UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL

BILINGÜE “JOSÉ PEDRO MALDONADO”

Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL 2018-2019

BILINGÜE “JOSE PEDRO MALDONADO”

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA:
Area: ENGLISH AS A FOREIGN LANGUAGE Subject: ENGLISH
Teacher: Lic. Luis Vinueza

Grade / course 2nd BGU B1.1 Education Level SUBNIVEL BACHILLERATO

2. TIME
Weekly course load Number of weeks of Learning evaluation and unexpected issues Total weeks of class Total periods
work
3 PERIODS 40 hours 4 weeks 36 WEEKS 108 PERIODS
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 O.EFL 5.1
Encounter socio-cultural aspects of their own and other countries in a Encounter socio-cultural aspects of their own and other countries in a
thoughtful and inquisitive manner, maturely, and openly experiencing other thoughtful and inquisitive manner, maturely, and openly experiencing
cultures and languages from the secure standpoint of their own national and other cultures and languages from the secure standpoint of their own
cultural identity. national and cultural identity.
OG.EFL 2 O.EFL 5.2
Draw on this established propensity for curiosity and tolerance towards Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an different cultures to comprehend the role of diversity in building an
intercultural and multinational society. intercultural and multinational society.
OG.EFL 3 O.EFL 5.3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, Access greater flexibility of mind, creativity, enhanced linguistic
and critical thinking skills through an appreciation of linguistic differences. intelligence, and critical thinking skills through an appreciation of
Enjoy an enriched perspective of their own L1 and of language use for linguistic differences. Enjoy an enriched perspective of their own L1 and
communication and learning. of language use for communication and learning.
OG.EFL 4 O.EFL 5.4
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BILINGÜE “JOSÉ PEDRO MALDONADO”
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Deploy a range of learning strategies, thereby increasing disposition and ability Deploy a range of learning strategies, thereby increasing disposition and
to independently access further (language) learning and practice opportunities. ability to independently access further (language) learning and practice
Respect themselves and others within the communication process, cultivating opportunities. Respect themselves and others within the communication
habits of honesty and integrity into responsible academic behavior. process, cultivating habits of honesty and integrity into responsible
OG.EFL 5 academic behavior.
Directly access the main points and important details of up-todate English O.EFL 5.5
language texts, such as those published on the web, for professional or general Directly access the main points and important details of up-todate
investigation, through the efficient use of ICT and reference tools where English language texts, such as those published on the web, for
required. professional or general investigation, through the efficient use of ICT and
OG.EFL 6 reference tools where required.
Through selected media, participate in reasonably extended spoken or written O.EFL 5.6
dialogue with peers from different L1 backgrounds on work, study, or general Through selected media, participate in reasonably extended spoken or
topics of common interest, expressing ideas and opinions effectively and written dialogue with peers from different L1 backgrounds on work,
appropriately. study, or general topics of common interest, expressing ideas and
OG.EFL 7 opinions effectively and appropriately.
Interact quite clearly, confidently, and appropriately in a range of formal and O.EFL 5.7
informal social situations with a limited but effective command of the spoken Interact quite clearly, confidently, and appropriately in a range of formal
language (CEFR B1 level). and informal social situations with a limited but effective command of
the spoken language (CEFR B1 level)
4. TRANSVERSAL AXES : Justice, Innovation and Solidarity
5. DEVELOPMENT OF PLANNING UNITS*
N° Title of the unit Unit Specific Contents/Skills** Methodological Evaluation*** Weeks Duration
Objectives Orientations
(Skills and strategies)
1. BREAKING NEWS  Talk about news EFL 5.1.2 -Reading texts about topics CE.EFL.5.1. Display an understanding of
 Announce a -Demonstrate mindfulness, studied in this unit and the integrity of different cultures by
piece of news empathy, tolerance and an answering questions. sharing experiences and by
that has overall respect for the -Write a journal about their participating in class activities and
happened integrity of cultures in daily daily routines. discussions in a way that shows
recently classroom activities. empathy and respect for others.
 Share life -Listening to and following class I.EFL.5.1.1. Learners can demonstrate
experiences EFL 5.2.4 Instructions. an understanding of the integrity of 5
Follow oral directions in -Listening for specific different cultures by sharing
classroom activities and information to develop experiences and by participating in
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
projects and provide
directions to peers in
selected interactions
EFL 5.3.1
Find specific predictable
information in short, simple
texts in a range of age- and
level-appropriate topics.
(Example: biographies, news
articles, narratives, memoirs
and personal accounts,
formal letters and emails,
etc.)
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.)
EFL 5.5.4
Read aloud with confidence,
accuracy, fluency and
expression to demonstrate
understanding and to convey
an interpretation of meaning.
different activities
-Asking and answering
questions about interesting
things
-Reading a text and answering
information questions.
-Choosing from a list of words
to complete gaps from a
reading.
-Reading a paragraph about a
familiar content area subject
and then correcting incorrect
sentences.
-Writing an email to a friend to
tell about personal information.
-Making posters in small groups
of new phrases and expressions
in order to display in the
classroom.
-Reciting a poem, using
intonation and gestures to
convey the meaning of the
poem.
-Underline the words in texts
and deduce the meaning from
the context.
-Using feelings and gestures to
read a dialogue
class activities and discussions in a way
that shows empathy and respect for
others. (I.3, S.1, S.2, J.1, J.3)
I.EFL.5.6.1. Learners can deal with
practical, everyday communication
demands in familiar social and
academic contexts, such as following
directions in class activities and
identifying main ideas in other
curricular subjects when given
sufficient support. (I.1, I.3, S.1)
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)
I.EFL.5.13.1. Learners can produce
emails, blog posts and other written
texts using an effective voice and a
variety of appropriate writing styles
and conventions. (I.3, S.3, J.2)
I.EFL.5.17.1. Learners can demonstrate
and convey different levels of meaning
in literary texts by identifying distin-
guishing features, interpreting implicit
and explicit messages and responding
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
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in a variety of ways. (I.3, I.4, J.3)

2. HEALTHY LIFE,  Speculate about EFL 5.1.1
HEALTHY WORLD lifestyles in the Display an understanding of
past the relationship between the
 Express opinion practices and perspectives of
and possibility different cultures by
about past recognizing and sharing cross-
events cultural experiences and
 Describe people, ideas.
objects and
events 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 5.3.2
Identify and use reading strategies
meaningful. (Example: skimming, order
and context clues, cognates, format, sequence, etc.)
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.) other contextual clue.
EFL 5.5.9
Engage in collaborative
activities through a variety of
student groupings to share,
reflect on, express and
interpret opinions and
-Hearing a song and complete CE.EFL.5.1. Display an understanding of
with verbs. the integrity of different cultures by
-Reading a biography and sharing experiences and by
answering questions. participating in class activities and
Reading a text and fill in the discussions in a way that shows
banks. empathy and respect for others.
I.EFL.5.1.1. Learners can demonstrate
-Comparing answers in pairs or an understanding of the integrity of
small groups. different cultures by sharing
-Working in pairs to complete experiences and by participating in
an information gap activity. class activities and discussions in a way
that shows empathy and respect for
-Doing a mingle activity where others. (I.3, S.1, S.2, J.1, J.3)
learners ask and answer
questions about things they CE.EFL.5.8. Interaction – Interpersonal:
have or haven’t done. Respond to and build on other people’s
Observing to see whether the ideas in extended conversations on
learners can interact effectively familiar social and academic topics by
and whether they are able to expressing opinions and feelings and
5
ask follow
to make
up questions
informativeinandclarifying
narrative
meaning.
texts comprehensible and
scanning,
to extend
previewing,
the exchange.
reading forI.EFL.5.8.1.
main ideas Learners
and details,
canusing
respond
structural
to
and build on other people’s ideas in
-Asking for help in class when extended conversations on familiar
necessary social and academic topics by
expressing opinions and feelings and
-Reading a text and highlighting clarifying meaning. (I.3, I.4, S.1, J.3, J.4)
interesting facts and share
them with the class. CE.EFL.5.11. Identify and apply a range
of reading strategies in order to make
-Predicting main ideas by texts meaningful and to select
reading the title and using information within a text that might be
of practical use for one’s own academic
-Scanning a text and answering needs.
questions.
I.EFL.5.11.1. Learners can Identify and
-Writing an email to a friend apply a range of reading strategies in
recommending a movie you’ve order to make texts meaningful and to
seen. select information within a text that
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
evaluations of a range of
literary texts. (Example: small
groups, cooperative learning
groups, literature circles,
process writing groups, etc.)
3. WHAT LIES WITHIN  Talk about EFL 5.1.1
US people’s Display an understanding of
characters and the relationship between the
personalities practices and perspectives of
 Express feelings, different cultures by
attitudes, and recognizing and sharing
mood cross-cultural experiences
 Describe events and ideas
in the life of
famous people EFL 5.2.1
Deduce the meanings of
unfamiliar phrases and words
from a context containing
familiar elements. (Example:
-Writing a letter about past
experience.
-Writing a biography about
them.
-Evaluating and assessing the
effectiveness of group work by
answering a set of questions.
-Selecting desirable behaviors
for group work from a list and
reaching a consensus as a
group for the three most
important
-Comparing answers in pairs in
order to help each other
understand errors or concepts.
-Teaching a story, grammar
point, vocabulary word or topic
to a group of peers.
-Participating in classroom
games in which problem-
solving as a team is important
-Hearing a story and developing
some activities
-Reading legends and
identifying the parts of the
legend.
-Reading texts about different
cultural aspects and answering
questions
-Listening to a story and
correcting false statements.
-Listening for specific words in a
story and trying to guess the
meaning from the context.
-Listening to a story and
might be of practical use for one’s own
academic needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.13. Produce emails, blog posts
and other written texts using an effec-
tive voice and a variety of appropriate
writing styles and conventions.
I.EFL.5.13.1. Learners can produce
emails, blog posts and other written
texts using an effective voice and a
variety of appropriate writing styles
and conventions. (I.3, S.3, J.2)
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)
CE.EFL.5.1. Display 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.EFL.5.1.1. Learners can demonstrate
an understanding of the integrity of
different cultures by sharing
experiences and by participating in
5
class activities and discussions in a way
that shows empathy and respect for
others. (I.3, S.1, S.2, J.1, J.3)
CE.EFL.5.5. Listening for Meaning:
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BILINGÜE “JOSÉ PEDRO MALDONADO”
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colloquial greetings,
exclamations, interjections,
etc.)
EFL 5.3.8
Identify and understand the
main points in
straightforward texts on
subjects of personal interest
or familiar academic topics.
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.)
EFL 5.5.5
Create original, imaginative
stories using appropriate
vocabulary and elements of
the literature learners have
read or heard.
identifying the parts of the
story.
-Reading a short text and
showing comprehension by
answering information
questions.
-Choosing from a list of words
to complete gaps from a
reading.
-Looking at pictures and writing
a story.
-Write a story in groups using
pictures or acting out.
-Rewriting a fairy tale from a
modern point of view, using
simple ideas and phrases or
illustrations.
-Listening to a song and
inferring if it is happy, sad, etc.
Giving reasons for the
inference.
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 are clear and visuals help
support meaning.
I.EFL.5.5.1. Learners can identify the
main idea in a variety of audio record-
ings (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)
CE.EFL.5.10. 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.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)
CE.EFL.5.13. Produce emails, blog posts
and other written texts using an effec-
tive voice and a variety of appropriate
writing styles and conventions.
I.EFL.5.13.1. Learners can produce
emails, blog posts and other written
texts using an effective voice and a
variety of appropriate writing styles
and conventions. (I.3, S.3, J.2)
CE.EFL.5.16. Respond to and interpret
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4. FOR OLD TIMES’  Talk about EFL 5.1.7
SAKE changes over Interpret and demonstrate
time knowledge of nonverbal and
 Share oral communication features
experiences and by applying them in
accomplishment appropriate contexts.
 Discuss (Example: use of stress,
traditions intonation, pace, etc.)
EFL 5.2.4
Follow oral directions in
classroom activities and
projects and provide
directions to peers in
selected interactions
EFL 5.2.6
Use new words and
expressions which occur in
conversations in the personal
and educational domains,
and make use of such terms
and expressions wherever
appropriate and necessary.
EFL 5.3.1
Find specific predictable
information in short, simple
-Participating in short role plays
using a range of verbal and
nonverbal communication
-Writing a short conversation
asking for and giving directions.
-Listening to instructions and
locating a place.
-Listening to and following class
commands.
-Asking the learners to read a
dialogue in pairs in order to
assess clarity of sounds and
intonation.
-Reading a text on tourist
places and answering
information questions
-Making a poster comparing
two tourist places.
-Writing a brochure on tourist
places.
-Comparing answers in pairs in
order to help each other
understand errors or concepts.
-Teaching a grammar point to a
group of peers.
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, refer-
ring to details and literary elements of
the text. (S.1, S.4, J.2)
CE.EFL.5.3. Interpret cultural and
language patterns in English, including
nonverbal communication, and apply
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)
CE.EFL.5.6. Listening for Information:
Deal with practical, everyday communi-
cation demands in familiar social and
academic contexts, including following
directions in class activities and
identifying main ideas in other
curricular subjects when given
sufficient support.
I.EFL.5.6.1. Learners can deal with
practical, everyday communication
demands in familiar social and
academic contexts, such as following
directions in class activities and
5
identifying main ideas in other
curricular subjects when given
sufficient support. (I.1, I.3, S.1)
CE.EFL.5.7. Production – Accuracy and
Intelligibility: Use appropriate vocabu-
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BILINGÜE “JOSÉ PEDRO MALDONADO”
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texts in a range of age- and lary and language in a variety of oral

level-appropriate topics. interactions for a range of audiences
(Example: biographies, news and level-appropriate purposes.
articles, narratives, memoirs I.EFL.5.7.1. Learners can communicate
and personal accounts, clearly and effectively by using appro-
formal letters and emails, priate vocabulary and language in a
etc.) variety of oral interactions for a range
of audiences and level-appropriate pur-
EFL 5.4.9 poses. (I.2, I.3, J.2)
Use a variety of oral, print
and electronic forms for CE.EFL.5.10. Find specific information
writing to others or for and identify the main points in simple,
writing for self, applying the straightforward texts on subjects of
conventions of social writing. personal interest or familiar academic
(Example: notes, invitations, topics while making informed decisions
emails, blog entries and about one’s own reaction to the text.
comments, notes to self, etc.) I.EFL. 5.10.1. Learners can find specific
information and identify the main
EFL 5.5.9 points in simple, straightforward texts
Engage in collaborative on subjects of personal interest or
activities through a variety of familiar academic topics while making
student groupings to share, informed decisions about one’s own
reflect on, express and reaction to the text. (I.1, I.2, S.2)
interpret opinions and CE.EFL.5.13. Produce emails, blog posts
evaluations of a range of and other written texts using an effec-
literary texts. (Example: small tive voice and a variety of appropriate
groups, cooperative learning writing styles and conventions.
groups, literature circles, I.EFL.5.13.1. Learners can produce
process writing groups, etc.) emails, blog posts and other written
texts using an effective voice and a
variety of appropriate writing styles
and conventions. (I.3, S.3, J.2)

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.
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
5. GETTING AWAY  Check for EFL 5.1.9
information Communicate information
 Ask for and ideas effectively to
agreement diverse audiences using a
 Report what variety of media and formats
someone has EFL 5.2.2
said Identify the main idea and
some details of recorded
news reports, documentaries
and interviews reporting on
seasonal festivities,
environmental issues, food
and international customs,
climate, weather, etc., where
the visuals support the
commentary .
EFL 5.3.1
Find specific predictable
information in short, simple
texts in a range of age- and
level-appropriate topics.
(Example: biographies, news
articles, narratives, memoirs
and personal accounts,
formal letters and emails,
etc.)
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.
-Matching words with
definitions.
-Paraphrasing short texts about
news.
-Using context clues to deduce
the meaning of words from the
context
-Listening for specific words in
a text to guess the meaning
from the context.
-Reading a short news article
and completing an outline.
-Reading a text and answering
information questions.
-Researching and writing a
short paragraph about a
natural disaster based on real
sources.
-Making a poster for a school
campaign to increase
awareness about earthquake
safety.
-Predicting the content of a
story using the title and
pictures.
-Summarizing news.
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)
CE.EFL.5.4. Communicate 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 self-monitoring
strategies when needed. (I.1, I.3, J.4)
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 record-
ings (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)
CE.EFL.5.10. Find specific information
and identify the main points in simple,
straightforward texts on subjects of
personal interest or familiar academic
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(Example: notes, invitations, topics while making informed decisions

emails, blog entries and about one’s own reaction to the text.
comments, notes to self, etc.) I.EFL. 5.10.1. Learners can find specific
EFL 5.5.4 information and identify the main
Read aloud with confidence, points in simple, straightforward texts
accuracy, fluency and on subjects of personal interest or
expression to demonstrate familiar academic topics while making
understanding and to convey informed decisions about one’s own
an interpretation of meaning reaction to the text. (I.1, I.2, S.2)

CE.EFL.5.13. Produce emails, blog posts

and other written texts using an effec-
tive voice and a variety of appropriate
writing styles and conventions.
I.EFL.5.13.1. Learners can produce
emails, blog posts and other written
texts using an effective voice and a
variety of appropriate writing styles
and conventions. (I.3, S.3, J.2)

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 distin-
guishing features, interpreting implicit
and explicit messages and responding
in a variety of ways. (I.3, I.4, J.3)

6 TEENAGE MATTERS  Talk about what EFL 5.1.8 -Matching words with CE.EFL.5.4. Communicate effectively
you will normally Discover and employ definitions using a variety of media and formats,
do in real-life alternative ways of saying -Responding to classroom including ICT, by saying things in
situations things in social and classroom activities about technology. alternative ways and applying self-
 Talk about you interactions. -Using context clues to deduce correcting and self-monitoring
would generally EFL 5.2.1 the meaning of words related strategies when needed.
Deduce the meanings of to technology. I.EFL.5.4.1. Learners can communicate
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do in unreal unfamiliar phrases and words -Reading
situations from a context containing
 Express regrets familiar elements. (Example:
and wishes colloquial greetings,
exclamations, interjections,
etc.)
EFL 5.3.2
Identify and use reading strategies
meaningful. (Example: skimming, common
and context clues, cognates, format,
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.)
EFL 5.5.4
Read aloud with confidence,
accuracy, fluency and
expression to demonstrate
understanding and to convey
an interpretation of meaning.
a text about effectively using a variety of media and
technology and answering formats, including ICT, by saying things
questions. in alternative ways and applying self-
-writing a letter to a friend to correcting and self-monitoring
tell about what kind of strategies when needed. (I.1, I.3, J.4)
technology they use
-Researching and writing a CE.EFL.5.5. Listening for Meaning:
short to paragraph
make informative
aboutandIdentify
narrative
the texts
main idea
comprehensible
in a variety and
of
scanning,
technological
previewing,devices.
reading foraudio
mainrecordings
ideas and details,
(e.g., interviews,
using structural
radio
-Completing
sequence, etc.)
texts with ads, news reports, etc.) and deduce the
appropriate language. meanings of unfamiliar phrases and
-Giving advice about the words in familiar contexts, provided
appropriate use of technology. speech are clear and visuals help
support meaning.
I.EFL.5.5.1. Learners can identify the
main idea in a variety of audio record-
ings (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)
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 own
academic needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.13. Produce emails, blog posts
and other written texts using an effec-
tive voice and a variety of appropriate
writing styles and conventions.
I.EFL.5.13.1. Learners can produce
emails, blog posts and other written
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

texts using an effective voice and a

variety of appropriate writing styles
and conventions. (I.3, S.3, J.2)
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 distin-
guishing features, interpreting implicit
and explicit messages and responding
in a variety of ways. (I.3, I.4, J.3)
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

Ministry of Education. English Level 5. Student’s book There will be a record of any new issue
that may appear in our way to the
Resources that will be used for the development of the planning unit, especially that bibliography used for the fulfilling of this planning. Also, some
design of each planning unit, as well as the selected texts to use with students, in order to do this work. fittings may be suggested, for the
better achievement of the goal of what
is planned in the instrument.

ELABORATED BY: REVISED BY: APPROVED BY:

TEACHER: Lic. Luis Vinueza NAME: Lic. Juan Muñoz NAME: Lic. Mercedes Cañamar
Signature: Signature: Signature:
Date: September 30th, 2018 Signature: Signature: