Professional Documents
Culture Documents
habits of honesty and integrity into responsible academic behavior. such as those published on the web, for professional or general investigation, through the
OG.EFL 5 efficient use of ICT and reference tools where required.
Directly access the main points and important details of up-todate English O.EFL 5.6
language texts, such as those published on the web, for professional or general Through selected media, participate in reasonably extended spoken or written dialogue
investigation, through the efficient use of ICT and reference tools where with peers from different L1 backgrounds on work, study, or general topics of common
required. interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 6 O.EFL 5.7
Through selected media, participate in reasonably extended spoken or written Interact quite clearly, confidently, and appropriately in a range of formal and informal
dialogue with peers from different L1 backgrounds on work, study, or general social situations with a limited but effective command of the spoken language (CEFR B1
topics of common interest, expressing ideas and opinions effectively and level)
appropriately.
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken
language (CEFR B1 level).
2 Professions! Describe and EFL 5.1.2 Use freewriting CE.EFL.5.1. Display an understanding of the
differentiate Demonstrate mindfulness, empathy, Pair work integrity of different cultures by sharing
professions tolerance and an overall respect for the Group work experiences and by participating in class
Ask and answer integrity of cultures in daily classroom Do self-correct and self- activities and discussions in a way that
questions about activities. monitor shows empathy and respect for others.
different personality EFL 5.2.2 Do face to face interactions I. EFL.5.1.1. Learners can demonstrate an
types, professions Identify the main idea and some details (conversations, instructions) understanding of the integrity of different
and university of recorded news reports, documentaries Listening for gist or details cultures by sharing experiences and by
degrees and interviews reporting on seasonal Extended listening participating in class activities and
Write a text festivities, environmental issues, food (assimilation, elision, and discussions in a way that shows empathy
comparing two and international customs, climate, weak forms) and respect for others. (I.3, S.1, S.2, J.1, J.3)
professions weather, etc., where the visuals support Have listening journals CE.EFL.5.5. Listening for Meaning: Identify
the commentary Practice intensive and the main idea in a variety of audio
EFL 5.3.2 extensive listening texts recordings (e.g., interviews, radio ads, news
Identify and use reading strategies to Analyze texts transcriptions reports, etc.) and deduce the meaning of
make informative and narrative texts Prediction exercises unfamiliar phrases and words in familiar
comprehensible and meaningful. contexts, provided speech is clear and
Prepare songs
(Example: skimming, scanning, visuals help support meaning.
Record interviews
previewing, reading for main ideas and I. EFL.5.5.1. Learners can identify the main
Prepare talks
details, using structural and context idea in a variety of audio recordings (e.g.,
Use conversational repair
clues, cognates, format, sequence, etc.) interviews, radio ads, news reports, etc.) 5
strategies
EFL 5.4.2 and deduce the meanings of unfamiliar
Deducing the meaning of new
Identify a variety of types and formats of phrases and words in familiar contexts
words using context clues
potential resources and the value, where speech is clear and visuals help
purpose and audience of each for use in Understanding
support meaning. (I.3, I.4)
the educational domain. (Example: explicitly stated information
CE.EFL.5.11. Identify and apply a range of
audio/video, multimedia, website, and that which is implicit
reading strategies in order to make texts
database, book, thesaurus, Interpreting text, extracting
meaningful and to select information within
scholarly/popular, current/historical, etc.) salient points and using them
a text that might be of practical use for
EFL 5.5.2 to form new conclusions or
one’s own academic needs.
Make predictions, inferences and deductions
I. EFL.5.11.1. Learners can Identify and apply
deductions to demonstrate different Inferring through the use of a range of reading strategies in order to
levels of meaning of literary texts syntactic and logical clues and make texts meaningful and to select
presented orally or in digital form, using basic reference skills information within a text that might be of
including literal and implied meanings. Use the schema practical use for one’s own academic needs.
(Example: summarizing, explaining and Practice skimming and (I.1, I.2, I.4, S.3)
identifying, word choice, symbols, points scanning strategies CE.EFL.5.14. Identify, critically evaluate and
of view, etc.) Jigsaw puzzle activities recommend a variety of potential resources
Affective response and references, including digital tools,
Do learning logs which support collaboration and
Use SQ3R technique productivity, for
educational and academic use.
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
productivity. (Example: image editing, words using context clues as following directions in class activities and
GoogleDrive, infographic makers, audio Understanding identifying main ideas in other curricular
and video editing, presentation apps, explicitly stated information subjects when given sufficient support. (I.1,
etc.) and that which is implicit I.3, S.1)
EFL 5.5.4 Interpreting text, extracting CE.EFL.5.10. Find specific information and
Read aloud with confidence, accuracy, salient points and using them identify the main points in simple,
fluency and expression to demonstrate to form new conclusions or straightforward texts on subjects of
understanding and to convey an deductions personal interest or familiar academic
interpretation of meaning. Inferring through the use of topics while making informed decisions
syntactic and logical clues and about one’s own reaction to the text.
using basic reference skills I. EFL. 5.10.1. Learners can find specific
Use the schema information and identify the main points in
Practice skimming and simple, straightforward texts on subjects of
scanning strategies personal interest or familiar academic
Jigsaw puzzle activities topics while making informed decisions
Affective response about one’s own reaction to the text. (I.1,
Do learning logs I.2, S.2)
Use SQ3R technique CE.EFL.5.14. Identify, critically evaluate and
Use KWL method recommend a variety of potential resources
Do board games and realia and references, including digital tools,
which support collaboration and
Produce clay animation
productivity, for educational and academic
Use graphic organizers
use.
Practice free writing and
I. EFL.5.14.1. Learners can identify, critically
journal writing
evaluate and recommend a variety of
Keep learning logs
potential resources and references,
Do collaborative writing including digital tools, that support
Brainstorming, drafting and collaboration and productivity, for
outlining educational and academic use. (I.1, I.2, S.3,
Story boarding S.4)
Produce stop action animation CE.EFL.5.17. Demonstrate and convey
and digital books different levels of meaning in literary texts
Introduce extensive reading 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)
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
4 Imagine that! Describe imaginary EFL 5.1.1 Use freewriting CE.EFL.5.1. Display an understanding of the
situations Display an understanding of the Pair work integrity of different cultures by sharing
Express wishes relationship between the practices and Group work experiences and by participating in class
perspectives of different cultures by Do self-correct and self- activities and discussions in a way that
recognizing and sharing cross-cultural monitor shows empathy and respect for others.
experiences and ideas. Do face to face interactions I. EFL.5.1.1. Learners can demonstrate an
EFL 5.2.5 (conversations, instructions) understanding of the integrity of different
Understand the main idea of radio and Listening for gist or details cultures by sharing experiences and by
audio recordings on subjects of personal Extended listening participating in class activities and
interest, provided speech is clear. (assimilation, elision, and discussions in a way that shows empathy
EFL 5.3.1 weak forms) and respect for others. (I.3, S.1, S.2, J.1, J.3)
Find specific predictable information in Have listening journals CE.EFL.5.5. Listening for Meaning: Identify
short, simple texts in a range of age- and Practice intensive and the main idea in a variety of audio
level-appropriate topics. (Example: extensive listening texts recordings (e.g., interviews, radio ads, news
biographies, news articles, narratives, Analyze texts transcriptions reports, etc.) and deduce the meaning of
memoirs and personal accounts, formal Prediction exercises unfamiliar phrases and words in familiar
letters and emails, etc.) contexts, provided speech is clear and
Prepare songs
EFL 5.4.6 visuals help support meaning.
Record interviews
Produce emails and blog posts describing I. EFL.5.5.1. Learners can identify the main
Prepare talks
personal experiences and feelings. idea in a variety of audio recordings (e.g.,
Use conversational repair
EFL 5.5.1 interviews, radio ads, news reports, etc.) 5
strategies
Compare and present personal and and deduce the meanings of unfamiliar
Deducing the meaning of new
formal responses to and interpretations phrases and words in familiar contexts
words using context clues
of published literary texts and the works where speech is clear and visuals help
of peers, referring to details and features Understanding
support meaning. (I.3, I.4)
of the text. (Example: text structure, plot, explicitly stated information
CE.EFL.5.10. Find specific information and
ideas, events, vocabulary, etc.) and that which is implicit
identify the main points in simple,
Interpreting text, extracting
straightforward texts on subjects of
salient points and using them
personal interest or familiar academic
to form new conclusions or
topics while making informed decisions
deductions
about one’s own reaction to the text.
Inferring through the use of I. EFL. 5.10.1. Learners can find specific
syntactic and logical clues and information and identify the main points in
using basic reference skills simple, straightforward texts on subjects of
Use the schema personal interest or familiar academic
Practice skimming and topics while making informed decisions
scanning strategies about one’s own reaction to the text. (I.1,
Jigsaw puzzle activities I.2, S.2)
Affective response CE.EFL.5.13. Produce emails, blog posts and
Do learning logs other written texts using an effective voice
Use SQ3R technique and a variety of appropriate writing styles
and conventions.
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
database, book, thesaurus, Interpreting text, extracting meaningful and to select information within
scholarly/popular, current/historical, etc.) salient points and using them a text that might be of practical use for
EFL 5.5.2 to form new conclusions or one’s own academic needs.
