ENGLISH

1st Bachillerato General Unificado

2016-2017
 SCHOOL YEAR:

2016 - 2017

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject:   English
Teacher’s Name
Target Group: 1st Level:   A2.2.
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
5 4 20 periods 36 180
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL.1. Encounter socio-cultural aspects of their own and other countries in a thoughtful and O.EFL 5.1. Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive
inquisitive manner, maturely, and openly experiencing other cultures and languages from the manner, maturely, and openly experiencing other cultures and languages from the secure standpoint of their
secure standpoint of their own national and cultural identity. own national and cultural identity.
OG.EFL.2. Draw on this established propensity for curiosity and tolerance towards different O.EFL 5.2. Draw on this established propensity for curiosity and tolerance towards different cultures to
cultures to comprehend the role of diversity in building an intercultural and multinational comprehend the role of diversity in building an intercultural and multinational society.
society. O.EFL 5.3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills
OG.EFL.3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of language
critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched use for communication and learning.
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
OG.EFL.4. Deploy a range of learning strategies, thereby increasing disposition and ability to access further (language) learning and practice opportunities. Respect themselves and others within the
independently access further (language) learning and practice opportunities. Respect themselves communication process, cultivating habits of honesty and integrity into responsible academic behavior.
and others within the communication process, cultivating habits of honesty and integrity into O.EFL 5.5. Directly access the main points and important details of up-to date English language texts, such as
responsible academic behavior. those published on the web, for professional or general investigation, through the efficient use of ICT and
OG.EFL.5. Directly access the main points and important details of up to date English language reference tools where required.
texts, such as those published on the web, for professional or general investigation, through the O.EFL 5.6. Through selected media, participate in reasonably extended spoken or written dialogue with peers
efficient use of ICT and reference tools where required. from different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and
OG.EFL.6. Through selected media, participate in reasonably extended spoken or written opinions effectively and appropriately.
dialogue with peers from different L1 backgrounds on work, study, or general topics of common O.EFL 5.7. Interact quite clearly, confidently, and appropriately in a range of formal and informal social
interest, expressing ideas and opinions effectively and appropriately. situations with a limited but effective command of the spoken language (CEFR B1 level)
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).
4. TRANSVERSAL AXES: Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, responsibility, honesty,
respect, love, peace, justice, innovation, etc.

5. DEVELOPMENT OF PLANNING UNITS.

Nº Name of the unit Specific objectives of the Contents Methodology orientation Evaluation Time in weeks
planning unit
1. INSPIRATIONAL  You will be able to EFL 5.1.1. Display an  Communication and Cultural Evaluation criteria: 6
PEOPLE talk about lifestyles, understanding of the Awareness CE.EFL.5.1. Display an
personality types, relationship between the  Creating a poster of class rules. understanding of the integrity
preferences and practices and perspectives of different cultures by sharing
 Practicing the use of expressions of
interests. of different cultures by experiences and by
 You will learn how to: recognizing and sharing politeness during collaborative pair participating in class activities
 Ask for and give cross-cultural experiences and small group work. and discussions in a way that
personal and ideas.  Adding expressions of politeness to shows empathy and respect for
information, about EFL 5.1.2. Demonstrate dialogues. others.
goals, obstacles, mindfulness, empathy,  Brainstorming ways to help others, at CE.EFL.5.4. Communicate
important decisions tolerance and an overall effectively using a variety of
school and in the community.
and achievements. respect for the integrity of media and formats, including
 Oral Communication: (Listening and
 Describe cultures in daily classroom ICT, by saying things in
inspirational people’s activities. Speaking) alternative ways and applying
lifestyles. EFL 5.1.8. Discover and  Conducting a class spelling. self-correcting and self-
 Talk about a person’s employ alternative ways of  Reading monitoring strategies when
experiences. saying things in social and  Following the steps in a class game. needed.
classroom interactions. CE.EFL.5.5. Listening for
 Writing
EFL 5.1.9. Communicate Meaning: Identify the main idea
information and ideas  Writing new words and phrases in a in a variety of audio recordings
effectively to diverse vocabulary notebook. (e.g., interviews, radio ads,
audiences using a variety of  Brainstorming a list of questions and news reports, etc.) and deduce
media and formats. responses learners can use during the meanings of unfamiliar
EFL 5.2.1. Deduce the literature circles or small group phrases and words in familiar
meanings of unfamiliar contexts, provided speech is
discussions.
phrases and words from a clear and visuals help support
context containing familiar  Idioms and Colloquial Expressions meaning.
elements. (Example:  Project
colloquial greetings,  Discuss Indicators for the performance
exclamations, interjections,  Word Bank criteria:
etc.)  Key Expressions I.EFL.5.1.1. Learners can
demonstrate an understanding
 Vocabulary Strategy
of the integrity of different
cultures by sharing experiences
 and by participating in class
activities and discussions in a
way that shows empathy and
respect for others. (I.3, S.1, S.2,
J.1, J.3)
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)
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)

2.  You will be able to EFL 5.1.3. Find parallels  Communication and Cultural Evaluation criteria: 6
EXPERIENCE CULTURE! talk about your most between Ecuadorian Awareness CE.EFL.5.2. Demonstrate an
significant learning cultural and political  Creating a poster of class rules. ability to discuss culture by
referents and those of analyzing cultural products and
experiences in the  Practicing the use of expressions of
other countries by talking referents from Ecuador and
context of cultural about holidays, symbols, politeness during collaborative pair other countries while making
literacy. customs and schooling. and small group work. informed choices about and
 You will learn how EFL 5.1.5. Identify, discuss  Adding expressions of politeness to taking action on issues of
to: and analyze cultural dialogues. prejudice and discrimination.
 Ask and answer products from Ecuador and  Brainstorming ways to help others, at CE.EFL.5.6. Listening for
beyond and use them to Information: Deal with
questions about school and in the community.
explore the perspectives of practical, everyday
experiences.
the culture.  Oral Communication: (Listening and communication demands in
 Talk about the EFL 5.2.3. Follow main Speaking) familiar social and academic
length of ideas in topics covered in  Conducting a class spelling. contexts, including following
experiences. other curricular subjects  Reading directions in class activities and
with the help of visual identifying main ideas in other
  Recommend cultural support, using concepts
activities like reading and vocabulary that have
and going to been studied in advance.
EFL 5.2.4. Follow oral
museums.
directions in classroom
activities and projects and
provide directions to peers
in selected interactions.
 Following the steps in a class game. curricular subjects
 Writing when given sufficient support.
 Writing new words and phrases in a
Indicators for the performance
vocabulary notebook.
criteria:
 Brainstorming a list of questions and I.EFL.5.2.1. Learners can exhibit
responses learners can use during an ability to discuss culture by
literature circles or small group analyzing cultural products and
discussions. referents from Ecuador and
 Idioms and Colloquial Expressions other countries while making
informed choices about and
 Project
taking action on issues of
 Discuss prejudice and discrimination.
 Word Bank (I.1, I.2, S.2, J.1, J.3)
 Key Expressions I.EFL.5.6.1. Learners can deal
 Vocabulary Strategy 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)

3. STORY TIME!  You will be able to EFL 5.2.7. Present  Communication and Cultural Evaluation criteria: 6
tell stories and information clearly and Awareness CE.EFL.5.9. Production –
reflect on their effectively in a variety of  Creating a poster of class rules. Fluency: Present information
oral forms for a range of clearly and influence an
messages.  Practicing the use of expressions of
audiences and purposes. audience effectively through
 You will learn how (Example: summarizing, politeness during collaborative pair well-developed arguments in
to: paraphrasing, personal and small group work. prepared presentations and
 Narrate stories and narratives, research  Adding expressions of politeness to other forms of oral
events in the past. reports, dialogues. communication.
 Convey attitudes essays, articles, posters,  Brainstorming ways to help others, at CE.EFL.5.11. Identify and apply
charts and other graphics, a range of reading strategies in
related to the events school and in the community.
etc.) order to make texts meaningful
of a story. EFL 5.3.2. Identify and use  Oral Communication: (Listening and and to select information within
 Talk about imaginary reading strategies to make Speaking) a text that might be of practical
situations. informative and narrative  Conducting a class spelling. use for one’s own academic
 React to a story in texts comprehensible and  Reading needs.
meaningful. (Example: CE.EFL.5.16. Respond to and
 different ways. skimming, scanning,
previewing, reading for
main ideas and details,
using structural and context
clues, cognates, format,
sequence, etc.)
EFL 5.5.1. Compare and
present personal and
formal responses to and
interpretations of published
literary texts and the works
of peers, referring to details
and features of the text.
(Example: text structure,
plot, ideas, events,
vocabulary, etc.)
EFL 5.5.5. Create original,
imaginative stories using
appropriate vocabulary and
elements of the literature
learners have read or
heard.
 Following the steps in a class game. interpret literary texts, including
 Writing original stories written by peers,
 Writing new words and phrases in a referring to details and literary
elements of the text.
vocabulary notebook.
 Brainstorming a list of questions and Indicators for the performance
responses learners can use during criteria:
literature circles or small group I.EFL.5.9.1. Learners can present
discussions. information clearly and
 Idioms and Colloquial Expressions influence an audience
effectively through well-
 Project
developed arguments in
 Discuss prepared presentations and
 Word Bank other forms of oral
 Key Expressions communication. (I.2, I.3, J.2)
 Vocabulary Strategy 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)
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)

