ANNUAL CURRICULUM PLAN

ACADEMIC YEAR

UNIDAD EDUCATIVA MALCHINGUÍ 2017-2018

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: English as a Foreign Language Subject:  English
Teachers:  Licda. Doris Jiménez V. and Licda. Deysi Cumbal
Grade / course  Third Sciences “A” , Third Sciences “B” Third Tecnic Education Level B1.2 - BGU
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods
4 40 4 weeks 36 144
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course

OG.EFL 5.1 O.EFL 5.1

Encounter socio-cultural aspects of their own and other countries Learn the socio-cultural aspects of their country other in a curious way
in a thoughtful and inquisitive manner, maturely, and openly experiencing O.EFL 5.2
other cultures and languages from the secure standpoint Tolerate the different cultures and comprehend diversity in building an intercultural and multi-
of their own national and cultural identity.
national society.
OG.EFL 5.2
O.EFL 5.3
Draw on this established propensity for curiosity and tolerance
towards different cultures to comprehend the role of diversity in Identify linguistic differences for communication and learning
building an intercultural and multinational society. O.EFL 5.4
OG.EFL 5.3 Knowing the different learning strategies with the possibility of auto-learning maintaining the
Access greater flexibility of mind, creativity, enhanced linguistic values of respect, honesty and integrity
intelligence, and critical thinking skills through an appreciation of O.EFL 5.5
linguistic differences. Enjoy an enriched perspective of their own Use the page web for the investigation, through the efficient use of ICT
L1 and of language use for communication and learning. O.EFL 5.6
OG.EFL 5.4 Practice topics of common interest, expressing ideas and opinions effectively and appropri-
Deploy a range of learning strategies, thereby increasing disposition
ately
and ability to independently access further (language) learning
and practice opportunities. Respect themselves and others
O.EFL 5.7
within the communication process, cultivating habits of honesty Communicate clearly and appropriately of formal and informal social situation with a limited
and integrity into responsible academic behavior. but effective
OG.EFL 5.5
Directly access the main points and important details of up-todate
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 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.
OG.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)
4. TRANSVERSAL AXES : INTERCULTURAL
Recognition of the diversity of ethnic - cultural events in the local, regional, national and global
spheres, from a vision of respect and appreciation.

THE FORMATION OF A DEMOCRATIC CITIZENSHIP

The development of universal human values, compliance with civic duties, awareness of rights, the de-
velopment of Ecuadorian identity and respect for national symbols, learning to live together within an
intercultural and multinational society, tolerance of ideas and customs of others and respect for the
decisions of the majority.

THE ENVIRONMENTAL PROTECTION

The interpretation of environmental issues and their implications for the survival of the species, the in-
terrelationship between human beings and nature and strategies for conservation and protection.

HEALTH CARE AND RECREATIONAL HABITS OF STUDENTS

The chord biological and psychological development through the ages and socio- ecological environ-
ment, food and hygiene habits, productive use of leisure time.