Make predictions, inferences and deductions I.EFL.5.11.1. Learners can Identify and apply
deductions to demonstrate different Inferring through the use of a range of reading strategies in order to
levels of meaning of literary texts syntactic and logical clues and make texts meaningful and to select
presented orally or in digital form, using basic reference skills information within a text that might be of
including literal and implied meanings. Use the schema practical use for one’s own academic needs.
(Example: summarizing, explaining and Practice skimming and (I.1, I.2, I.4, S.3)
identifying, word choice, symbols, points scanning strategies CE.EFL.5.14. Identify, critically evaluate and
of view, etc.) Jigsaw puzzle activities recommend a variety of potential resources
Affective response and references, including digital tools,
Do learning logs which support collaboration and
Use SQ3R technique productivity, for educational and academic
Use KWL method use.
Do board games and realia I. EFL.5.14.1. Learners can identify, critically
Produce clay animation evaluate and recommend a variety of
potential resources and references,
Use graphic organizers
including digital tools, which support
Practice free writing and
collaboration and productivity, for
journal writing
educational and academic use. (I.1, I.2, S.3,
Keep learning logs
S.4)
Do collaborative writing
CE.EFL.5.17. Demonstrate and convey
Brainstorming, drafting and
different levels of meaning in literary texts
outlining
by identifying distinguishing features,
Story boarding
interpreting implicit and explicit messages
Produce stop action animation and responding in a variety of ways.
and digital books I. EFL.5.17.1. Learners can demonstrate and
Introduce extensive reading 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)
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
6 Going Back on time Give basic details EFL 5.1.3 Use freewriting CE.EFL.5.2. Demonstrate an ability to
about different Find parallels between Ecuadorian Pair work discuss culture by analyzing cultural
inventions and cultural and political referents and those Group work products and referents from Ecuador and
important events of other countries by talking about Do self-correct and self- other countries while making informed
from the past holidays, symbols, customs and monitor choices about and taking action on issues of
Speculate about schooling. Do face to face interactions prejudice and discrimination.
what would have EFL 5.2.3 (conversations, instructions) I. EFL.5.2.1. Learners can exhibit an ability to
happened if things Follow main ideas in topics covered in Listening for gist or details discuss culture by analyzing cultural
had been different in other curricular subjects with the help of Extended listening products and referents from Ecuador and
the past visual support, using concepts and (assimilation, elision, and other countries while making informed
vocabulary that have been studied in weak forms) choices about and taking action on issues of
advance. Have listening journals prejudice and discrimination. (I.1, I.2, S.2,
EFL 5.3.3 Practice intensive and J.1, J.3)
Determine the main conclusion in texts extensive listening texts CE.EFL.5.6. Listening for Information: Deal
which clearly argue a point of view in Analyze texts transcriptions with practical, everyday communication
order to make informed decisions about Prediction exercises demands in familiar social and academic
one’s own opinion and reaction to the contexts, including following directions in
Prepare songs
text. class activities and identifying main ideas in
Record interviews
EFL 5.4.4 other curricular subjects when given
Prepare talks
Select and make effective use of a range sufficient support.
Use conversational repair
of digital tools to write, edit, revise and I. EFL.5.6.1. Learners can deal with practical, 5
strategies
publish written work in a way that everyday communication demands in
Deducing the meaning of new
supports collaboration, learning and familiar social and academic contexts, such
words using context clues
productivity. (Example: image editing, as following directions in class activities and
Google Drive, info graphic makers, audio Understanding
identifying main ideas in other curricular
and video editing, presentation apps, explicitly stated information
subjects when given sufficient support. (I.1,
etc.) and that which is implicit
I.3, S.1)
EFL 5.5.4 Interpreting text, extracting
CE.EFL.5.10. Find specific information and
Read aloud with confidence, accuracy, salient points and using them
identify the main points in simple,
fluency and expression to demonstrate to form new conclusions or
straightforward texts on subjects of
understanding and to convey an deductions
personal interest or familiar academic
interpretation of meaning. Inferring through the use of topics while making informed decisions
syntactic and logical clues and about one’s own reaction to the text.
using basic reference skills I. EFL. 5.10.1. Learners can find specific
Use the schema information and identify the main points in
Practice skimming and simple, straightforward texts on subjects of
scanning strategies personal interest or familiar academic
Jigsaw puzzle activities topics while making informed decisions
Affective response about one’s own reaction to the text. (I.1,
Do learning logs I.2, S.2)
Use SQ3R technique CE.EFL.5.14. Identify, critically evaluate and
recommend a variety of potential resources
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com