4. TRAVELING THE  You will be able to EFL 5.1.11. Apply self-  Communication and Cultural Evaluation criteria: 6
WORLD describe, compare correcting and self- Awareness CE.EFL.5.4. Communicate
monitoring strategies in effectively using a variety of
 and give opinions social and classroom
about travelers and interactions by adjusting
touristic activities. presentation and language
production to effectively
 You will learn how to
express opinions and make
 Give and ask for evaluations. (Example:
directions and asking questions, starting
information in a over, rephrasing, exploring
polite way. alternative pronunciations,
 Ask people to agree etc.)
EFL 5.2.13. Deal with
with you.
practical, everyday
 Place emphasis on communication demands
descriptions and within familiar contexts,
comparisons. effectively and without
undue effort. (Example:
meeting people, extending
and accepting invitations,
exchanging information,
giving reasons, asking and
answering questions about
routines and preferences,
etc.)
 Creating a poster of class rules.
 Practicing the use of expressions of
politeness during collaborative pair
and small group work.
 Adding expressions of politeness to
dialogues.
 Brainstorming ways to help others, at
school and in the community.
 Oral Communication: (Listening and
Speaking)
 Conducting a class spelling.
 Reading
 Following the steps in a class game.
 Writing
 Writing new words and phrases in a
vocabulary notebook.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions.
 Idioms and Colloquial Expressions
 Project
 Discuss
 Word Bank
 Key Expressions
 Vocabulary Strategy
media and formats, including
ICT, by saying things in
alternative ways and applying
self-correcting and self-
monitoring strategies when
needed.
CE.EFL.5.6. Listening for
Information: Deal with
practical, everyday
communication 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.
Indicators for the performance
criteria:
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)
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)

5. NEWS MEDIA  You will be able to EFL 5.2.1. Deduce the  Communication and Cultural Evaluation criteria: 6
report news about meanings of unfamiliar Awareness CE.EFL.5.5. Listening for
general interest phrases and words from a Meaning: Identify the main idea
context containing familiar in a variety of audio recordings
 topics and major elements. (Example:  Creating a poster of class rules. (e.g., interviews, radio ads,
disasters. colloquial greetings,  Practicing the use of expressions of news reports, etc.) and deduce
 You will learn how to exclamations, interjections, politeness during collaborative pair the meanings of unfamiliar
etc.) phrases and words in familiar
 Report on an event. and small group work.
EFL 5.2.2. Identify the main contexts, provided speech is
 React to different idea and some details of  Adding expressions of politeness to clear and visuals help support
news. recorded news reports, dialogues. meaning.
 Introduce and tell documentaries and  Brainstorming ways to help others, at CE.EFL.5.13. Produce emails,
news stories. interviews reporting on school and in the community. blog posts and other written
seasonal festivities,  Oral Communication: (Listening and texts using an effective voice
environmental issues, food and a variety of appropriate
Speaking)
and international customs, writing styles and conventions.
climate, weather, etc.,  Conducting a class spelling.
where the visuals support  Reading Indicators for the performance
the commentary.  Following the steps in a class game. criteria:
EFL 5.2.5. Understand the  Writing I.EFL.5.5.1. Learners can identify
main idea of radio and  Writing new words and phrases in a the main idea in a variety of
audio recordings on audio recordings (e.g.,
vocabulary notebook.
subjects of personal interviews, radio ads, news
interest, provided speech is  Brainstorming a list of questions and reports, etc.) and deduce the
clear. responses learners can use during meanings of unfamiliar phrases
EFL 5.4.6. Produce emails literature circles or small group and words in familiar contexts
and blog posts describing discussions. where speech is clear and
personal experiences and  Idioms and Colloquial Expressions visuals
feelings. help support meaning. (I.3, I.4)
 Project
I.EFL.5.13.1. Learners can
 Discuss produce emails, blog posts and
 Word Bank other written texts using an
 Key Expressions effective voice and a variety of
 Vocabulary Strategy appropriate writing styles and
conventions. (I.3, S.3, J.2)

6. A TEACH - WORLD  You will be able to EFL 5.2.13. Deal with  Communication and Cultural Evaluation criteria: 6
describe tech habits practical, everyday Awareness CE.EFL.5.6. Listening for
and wishes. communication demands  Creating a poster of class rules. Information: Deal with
within familiar contexts, practical, everyday
 You will learn how to  Practicing the use of expressions of
effectively and without communication demands in
 Express a wish. undue effort. (Example: politeness during collaborative pair familiar social and academic
 Talk about tech meeting people, extending and small group work. contexts, including following
and accepting invitations,  Adding expressions of politeness to directions in class activities and
 habits. exchanging information,
 Describe the kind of giving reasons, asking and
tech-user you are. answering questions about
routines and preferences,
etc.)
EFL 5.5.9. Engage in
collaborative activities
through a variety of
student groupings to share,
reflect on, express and
interpret opinions and
evaluations of a range of
literary texts. (Example:
small groups, cooperative
learning groups, literature
circles, process writing
groups, etc.)
dialogues.
 Brainstorming ways to help others, at
school and in the community.
 Oral Communication: (Listening and
Speaking)
 Conducting a class spelling.
 Reading
 Following the steps in a class game.
 Writing
 Writing new words and phrases in a
vocabulary notebook.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions.
 Idioms and Colloquial Expressions
 Project
 Discuss
 Word Bank
 Key Expressions
 Vocabulary Strategy
identifying main ideas in other
curricular subjects
when given sufficient support.
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.
Indicators for the performance
criteria:
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.5.19.1. 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)

6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum for Educación General Básica Elemental. Quito,
Ecuador:
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). Starship English Pre A1.2.
Quito, Ecuador.
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:

Date: Date: Date:

 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name     Area/Subject: English Target Group: 1st Parallel:
 You will be able to talk about
lifestyles, personality types,
preferences and interests.
 You will learn how to:
 Ask for and give personal information,
Nº planning Specific objectives of
unit
1 Name of the unit INSPIRATIONAL PEOPLE the planning unit
about goals, obstacles, important
decisions and achievements.
 Describe inspirational people’s
lifestyles.
 Talk about a person’s experiences.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 5.1.1. Display an understanding of the relationship between the practices and perspectives of different cultures by recognizing and sharing cross- I.EFL.5.1.1. Learners can demonstrate an
cultural experiences and ideas. understanding of the integrity of different
EFL 5.1.2. Demonstrate mindfulness, empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities. cultures by sharing experiences and by
EFL 5.1.8. Discover and employ alternative ways of saying things in social and classroom interactions. participating in class activities and
EFL 5.1.9. Communicate information and ideas effectively to diverse audiences using a variety of media and formats. discussions in a way that shows empathy
EFL 5.2.1. Deduce the meanings of unfamiliar phrases and words from a context containing familiar elements. (Example: colloquial greetings, and respect for others. (I.3, S.1, S.2, J.1,
exclamations, interjections, etc.) J.3)
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)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 30 WEEK OF BEGINNING Week 1

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book  Talk about lifestyles, personality types, preferences and Diagnostic evaluation
Awareness  Colors interests. Instrument: Written tests
 Creating a poster of class rules.  Pencil  Ask for and give personal information.
 Dictionary  Describe inspirational people’s lifestyles. Technique: Observation
 Practicing the use of expressions of
 Pictures according the  Talk about a person’s experiences. Technique: Self-assessment and
politeness during collaborative pair Coevaluación
topic
and small group work.  Know Vocabulary related to teens’ lifestyles.
 Adding expressions of politeness to  Know Verbs related to starting, continuing and finishing Evaluation summative
dialogues. Processes. Instrument: Written tests
 Brainstorming ways to help others,  Know Time expressions and Adverbs of sequence.
at school and in the community.  Know some idioms.
 Oral Communication: (Listening and
Speaking)
 Conducting a class spelling.
 Reading
 Following the steps in a class game.
 Writing
 Writing new words and phrases in a
vocabulary notebook.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions.
 Idioms and Colloquial Expressions
 Project
 Discuss
 Word Bank
 Key Expressions
  Vocabulary Strategy

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

 

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name     Area/Subject: English Target Group: 1st Parallel:
 You will be able to talk about your
most significant learning experiences
in the context of cultural literacy.
 You will learn how to:
Nº planning Specific objectives of  Ask and answer questions about
unit
2 Name of the unit EXPERIENCE CULTURE! the planning unit experiences.
 Talk about the length of experiences.
 Recommend cultural activities like
reading and going to museums.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 5.1.3. Find parallels between Ecuadorian cultural and political referents and those of other countries by talking about holidays, symbols, customs and I.EFL.5.2.1. Learners can exhibit an ability
schooling. to discuss culture by analyzing cultural
EFL 5.1.5. Identify, discuss and analyze cultural products from Ecuador and beyond and use them to explore the perspectives of the culture. products and referents from Ecuador and
EFL 5.2.3. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using concepts and vocabulary that have been other countries while making informed
studied in advance. choices about and taking action on issues
EFL 5.2.4. Follow oral directions in classroom activities and projects and provide directions to peers in selected interactions. of prejudice and discrimination. (I.1, I.2,
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)

TRANSVERSE AXES: The interculturality. PERIODS: 30 WEEK OF BEGINNING Week 7

 Activities of evaluation / Skills /
Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Talk about the most significant learning experiences in Diagnostic evaluation
Awareness  Colors the context of cultural literacy. Instrument: Written tests
 Creating a poster of class rules.  Pencil 2. Ask and answer questions about experiences.
 Dictionary Technique: Observation
 Practicing the use of expressions of 3. Talk about the length of experiences.
 Pictures according the Technique: Self-assessment and
politeness during collaborative pair 4. Recommend cultural activities like reading and going to Coevaluación
topic
and small group work. museums.
 Adding expressions of politeness to 5. Know Present Perfect tense in affirmative, negative and Evaluation summative
dialogues. interrogative forms Instrument: Written tests
 Brainstorming ways to help others, 6. Know Since / for
at school and in the community. 7. Know Yes/no questions and wh-questions in the Present
 Oral Communication: (Listening and Perfect tense
Speaking) 8. Know some idioms.
 Conducting a class spelling.
 Reading
 Following the steps in a class game.
 Writing
 Writing new words and phrases in a
vocabulary notebook.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions.
 Idioms and Colloquial Expressions
 Project
 Discuss
 Word Bank
 Key Expressions
 Vocabulary Strategy

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

  

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name     Area/Subject: English Target Group: 1st Parallel:
 You will be able to tell stories and
reflect on their messages.
 You will learn how to:
 Narrate stories and events in the past.
Nº planning Specific objectives of
unit
3 Name of the unit STORY TIME! the planning unit  Convey attitudes related to the events
of a story.
 Talk about imaginary situations.
 React to a story in different ways.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 5.2.7. Present information clearly and effectively in a variety of oral forms for a range of audiences and purposes. (Example: summarizing, I.EFL.5.9.1. Learners can present
paraphrasing, personal narratives, research reports, information clearly and influence an
essays, articles, posters, charts and other graphics, etc.) audience effectively through well-
EFL 5.3.2. Identify and use reading strategies to make informative and narrative texts comprehensible and meaningful. (Example: skimming, scanning, developed arguments in prepared
previewing, reading for main ideas and details, using structural and context clues, cognates, format, sequence, etc.) presentations and other forms of oral
EFL 5.5.1. Compare and present personal and formal responses to and interpretations of published literary texts and the works of peers, referring to communication. (I.2, I.3, J.2)
details I.EFL.5.11.1. Learners can Identify and
and features of the text. (Example: text structure, plot, ideas, events, vocabulary, etc.) apply a range of reading strategies in
EFL 5.5.5. Create original, imaginative stories using appropriate vocabulary and elements of the literature learners have read or heard. 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)
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)
TRANSVERSE AXES: The interculturality. PERIODS: 30 WEEK OF BEGINNING Week 13
 Activities of evaluation / Skills /
Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Tell stories and reflect on their messages. Diagnostic evaluation
Awareness  Colors 2. Narrate stories and events in the past. Instrument: Written tests
 Creating a poster of class rules.  Pencil 3. Convey attitudes related to the events of a story.
 Dictionary Technique: Observation
 Practicing the use of expressions of 4. Talk about imaginary situations.
 Pictures according the Technique: Self-assessment and
politeness during collaborative pair 5. React to a story in different ways. Coevaluación
topic
and small group work. 6. Know adverbs.
 Adding expressions of politeness to 7. Know the diference between Past Perfect vs. Simple Evaluation summative
dialogues. Past tense Instrument: Written tests
 Brainstorming ways to help others, 8. Know First and second conditional sentences.
at school and in the community. 9. Know some idioms.
 Oral Communication: (Listening and
Speaking)
 Conducting a class spelling.
 Reading
 Following the steps in a class game.
 Writing
 Writing new words and phrases in a
vocabulary notebook.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions.
 Idioms and Colloquial Expressions
 Project
 Discuss
 Word Bank
 Key Expressions
 Vocabulary Strategy

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

  

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name     Area/Subject: English Target Group: 1st Parallel:
 You will be able to describe, compare
and give opinions about travelers and
touristic activities.
 You will learn how to
Nº planning Specific objectives of  Give and ask for directions and
unit
4 Name of the unit TRAVELING THE WORLD the planning unit information in a polite way.
 Ask people to agree with you.
 Place emphasis on descriptions and
comparisons.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 5.1.11. Apply self-correcting and self-monitoring strategies in social and classroom interactions by adjusting presentation and language production I.EFL.5.4.1. Learners can communicate
to effectively express opinions and make evaluations. (Example: asking questions, starting over, rephrasing, exploring alternative pronunciations, etc.) effectively using a variety of media and
EFL 5.2.13. Deal with practical, everyday communication demands within familiar contexts, effectively and without undue effort. (Example: meeting formats, including ICT, by saying things in
people, extending and accepting invitations, exchanging information, giving reasons, asking and answering questions about routines and preferences, alternative ways and applying self-
etc.) correcting and self-monitoring strategies
when needed. (I.1, I.3, J.4)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 30 WEEK OF BEGINNING Week 19

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
 instruments
 Communication and Cultural  English book 1. Describe, compare and give opinions about travelers Diagnostic evaluation
Awareness  Colors and touristic activities. Instrument: Written tests
 Creating a poster of class rules.  Pencil 2. Give and ask for directions and information in a polite
 Dictionary Technique: Observation
 Practicing the use of expressions of way.
 Pictures according the Technique: Self-assessment and
politeness during collaborative pair 3. Ask people to agree with you. Coevaluación
topic
and small group work. 4. Place emphasis on descriptions and comparisons.
 Adding expressions of politeness to 5. Know Tag questions. Evaluation summative
dialogues. 6. Can forme Indirect questions. Instrument: Written tests
 Brainstorming ways to help others, 7. Know Placing emphasis using much and very.
at school and in the community. 8. Know some idioms.
 Oral Communication: (Listening and
Speaking)
 Conducting a class spelling.
 Reading
 Following the steps in a class game.
 Writing
 Writing new words and phrases in a
vocabulary notebook.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions.
 Idioms and Colloquial Expressions
 Project
 Discuss
 Word Bank
 Key Expressions
 Vocabulary Strategy

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

 
 PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name     Area/Subject: English Target Group: 1st Parallel:
 You will be able to report news about
general interest topics and major
disasters.
Nº planning Specific objectives of  You will learn how to
5 Name of the unit NEWS MEDIA
unit the planning unit  Report on an event.
 React to different news.
 Introduce and tell news stories.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 5.2.1. Deduce the meanings of unfamiliar phrases and words from a context containing familiar elements. (Example: colloquial greetings, I.EFL.5.5.1. Learners can identify the main
exclamations, interjections, etc.) idea in a variety of audio recordings (e.g.,
EFL 5.2.2. Identify the main idea and some details of recorded news reports, documentaries and interviews reporting on seasonal festivities, interviews, radio ads, news reports, etc.)
environmental issues, food and international customs, climate, weather, etc., where the visuals support the commentary. and deduce the meanings of unfamiliar
EFL 5.2.5. Understand the main idea of radio and audio recordings on subjects of personal interest, provided speech is clear. phrases and words in familiar contexts
EFL 5.4.6. Produce emails and blog posts describing personal experiences and feelings. where speech is clear and visuals
help support meaning. (I.3, I.4)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 30 WEEK OF BEGINNING Week 25

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Report news about general interest topics and major Diagnostic evaluation
Awareness  Colors disasters. Instrument: Written tests
 Pencil
  Creating a poster of class rules.  Dictionary 2. Report on an event. Technique: Observation
 Practicing the use of expressions of  Pictures according the 3. React to different news. Technique: Self-assessment and
politeness during collaborative pair topic 4. Introduce and tell news stories. Coevaluación
and small group work. 5. Know the Passive Voice
Evaluation summative
 Adding expressions of politeness to 6. Recognize the Wh- and yes/no-questions in the Passive Instrument: Written tests
dialogues. Voice.
 Brainstorming ways to help others, 7. Know the Past tense and past participle forms of
at school and in the community. regular and irregular verb.
 Oral Communication: (Listening and 8. Know some idioms.
Speaking)
 Conducting a class spelling.
 Reading
 Following the steps in a class game.
 Writing
 Writing new words and phrases in a
vocabulary notebook.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions.
 Idioms and Colloquial Expressions
 Project
 Discuss
 Word Bank
 Key Expressions
 Vocabulary Strategy

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

 
 PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date:
 2016 - 2017

PLAN OF SKILLS WITH PERFORMANCE CRITERIA

1. INFORMATIONAL DATA
Teacher’s Name     Area/Subject: English Target Group: 1st Parallel:
 You will be able to describe tech
habits and wishes.
 You will learn how to
Nº planning Specific objectives of
unit
6 Name of the unit A TEACH - WORLD the planning unit  Express a wish.
 Talk about tech habits.
 Describe the kind of tech-user you are.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF EVALUATION:
EFL 5.2.13. Deal with practical, everyday communication demands within familiar contexts, effectively and without undue effort. (Example: meeting I.EFL.5.6.1. Learners can deal with
people, extending and accepting invitations, exchanging information, giving reasons, asking and answering questions about routines and preferences, practical, everyday communication
etc.) demands in familiar social and academic
EFL 5.5.9. Engage in collaborative activities through a variety of student groupings to share, reflect on, express and interpret opinions and evaluations of contexts, such as following directions in
a range of literary texts. (Example: small groups, cooperative learning groups, literature circles, process writing groups, etc.) class activities and identifying main ideas
in other curricular subjects when given
sufficient support. (I.1, I.3, S.1)
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)

TRANSVERSE AXES: The interculturality. PERIODS: 30 WEEK OF BEGINNING Week 31

Activities of evaluation / Skills /

Methodological strategies Resources Achievement indicators
instruments
 Communication and Cultural  English book 1. Describe tech habits and wishes. Diagnostic evaluation
 Colors Instrument: Written tests
 Awareness  Pencil 2. Express a wish.
 Creating a poster of class rules.  Dictionary 3. Talk about tech habits. Technique: Observation
 Practicing the use of expressions of  Pictures according the 4. Describe the kind of tech-user you are. Technique: Self-assessment and
topic Coevaluación
politeness during collaborative pair 5. Know to make wishes.
and small group work. 6. Know phrasal verbs. Evaluation summative
 Adding expressions of politeness to 7. Know some idioms. Instrument: Written tests
dialogues.
 Brainstorming ways to help others,
at school and in the community.
 Oral Communication: (Listening and
Speaking)
 Conducting a class spelling.
 Reading
 Following the steps in a class game.
 Writing
 Writing new words and phrases in a
vocabulary notebook.
 Brainstorming a list of questions and
responses learners can use during
literature circles or small group
discussions.
 Idioms and Colloquial Expressions
 Project
 Discuss
 Word Bank
 Key Expressions
 Vocabulary Strategy

3. ADAPTED CURRICULUM

Specification of Educational Needs Specification of the adapted material to be applied

 
 PREPARED BY: REVISED BY: APPROVED BY:
Teacher: Coordinator: Viceprincipal:
Signature: Signature: Signature:
Date: Date: Date: