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.
OG.EFL 6 Through selected media, participate in
reasonably extended spoken or written dialogue with
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)
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
Nº Title of the Unit Specific Objectives Contents/skills Methodological Evaluation Weeks
unit Orientations duration

1 Student learn to: Communication CE.EFL.5.2

• talk about news. and Cultural Demonstrate
Breaking • announce a piece of news Awareness an ability to
that • Recognizing discuss
News has happened recently. Communication and Cultural instances of culture by 5
• share life experiences. Awareness discrimination or analyzing
EFL 5.1.5 Identify, discuss and prejudice in one’s cultural
analyze cultural products from daily products and
Ecuador and beyond and use life and analyzing referents
them to explore the perspectives of reasons for them in from Ecuador
the culture. small groups. and other
• Inviting a guest countries
speaker from another while making
country to class and informed
asking choices about
and answering and taking
questions about action on
Oral Communication: (Listening his/her issues of
and Speaking) culture/country. prejudice and
EFL 5.2.11 Express opinions on • Researching discriminatio
abstract topics, such as film and through the Internet n.
music, and concrete topics, about other cultures
such as personal experiences, while and ways I.EFL.5.2.1
describing one’s reactions to them of life and presenting Learners can
and others’ opinions. them to the class exhibit an
using digital tools. ability to
• Working in small discuss
Reading groups to complete a culture by
EFL 5.3.4 Find the most important cultural project analyzing
information in print or online cultural
sources in order to support an • Playing a products
idea or argument. (Example: conversation game, and referents
Internet search engines, online where learners move from Ecuador
advertising, online or print their tokens and other
timetables, web pages, posters, around the board countries
adverts, catalogues, etc.) after choosing a card while making
and answering the informed
question. choices about
Writing • Listening to another and taking
EFL 5.4.4 Select and make effective learner’s answers in action on
use of a range of digital tools to class and responding issues of
write, edit, revise and appropriately. prejudice and
publish written work in a way that • Working in pairs to discriminatio
supports collaboration, learning and complete an n.
productivity. (Example: information gap (I.1, I.2, S.2,
image editing, Google Drive, activity. J.1, J.3)
infographic makers, audio and video • Doing a mingle CE.EFL.5.8
editing, presentation apps, activity where
learners ask and Interaction –
etc.) Interpersonal:
EFL 5.4.7 Use the process of answer questions
about things they Respond to
prewriting, drafting, revising, peer and build on
editing and proofreading (i.e., have or haven’t done,
in order to extend the other people’s
“the writing process”) to produce ideas in
exchange.
well-constructed informational extended
• Establishing a clear
texts. conversations
expectation of
English Informal on familiar
assessment social and
could involve academic
personal notes from topics by
Language through the Arts expressing
the teacher to
EFL 5.5.9 Engage in collaborative opinions and
learners who use
activities through a variety of feelings and
L2 regularly.
student groupings to share, clarifying
Reading
reflect on, express and interpret
opinions and evaluations of a range • Read quickly meaning.
of literary texts. (Example: looking for words
small groups, cooperative learning each paragraph. I.EFL.5.12.1
groups, literature circles, process • Writing new words Learners can
and phrases in a engage with a
writing groups, etc.)
vocabulary notebook variety
and then of digital and
writing a text using print texts
three words from and resources
your vocabulary by
notebook. evaluating
• Identifying and detecting
unreliable resources complexities
on the Internet. and
• Reading about a discrepancies
topic and then in the
identifying reference information
materials. in order to
• Printing out the find the most
results of a search appropriate
and having learners sources to
discuss support an
which results seem idea
the most appropriate or argument.
and why. (I.2, I.4, J.3)
Writing CE.EFL.5.12
• Finding a variety of Engage with
online references to a variety of
practice a grammar digital and
structure, then print texts
recommending the and resources
best one to the class. by evaluating
• Using new words or and
information from a detecting
class lesson and complexities
creating and
an online game to discrepancies
practice them, then in the
sharing and playing information
the in order to
game with the rest of find the most
the class. appropriate
• Reading a dialogue sources to
which serves as a support an
model text, then idea or
writing a argument.
similar dialogue on a
different topic while I.EFL.5.12.1
implementing new Learners can
words/expressions engage with a
from the unit. variety
Language through of digital and
the Arts print texts
• Assigning roles for and resources
a group project by
• Creating literature evaluating
circles where and detecting
learners have the complexities
freedom to say and
anything they want discrepancies
about a text from in the
class or outside of information
class. in order to
• Reflecting on the find
effectiveness of the the most
group’s work after a appropriate
project sources to
and deciding what support an
changes need to be idea
made in order to or argument.
improve (I.2, I.4, J.3)
on the next project.
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.5.18.1
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 one’s
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 in Awareness and Cultural Display an
World the past. EFL 5.1.1 Display an understanding Awareness understanding
• express opinion and of the relationship between the • Researching of the
possibility about past events. practices and perspectives schooling from other integrity of
• describe people, objects, of different cultures by recognizing cultures and different
and events. and sharing cross-cultural presenting them on cultures by
experiences and ideas. a class blog. sharing
• Responding experiences
sensitively to a peer’s and by
opinion about a text participating
Oral Communication: (Listening
read in class. in class
and Speaking)
• Watching a video activities and
EFL 5.2.2 Identify the main idea
and some details of recorded news and identifying discussions in
reports, documentaries and desirable language a way that
interviews reporting on seasonal use. shows
festivities, environmental issues, • Comparing empathy and
food and international nonverbal and body respect for
customs, climate, weather, etc., language between L1 others.
where the visuals support the and L2
cultures. I.EFL.5.1.1
commentary.
• Sharing a cross- Learners can
cultural experience demonstrate
(such as traveling, an
Reading understanding
trying a
EFL 5.3.8 Identify and understand of the
new food, meeting
the main points in straightforward integrity of
someone from
texts on subjects of different
another country) in
personal interest or familiar cultures
pairs or as a
academic topics. by sharing
class.
Oral experiences
Communication: and by
Writing (Listening and participating
EFL 5.4.2 Identify a variety of types Speaking) in
and formats of potential resources • Using context clues class
and the value, purpose to deduce the activities and
and audience of each for use in the meaning of an discussions in
educational domain. (Example: expression in a a way that
audio/video, multimedia, conversation between shows
website, database, book, thesaurus, a waiter and a empathy and
scholarly/popular, current/historical, customer. respect for
etc.) • Listening to a radio others. (I.3,
ad and identifying S.1,
 the product being S.2, J.1, J.3)
sold.
Language through the Arts • Using pictures and CE.EFL.5.5
EFL 5.5.8 Contribute to team other visuals to Listening for
projects to produce original works predict the main idea Meaning:
and solve problems while of a short Identify the
effectively negotiating and conversation main idea in a
managing interactions to accomplish • Establishing a clear variety of
social and classroom tasks. expectation of audio
English use for recordings
classroom (e.g.,
functions. Informal interviews,
assessment could radio ads,
involve personal news reports,
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
support one’s own speech is
argument or clear and
hypothesis. visuals help
• Agreeing or support
disagreeing with a meaning.
strong opinion stated
in a text and I.EFL.5.5.1
giving reasons for Learners can
one’s own response. identify the
• Reading a text and main idea
answering in a variety of
information audio
questions. recordings
• Choosing from a (e.g.,
list of words to interviews,
complete gaps from a radio ads,
reading. news reports,
Writing etc.) and
• Finding a variety of deduce the
online references to meanings of
practice a grammar unfamiliar
structure, then phrases and
recommending the words in
best one to the class. familiar
• Identifying the best contexts
resources for a where speech
writing project in is clear and
pairs. visuals help
• Using a list of support
criteria in order to meaning. (I.3,
evaluate a web site. I.4)
• Analyzing three
different types of CE.EFL.5.10
dictionaries. Find specific
Language through information
the Arts and identify
• Analyzing three the main
different rubrics and points in
discussing how each simple,
one straightforwar
might influence the d texts
way it is evaluated. on subjects of
• Reflecting on the personal
effectiveness of the interest or
group’s work after a familiar
project academic
and deciding what topics while
changes need to be making
made in order to informed
improve decisions
on the next project. about
• Participating in one’s own
classroom games in reaction to
which problem- the text.
solving as a
team is important I.EFL. 5.10.1
Learners can
find specific
information
and identify
the main
points in
simple,
straightforwar
d 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.5.14
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 people’s Awareness and Cultural Display an
characters and personalities. EFL 5.1.1 Display an understanding Awareness understanding
• express feelings, attitudes, of the relationship between the • Writing a weekly of the
and mood. practices and perspectives journal entry about a integrity of
• describe events in the life of different cultures by recognizing cross-cultural different
of famous people. and sharing cross-cultural experience cultures by
experiences and ideas. • Sharing a cross- sharing
cultural experience experiences
(such as traveling, and by
trying a new participating
Oral Communication: (Listening
food, meeting in class
and Speaking)
someone from activities and
EFL 5.2.9 Build on others’ ideas
another country) in discussions in
when engaged in pair, group or
pairs or as a class. a way that
whole-class discussions on
• Finding recipes shows
personal, social, community and
from other cultures empathy and
academic topics.
and regions and then respect
sharing for others.
them in class.
Reading Reading two legends I.EFL.5.3.1
EFL 5.3.4 Find the most important from different Learners can
information in print or online regions in Ecuador interpret
sources in order to support an and cultural and
idea or argument. (Example: completing a chart to language
Internet search engines, online show the differences. patterns in
advertising, online or print English,
timetables, web pages, posters, • Brainstorming including
adverts, catalogues, etc.) features and nonverbal
EFL 5.3.5 Assess, compare and conventions of a communicati
evaluate the quality of written texts genre and then on, and apply
and visual presentations reading an example them in
using different criteria and ICT tools in order to locate appropriate
related to the organization, subject each one contexts. (I.3,
area and purpose of a •Underlining and I.4, S.1, S.2)
text. (Examples of text types: discussing examples
editorials, letters to the editor, of implied meanings CE.EFL.5.8
political speeches, illustrations, in a story Interaction –
charts, advertisements, etc.) Oral Interpersonal:
Communication: Respond to
(Listening and and build on
Speaking) other people’s
Writing
• Comparing and ideas in
EFL 5.4.3 Apply new and prior
contrasting the extended
knowledge in order to plan and
opinions of two conversations
create texts and determine if the
experts on a topic on familiar
new knowledge adds value to or
of personal interest. social and
contradicts prior information.
• Working in pairs to academic
EFL 5.4.5 Justify and explain the
complete an topics by
rationale for a position on an
information gap expressing
argument, using persuasive
activity. opinions and
language, tone, evidence and well-
• Doing a mingle feelings and
developed arguments through
activity where clarifying
essays, editorials, movie and
book reviews, position papers and learners ask and meaning.
brochures. answer questions
I.EFL.5.12.1
about things they
Learners can
have or haven’t done.
engage with a
Language through the Arts • Establishing a clear variety
EFL 5.5.2 Make predictions, expectation of of digital and
inferences and deductions to English use for print texts
demonstrate different levels of classroom and resources
meaning of literary texts presented functions. by
orally or in digital form, including Reading evaluating
literal and implied meanings. • To get familiar with and detecting
(Example: summarizing, explaining the topic of a text, complexities
and identifying, word choice, take a quick look at and
symbols, points of view, etc.) the discrepancies
vocabulary it in the
contains. information
• Comparing and in order to
contrasting the find
opinions of two the most
experts on a topic appropriate
of personal interest. sources to
• Identifying support an
unreliable resources idea
on the Internet. or argument.
• Reading about a (I.2, I.4, J.3)
topic and then
identifying reference CE.EFL.5.12
materials and Engage with
sources that could be a variety of
used to find out more digital and
information. print texts
Writing and resources
• Finding a variety of by evaluating
online references to and
detecting
practice a grammar complexities
structure, then and
recommending the discrepancies
best one to the class. in the
• Using a rubric to information
assess the validity of in order to
a web site, according find the most
to appropriate
one’s academic sources to
needs support an
• Reading a dialogue idea or
which serves as a argument.
model text, then
writing a I.EFL.5.12.1
similar dialogue on a Learners can
different topic while engage with a
implementing new variety
words/expressions of digital and
from the unit. print texts
Language through and resources
the Arts by
• Completing a chart evaluating
with literary and detecting
elements from a text. complexities
• Using feelings and and
gestures to read a discrepancies
dialogue. in the
• Reading a class information
dialogue in three in order to
different ways. find
• Appropriately the most
exhibiting surprise, appropriate
joy, sadness, etc., in sources to
a support an
conversation. idea
• Brainstorming or argument.
features and (I.2, I.4, J.3)
conventions of a
genre and then CE.EFL.5.15
reading an example Plan and
in order to locate produce well-
each one. constructed
informational
texts by
applying the
writing
process
and while
demonstratin
g 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
demonstratin
g an
ability to
justify one’s
position on an
argument
through
carefully
selected
information
and
appropriate
language,
tone and
evidence.
(I.2,
I.3, I.4, S.3,
J.1)
CE.EFL.5.17
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)
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 one’s 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 for speaker from another while making
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
conclusion in texts which clearly n.
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
one’s 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 the consequences on from Ecuador
EFL 5.4.5 Select and make effective others (including on and other
use of a range of digital tools to the environment). countries
write, edit, revise and publish Oral while making
written work in a way that supports Communication: informed
collaboration, learning and (Listening and choices about
productivity. (Example: image Speaking) and taking
editing, Google Drive, infographic • Comparing answers action on
makers, audio and video editing, in pairs or small issues of
presentation apps, etc.) groups. prejudice and
EFL 5.4.7 Use the process of • Conducting a role discriminatio
prewriting, drafting, revising, peer play between two n.
editing and proofreading (i.e., “the students on a given (I.1, I.2, S.2,
writing process”) to produce well- topic. J.1, J.3)
constructed informational texts.
CE.EFL.5.8
 • Showing a movie Interaction –
trailer and asking Interpersonal:
Language through the Arts learners to share their Respond to
EFL 5.5.1 Compare and present opinions in pairs and and build on
personal and formal responses to say whether they other people’s
and interpretations of published would go see that ideas in
literary texts and the works of peers, movie or extended
referring to details and features of not. conversations
the text. (Example: text • Establishing a clear on familiar
structure, plot, ideas, events, expectation of social and
vocabulary, etc.) English use for academic
classroom topics by
functions. expressing
• Informal opinions and
assessment could feelings and
involve personal clarifying
notes from the meaning.
teacher
to learners who use I.EFL.5.8.1
L2 regularly. Learners can
Reading respond to
• Reading a and build
biography and on other
putting events on a people’s ideas
timeline. in extended
• Reading a blog post conversations
and writing a on familiar
comment. social and
• Reading a short text academic
and showing topics by
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
• Reading about a points in
topic and then simple,
identifying reference straightforwar
materials and d texts
sources that could be on subjects of
used to find out more personal
information. interest or
Writing familiar
• Reading a dialogue academic
which serves as a topics while
model text, then making
writing a informed
similar dialogue on a decisions
different topic while about
implementing new one’s own
words/expressions reaction to
from the unit. the text.
• Completing an
I.EFL. 5.10.1
online graphic Learners can
organizer in order to find specific
help plan a information
piece of writing. and identify
• Reading a dialogue the main
which serves as a points in
model text, then simple,
writing a straightforwar
similar dialogue on a d texts on
different topic while subjects of
implementing new personal
words/expressions interest or
from the unit. familiar
Language through academic
the Arts topics
• Explaining through while making
pictures, physical informed
expression or charts decisions
(ICT) about one’s
how a text makes the own reaction
learner feel. to the text.
• Using ICT to (I.1, I.2, S.2)
research about a
topic of learners’ CE.EFL.5.15
choice and writing Plan and
a short, creative story produce well-
with the findings. constructed
informational
texts by
applying the
writing
process
and while
demonstratin
g 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
demonstratin
g an
ability to
justify one’s
position on an
argument
through
carefully
selected
information
and
appropriate
language,
tone and
evidence.
(I.2,
I.3, I.4, S.3,
J.1)
CE.EFL.5.5
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 Away Students learn to: Communication and Cultural Communication CE.EFL.5.2
• 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
commentary. • Comparing discriminatio
nonverbal and body n.
language between L1
and L2 I.EFL.5.2.1
Reading Learners can
EFL 5.3.2 Identify and use reading cultures.
• Creating selfie exhibit an
strategies to make informative and ability to
narrative texts videos for class
assignments and discuss
comprehensible and meaningful. culture by
(Example: skimming, scanning, sharing them on a
class blog. analyzing
previewing, reading for main cultural
ideas and details, using structural • Writing a letter to
your future self products
and context clues, cognates, format, and referents
Oral
sequence, etc.) from Ecuador
Communication:
(Listening and and other
Speaking) countries
Writing • Using context clues while making
EFL 5.4.4 Select and make effective to deduce the informed
use of a range of digital tools to meaning of an choices about
write, edit, revise and expression in a and taking
publish written work in a way that conversation between action on
supports collaboration, learning and a waiter and a issues of
productivity. (Example: customer. prejudice and
image editing, Google Drive, discriminatio
infographic makers, audio and video • Listening to a radio n.
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
other visuals to Listening for
Language through the Arts Meaning:
EFL 5.5.5 Create original, predict the main idea Identify the
imaginative stories using of a short main idea in a
appropriate vocabulary and conversation. variety of
elements of the • Listening to a audio
literature learners have read or straightforward recordings:
heard. article and correcting interviews,
false radio ads,
statements news reports
• Listening to a and deduce
dialogue and 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
information needed I.EFL.5.5.1
for a research Learners can
project. identify the
• Scanning a text for main idea
the main characters. in a variety of
• Reading about a audio
topic and then recordings
identifying reference (e.g.,
materials and interviews,
sources that could be radio ads,
used to find out more news reports,
information. etc.) and
• Using a list to deduce the
choose the best meanings of
sources for finding unfamiliar
information on a phrases and
topic. words in
• 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 one’s
• Adding pictures to own
a group presentation. academic
• Creating a group needs.
presentation using
biteslide.com. I.EFL.5.11.1
Language through Learners can
the Arts Identify and
• Using a web site apply a
such as range of
storybird.com in reading
order to produce and strategies in
share creative writing order to make
ventures. texts
• Writing questions meaningful
the learners would and to select
like to ask a information
character in the within
story and using the a text that
imagined answers to might be of
write the next scene. practical use
for one’s
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 demonstrate Awareness cultural and
situations. knowledge of nonverbal and oral • Participating in language
• talk about what you would communication features short role plays using patterns in
generally do in unreal by applying them in appropriate a range of verbal and English,
situations. contexts. (Example: use of stress, nonverbal including
• express regrets and wishes. intonation, pace, etc.) communication. nonverbal
• Talking in pairs communicati
about a video on,
learners have and apply
Oral Communication: (Listening
watched using only them in
and Speaking)
English. appropriate
EFL 5.2.6 Use new words and
• Demonstrating contexts..
expressions which occur in
appropriate language
conversations in the personal and I.EFL.5.3.1
use during class,
educational domains, and make use Learners can
group and
of such terms and expressions interpret
pair discussions
wherever appropriate and
necessary. • Watching a video cultural and
and identifying language
desirable language patterns in
Reading use. English,
EFL 5.3.6 Display an appreciation • Comparing including
of the language by interacting and nonverbal and body nonverbal
engaging with a variety of language between L1 communicati
digital and print texts and resources and L2 on, and apply
and by selecting and evaluating cultures. them in
these materials as a means • Creating selfie appropriate
to promote and strengthen literacy videos for class contexts. (I.3,
skills and language acquisition. assignments and I.4, S.1, S.2)
sharing them on a
class blog.
CE.EFL.5.7
Writing Production –
EFL 5.4.1 Critically evaluate Accuracy and
information from references, Intelligibility:
including those found on the web, Use
and appropriate
recommend print and digital sources vocabulary
to other learners. and language
in a
variety of oral
Language through the Arts interactions
EFL 5.5.9 Engage in collaborative for a range of
activities through a variety of audiences and
student groupings to share, level-
reflect on, express and interpret appropriate
opinions and evaluations of a range
of literary texts. (Example: purposes.
small groups, cooperative learning
groups, literature circles, process I.EFL.5.7.1
Learners can
writing groups, etc.)
communicate
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
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
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: