EDUCATIVE UNIT “TARQUI”

Dirección: Adela Bedoya y Lizardo Becerra. Teléfono

2821390
17h01556@gmail.com

CURRICULAR ANUAL PLANNING

1. INFORMATION DATA: SCHOOL YEAR: SEPTEMBER 12TH 2022
Área: Foreign language Signature: English
Teacher(s): LIC. Alexandra Quishpe
Grade/Course: third of Baccalaureate A,B,C Education Level: B1
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods
4 40 4 36 4
3. GENERAL OBJECTIVES
Objetivos del área Objectives of the level / course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, O.EFL.5.2 Draw on this established propensity for curiosity and tolerance
and openly experiencing other cultures and languages from the secure standpoint of their own national and cultural identity. towards different cultures to comprehend the role of diversity in building
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of an intercultural and multinational society.
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 O.EFL.5.5 Directly access the main points and important details of up-to-
appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for communication date English language texts, such as those published on the web, for
and learning. professional or general investigation, through the efficient use of ICT and
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (lan - reference tools where required.
guage) learning and practice opportunities. Respect themselves and others within the communication process, cultivating
O.EFL.5.6 Through selected media, participate in reasonably extended
habits of honesty and integrity into responsible academic behavior.
spoken or written dialogue with peers from different L1 backgrounds on
OG.EFL 5 Directly access the main points and important details of up-todate English language texts, such as those published on
work, study, or general topics of common interest, expressing ideas and
the web, for professional or general investigation, through the efficient use of ICT and reference tools where required.
opinions effectively and appropriately.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1
backgrounds on work, study, or general topics of common interest, expressing ideas and opinions effectively and appropri - O.EFL.5.7 Interact quite clearly, confidently, and appropriately in a range
ately. of formal and informal social situations with a limited but effective com-
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a lim - mand of the spoken language (CEFR B1 level).
ited but effective command of the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES:  Interculturalidad
 Formación de una ciudadanía democrática
 Protección del medio ambiente.
 El cuidado de la salud y los hábitos de recreación de los estudiantes
5. DEVELOPMENT OF PLANNING UNITS
N.º NAME SPECIFIC SKILLS  AND  PERFORMANCE  CONTENTS METHODOLOGY  ORIENTATION EVALUATION  CRITERIA  AND TIME IN
OF UNIT OBJECTIVES  OF  CRITERIA  INDICATORS WEEKS
THE
PLANNING UNIT.
1. • describe and 1.COMMUNICATION AND *Unit 1. *Look at the phrasal verbs in the 1. COMMUNICATION AND CULTURAL 4 weeks
1 Let´s talk differentiate CULTURAL AWARENESS EFL • Gerunds and quiz and match them to the AWARENESS CE.EFL.5.1. Display an
1 professions. 5.1.1. Display an understanding of
• ask and answer the relationship between the
questions about practices and perspectives of
different personality different cultures by recognizing
types, professions and sharing cross-cultural
and university experiences and ideas.
degrees. 2.ORAL COMMUNICATION
• write a text EFL 5.2.9. Build on others’ ideas
comparing two when engaged in pair, group or
professions whole-class discussions on
personal, social, community and
academic topics.
3.READING
EFL 5.3.1. Find specific pre-
dictable information in short,
simple texts in a range of age- and
level-appropriate topics. (Exam-
ple: , news articles, narratives,
formal letters and emails, etc.)
4.WRITING
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 , etc.)
5.LANGUAGE THROUGH THE
ARTS
EFL 5.5.8. Contribute to team
projects to produce original
works and solve problems
interactions to accomplish social
and classroom tasks. (BGU2)
infinitives meanings. Listen to two people understanding of the integrity of different cultures
• Verbs and talk about the quiz and answer by sharing experiences and by participating in
adjectives followed the questions. Do the quiz and class activities and discussions in a way that
by prepositions compare your answers with a shows empathy and respect for others.
• Connectors of pair. I.EFL.5.1.1. Learners can demonstrate an
contrast understanding of the integrity of different cultures
*Read the text and answer the
by sharing experiences and by participating in
questions. Then match the ques-
Vocabulary: class activities and discussions in a way that
tions to the gaps in the text. Dis-
classifying words shows empathy and respect for others. (I.3, S.1,
cuss your ideal enrichment activi-
according to their S.2, J.1, J.3)
ties with a partner.
endings to help
remember *Practice Grammar by completing 2.ORAL COMMUNICATION
vocabulary the exercises with Question CE.EFL.5.8. Interaction – Interpersonal: Respond
Grammar: forms. to and build on other people’s ideas in extended
understanding the conversations on familiar social and academic
structure of *Read the examples and write the topics by expressing opinions and feelings and
sentences that nouns formed from the verbs us- clarifying meaning.
make use of ing -ion. Then use them to com- I.EFL.5.8.1. Learners ca
connectors plete the sentences. n respond to and build on other people’s ideas in
Reading: *Read a student profile and match extended conversations on familiar social and
identifying the questions to the answers. Re- academic topics by expressing opinions and
connectors of write the questions and answers feelings and clarifying meaning. (I.3, I.4, S.1, J.3,
contrast to with the correct punctuation. In J.4)
establish pairs, read the student profile 3.READING
relationships again and complete the exercises. CE.EFL.5.10. Find specific information and identify
between ideas the main points in simple, straightforward texts on
Writing: subjects of personal interest or familiar academic
using connectors topics while making informed decisions about
of contrast to one’s own reaction to the text.
combine I.EFL.5.10.1. Learners can find specific information
contrasting and identify the main points in simple,
sentences and straightforward texts on subjects of personal
make comparisons interest or familiar academic topics while making
Listening: informed decisions about one’s own reaction to
looking at the text. (I.1, I.2, S.2)
questions before 4.WRITING
listening to know CE.EFL.5.13. Produce emails, blog posts and other
what information written texts using an effective voice and a variety
to listen for 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)
5.LANGUAGE THROUGH THE ARTS
CE.EFL.5.19. Engage in collaborative activities
through a variety of student groupings in order to

2 • Environmental Is- 1.Communication and Cultural
Environmen sues Awareness
tal friendly • Green Products EFL 5.1.11. Apply self-correcting
and self-monitoring strategies in
social and classroom interactions
by adjusting presentation and
language production to effectively
express opinions and make
evaluations. (Example: asking
questions, starting over,
pronunciations, etc.)
2.Oral Communication.
EFL 5.2.1. Deduce the meanings
of unfamiliar phrases and words
from a context containing familiar
elements. (Example: greetings,
exclamations, interjections, etc.)
3.Reading
EFL 5.4.4. Select and make
effective use of a range of digital
tools to write, edit, revise and
publish written work in a way
that supports collaboration,
learning and productivity.
(Example: message apps, etc.)
4.Writing
EFL 5.4.1. Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
5.Language through the Arts
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:
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 col-
laborative activities through a variety of student
groupings in order to solve problems and reflect
on literary texts, and produce criteria for evaluat-
ing the effectiveness of the group. (I.1, I.2, S.2, S.3,
S.4, J.3, J.4)
*Listen conversations and match 1.Communication and Cultural Awareness
• Passive voice them to the pictures. Then match CE.EFL.5.4. Communicate effectively using a
• Prefixes, suffixes quotes to the conversations. variety of media and formats, including ICT, by
and roots Match verbs to the meanings and saying things in alternative ways and applying self-
discuss the questions. correcting and self-monitoring strategies when
*Read the article and choose the needed.
Vocabulary: best answer to complete the I.EFL.5.4.1. Learners can communicate effectively
• remembering statements. Then complete the using a variety of media and formats, including
collocations to text with the word list and names. ICT, by saying things in alternative ways and
learn word pairs • *Practice Grammar by completing applying self-correcting and self-monitoring
making new words the exercises with Past tense strategies when needed. (I.1, I.3, J.4
from root words review. 2. Oral Communication.
Grammar: *Read the text and choose the CE.EFL.5.5. Listening for Meaning: Identify the
using passive voice correct verb forms, and then use main idea in a variety of audio recordings (e.g., in-
when the focus is them to complete the text. terviews, radio ads, news reports, etc.) and deduce
on the action Read- * Write an apology email by using the meanings of unfamiliar phrases and words in
ing: identifying tips from the Prepare box, write familiar contexts, provided speech is clear and vi-
topic sentences 100-120 words and check your suals help support meaning.
Writing: grammar and spelling. Give your I.EFL.5.5.1. Learners can identify the main idea in
• writing topic sen- email to another student and a variety of audio recordings (e.g., interviews,
tences to state the write a short reply. radio ads, news reports, etc.) and deduce the
main points of meanings of unfamiliar phrases and words in
paragraphs familiar contexts where speech is clear and visuals
• including sup- help support meaning. (I.3, I.4)
porting sentences 3 Reading
to give details and CE.EFL.5.10. Find specific information and identify
specific examples the main points in simple, straightforward texts
on subjects of personal interest or familiar aca-
demic 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)
4 Writing
CE.EFL.5.14. Identify, critically evaluate and rec-
 small groups, cooperative
learning groups, , etc.) (BGU2)
3 Imagine 1.COMMUNICATION AND
that! You will learn how to CULTURAL AWARENESS
• describe imaginary *EFL 5.1.5. Identify, discuss and
situations. analyze cultural products from
• express wishes. Ecuador and beyond and use them
to explore the perspectives of the
culture.
2.ORAL COMMUNICATION
EFL 5.2.1. Deduce the meanings of
unfamiliar phrases and words from
a context containing familiar
elements. (Example: prepositions,
interjections, etc.)
3.READING
EFL 5.3.2. Identify and use reading
strategies to make informative and
narrative texts comprehensible and
meaningful. (Example: skimming,
scanning, previewing, reading for
main ideas and details, using struc-
tural and context clues, etc.)
4.WRITING
EFL 5.4.9. Use a variety of print and
electronic forms for writing to
ommend a variety of potential resources and ref-
erences, including digital tools, that support col-
laboration 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)
5.Language through the Arts
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)
Unit 3 1.Communication and Cultural Awareness
CLIL . CE.EFL.5.2. Demonstrate an ability to discuss
Imaginary *Practice Grammar by completing culture by analyzing cultural products and
Situations • the exercises with Relative referents from Ecuador and other countries while
Expressing Wishes clauses. making informed choices about and taking action
• Breaking Bad *Practive Vocabulary by on issues of prejudice and discrimination.
Habits completing various exercises with I.EFL.5.2.1. Learners can exhibit an ability to
Nouns: -ness and -ment. discuss culture by analyzing cultural products and
*Read the task in the box and referents from Ecuador and other countries while
• Second think about a review. Then read making informed choices about and taking action
conditional the text and think about the game. on issues of prejudice and discrimination. (I.1, I.2,
Vocabulary: • Read the Prepare to write box and S.2, J.1, J.3)
identifying then match the paragraphs to the 2.ORAL COMMUNICATION
synonyms by functions. words and check your CE.EFL.5.5. Listening for Meaning: Identify the
paying attention to grammar and spelling. main idea in a variety of audio recordings (e.g.,
the conjunction or interviews, radio ads, news reports, etc.) and
• looking for deduce the meanings of unfamiliar phrases and
synonymous words in familiar contexts, provided speech is
words or other clear and visuals help support meaning.
context clues to I.EFL.5.5.1. Learners can identify the main idea in
discover word a variety of audio recordings (e.g., interviews,
meaning radio ads, news reports, etc.) and deduce the
Reading: meanings of unfamiliar phrases and words in
• identifying if a familiar contexts where speech is clear and visuals
text is informative help support meaning. (I.3, I.4)
 others or for writing for self,
applying the conventions of social
writing. (Example: blog entries and
scanning, etc.)
5.Language Through The Arts
EFL 5.5.10. Evaluate and
recommend a literary text (written,
oral, online, in video or in print) or
a favorite activity to a peer.
4 In the News  report what was 1. Communication And Cultural
stated. Awareness.
 • report what EFL 5.1.7. Interpret and
was requested. demonstrate knowledge of
 • understand nonverbal and oral
meaning from communication features by
contex applying them in appropriate
contexts. (Example: use of stress,
intonation, pace, etc.)
2. Oral Communication
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
3. Reading
EFL 5.3.3. Determine the main
conclusion in texts which clearly
argue a point of view in order to
make informed decisions about
one’s own opinion and reaction to
the text.
4. Writing
or persuasive • 3. Reading.
identifying the CE.EFL.5.11. Identify and apply a range of reading
audience a text is strategies in order to make texts meaningful and
written for to select information within a text that might be of
Writing: • deciding practical use for one’s own academic needs.
on the audience I.EFL.5.11.1. Learners can Identify and apply a
and the type of text range of reading strategies in order to make texts
• ordering a text meaningful and to select information within a text
into introductory, that might be of practical use for one’s own
supporting and academic needs. (I.1, I.2, I.4, S.3)
concluding 4. Writing
paragraphs • CE.EFL.5.13. Produce emails, blog posts and other
giving arguments, written texts using an effective voice and a variety
stating facts and of appropriate writing styles and conventions.
opinions to I.EFL.5.13.1. Learners can produce emails, blog
support ideas posts and other written texts using an effective
voice and a variety of appropriate writing styles
and conventions. (I.3, S.3, J.2)
5. Language Through The Arts
EFL 5.5.8. Contribute to team projects to produce
original works and solve problems while
effectively negotiating and managing interactions
to accomplish social and classroom tasks.
CLIL- • Written Unit 4 Cultural Awareness.
News • Spoken *Match the phrases from the box CE.EFL.5.3. Interpret cultural and language patterns in English,
News reviews to the meanings. L including nonverbal communication, and apply them in
*Read the short text and then appropriate contexts.
GRAMMAR: complete the gaps with words by I.EFL.5.3.1. Learners can interpret cultural and language
Reported speech – modifying the spelling and using patterns in English, including nonverbal communication, and
statements and the endings in the box. apply them in appropriate contexts. (I.3, I.4, S.1, S.2)
request *Read an interview and match the 2. Oral Communication
questions to the answers. Read CE.EFL.5.7. Production – Accuracy and Intelligibility: Use
Vocabulary: again and match the paragraphs to appropriate vocabulary and language in a variety of oral
interactions for a range of audiences and level-appropriate
• looking at the text the phrases.
purposes.
around new words *Practice Vocabulary by completing
I.EFL.5.7.1. Learners can communicate clearly and effectively
to predict the various exercises with Adjective +
by using appropriate vocabulary and language in a variety of
meaning of preposition.
oral interactions for a range of audiences and level-
unfamiliar words • *Read the task and think how the appropriate purposes. (I.2, I.3, J.2
using pictures to story might continue. )3. Reading
predict the meaning
of unfamiliar words CE.EFL.5.10. Find specific information and identify the main
Reading: • using points in simple, straightforward texts on subjects of personal
context clues in a interest or familiar academic topics while making informed
text to make decisions about one’s own reaction to the text.
predictions about I.EFL.5.10.1. Learners can find specific information and
 EFL 5.4.1. Critically evaluate an unknown word • identify the main points in simple, straightforward texts on
information from references, using information subjects of personal interest or familiar academic topics while
including those found on the web, provided in the text making informed decisions about one’s own reaction to the
and recommend print and digital to figure out the text. (I.1, I.2, S.2)
sources to other learners. meaning of a word 4. Writing
5. Language Through The Arts Writing: using CE.EFL.5.14. Identify, critically evaluate and recommend a
EFL 5.5.5. Create original, context clues to variety of potential resources and references, including digital
imaginative stories using help readers tools, that support collaboration and productivity, for
appropriate vocabulary and understand difficult educational and academic use.
elements of the literature that words and complex I.EFL.5.14.1. Learners can identify, critically evaluate and
learners have read or heard. recommend a variety of potential resources and references,
sentences while
including digital tools, that support collaboration and
reading
productivity, for educational and academic use. (I.1, I.2, S.3,
S.4)5. Language Through The Arts
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. BIBLIOGRAFÍA/ WEBGRAFÍA (Utilizar normas APA VI edición) 7. OBSERVACIONES
 CURRICULO 2018 .
 Ministery of Educationn´s English book 2 students and teachers editions
 Curricular adapted EPJA 2017
 *Kosta, J., & Williams, M. (n.d.). Cambridge English prepare! Student's book. Level 6
 *Cambridge English Prepare! Level 6 Online Workbook With Downloadable Audio. (2015). Cambridge Univ Pr.
 *Davies, K., & Holdsworth, D. (2015). Prepare! Teacher's Book with DVD and Teacher's Resources Online. Cambridge University Press.
Level 6,*Audio CD's level 6, *Video DVD's level 6*Presentation Plus DVD-ROM level 6
DONE BY REVIEWED BY AUTHORIZED BY
TEACHER: Lic. Alexandra Quishpe Coordinador del Proyecto : Ing. Nixon Torres Coordinador del Proyecto : Ing. Nixon Torres
Firma: Firma: Firma:

Date: 12- 09 -2022 Date: 12- 09 -2022 Date: 12- 09 -2022