SEX EDUCATION IN YOUTH

Knowledge and respect for the integrity of his own body, the development of sexual identity and psy-
chological and social consequences, responsibility of parenthood
5. DEVELOPMENT OF PLANNING UNITS
Nº NAME OF THE UNIT SPECIFIC OBJECTIVES OF CONTENTS METHODOLOGY ORIENTATION EVALUATION TIME IN
THE PLANNING UNIT. WEEKS
1.  Describe and Communication and Cultural Communication and Cultural Awareness Communication and Cultural
Let’s Talk Movies differentiate Awareness • Participating in short role plays using a Awareness
between movie EFL 5.1.4 Identify and interpret range of verbal and nonverbal communica- CE.EFL.5.3 Interpret cultural 6
 Movies Genres genres how cultural and language tion. and language patterns in
 Film Reviews  Talk about movies patterns in English are used • Talking in pairs about a video learners have English, including nonverbal
 Mini Biographies you have seen when exchanging ideas on watched using only English. communication, and apply
 Ask and answer familiar topics according to a
questions about B1.2 level. (Example: slang,
different movies idioms, humor, levels of
 Write a film review formality, etc.).
and a Oral Communication:
minibiography (Listening and Speaking)
EFL 5.2.11 Express opinions on
abstract topics, such as film and
music, and concrete topics,
such as personal experiences,
while describing one’s reactions
to them and others’ opinions.
EFL 5.2.14 Request and provide
information and assistance
orally for personal, social and
academic purposes in order to
clarify and extend meaning in
spoken interactions.
Reading
EFL 5.3.2 Identify and use
reading strategies to make
informative and narrative texts
comprehensible and
meaningful. (Example:
skimming, scanning,
previewing, reading for main
ideas and details, using
structural and context clues,
cognates, format, sequence,
etc.).
Writing
EFL 5.4.3 Apply new and prior
knowledge in order to plan and
create texts and determine if
the new knowledge adds value
to or contradicts prior
information.
EFL 5.4.5 Justify and explain
the rationale for a position on
an argument, using persuasive
language, tone, evidence and
well-developed arguments
through essays, editorials,
movie and book reviews,
position papers and brochures.
Language through the Arts
EFL 5.5.4 Read aloud with
confidence, accuracy, fluency
• Demonstrating appropriate language use
during class, group and pair discussions
• Watching a video and identifying desirable
language use.
• Comparing nonverbal and body language
between L1 and L2 cultures.
• Creating selfie videos for class assignments
and sharing them on a class blog.
Oral Communication: (Listening and Speak-
ing)
• Showing a movie trailer and asking learners
to share their opinions in pairs and say
whether they would go see that movie or not.
• Doing a mingle activity where learners ask
and answer questions about things they have
or haven’t done, in order to extend the ex-
change.
• Establishing a clear expectation of English
use for classroom functions. Informal assess-
ment could involve personal notes from the
teacher to learners who use L2 regularly.
Reading
• Underlining interesting facts in a text and
then doing a little research on the topic.
• Using an interesting idea from a text to in-
spire extra research on a topic.
• Predicting main ideas by reading the title
and using other contextual clues (e.g., illustra-
tions, subheadings, etc.).
• Skimming online reference web sites for
ones that have the information needed for a
research project.
• Scanning a text for the main characters.
Writing
• Writing new words and phrases in a vocabu-
lary notebook and thenwriting a text using
three words from your vocabulary notebook.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Exchanging writing in pairs in order to make
suggestions about things that could be im-
proved.
Language through the Arts
• Brainstorming features and conventions of a
genre and then reading an example in order
to locate each one.
them in appropriate contexts.
I.EFL.5.3.1 Learners can
interpret cultural and language
patterns in English, including
nonverbal communication, and
apply them in appropriate
contexts. (I.3, I.4, S.1, S.2)
Oral Communication
CE.EFL.5.8 Interaction –
Interpersonal: Respond to and
build on other people’s ideas in
extended conversations on
familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning.
I.EFL.5.8.1 Learners can
respond to and build on other
people’s ideas in extended
conversations on familiar social
and academic topics by
expressing opinions and
feelings and clarifying meaning.
(I.3, I.4, S.1, J.3, J.4)
Reading
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
Writing
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
 and expression to demonstrate
understanding and to convey
an interpretation of meaning.
2.  Describe and Communication and Cultural
Professions! differentiate Awareness
professions EFL 5.1.11 Apply self-correcting
 Personality Types  Ask and questions and self-monitoring strategies
 Professions about different in social and classroom
 University Degrees personality types, interactions by adjusting
professions and presentation and language
university degrees production to effectively
 Write a text express opinions and make
comparing two evaluations. (Example: asking
professions questions, starting over,
rephrasing, exploring
alternative pronunciations,
etc.).
Oral Communication:
(Listening and Speaking)
EFL 5.2.14 Request and provide
information and assistance
orally for personal, social and
academic purposes in order to
• Discussing how visual presentation can
change your response to a literary text.
Communication and Cultural Awareness
• Participating in short role plays using a
range of verbal and nonverbal
communication.
• Using a definition or example to explain a
concept or word that one does not yet have
the exact language for.
• Watching a video and identifying desirable
language use.
• Comparing nonverbal and body language
between L1 and L2 cultures.
• Responding to classroom activities and pair
work through short expressions or emoticons.
Oral Communication: (Listening and
Speaking)
• Playing a conversation game, where learners
move their tokens around the board after
choosing a card and answering the question.
• Working in pairs to complete an information
gap activity.
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)
Language through the Arts
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.5.17.1 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)
Communication and Cultural
Awareness
CE.EFL.5.4 Communicate
effectively using a variety of
media and formats, including 6
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)
Oral Communication
CE.EFL.5.8 Interaction –
clarify and extend meaning in
spoken interactions.
Reading
EFL 5.3.9 Skim and scan
reference materials, in print or
online, in order to identify
information that might be of
practical use for one’s own
research and academic needs.
Writing
EFL 5.4.2 Identify a variety of
types and formats of potential
resources and the value,
purpose and audience of each
for use in the educational
domain. (Example: audio/video,
multimedia, website, database,
book, thesaurus,
scholarly/popular,
current/historical, etc.)
EFL 5.4.4 Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written work
in a way that supports
collaboration, learning and
productivity. (Example: image
editing, Google Drive,
infographic makers, audio and
video editing, presentation
apps, etc.).
Language through the Arts
EFL 5.5.8 Contribute to team
projects to produce original
works and solve problems while
effectively negotiating and
managing interactions to
accomplish social and
classroom tasks.
• Doing a mingle activity where learners ask
and answer questions about things they have
or haven’t done, in order to extend the
exchange.
• Establishing a clear expectation of English
use for classroom functions. Informal
assessment could involve personal notes from
the teacher to learners who use L2 regularly.
Reading
• 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 in order to extend the exchange.
• Showing a movie trailer and asking learners
to share their opinions in pairs and say
whether they would go see that movie or not.
• Asking classmates to repeat an answer or
statement if needed to clarify something
Establishing a clear expectation of English use
for classroom functions
Writing
• Identifying the best resources for a writing
project in pairs.
• Using a list of criteria in order to evaluate a
web site.
• Analyzing three different types of
dictionaries.
Language through the Arts
• Writing a checklist in pairs to use to evaluate
another group’s project.
• Searching the Internet for illustrations and
examples of effective group collaborations
and then sharing why they are effective.
• Comparing answers in pairs in order to help
each other understand errors or concepts.
Interpersonal: Respond to and
build on other people’s ideas in
extended conversations on
familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning.
I.EFL.5.8.1 Learners can
respond to and build on other
people’s ideas in extended
conversations on familiar social
and academic topics by
expressing opinions and
feelings and clarifying meaning.
(I.3, I.4, S.1, J.3, J.4)
Reading
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.5.12.1 Learners can
engage with a variety of digital
and print texts and resources
by evaluating and detecting
complexities and discrepancies
in the information in order to
find the most appropriate
sources to support an idea or
argument. (I.2, I.4, J.3)
Writing
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,

3.  Describe the effects Communication and Cultural
of global warming Awareness
 Describe different EFL 5.1.6 Demonstrate an
Environmentally friendly! green products and ability to make informed
talk about their choices about and take action
 Environmental advantages and on issues of
Issues disadvantages prejudice and discrimination.
 Green Products  Talk about the Oral Communication:
impact that green (Listening and Speaking)
and non/green EFL 5.2.15 Engage in an
products on the extended conversation on most
environment general topics and keep it going
by expressing and responding
to suggestions, opinions,
attitudes, advice, feelings, etc.
Reading
EFL 5.3.3 Determine the main
conclusion in texts which
clearly argue a point of view in
Communication and Cultural Awareness
• Recognizing instances of discrimination or
prejudice in one’s daily life and analyzing
reasons for them in small groups.
• Inviting a guest speaker from another
country to class and asking and answering
questions about his/her culture/country.
• Researching through the Internet about
other cultures and ways of life and presenting
them to the class using digital tools.
• Working in small groups to complete a
cultural project.
Oral Communication: (Listening and
Speaking)
• Researching a topic and preparing a
presentation for the class.
• Recording a video about one’s opinion of a
story read in class.
• Sharing opinions in a way that encourages
for educational and academic
use. (I.1, I.2, S.3, S.4)
CE.EFL.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence.
Language through the Arts
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)
Communication and Cultural
Awareness
CE.EFL.5.2 Demonstrate an
ability to discuss culture by 6
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
I.EFL.5.2.1 Learners can exhibit
an ability to discuss culture by
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
(I.1, I.2, S.2, J.1, J.3)
order to make informed
decisions about one’s own
opinion and reaction to the
text.
Writing
EFL 5.4.1 Critically evaluate
information from references,
including those found on the
web, and recommend print and
digital sources to other
learners.
EFL 5.4.2 Identify a variety of
types and formats of potential
resources and the value,
purpose and audience of each
for use in the educational
domain. (Example: audio/video,
multimedia, website, database,
book, thesaurus,
scholarly/popular,
current/historical, etc.)
Language through the Arts
EFL 5.5.9 Engage in
collaborative activities through
a variety of student groupings
to share, reflect on, express and
interpret opinions and
evaluations of a range of
literary texts. (Example: small
groups, cooperative learning
groups, literature circles,
process writing groups, etc.)
others to perform a specific action. (Example: Oral Communication:
Convincing the class that you should always (Listening and Speaking)
wear your helmet when riding a bike, etc.) CE.EFL.5.8 Interaction –
• Using intonation to convince a partner to Interpersonal: Respond to and
take action build on other people’s ideas in
Reading extended conversations on
• Read quickly looking for words each familiar social and academic
paragraph. topics by expressing opinions
• To get familiar with the topic of a text, take and feelings and clarifying
a quick look at the Reading a text and meaning.
answering information questions. I.EFL.5.9.1 Learners can present
information clearly and
• Choosing from a list of words to complete influence an audience
gaps from a reading. effectively through well-
• Reading a paragraph about a familiar developed arguments in
content area subject and then correcting prepared presentations and
incorrect sentences. other forms of oral
Writing communication. (I.2, I.3, J.2)
• Finding a variety of online references to Reading
practice a grammar structure, then CE.EFL.5.10 Find specific
recommending the best one to the class. information and identify the
• Using new words or information from a main points in simple,
class lesson and creating an online game to straightforward texts on
practice them, then sharing and playing the subjects of personal interest or
game with the rest of the class. familiar academic topics while
• Reading a dialogue which serves as a model making informed decisions
text, then writing a similar dialogue on a about one’s own reaction to
different topic while implementing new the text.
words/expressions from the unit. I.EFL. 5.10.1 Learners can find
Language through the Arts specific information and
• Analyzing three different rubrics and identify the main points in
discussing how each one might influence the simple, straightforward texts on
way it is evaluated. subjects of personal interest or
• Discussing how visual presentation can familiar academic topics while
change your response to a literary text. making informed decisions
• Creating a group presentation using about one’s own reaction to
biteslide.com. the text. (I.1, I.2, S.2)
• Finding a reliable source to back up a Writing
statement 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

4. Communication and Cultural
Awareness
EFL 5.1.2 Demonstrate
Imagine That!  Describe imaginary mindfulness, empathy,
 Expressing Wishes tolerance and an overall
 Imaginary  Breaking Bad respect for the integrity of
Situations Habits cultures in daily classroom
 Expressing Wishes activities.
 Breaking Bad Oral Communication:
Habits (Listening and Speaking)
EFL 5.2.12 Use appropriate
vocabulary, expressions,
language, routines and
interaction styles in formal and
informal social or academic
situations by asking permission,
thanking someone, apologizing
to friends, giving advice,
making a suggestion, etc.
Reading
EFL 5.3.6 Display an
appreciation of the language by
interacting and engaging with a
variety of digital and print texts
and resources and by selecting
and evaluating these materials
as a means to promote and
Communication and Cultural Awareness
• Writing a weekly journal entry about a
cross-cultural experience.
• Reading a myth from another
region/culture and sharing a similar
experience.
• Reflecting on differences between people
from other countries and regions.
• Comparing nonverbal and body language
between L1 and L2 cultures.
• Watching a video or reading a text about
different cultural practices and talking about
similarities and differences in small groups.
Oral Communication: (Listening and
Speaking)
• Recording in-class conversations and
dialogues in order to make note of correct
and appropriate language usage and
intelligibility.
• Having learners make a selfie video to say
what they know about a topic before coming
to class. Observing that they can say what
they want without too many long pauses.
• Singing songs that practice helpful language.
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)
Language through the Arts
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.5.18.1 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)
Communication and Cultural
Awareness
CE.EFL.5.1 Display an
understanding of the integrity
of different cultures by sharing 6
experiences and by
participating in class activities
and discussions in a way that
shows empathy and respect for
others.
I.EFL.5.1.1 Learners can
demonstrate an understanding
of the integrity of different
cultures by sharing experiences
and by participating in class
activities and discussions in a
way that shows empathy and
respect for others. (I.3, S.1, S.2,
J.1, J.3)
Oral Communication
CE.EFL.5.7 Production –
Accuracy and Intelligibility: Use
appropriate vocabulary and
language in a variety of oral
interactions for a range of
audiences and level-
appropriate purposes.
strengthen literacy skills and
language acquisition.
Writing
EFL 5.4.9 Use a variety of oral,
print and electronic forms for
writing to others or for writing
for self, applying the
conventions of social writing.
(Example: notes, invitations,
emails, blog entries and
comments, notes to self, etc.)
Language through the Arts
EFL 5.5.1 Compare and present
personal and formal responses
to and interpretations of
published literary texts and the
works of peers, referring to
details and features of the text.
(Example: text structure, plot,
ideas, events, vocabulary, etc.)
• Asking the learners to read a dialogue in I.EFL.5.7.1 Learners can
pairs. Learners record themselves and then communicate clearly and
listen to the recording in order to assess effectively by using appropriate
vocabulary and language in a
clarity of sounds, production of phonemes,
variety of oral interactions for a
rhythm and intonation range of audiences and level-
Reading appropriate purposes. (I.2, I.3,
• Read quickly looking for words each J.2)
paragraph. Reading
• To get familiar with the topic of a text, take CE.EFL.5.12 Engage with a
a quick look at the vocabulary it contains. variety of digital and print texts
and resources by evaluating
• Comparing and contrasting the opinions of
and detecting complexities and
two experts on a topic of personal interest. discrepancies in the
• Identifying unreliable resources on the information in order to find the
Internet. most appropriate sources to
• Reading about a topic and then identifying support an idea or argument.
reference materials and sources that could be I.EFL.5.12.1 Learners can
used to find out more information. engage with a variety of digital
and print texts and resources
Writing
by evaluating and detecting
• Finding a variety of online references to complexities and discrepancies
practice a grammar structure, then in the information in order to
recommending the best one to the class. find the most appropriate
• Using new words or information from a sources to support an idea
class lesson and creating an online game to or argument. (I.2, I.4, J.3)
Writing
practice them, then sharing and playing the
CE.EFL.5.13 Produce emails,
game with the rest of the class. blog posts and other written
• Writing an email to a friend recommending texts using an effective voice
a movie you’ve seen. and a variety of appropriate
• Watching a short video and writing a writing styles and conventions.
description of what you saw or how it made I.EFL.5.13.1 Learners can
you feel, then comparing ideas in pairs. produce emails, blog posts and
other written texts using an
Language through the Arts
effective voice and a variety of
• Taking pictures to tell a story using a digital appropriate writing styles and
storyboard. conventions. (I.3, S.3, J.2)
• Producing short, creative texts using digital Language through the Arts
storytelling. CE.EFL.5.16 Respond to and
• Converting a corner of the room into a interpret literary texts,
writer’s workshop, where learners can access including original stories
written by peers, referring to
writing prompts and authentic texts which
details and literary elements of
may help inspire their own creative writing. the text.
• Using a checklist to mark off literary I.EFL.5.16.1 Learners can
elements present in a text. respond to and interpret
literary texts, including original

5. Communication and Cultural
Awareness
In The News EFL 5.1.6 Demonstrate an
 Report what was ability to make informed
 Written News stated choices about and take action
 Spoken News  Report what was on issues of prejudice and
requested discrimination.
 Understand mening Oral Communication:
from context (Listening and Speaking)
EFL 5.2.7 Present information
clearly and effectively in a
variety of oral forms for a range
of audiences and purposes.
(Example: summarizing,
paraphrasing, personal
narratives, research
reports, essays, articles,
posters, charts and other
graphics, etc.)
Reading
EFL 5.3.3 Determine the main
conclusion in texts which
clearly argue a point of view in
order to make informed
decisions about one’s own
opinion and reaction to the
text.
Writing
EFL 5.4.5 Justify and explain the
rationale for a position on an
argument, using persuasive
language, tone, evidence and
well-developed arguments
through essays, editorials,
movie and book reviews,
position papers and brochures.
Language through the Arts
EFL 5.5.5 Create original,
imaginative stories using
appropriate vocabulary and
elements of the literature
learners have read or heard.
stories written by peers,
referring to details and literary
elements of the text. (S.1, S.4,
J.2)
Communication and Cultural Awareness Communication and Cultural
• Recognizing instances of discrimination or Awareness
prejudice in one’s daily life and analyzing CE.EFL.5.2 Demonstrate an
reasons for them in small groups ability to discuss culture by
• Researching through the Internet about analyzing cultural products and
other cultures and ways of life and presenting referents from Ecuador and 6
them to the class using digital tools. other countries while making
• Working in small groups to complete a informed choices about and
cultural project. (Example: different musical taking action on issues of
genres in Ecuador, traditional food in Latin prejudice and discrimination.
America, etc.) I.EFL.5.2.1 Learners can exhibit
• Reading a list of actions people take and an ability to discuss culture by
evaluating and discussing the consequences analyzing cultural products and
on others (including on the environment). referents from Ecuador and
• Simulating desirable social and cultural other countries while making
behaviors through role play activities informed choices about and
Oral Communication: (Listening and taking action on issues of
Speaking) prejudice and discrimination.
• Researching a topic and preparing a (I.1, I.2, S.2, J.1, J.3)
presentation for the class. Oral Communication
• Recording a video about one’s opinion of a CE.EFL.5.9 Production –
story read in class. Fluency: Present information
• Sharing opinions in a way that encourages clearly and influence an
others to perform a specific action. audience effectively through
• Using a digital presentation to raise well-developed arguments in
awareness about a local issue. prepared presentations and
Reading other forms of oral
• Reading a short news article and completing communication.
an outline. I.EFL.5.9.1 Learners can present
• Reading an adapted news article about a information clearly and
current event and formulating a personal influence an audience
response to it. effectively through well-
• Reading a blog post and writing a comment. developed arguments in
• Reading a short text and showing prepared presentations and
comprehension by completing the other forms of oral
accompanying graphic organizer. communication. (I.2, I.3, J.2)
• Agreeing or disagreeing with a strong Reading
opinion stated in a text and giving reasons for CE.EFL.5.10 Find specific
one’s own response. information and identify the
• Reading a text and answering information main points in simple,
questions. straightforward texts on
• Choosing from a list of words to complete subjects of personal interest or
gaps from a reading. familiar academic topics while
Writing making informed decisions
 • Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Reading a dialogue which serves as a model
text, then writing a similar dialogue on a
different topic while implementing new
words/expressions from the unit.
• Writing new words and phrases and
vocabulary in your notebook.
Language through the Arts
• Using a checklist to mark off literary
elements present in a text (Example: setting,
main character, title, etc.)
• Explaining through pictures, physical
expression or charts (ICT) how a text makes
the learner feel.
• Using ICT to research about a topic of
learners’ choice and writing a short, creative
story with the findings.
6. Communication and Cultural Communication and Cultural Awareness
Going Back In Time Awareness • Participating in short role plays using a
about one’s own reaction to
the text.
I.EFL. 5.10.1 Learners can find
specific information and
identify the main points in
simple, straightforward texts on
subjects of personal interest or
familiar academic topics while
making informed decisions
about one’s own reaction to
the text. (I.1, I.2, S.2)
Writing
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)
Language through the Arts
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)
Communication and Cultural
Awareness
 EFL 5.1.11 Apply self-correcting
 Give basic details  Give basic details and self-monitoring strategies
about different about different in social and classroom
inventions and inventions and interactions by adjusting
important events important events presentation and language
from the past production to effectively
from the past
 Speculate about express opinions and make
 Speculate about
what would have what would have evaluations. (Example: asking
happened if things happened if things questions, starting over,
had been different had been different rephrasing, exploring
in the past in the past alternative pronunciations,
etc.).
EFL 5.1.9 Communicate
information and ideas
effectively to diverse audiences
using a variety of media and
formats.
Oral Communication:
(Listening and Speaking)
EFL 5.2.7 Present information
clearly and effectively in a
variety of oral forms for a range
of audiences and purposes.
(Example: summarizing,
paraphrasing, personal
narratives, research reports,
essays, articles, posters, charts
and other graphics, etc.)
Reading
EFL 5.3.9 Skim and scan
reference materials, in print or
online, in order to identify
information that might be of
practical use for one’s own
research and academic needs.
Writing
EFL 5.4.4 Select and make
effective use of a range of
digital tools to write, edit,
revise and publish written work
in a way that supports
collaboration, learning and
productivity. (Example: image
editing, Google Drive,
infographic makers, audio and
video editing, presentation
apps, etc.).
EFL 5.4.7 Use the process of
range of verbal and nonverbal CE.EFL.5.4 Communicate
communication. effectively using a variety of
• Talking in pairs about a video learners have media and formats, including
ICT, by saying things in
watched using only English.
alternative ways and applying
• Watching a video and identifying desirable self- correcting and self-
language use. monitoring strategies when 6
• Comparing nonverbal and body language needed.
between L1 and L2 cultures. I.EFL.5.4.1 Learners can
• Creating selfie videos for class assignments communicate
and sharing them on a class blog. effectively using a variety of
media and formats, including
• Paraphrasing an idea when a peer asks for
ICT, by saying things in
clarification. alternative ways and applying
• Using a definition or example to explain a self-correcting and self-
concept or word that one does not yet have monitoring strategies when
the exact language for. needed. (I.1, I.3, J.4)
Oral Communication: (Listening and Oral Communication
Speaking) CE.EFL.5.9 Production –
Fluency: Present information
• Researching a topic and preparing a
clearly and influence an
presentation for the class. audience effectively through
• Recording a video about one’s opinion of a well-developed arguments in
story read in class. prepared presentations and
• Sharing opinions in a way that encourages other forms of oral
others to perform a specific action. communication.
I.EFL.5.9.1 Learners can present
• Using intonation to convince a partner to
information clearly and
take action. influence an audience
• Summarizing a peer’s opinion about a video effectively through well
seen in class. developed arguments in
Reading prepared presentations and
• Scanning a text for the main characters. other forms of oral
• Reading about a topic and then identifying communication. (I.2, I.3, J.2)
Reading
reference materials and sources that could be
CE.EFL.5.11 Identify and apply a
used to find out more information. range of reading strategies in
• Using a list to choose the best sources for order to make texts meaningful
finding information on a topic. and to select information
• Reading texts from different subject areas within a text that might be of
and choosing the best title for each. practical use for one’s own
• Underlining main ideas from texts and then academic needs
I.EFL.5.11.1 Learners can
using them to write questions the learner has
Identify and apply a range of
about the topic. reading strategies in order to
• Identifying the correct format for an make texts meaningful and to
academic text. select information within a text
Writing that might be of practical use
 prewriting, drafting, revising,
peer editing and proofreading
(i.e., “the writing process”) to
produce well-constructed
informational texts
Language through the Arts
EFL 5.5.2 Make predictions,
inferences and deductions to
demonstrate different levels of
meaning of literary texts
presented orally or in digital
form, including literal and
implied meanings. (Example:
summarizing, explaining and
identifying, word choice,
symbols, points of view, etc.)
6. BIBLIOGRAPHY/ WEBGRAPHY
• Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Reading a dialogue which serves as a model
text, then writing a similar dialogue on a
different topic while implementing new
words/expressions from the unit.
Language through the Arts
• Identifying a literary tradition from another
culture or time period and finding an example
of it to share with the class. (Example: haiku,
blank verse, a couplet, etc.)
• Predicting the content of a story using the
title and pictures.
• Summarizing the main idea of a song.
• Underlining the words in a text that
influence the reader.
7. OBSERVATIONS:
for one’s own academic needs.
(I.1, I.2, I.4, S.3)
Writing
CE.EFL.5.14 Identify, critically
evaluate and recommend a
variety of potential resources
and references, including digital
tools, that support
collaboration and productivity,
for educational and academic
use.
CE.EFL.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence.
I.EFL.5.15.1 Learners can plan
and produce well-constructed
informational texts by applying
the writing process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)
Language through the Arts
CE.EFL.5.17 Demonstrate and
convey different levels of
meaning in literary texts by
identifying distinguishing
features, interpreting implicit
and explicit messages and
responding in a variety of ways.
I.EFL.5.17.1 Learners can
demonstrate and convey
different levels of meaning in
literary texts by identifying
distinguishing features,
interpreting implicit and explicit
messages and responding in a
variety of ways. (I.3, I.4, J.3)
  Dixson Robert J, 1971, Graded Exercises in English, USA
 Schrampfer Azar Betty, 1989, segunda edición, Understanding and using English Grammar, USA
 https://www.google.com.ec/

DONE BY: REVISED BY: APPROVED BY:

TEACHER: Licda. Doris Jiménez V. NAME: Licda. Doris Jiménez V. NAME: MSc. Cristina Yanchaguano
Signature: Signature: Signature:

Date: Date: Date:

October 9th, 2016

DINCU- Coordinación de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)