INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR

: 2016-2017
UNIDAD EDUCATIVA SINAI
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: English as a Foreign Language Subject: English
Teacher(s): Ing. Jaime Patricio Lliguicota Guarquila
Grade/ Course: 3RD Education Level: B1.1 BGU
2. TIME
Weekly hours Number of weeks of work Learning Assessment Total Weeks of Total of
Weeks class periods
5 Hours 40 weeks
4 weeks 36 weeks 180
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 countries in a thoughtful and
inquisitive manner, maturely, and openly
experiencing other cultures and languages from the
secure standpoint of their own national and cultural
identity.
OG.EFL 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 communication
and learning.
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.
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries
in a thoughtful and inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure standpoint of their
own national and cultural identity.
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.
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.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition
and ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication process,
cultivating habits of honesty and integrity into responsible academic behavior.
O.EFL 5.5 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 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 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).

TRANSVERSAL AXES: values to develop during Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
the school year, write them in general
4.UNITS TO BE DEVELOPED
N Title of the Unit Specific Objectives Contents/skills Methodological Evaluation Weeks
unit Orientations duratio
n

1 Student learn to: Communication CE.EFL.5.2

talk about news. and Cultural Demonstrate
announce a piece of news Awareness an ability to
that discuss
Breaking has happened recently. Communication and Cultural Recognizing culture by 5
News share life experiences. Awareness instances of analyzing
EFL 5.1.5 Identify, discuss and discrimination or cultural
analyze cultural products from prejudice in ones products and
Ecuador and beyond and use daily referents
them to explore the perspectives of life and analyzing from Ecuador
the culture. reasons for them in and other
small groups. countries
Inviting a guest while making
speaker from another informed
country to class and choices about
asking and taking
and answering action on
Oral Communication: (Listening questions about issues of
and Speaking) his/her prejudice and
EFL 5.2.11 Express opinions on culture/country. discriminatio
abstract topics, such as film and Researching n.
music, and concrete topics, through the Internet
such as personal experiences, while about other cultures I.EFL.5.2.1
describing ones reactions to them and ways Learners can
and others opinions. of life and presenting exhibit an
them to the class ability to
using digital tools. discuss
Reading Working in small culture by
EFL 5.3.4 Find the most important groups to complete a analyzing
information in print or online cultural project cultural
sources in order to support an products
idea or argument. (Example: Playing a and referents
Internet search engines, online conversation game, from Ecuador
advertising, online or print
timetables, web pages, posters, where learners move and other
adverts, catalogues, etc.) their tokens countries
around the board while making
after choosing a card informed
Writing and answering the choices about
EFL 5.4.4 Select and make question. and taking
effective use of a range of digital Listening to action on
tools to write, edit, revise and another learners issues of
publish written work in a way that answers in class and prejudice and
supports collaboration, learning and responding discriminatio
productivity. (Example: appropriately. n.
image editing, Google Drive, Working in pairs to (I.1, I.2, S.2,
infographic makers, audio and complete an J.1, J.3)
video editing, presentation apps, information gap
activity. CE.EFL.5.8
etc.) Interaction
EFL 5.4.7 Use the process of Doing a mingle
activity where Interpersonal:
prewriting, drafting, revising, peer Respond to
editing and proofreading (i.e., learners ask and
answer questions and build on
the writing process) to produce other
about things they
well-constructed informational peoples
have or havent
texts. ideas in
done, in order to
extend the extended
exchange. conversations
Establishing a clear on familiar
expectation of social and
Language through the Arts academic
English Informal
EFL 5.5.9 Engage in collaborative topics by
assessment
activities through a variety of expressing
could involve
student groupings to share, opinions and
personal notes from
feelings and
reflect on, express and interpret the teacher to clarifying
opinions and evaluations of a range learners who use meaning.
of literary texts. (Example: L2 regularly.
small groups, cooperative learning Reading I.EFL.5.12.1
groups, literature circles, process Read quickly Learners can
writing groups, etc.) looking for words engage with a
each paragraph. variety
Writing new words of digital and
and phrases in a print texts
vocabulary notebook and resources
and then by
writing a text using evaluating
three words from and detecting
your vocabulary complexities
notebook. and
Identifying discrepancies
unreliable resources in the
on the Internet. information
Reading about a in order to
topic and then find the most
identifying reference appropriate
materials. sources to
Printing out the support an
results of a search idea
and having learners or argument.
discuss (I.2, I.4, J.3)
which results seem
CE.EFL.5.12
the most appropriate
Engage with
and why.
a variety of
Writing
digital and
 Finding a variety of print texts
online references to and resources
practice a grammar by evaluating
structure, then and
recommending the detecting
best one to the class. complexities
Using new words and
or information from discrepancies
a class lesson and in the
creating information
an online game to in order to
practice them, then find the most
sharing and playing appropriate
the sources to
game with the rest of support an
the class. idea or
Reading a dialogue argument.
which serves as a
model text, then I.EFL.5.12.1
writing a Learners can
similar dialogue on a engage with a
different topic while variety
implementing new of digital and
words/expressions print texts
from the unit. and resources
Language through by
the Arts evaluating
Assigning roles for and detecting
a group project complexities
and
 Creating literature discrepancies
circles where in the
learners have the information
freedom to say in order to
anything they want find
about a text from the most
class or outside of appropriate
class. sources to
Reflecting on the support an
effectiveness of the idea
groups work after a or argument.
project (I.2, I.4, J.3)
and deciding what
changes need to be CE.EFL.5.14
made in order to Identify,
improve critically
on the next project. 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.5.18.1
Learners can
use a variety
of
criteria for
evaluating
and
recommendin
g literary
texts to
others, and
recognize
how chosen
criteria
affects
evaluation.
(S.1, S.4, J.2,
J.4)
CE.EFL.5.15
Plan and
produce well-
constructed
informational
texts by
applying the
writing
process
and while
demonstratin
g an ability to
justify ones
position on
an argument
through
carefully
selected
information
and
appropriate
language,
tone and
evidence.
I.EFL.5.18.1
Learners can
use a variety
of
criteria for
evaluating
and
recommendin
g literary
texts to
others, and
recognize
how chosen
criteria
affects
evaluation.
(S.1, S.4, J.2,
J.4)
CE.EFL.5.19
Engage in
collaborative
activities
through a
variety of
student
groupings in
order to
solve
problems and
reflect on
literary texts,
and produce
criteria for
evaluating
the
effectiveness
of
the group.
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)

2 Healthy Life, Students learnt to: Communication and Cultural Communication CE.EFL.5.1
Healthy speculate about lifestyles Awareness and Cultural Display an
World in the past. EFL 5.1.1 Display an Awareness understandin
express opinion and understanding of the relationship Researching g of the
possibility about past between the practices and schooling from other integrity of
events. perspectives cultures and different
describe people, objects, presenting them on cultures by
and events. a class blog.
of different cultures by recognizing Responding sharing
and sharing cross-cultural sensitively to a experiences
experiences and ideas. peers opinion about and by
a text read in class. participating
Watching a video in class
and identifying activities and
Oral Communication: (Listening
desirable language discussions in
and Speaking)
use. a way that
EFL 5.2.2 Identify the main idea
Comparing shows
and some details of recorded news
nonverbal and body empathy and
reports, documentaries and
language between respect for
interviews reporting on seasonal
L1 and L2 others.
festivities, environmental issues,
cultures.
food and international I.EFL.5.1.1
Sharing a cross-
customs, climate, weather, etc., Learners can
cultural experience
where the visuals support the demonstrate
(such as traveling,
commentary. trying a an
new food, meeting understandin
someone from g of the
Reading another country) in integrity of
EFL 5.3.8 Identify and understand pairs or as a different
the main points in straightforward class. cultures
texts on subjects of Oral by sharing
personal interest or familiar Communication: experiences
academic topics. (Listening and and by
Speaking) participating
Using context clues in
to deduce the class
Writing activities and
meaning of an
expression in a discussions in
a way that
EFL 5.4.2 Identify a variety of conversation shows
types and formats of potential between a waiter and empathy and
resources and the value, purpose a customer. respect for
and audience of each for use in the Listening to a radio others. (I.3,
educational domain. (Example: ad and identifying S.1,
audio/video, multimedia, the product being S.2, J.1, J.3)
website, database, book, thesaurus, sold.
scholarly/popular, Using pictures and CE.EFL.5.5
other visuals to Listening for
current/historical, etc.)
predict the main idea Meaning:
of a short Identify the
conversation main idea in
Language through the Arts a variety of
Establishing a clear
EFL 5.5.8 Contribute to team audio
expectation of
projects to produce original works recordings
English use for
and solve problems while (e.g.,
classroom
effectively negotiating and interviews,
functions. Informal
managing interactions to radio ads,
assessment could
accomplish social and classroom involve personal news reports,
tasks. notes from etc.) and
the teacher to deduce the
learners who use L2 meanings of
regularly. unfamiliar
Reading phrases and
Reading two short words
simple cross in familiar
curricular texts and contexts,
using them to provided
speech is
clear and
support ones own visuals help
argument or support
hypothesis. meaning.
Agreeing or
disagreeing with a I.EFL.5.5.1
strong opinion stated Learners can
in a text and identify the
giving reasons for main idea
ones own response. in a variety of
Reading a text and audio
answering recordings
information (e.g.,
questions. interviews,
Choosing from a radio ads,
list of words to news reports,
complete gaps from etc.) and
a reading. deduce the
Writing meanings of
Finding a variety of unfamiliar
online references to phrases and
practice a grammar words in
structure, then familiar
recommending the contexts
best one to the class. where speech
Identifying the best is clear and
resources for a visuals help
writing project in support
pairs. meaning. (I.3,
I.4)
 Using a list of CE.EFL.5.10
criteria in order to Find specific
evaluate a web site. information
Analyzing three and identify
different types of the main
dictionaries. points in
Language through simple,
the Arts straightforwa
Analyzing three rd texts
different rubrics and on subjects of
discussing how each personal
one interest or
might influence the familiar
way it is evaluated. academic
Reflecting on the topics while
effectiveness of the making
groups work after a informed
project decisions
and deciding what about
changes need to be ones own
made in order to reaction to the
improve text.
on the next project.
Participating in I.EFL. 5.10.1
classroom games in Learners can
which problem- find specific
solving as a information
team is important and identify
the main
points in
simple,
straightforwa
rd texts on
subjects of
personal
interest or
familiar
academic
topics
while making
informed
decisions
about ones
own reaction
to the text.
(I.1, I.2, S.2)
CE.EFL.5.14
Identify,
critically
evaluate and
recommend a
variety of
potential
resources and
references,
including
digital tools
that support
collaboration
and
productivity,
for
educational
and
academic use.
I.EFL.5.14.1
Learners can
identify,
critically
evaluate and
recommend a
variety of
potential
resources and
references,
including
digital tools,
that support
collaboration
and
productivity,
for
educational
and academic
use. (I.1, I.2,
S.3, S.4)
CE.EFL.5.19
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 What Lies Students learn to: Communication and Cultural Communication CE.EFL.5.1
Within Us talk about peoples Awareness and Cultural Display an
characters and personalities. EFL 5.1.1 Display an Awareness understandin
express feelings, attitudes, understanding of the relationship Writing a weekly g of the
and mood. between the practices and journal entry about a integrity of
describe events in the life perspectives cross-cultural different
of famous people. of different cultures by recognizing experience cultures by
and sharing cross-cultural Sharing a cross- sharing
experiences and ideas. cultural experience experiences
(such as traveling, and by
trying a new participating
food, meeting in class
Oral Communication: (Listening
someone from activities and
and Speaking)
another country) in discussions in
EFL 5.2.9 Build on others ideas
pairs or as a class. a way that
when engaged in pair, group or
Finding recipes shows
whole-class discussions on
from other cultures empathy and
respect
personal, social, community and and regions and then for others.
academic topics. sharing
them in class. I.EFL.5.3.1
Reading two legends Learners can
from different interpret
Reading cultural and
EFL 5.3.4 Find the most important regions in Ecuador
and language
information in print or online patterns in
sources in order to support an completing a chart to
show the differences. English,
idea or argument. (Example: including
Internet search engines, online Brainstorming nonverbal
advertising, online or print features and communicati
timetables, web pages, posters, conventions of a on, and apply
adverts, catalogues, etc.) genre and then them in
EFL 5.3.5 Assess, compare and reading an example appropriate
evaluate the quality of written texts in order to locate contexts. (I.3,
and visual presentations each one I.4, S.1, S.2)
using different criteria and ICT Underlining and
tools related to the organization, discussing examples CE.EFL.5.8
subject area and purpose of a of implied meanings Interaction
text. (Examples of text types: in a story Interpersonal:
editorials, letters to the editor, Oral Respond to
political speeches, illustrations, Communication: and build on
charts, advertisements, etc.) (Listening and other
Speaking) peoples
Comparing and ideas in
Writing contrasting the extended
EFL 5.4.3 Apply new and prior opinions of two conversations
knowledge in order to plan and experts on a topic on familiar
create texts and determine if the of personal interest. social and
academic
new knowledge adds value to or Working in pairs to topics by
contradicts prior information. complete an expressing
EFL 5.4.5 Justify and explain the information gap opinions and
rationale for a position on an activity. feelings and
argument, using persuasive Doing a mingle clarifying
language, tone, evidence and well- activity where meaning.
developed arguments through learners ask and
essays, editorials, movie and answer questions I.EFL.5.12.1
book reviews, position papers and about things they Learners can
brochures. have or havent engage with a
done. variety
Establishing a clear of digital and
expectation of print texts
Language through the Arts and resources
EFL 5.5.2 Make predictions, English use for
classroom by
inferences and deductions to evaluating
demonstrate different levels of functions.
and detecting
meaning of literary texts presented Reading complexities
orally or in digital form, including To get familiar
with the topic of a and
literal and implied meanings. discrepancies
(Example: summarizing, explaining text, take a quick in the
look at the
and identifying, word choice, information
vocabulary it
symbols, points of view, etc.) in order to
contains.
Comparing and find
contrasting the the most
opinions of two appropriate
experts on a topic sources to
of personal interest. support an
idea
 Identifying or argument.
unreliable resources (I.2, I.4, J.3)
on the Internet.
Reading about a CE.EFL.5.12
topic and then Engage with
identifying reference a variety of
materials and digital and
sources that could be print texts
used to find out and resources
more information. by evaluating
Writing and
Finding a variety of detecting
online references to complexities
practice a grammar and
structure, then discrepancies
recommending the in the
best one to the class. information
Using a rubric to in order to
assess the validity of find the most
a web site, according appropriate
to sources to
ones academic support an
needs idea or
Reading a dialogue argument.
which serves as a
model text, then I.EFL.5.12.1
writing a Learners can
similar dialogue on a engage with a
different topic while variety
implementing new of digital and
print texts
words/expressions and resources
from the unit. by
Language through evaluating
the Arts and detecting
Completing a chart complexities
with literary and
elements from a text. discrepancies
Using feelings and in the
gestures to read a information
dialogue. in order to
Reading a class find
dialogue in three the most
different ways. appropriate
Appropriately sources to
exhibiting surprise, support an
joy, sadness, etc., in idea
a or argument.
conversation. (I.2, I.4, J.3)
Brainstorming
features and CE.EFL.5.15
conventions of a Plan and
genre and then produce well-
reading an example constructed
in order to locate informational
each one. texts by
applying the
writing
process
and while
demonstratin
g an ability to
justify ones
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
demonstratin
g an
ability to
justify ones
position on
an argument
through
carefully
selected
information
and
appropriate
language,
tone and
evidence.
(I.2,
I.3, I.4, S.3,
J.1)
CE.EFL.5.17
Demonstrate
and convey
different
levels of
meaning in
literary texts
by
identifying
distinguishin
g 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
distinguishin
g features,
interpreting
implicit and
explicit
messages and
responding in
a variety of
ways. (I.3,
I.4, J.3)
4 For Old Student learn to: Communication and Cultural Communication CE.EFL.5.2
Times Sake talk about changes over Awareness and Cultural Demonstrate
time. EFL 5.1.5 Identify, discuss and Awareness an ability to
share experiences and analyze cultural products from Recognizing discuss
accomplishments. Ecuador and beyond and use them instances of culture by
 discuss traditions. to explore the perspectives of the discrimination or analyzing
culture. prejudice in ones cultural
daily products and
life and analyzing referents
Oral Communication: (Listening reasons for them in from Ecuador
and Speaking) small groups. and other
EFL 5.2.14 Request and provide Inviting a guest countries
information and assistance orally speaker from another while making
for personal, social and country to class and informed
academic purposes in order to asking choices about
and answering and taking
clarify and extend meaning in
questions about action on
spoken interactions.
his/her issues
culture/country. of prejudice
Researching and
Reading through the Internet discriminatio
EFL 5.3.3 Determine the main about other cultures n.
conclusion in texts which clearly and ways of
argue a point of view in order to life and presenting I.EFL.5.2.1
make informed decisions about them to the class Learners can
ones own opinion and reaction to using digital tools. exhibit an
the text. Working in small ability to
EFL 5.3.8 Identify and understand groups to complete a discuss
the main points in straightforward cultural project. culture by
texts on subjects of personal Reading a list of analyzing
interest or familiar academic topics. actions people take cultural
and evaluating and products
discussing and referents
Writing from Ecuador
EFL 5.4.5 Select and make the consequences on and other
effective use of a range of digital others (including on countries
tools to write, edit, revise and the environment). while making
publish Oral informed
written work in a way that supports Communication: choices about
collaboration, learning and (Listening and and taking
productivity. (Example: image Speaking) action on
editing, Google Drive, infographic Comparing issues of
makers, audio and video editing, answers in pairs or prejudice and
presentation apps, etc.) small groups. discriminatio
EFL 5.4.7 Use the process of Conducting a role n.
prewriting, drafting, revising, peer play between two (I.1, I.2, S.2,
editing and proofreading (i.e., the students on a given J.1, J.3)
writing process) to produce well- topic.
constructed informational texts. CE.EFL.5.8
Showing a movie Interaction
trailer and asking Interpersonal:
learners to share Respond to
Language through the Arts and build on
their
EFL 5.5.1 Compare and present other
opinions in pairs and
personal and formal responses to peoples
say whether they
and interpretations of published ideas in
would go see that
literary texts and the works of extended
movie or
peers, referring to details and conversations
not.
features of the text. (Example: text
Establishing a clear on familiar
structure, plot, ideas, events, social and
expectation of
vocabulary, etc.) English use for academic
classroom topics by
functions. expressing
opinions and
feelings and
 Informal clarifying
assessment could meaning.
involve personal
notes from the I.EFL.5.8.1
teacher Learners can
to learners who use respond to
L2 regularly. and build
Reading on other
Reading a peoples
biography and ideas in
putting events on a extended
timeline. conversations
Reading a blog on familiar
post and writing a social and
comment. academic
Reading a short topics by
text and showing expressing
comprehension by opinions and
completing feelings and
the accompanying clarifying
graphic organizer. meaning. (I.3,
Comparing and I.4, S.1, J.3,
contrasting the J.4)
opinions of two
experts on a topic CE.EFL.5.10
of personal interest. Find specific
Identifying information
unreliable resources and identify
on the Internet. the main
points in
simple,
 Reading about a straightforwa
topic and then rd texts
identifying reference on subjects of
materials and personal
sources that could be interest or
used to find out familiar
more information. academic
Writing topics while
Reading a dialogue making
which serves as a informed
model text, then decisions
writing a about
similar dialogue on a ones own
different topic while reaction to the
implementing new text.
words/expressions
from the unit. I.EFL. 5.10.1
Completing an Learners can
online graphic find specific
organizer in order to information
help plan a and identify
piece of writing. the main
Reading a dialogue points in
which serves as a simple,
model text, then straightforwa
writing a rd texts on
similar dialogue on a subjects of
different topic while personal
implementing new interest or
familiar
words/expressions academic
from the unit. topics
Language through while making
the Arts informed
Explaining through decisions
pictures, physical about ones
expression or charts own reaction
(ICT) to the text.
how a text makes the (I.1, I.2, S.2)
learner feel.
Using ICT to CE.EFL.5.15
research about a Plan and
topic of learners produce well-
choice and writing constructed
a short, creative informational
story with the texts by
findings. applying the
writing
process
and while
demonstratin
g an ability to
justify ones
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
demonstratin
g an
ability to
justify ones
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.5.5
Listening for
Meaning:
Identify the
main idea in
a variety of
audio
recordings
(e.g.,
interviews,
radio ads,
news reports,
etc.) and
deduce the
meanings of
unfamiliar
phrases and
words
in familiar
contexts,
provided
speech is
clear and
visuals help
support
meaning.
I.EFL.5.5.1
Learners can
identify the
main idea
in a variety of
audio
recordings
(e.g.,
interviews,
radio ads,
news reports,
etc.) and
deduce the
meanings of
unfamiliar
phrases and
words in
familiar
contexts
where speech
is clear and
visuals help
support
meaning. (I.3,
I.4)
5 Getting Students learn to: Communication and Cultural Communication CE.EFL.5.2
Away check for information. Awareness and Cultural Demonstrate
ask for agreement. EFL 5.1.3 I Find parallels between Awareness an ability to
report what someone has Ecuadorian cultural and political Making a video discuss
said. referents and those of other blog to record culture by
countries by talking about holidays, comparisons and analyzing
symbols, customs and schooling. ideas from class cultural
lessons. products and
Researching and referents
Oral Communication: (Listening writing a short from Ecuador
and Speaking) paragraph about a and other
EFL 5.2.2 Identify the main idea new topic and countries
and some details of recorded news using appropriate while making
reports, documentaries and references to support informed
interviews reporting on seasonal your ideas. choices about
festivities, environmental issues, Watching a video and taking
food and international and identifying action on
customs, climate, weather, etc., desirable language issues of
use. prejudice and
where the visuals support the
Comparing discriminatio
commentary.
nonverbal and body n.
language between
L1 and L2 I.EFL.5.2.1
Reading cultures. Learners can
EFL 5.3.2 Identify and use reading Creating selfie exhibit an
strategies to make informative and videos for class ability to
narrative texts assignments and discuss
comprehensible and meaningful. sharing them on a culture by
(Example: skimming, scanning, class blog. analyzing
previewing, reading for main
ideas and details, using structural Writing a letter to cultural
and context clues, cognates, format, your future self products
sequence, etc.) Oral and referents
Communication: from Ecuador
(Listening and and other
Speaking) countries
Writing
Using context clues while making
EFL 5.4.4 Select and make
to deduce the informed
effective use of a range of digital
meaning of an choices about
tools to write, edit, revise and
expression in a and taking
publish written work in a way that
conversation action on
supports collaboration, learning and
between a waiter and issues of
productivity. (Example:
a customer. prejudice and
image editing, Google Drive,
discriminatio
infographic makers, audio and Listening to a radio n.
video editing, presentation apps, ad and identifying (I.1, I.2, S.2,
etc.) the product being J.1, J.3)
sold.
Using pictures and CE.EFL.5.5
Language through the Arts other visuals to Listening for
EFL 5.5.5 Create original, predict the main idea Meaning:
imaginative stories using of a short Identify the
appropriate vocabulary and conversation. main idea in
elements of the Listening to a a variety of
literature learners have read or straightforward audio
heard. article and correcting recordings:
false interviews,
statements radio ads,
Listening to a news reports
dialogue and and deduce
the meanings
completing a chart of unfamiliar
with key phrases and
information. words in
(Example: problem familiar
and proposed contexts,
solution, city and provided
transportation speech is
problem clear and
Reading visuals help
Skimming online support
reference web sites
meaning.
for ones that have
the I.EFL.5.5.1
information needed Learners can
for a research identify the
project. main idea
Scanning a text for in a variety of
the main characters. audio
Reading about a recordings
topic and then (e.g.,
identifying reference interviews,
materials and radio ads,
sources that could be news reports,
used to find out etc.) and
more information. deduce the
Using a list to meanings of
choose the best unfamiliar
sources for finding phrases and
information on a words in
topic.
 Reading texts from familiar
different subject contexts
areas and choosing where speech
the best is clear and
title for each. visuals help
Underlining main support
ideas from texts and meaning. (I.3,
then using them to I.4)
write
questions the learner CE.EFL.5.11
has about the topic. Identify and
Writing apply a range
Finding a variety of of reading
online references to strategies in
practice a grammar order to make
structure, then texts
recommending the meaningful
best one to the class. and
Collaborating on a to select
brainstorm through information
the use of an online within a text
bulletin that might be
board such as of practical
padlet.com. use for ones
Adding pictures to own
a group presentation.
academic
Creating a group
needs.
presentation using
biteslide.com. I.EFL.5.11.1
Learners can
Language through Identify and
the Arts apply a
Using a web site range of
such as reading
storybird.com in strategies in
order to produce and order to make
share creative texts
writing ventures. meaningful
Writing questions and to select
the learners would information
like to ask a within
character in the a text that
story and using the might be of
imagined answers to practical use
write the next scene. for ones
own
academic
needs. (I.1,
I.2, I.4, S.3)
CE.EFL.5.14
Identify,
critically
evaluate and
recommend a
variety of
potential
resources and
references,
including
digital tools,
that support
collaboration
and
productivity,
for
educational
and
academic use.
I.EFL.5.14.1
Learners can
identify,
critically
evaluate and
recommend a
variety of
potential
resources and
references,
including
digital tools,
that support
collaboration
and
productivity,
for
educational
and academic
use. (I.1, I.2,
S.3, S.4)
CE.EFL.5.16
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)
6 Teenagers Students learn to: Communication and Cultural Communication CE.EFL.5.3
Matters talk about what you will Awareness and Cultural Interpret
normally do in real-life EFL 5.1.4 Interpret and Awareness cultural and
situations. demonstrate knowledge of Participating in language
talk about what you would nonverbal and oral communication short role plays patterns in
generally do in unreal features using a range of English,
situations. by applying them in appropriate verbal and including
express regrets and wishes. contexts. (Example: use of stress, nonverbal nonverbal
intonation, pace, etc.) communication. communicati
Talking in pairs on,
about a video and apply
learners have them in
Oral Communication: (Listening
watched using only appropriate
and Speaking)
English. contexts..
EFL 5.2.6 Use new words and
Demonstrating
expressions which occur in I.EFL.5.3.1
appropriate language
conversations in the personal and Learners can
use during class,
educational domains, and make use interpret
group and
of such terms and expressions cultural and
pair discussions
wherever appropriate and
Watching a video language
necessary. patterns in
and identifying
desirable language English,
use. including
Reading
EFL 5.3.6 Display an appreciation Comparing nonverbal
of the language by interacting and nonverbal and body communicati
engaging with a variety of language between on, and apply
digital and print texts and resources L1 and L2 them in
and by selecting and evaluating cultures. appropriate
these materials as a means Creating selfie contexts. (I.3,
to promote and strengthen literacy videos for class I.4, S.1, S.2)
skills and language acquisition. assignments and
sharing them on a
class blog. CE.EFL.5.7
Production
Writing Accuracy and
EFL 5.4.1 Critically evaluate Intelligibility:
information from references, Use
including those found on the web, appropriate
and vocabulary
recommend print and digital and language
sources to other learners. in a
variety of oral
interactions
Language through the Arts for a range of
EFL 5.5.9 Engage in collaborative audiences and
activities through a variety of level-
student groupings to share, appropriate
reflect on, express and interpret purposes.
opinions and evaluations of a range
of literary texts. (Example: I.EFL.5.7.1
small groups, cooperative learning Learners can
groups, literature circles, process communicate
writing groups, etc.) clearly
and
effectively by
using
appropriate
vocabulary
and language
in a variety of
oral
interactions
for
a range of
audiences
and level-
appropriate
purposes.
(I.2, I.3, J.2)
I.EFL.5.12.1
Learners can
engage with a
variety
of digital and
print texts
and resources
by evaluating
and detecting
complexities
and
discrepancies
in the
information
in order to
find
the most
appropriate
sources to
support an
idea
or argument.
(I.2, I.4, J.3)
CE.EFL.5.12
Engage with
a variety of
digital and
print texts
and resources
by evaluating
and
detecting
complexities
and
discrepancies
in the
information
in order to
find the most
appropriate
sources to
support an
idea or
argument.
CE.EFL.5.4
Communicat
e effectively
using a
variety of
media and
formats,
including
ICT, by
saying
things in
alternative
ways and
applying self-
correcting
and self-
monitoring
strategies
when needed.
I.EFL.5.4.1
Learners can
communicate
effectively
using a
variety of
media and
formats,
including
ICT, by
saying things
in alternative
ways and
applying self-
correcting
and
selfmonitorin
g
strategies
when needed.
(I.1, I.3, J.4)
CE.EFL.5.19
Engage in
collaborative
activities
through a
variety of
student
groupings in
order to
solve
problems and
reflect on
literary texts,
and produce
criteria for
evaluating
the
effectiveness
of
the group.
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)
5. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:
Date: Date: Date: