CE.EFL.5.7.
information questions.
structed informational (Example: learners read Production – Accuracy and
texts. about foodborne Intelligibility: Use
illnesses and then appropriate vocabulary and
EFL 5.5.7 write three ways to language in a variety of
Collaboratively produce prevent them, etc.)
oral interactions for a
criteria for evaluating range of audiences and
Reading a text and
literary texts and the answering information level-appropriate purposes.
effectiveness of group questions.
work.
I.EFL.5.7.1.
Choosing from a list of
Learners can communicate
words to complete gaps
from a reading. clearly and effectively by
using appropriate vocabulary
Reading a paragraph and language in a variety of

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about a familiar oral interactions for a

content area subject range of audiences and
and then correcting level-appropriate purposes.
incorrect sentences.
(I.2, I.3, J.2)
(Example: In northern
India, the monsoon
season lasts for six CE.EFL.5.10.
months every year - Find specific information
three, etc.) and identify the main points
in simple, straightforward
Writing texts on subjects of
personal interest or
Completing an online familiar academic topics
graphic organizer in while making informed
order to help plan a
decisions about one’s own
piece of writing.
reaction to the text.
Reading a text and
using a checklist to I.EFL. 5.10.1.
talk about how it is Learners can find specific
organized. (Example: Is information and identify the
there a title? Does it main points in simple,
have an opening
straightforward texts on
sentence?, etc.)
subjects of personal
Recording synonyms and interest or familiar
antonyms of words in academic topics while making
the margins of reading informed decisions about
texts. one’s own reaction to the
text. (I.1, I.2, S.2)
Writing new words and
phrases in a vocabulary
notebook and then CE.EFL.5.15.
writing a text using Plan and produce well-
three words from your constructed informational
vocabulary notebook. texts by applying the
writing process and while
Exchanging writing in
demonstrating an ability to
pairs in order to make

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suggestions about justify one’s position on an

things that could be argument through carefully
improved. selected information and
appropriate language, tone
Language through the
and evidence.
Arts
I.EFL.5.15.1.
Evaluating and
Learners can plan and pro-
assessing the
effectiveness of group duce well-constructed
work by answering a set informational texts by
of questions. (Example: applying the writing process
Who always and while demonstrating an
participates? Who gets ability to justify one’s
the things the group position on an argument
needs? Who asks good
through carefully selected
questions?, etc.)
information and appropriate
Selecting desirable language, tone and evidence.
behaviors for group (I.2, I.3, I.4, S.3, J.1)
work from a list and
reaching a consensus as CE.EFL.5.19.
a group for the three Engage in collaborative
most important.
activities through a variety
Writing a checklist in of student groupings in
pairs to use to order to solve problems and
evaluate another reflect on literary texts,
group’s project. and produce criteria for
evaluating the effectiveness
Discussing rules and
of the group.
norms for a group
project before the
project begins. I.EFL.5.19.1.
(Example: Don’t Learners can engage in
interrupt others, Do collaborative activities
your work on time, through a variety of student
Don’t make negative groupings in order to solve
remarks, etc.)

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problems and reflect on

literary texts, and produce
criteria for evaluating the
effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
J.3, J.4)

2 Experienc You will learn how to EFL 5.1.1 Communication and CE.EFL.5.1. 6
e Display an Cultural Awareness Display an understanding of
Culture! ask and answer understanding of the the integrity of different
questions relationship between Writing a weekly cultures by sharing
about experiences. the practices and journal entry about a experiences and by
cross-cultural
perspectives of participating in class
experience.
talk about the length different cultures by activities and discussions
of recognizing and sharing Oral Communication: in a way that shows empathy
experiences. cross-cultural (Listening and and respect for others.
experiences and ideas. Speaking)
recommend cultural I.EFL.5.1.1.
activities EFL 5.1.2 Listening to a set of Learners can demonstrate an
like reading and going Demonstrate instructions and understanding of the
to mindfulness, empathy, putting them in order. integrity of different cul-
museums. tolerance and an tures by sharing experiences
Listening to and
overall respect for the following class and by participating in
integrity of cultures commands. class activities and
in daily classroom discussions in a way that
activities. Singing songs that shows empathy and respect
practice helpful for others. (I.3, S.1, S.2,
EFL 5.1.3 language. J.1, J.3)
Find parallels between
Giving learners
Ecuadorian cultural and CE.EFL.5.2.
language prompts to use
political referents and during pair/group work. Demonstrate an ability to
those of other (Example: What do you discuss culture by analyzing
countries by talking think? I cultural products and

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about holidays, agree/disagree. I think referents from Ecuador and

symbols, customs and we need to…, It’s your other countries while making
schooling. turn, etc.) informed choices about and
taking action on issues of
Playing games that
EFL 5.2.4 practice classroom prejudice and discrimina-
Follow oral directions language, turn-taking, tion.
in classroom activities being polite, etc.
and projects and I.EFL.5.2.1.
provide directions to Reading Learners can exhibit an
peers in selected ability to discuss culture
interactions. Reading a short text by analyzing cultural pro-
and showing ducts and referents from
EFL 5.2.6 comprehension by Ecuador and other countries
completing the
Use new words and while making informed
accompanying graphic
expressions which occur organizer. (Example: choices about and taking
in conversations in the learners read about action on issues of preju-
personal and archeological ruins and dice and discrimination.
educational domains, complete a Venn (I.1, I.2, S.2, J.1, J.3)
and make use of such diagram, etc.)
terms and expressions CE.EFL.5.6.
Reading a text on a
wherever appropriate Listening for Information:
familiar content area
and necessary. subject and answering Deal with practical,
information questions. everyday communication
EFL 5.3.1 (Example: learners read demands in familiar social
Find specific about foodborne and academic contexts,
predictable information illnesses and then including following
write three ways to
in short, simple texts directions in class
prevent them, etc.)
in a range of age- and activities and identifying
level-appropriate Reading a text and main ideas in other
topics. (Example: answering information curricular subjects when
biographies, news questions. given sufficient support.
articles, narratives,
memoirs and personal Choosing from a list of
words to complete gaps I.EFL.5.6.1.
accounts, formal Learners can deal with prac-
from a reading.

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letters and emails, tical, everyday

etc.) Reading a paragraph communication demands in
about a familiar familiar social and academic
content area subject
EFL 5.4.7 contexts, such as following
and then correcting
Use the process of incorrect sentences. directions in class
prewriting, drafting, (Example: In northern activities and identifying
revising, peer editing India, the monsoon main ideas in other
and proofreading (i.e., season lasts for six curricular subjects when
“the writing process”) months every year - given sufficient support.
to produce well-con- three, etc.) (I.1, I.3, S.1)
structed informational
Writing
texts. CE.EFL.5.7.
Production – Accuracy and
Completing an online
EFL 5.5.7 Intelligibility: Use
graphic organizer in
Collaboratively produce order to help plan a appropriate vocabulary and
criteria for evaluating piece of writing. language in a variety of
literary texts and the oral interactions for a
effectiveness of group Reading a text and range of audiences and
work. using a checklist to level-appropriate purposes.
talk about how it is
organized. (Example: Is
there a title? Does it I.EFL.5.7.1.
have an opening Learners can communicate
sentence?, etc.) clearly and effectively by
using appropriate vocabulary
Recording synonyms and and language in a variety of
antonyms of words in
oral interactions for a
the margins of reading
texts. range of audiences and
level-appropriate purposes.
Writing new words and (I.2, I.3, J.2)
phrases in a vocabulary
notebook and then CE.EFL.5.10.
writing a text using Find specific information
three words from your
vocabulary notebook. and identify the main points
in simple, straightforward

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Exchanging writing in texts on subjects of

pairs in order to make personal interest or
suggestions about familiar academic topics
things that could be
while making informed
improved.
decisions about one’s own
Language through the reaction to the text.
Arts
I.EFL. 5.10.1.
Evaluating and Learners can find specific
assessing the information and identify the
effectiveness of group main points in simple,
work by answering a set straightforward texts on
of questions. (Example: subjects of personal
Who always interest or familiar
participates? Who gets
academic topics while making
the things the group
needs? Who asks good informed decisions about
questions?, etc.) one’s own reaction to the
text. (I.1, I.2, S.2)
Selecting desirable
behaviors for group CE.EFL.5.15.
work from a list and Plan and produce well-
reaching a consensus as
constructed informational
a group for the three
most important. texts by applying the
writing process and while
Writing a checklist in demonstrating an ability to
pairs to use to justify one’s position on an
evaluate another argument through carefully
group’s project.
selected information and
Discussing rules and appropriate language, tone
norms for a group and evidence.
project before the
project begins. I.EFL.5.15.1.
(Example: Don’t Learners can plan and pro-
interrupt others, Do duce well-constructed
your work on time,

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Don’t make negative informational texts by

remarks, etc.) applying the writing process
and while demonstrating an
ability to justify one’s
position on an argument
through carefully selected
information and appropriate
language, tone and evidence.
(I.2, I.3, I.4, S.3, J.1)

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

I.EFL.5.19.1.
Learners can engage in
collaborative activities
through a variety of student
groupings in order to solve
problems and reflect on
literary texts, and produce
criteria for evaluating the
effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
J.3, J.4)

3 Story You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6

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Time! Demonstrate Cultural Awareness Display an understanding of

narrate stories and mindfulness, empathy, the integrity of different
events in tolerance and an Reading two legends cultures by sharing
from different regions
the past. overall respect for the experiences and by
in Ecuador and
integrity of cultures completing a chart to participating in class
convey attitudes in daily classroom show the differences. activities and discussions
related to the activities. in a way that shows empathy
events of a story. Reading a myth from and respect for others.
EFL 5.2.4 another region/culture
talk about imaginary Follow oral directions and sharing a similar I.EFL.5.1.1.
experience.
situations. in classroom activities Learners can demonstrate an
and projects and understanding of the
Oral Communication:
react to a story in provide directions to (Listening and integrity of different cul-
different peers in selected Speaking) tures by sharing experiences
ways. interactions. and by participating in
Listening to a set of class activities and
EFL 5.2.6 instructions and discussions in a way that
Use new words and putting them in order. shows empathy and respect
expressions which occur for others. (I.3, S.1, S.2,
Listening to and
in conversations in the J.1, J.3)
following class
personal and commands.
educational domains, CE.EFL.5.6.
and make use of such Singing songs that Listening for Information:
terms and expressions practice helpful Deal with practical,
wherever appropriate language. everyday communication
and necessary. demands in familiar social
Giving learners and academic contexts,
language prompts to use
EFL 5.3.1 during pair/group work. including following
Find specific (Example: What do you directions in class
predictable information think? I activities and identifying
in short, simple texts agree/disagree. I think main ideas in other
in a range of age- and we need to…, It’s your curricular subjects when
level-appropriate turn, etc.) given sufficient support.
topics. (Example:
Playing games that

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biographies, news practice classroom I.EFL.5.6.1.

articles, narratives, language, turn-taking, Learners can deal with prac-
memoirs and personal being polite, etc. tical, everyday
accounts, formal communication demands in
Reading
letters and emails, familiar social and academic
etc.) contexts, such as following
Reading a short text
directions in class
and showing
EFL 5.4.7 comprehension by activities and identifying
Use the process of completing the main ideas in other
prewriting, drafting, accompanying graphic curricular subjects when
revising, peer editing organizer. (Example: given sufficient support.
and proofreading (i.e., learners read about (I.1, I.3, S.1)
“the writing process”) archeological ruins and
complete a Venn
to produce well-con- CE.EFL.5.7.
diagram, etc.)
structed informational Production – Accuracy and
texts. Reading a text on a Intelligibility: Use
familiar content area appropriate vocabulary and
EFL 5.5.7 subject and answering language in a variety of
Collaboratively produce information questions. oral interactions for a
criteria for evaluating (Example: learners read range of audiences and
about foodborne
literary texts and the level-appropriate purposes.
illnesses and then
effectiveness of group write three ways to
work. prevent them, etc.) I.EFL.5.7.1.
Learners can communicate
Reading a text and clearly and effectively by
answering information
using appropriate vocabulary
questions.
and language in a variety of
Choosing from a list of oral interactions for a
words to complete gaps range of audiences and
from a reading. level-appropriate purposes.
(I.2, I.3, J.2)
Reading a paragraph
about a familiar
content area subject CE.EFL.5.10.
and then correcting Find specific information

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incorrect sentences. and identify the main points

(Example: In northern in simple, straightforward
India, the monsoon texts on subjects of
season lasts for six
personal interest or
months every year -
three, etc.) familiar academic topics
while making informed
Writing decisions about one’s own
reaction to the text.
Completing an online
graphic organizer in I.EFL. 5.10.1.
order to help plan a Learners can find specific
piece of writing. information and identify the
main points in simple,
Reading a text and
straightforward texts on
using a checklist to
talk about how it is subjects of personal
organized. (Example: Is interest or familiar
there a title? Does it academic topics while making
have an opening informed decisions about
sentence?, etc.) one’s own reaction to the
text. (I.1, I.2, S.2)
Recording synonyms and
antonyms of words in
the margins of reading CE.EFL.5.15.
texts. Plan and produce well-
constructed informational
Writing new words and texts by applying the
phrases in a vocabulary writing process and while
notebook and then demonstrating an ability to
writing a text using
three words from your justify one’s position on an
vocabulary notebook. argument through carefully
selected information and
Exchanging writing in appropriate language, tone
pairs in order to make and evidence.
suggestions about
things that could be
I.EFL.5.15.1.
improved.

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Learners can plan and pro-

Language through the duce well-constructed
Arts informational texts by
applying the writing process
Evaluating and and while demonstrating an
assessing the ability to justify one’s
effectiveness of group position on an argument
work by answering a set
through carefully selected
of questions. (Example:
Who always information and appropriate
participates? Who gets language, tone and evidence.
the things the group (I.2, I.3, I.4, S.3, J.1)
needs? Who asks good
questions?, etc.) CE.EFL.5.19.
Engage in collaborative
Selecting desirable
activities through a variety
behaviors for group
work from a list and of student groupings in
reaching a consensus as order to solve problems and
a group for the three reflect on literary texts,
most important. and produce criteria for
evaluating the effectiveness
Writing a checklist in of the group.
pairs to use to
evaluate another
group’s project. I.EFL.5.19.1.
Learners can engage in
Discussing rules and collaborative activities
norms for a group through a variety of student
project before the groupings in order to solve
project begins.
problems and reflect on
(Example: Don’t
interrupt others, Do literary texts, and produce
your work on time, criteria for evaluating the
Don’t make negative effectiveness of the group.
remarks, etc.) (I.1, I.2, S.2, S.3, S.4,
J.3, J.4)

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4 Traveling You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
the World Demonstrate Cultural Awareness Display an understanding of
give and ask for mindfulness, empathy, the integrity of different
Reflecting on
directions and tolerance and an cultures by sharing
differences between
information in a overall respect for the people from other experiences and by
polite way. integrity of cultures countries and regions. participating in class
in daily classroom activities and discussions
ask people to agree activities. Watching a video about in a way that shows empathy
with you. how people live in and respect for others.
EFL 5.2.3 Ecuador or another
country, and taking
give emphasis to Follow main ideas in I.EFL.5.1.1.
notes on the cultural
descriptions topics covered in other practices mentioned, Learners can demonstrate an
and comparisons. curricular subjects then leading a understanding of the
with the help of visual discussion in small integrity of different cul-
support, using concepts groups. tures by sharing experiences
and vocabulary that and by participating in
have been studied in Oral Communication: class activities and
advance. (Listening and discussions in a way that
Speaking)
shows empathy and respect
EFL 5.2.14 for others. (I.3, S.1, S.2,
Request and provide Listening to a short J.1, J.3)
information and dialogue and then
assistance orally for writing and acting out CE.EFL.5.6.
personal, social and a similar dialogue, Listening for Information:
academic purposes in using some of the same Deal with practical,
phrases and
order to clarify and everyday communication
expressions. (Example:
extend meaning in a dialogue between two demands in familiar social
spoken interactions. friends asking about and academic contexts,
each other’s future including following
EFL 5.3.6 vacation plans, etc.) directions in class
Display an appreciation activities and identifying
of the language by Asking and answering main ideas in other
questions about unique
interacting and en- curricular subjects when
or interesting things

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gaging with a variety one has experienced. given sufficient support.

of digital and print
texts and resources and I.EFL.5.6.1.
Comparing answers in
by selecting and Learners can deal with prac-
pairs or small groups.
evaluating these tical, everyday
materials as a means to Conducting a role play communication demands in
promote and strengthen between two students on familiar social and academic
literacy skills and a given topic. contexts, such as following
language acquisition. (Example: talking about directions in class
future plans, finding
common free time activities and identifying
EFL 5.4.9 main ideas in other
activities, playing a
Use a variety of oral, guessing game, etc.) curricular subjects when
print and electronic given sufficient support.
forms for writing to Conducting a class (I.1, I.3, S.1)
others or for writing survey where learners
for self, applying the ask each other about a
CE.EFL.5.8.
conventions of social familiar topic and
record each other’s Interaction – Interpersonal:
writing. (Example: Respond to and build on
answers. (Example:
notes, invitations, What’s your favorite other people’s ideas in
emails, blog entries sport? Do you have a extended conversations on
and comments, notes to favorite team? What familiar social and academic
self, etc.) sports do you play? topics by expressing
Have you ever gotten
opinions and feelings and
hurt?, etc.) Sharing a
EFL 5.5.10 clarifying meaning.
few things about their
Evaluate and recommend classmates’ answers.
a literary text (Example: Marco loves I.EFL.5.8.1.
(written, oral, online, soccer. He’s a Learners can respond to and
in video or in print) Barcelona fan. He plays build on other people’s
or a favorite activity soccer every day in ideas in extended
to a peer. recess, but last week
he sprained his ankle conversations on familiar
and he can’t play right social and academic topics
now, etc.) by expressing opinions and
feelings and clarifying
meaning. (I.3, I.4, S.1,

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Working in pairs to J.3, J.4)

complete an information
gap activity. CE.EFL.5.12.
Engage with a variety of
Listening to another digital and print texts and
learner’s answers in resources by evaluating and
class and responding detecting complexities and
appropriately. (Exa- discrepancies in the
mple: giving praise, information in order to find
correcting an error, the most appropriate sources
asking a follow-up
to support an idea or
question, etc.)
argument.
Reading
I.EFL.5.12.1.
Recommending an Learners can engage with a
informational web site variety of digital and print
to another learner. texts and resources by
evaluating and detecting
Creating a class list
of reliable sources of complexities and
information and discrepancies in the
publishing it online or information in order to find
displaying it on a the most appropriate sources
poster in class. to support an idea or
argument. (I.2, I.4, J.3)
Identifying unreliable
resources on the
Internet. CE.EFL.5.13.
Produce emails, blog posts
Writing and other written texts
using an effective voice and
Looking at a map or GPS a variety of appropriate
and writing the
writing styles and
directions to get from
one place to another. conventions.

Language through the I.EFL.5.13.1.

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Arts Learners can produce emails,

blog posts and other written
Using a rubric as a texts using an effective
model to write one’s
voice and a variety of
own rubric.
appropriate writing styles
Discussing how visual and conventions. (I.3, S.3,
presentation can change J.2)
your response to a
literary text. CE.EFL.5.18.
(Example: listening to Use a range of criteria to
a song and then
evaluate and recommend
watching the video and
discussing how/if your literary texts to others,
response changed, etc.) and recognize how chosen
criteria affects evaluation.
Reading a classmate’s
writing and offering a
I.EFL.5.18.1.
positive observation.
Learners can use a variety
of criteria for evaluating
and recommending literary
texts to others, and
recognize how chosen
criteria affects evaluation.
(S.1, S.4, J.2, J.4)

5 News You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
Media Demonstrate Cultural Awareness Display an understanding of
tell and react to mindfulness, empathy, the integrity of different
news. tolerance and an Reading a story about cultures by sharing
overall respect for the another culture and experiences and by
describe natural integrity of cultures responding to the main participating in class
disasters and in daily classroom ideas with a short activities and discussions
extreme weather. activities. opinion. in a way that shows empathy
and respect for others.
Oral Communication:

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talk about inventors, EFL 5.2.3 (Listening and

inventions, artists Follow main ideas in Speaking) I.EFL.5.1.1.
and artwork. topics covered in other Learners can demonstrate an
curricular subjects understanding of the
Listening to a short
with the help of visual integrity of different cul-
dialogue and then
support, using concepts writing and acting out tures by sharing experiences
and vocabulary that a similar dialogue, and by participating in
have been studied in using some of the same class activities and
advance. phrases and discussions in a way that
expressions. (Example: shows empathy and respect
EFL 5.2.14 a dialogue between two for others. (I.3, S.1, S.2,
friends asking about
Request and provide J.1, J.3)
each other’s future
information and vacation plans, etc.)
assistance orally for CE.EFL.5.6.
personal, social and Asking and answering Listening for Information:
academic purposes in questions about unique Deal with practical,
order to clarify and or interesting things everyday communication
extend meaning in one has experienced. demands in familiar social
spoken interactions. and academic contexts,
Comparing answers in
pairs or small groups. including following
EFL 5.3.6 directions in class
Display an appreciation Conducting a role play activities and identifying
of the language by between two students on main ideas in other
interacting and en- a given topic. curricular subjects when
(Example: talking about
gaging with a variety given sufficient support.
future plans, finding
of digital and print common free time
texts and resources and activities, playing a I.EFL.5.6.1.
by selecting and guessing game, etc.) Learners can deal with prac-
evaluating these tical, everyday
materials as a means to Conducting a class communication demands in
promote and strengthen survey where learners
ask each other about a familiar social and academic
literacy skills and contexts, such as following
familiar topic and
language acquisition. record each other’s directions in class
answers. (Example: activities and identifying

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EFL 5.4.9 What’s your favorite main ideas in other

Use a variety of oral, sport? Do you have a curricular subjects when
print and electronic favorite team? What given sufficient support.
sports do you play?
forms for writing to (I.1, I.3, S.1)
Have you ever gotten
others or for writing hurt?, etc.) Sharing a
for self, applying the few things about their CE.EFL.5.8.
conventions of social classmates’ answers. Interaction – Interpersonal:
writing. (Example: (Example: Marco loves Respond to and build on
notes, invitations, soccer. He’s a other people’s ideas in
emails, blog entries Barcelona fan. He plays extended conversations on
soccer every day in
and comments, notes to familiar social and academic
recess, but last week
self, etc.) he sprained his ankle topics by expressing
and he can’t play right opinions and feelings and
EFL 5.5.10 now, etc.) clarifying meaning.
Evaluate and recommend
a literary text I.EFL.5.8.1.
(written, oral, online, Working in pairs to Learners can respond to and
complete an information
in video or in print) build on other people’s
gap activity.
or a favorite activity ideas in extended
to a peer. conversations on familiar
Listening to another social and academic topics
learner’s answers in by expressing opinions and
class and responding feelings and clarifying
appropriately. (Exa-
meaning. (I.3, I.4, S.1,
mple: giving praise,
correcting an error, J.3, J.4)
asking a follow-up
question, etc.) CE.EFL.5.12.
Engage with a variety of
Reading digital and print texts and
resources by evaluating and
Recommending an
detecting complexities and
informational web site
to another learner. discrepancies in the
information in order to find
Creating a class list the most appropriate sources

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of reliable sources of to support an idea or

information and argument.
publishing it online or
displaying it on a I.EFL.5.12.1.
poster in class.
Learners can engage with a
Identifying unreliable variety of digital and print
resources on the texts and resources by
Internet. evaluating and detecting
complexities and
Writing discrepancies in the
information in order to find
Watching a video about
a natural disaster and the most appropriate sources
writing a blog entry to support an idea or
asking for people to argument. (I.2, I.4, J.3)
help with donations.
CE.EFL.5.13.
Making a poster for a
school campaign to Produce emails, blog posts
increase awareness and other written texts
about earthquake using an effective voice and
safety. a variety of appropriate
writing styles and
Language through the conventions.
Arts

Using a rubric as a I.EFL.5.13.1.

model to write one’s Learners can produce emails,
own rubric. blog posts and other written
texts using an effective
Discussing how visual voice and a variety of
presentation can change appropriate writing styles
your response to a
and conventions. (I.3, S.3,
literary text.
(Example: listening to J.2)
a song and then
watching the video and CE.EFL.5.18.
discussing how/if your Use a range of criteria to

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response changed, etc.) evaluate and recommend

literary texts to others,
Reading a classmate’s and recognize how chosen
writing and offering a
criteria affects evaluation.
positive observation.

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

6 A Tech- You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
World Demonstrate Cultural Awareness Display an understanding of
talk about Internet mindfulness, empathy, the integrity of different
Reading a story about
habits and tolerance and an cultures by sharing
another culture and
wishes. overall respect for the responding to the main experiences and by
integrity of cultures ideas with a short participating in class
give instructions to in daily classroom opinion. activities and discussions
use activities. in a way that shows empathy
technology. Oral Communication: and respect for others.
EFL 5.2.3 (Listening and
give opinions about Follow main ideas in Speaking) I.EFL.5.1.1.
technology. topics covered in other Learners can demonstrate an
Listening to a short
curricular subjects dialogue and then understanding of the
with the help of visual writing and acting out integrity of different cul-
support, using concepts a similar dialogue, tures by sharing experiences
and vocabulary that using some of the same and by participating in
have been studied in phrases and class activities and
advance. expressions. (Example: discussions in a way that
a dialogue between two
shows empathy and respect
friends asking about

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EFL 5.2.14 each other’s future for others. (I.3, S.1, S.2,
Request and provide vacation plans, etc.) J.1, J.3)
information and
Asking and answering CE.EFL.5.6.
assistance orally for
questions about unique
personal, social and Listening for Information:
or interesting things
academic purposes in one has experienced. Deal with practical,
order to clarify and everyday communication
extend meaning in Comparing answers in demands in familiar social
spoken interactions. pairs or small groups. and academic contexts,
including following
EFL 5.3.6 Conducting a role play directions in class
between two students on
Display an appreciation activities and identifying
a given topic.
of the language by (Example: talking about main ideas in other
interacting and en- future plans, finding curricular subjects when
gaging with a variety common free time given sufficient support.
of digital and print activities, playing a
texts and resources and guessing game, etc.) I.EFL.5.6.1.
by selecting and Learners can deal with prac-
Conducting a class
evaluating these tical, everyday
survey where learners
materials as a means to ask each other about a communication demands in
promote and strengthen familiar topic and familiar social and academic
literacy skills and record each other’s contexts, such as following
language acquisition. answers. (Example: directions in class
What’s your favorite activities and identifying
sport? Do you have a main ideas in other
EFL 5.4.9
favorite team? What
Use a variety of oral, curricular subjects when
sports do you play?
print and electronic Have you ever gotten given sufficient support.
forms for writing to hurt?, etc.) Sharing a (I.1, I.3, S.1)
others or for writing few things about their
for self, applying the classmates’ answers. CE.EFL.5.8.
conventions of social (Example: Marco loves Interaction – Interpersonal:
soccer. He’s a Respond to and build on
writing. (Example:
Barcelona fan. He plays
notes, invitations, other people’s ideas in
soccer every day in
emails, blog entries recess, but last week extended conversations on

[Escriba aquí]
[Escriba aquí]

and comments, notes to he sprained his ankle familiar social and academic
self, etc.) and he can’t play right topics by expressing
now, etc.) opinions and feelings and
EFL 5.5.10 clarifying meaning.
Working in pairs to
Evaluate and recommend complete an information
a literary text gap activity. I.EFL.5.8.1.
(written, oral, online, Learners can respond to and
in video or in print) Listening to another build on other people’s
or a favorite activity learner’s answers in ideas in extended
to a peer. class and responding conversations on familiar
appropriately. (Exa-
social and academic topics
mple: giving praise,
correcting an error, by expressing opinions and
asking a follow-up feelings and clarifying
question, etc.) meaning. (I.3, I.4, S.1,
J.3, J.4)
Reading
CE.EFL.5.12.
Recommending an Engage with a variety of
informational web site
digital and print texts and
to another learner.
resources by evaluating and
Creating a class list detecting complexities and
of reliable sources of discrepancies in the
information and information in order to find
publishing it online or the most appropriate sources
displaying it on a to support an idea or
poster in class.
argument.
Identifying unreliable
resources on the I.EFL.5.12.1.
Internet. Learners can engage with a
variety of digital and print
Writing texts and resources by
evaluating and detecting
Researching and writing complexities and
a short paragraph about discrepancies in the
a new topic and using

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appropriate references information in order to find

to support your ideas. the most appropriate sources
to support an idea or
Making posters in small
argument. (I.2, I.4, J.3)
groups of new phrases
and expressions in
order to display in the CE.EFL.5.13.
classroom. Produce emails, blog posts
and other written texts
Language through the using an effective voice and
Arts
a variety of appropriate
Using a rubric as a writing styles and
model to write one’s conventions.
own rubric.
I.EFL.5.13.1.
Discussing how visual Learners can produce emails,
presentation can change
blog posts and other written
your response to a
literary text. texts using an effective
(Example: listening to voice and a variety of
a song and then appropriate writing styles
watching the video and and conventions. (I.3, S.3,
discussing how/if your J.2)
response changed, etc.)
CE.EFL.5.18.
Reading a classmate’s
writing and offering a Use a range of criteria to
positive observation. 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

[Escriba aquí]
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recognize how chosen

criteria affects evaluation.
(S.1, S.4, J.2, J.4)

6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States: Teachers
College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson
Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum
for Educación General Básica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English A2.2. Quito, Ecuador: Grupo Editorial Norma SA

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:

Signature: Signature: Signature:

Date: September 30th, 2016 Date: Date:

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