CURRICULAR ANNUAL PLAN

“MARIO RIZZINI” SCHOOL

2017-2018
CURRICULAR ANNUAL PLAN
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject:  ENGLISH
Teacher:   LIC. MIRIAN GUADALUPE ILLESCAS ARCENTÁLEZ
Grade:  3RD BGU Education Level   B1.2
2. TIME
Weekly course load No. of Learning evaluation and unexpected issues Total class weeks Total periods
working
weeks
5 HOURS 40 WEEKS 4 WEEKS 36 WEEKS 180 HOURS
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures inquisitive manner, maturely, and openly experiencing other cultures and languages from the secure
and languages from the secure standpoint of their own national and cultural identity. standpoint of their own national and cultural identity. O.EFL 5.2 Draw on this established propensity
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards for curiosity and tolerance towards different cultures to comprehend the role of diversity in building
different cultures to comprehend the role of diversity in building an intercultural and an intercultural and multinational society.
multinational society. O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their
and critical thinking skills through an appreciation of linguistic differences. Enjoy an own L1 and of language use for communication and learning.
enriched perspective of their own L1 and of language use for communication and O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
learning. independently access further (language) learning and practice opportunities. Respect themselves
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and and others within the communication process, cultivating habits of honesty and integrity into
ability to independently access further (language) learning and practice opportunities. responsible academic behavior.
Respect themselves and others within the communication process, cultivating habits of O.EFL 5.5 Directly access the main points and important details of up-todate English language texts,
honesty and integrity into responsible academic behavior. such as those published on the web, for professional or general investigation, through the efficient
OG.EFL 5 Directly access the main points and important details of up-todate English use of ICT and reference tools where required. O.EFL 5.6 Through selected media, participate in
language texts, such as those published on the web, for professional or general reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work,
investigation, through the efficient use of ICT and reference tools where required. study, or general topics of common interest, expressing ideas and opinions effectively and
OG.EFL 6 Through selected media, participate in reasonably extended spoken or appropriately.
written dialogue with peers from different L1 backgrounds on work, study, or general O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal
topics of common interest, expressing ideas and opinions effectively and appropriately. social 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 :
5. DEVELOPMENT OF PLANNING UNITS*
N. Name of the Specific objectives Skills and performance criteria/ Methodology Orientation Evaluation criteria and Time in
Unit of the Planning Contents indicators weeks
Unit.
1. Let’s Talk Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and 5 weeks
Movies able to: EFL 5.1.4 Identify and interpret how cultural • Participating in short role plays using a language patterns in English,
-talk about differ- and language patterns in English are used when range of verbal and nonverbal including nonverbal
ent types of movies exchanging ideas on familiar topics according to communication. communication, and apply
and describe a se- a B1.2 level. (Example: slang, idioms, humor, • Talking in pairs about a video learners have them in appropriate contexts.
quence of events in levels of formality, etc.). watched using only English. I.EFL.5.3.1 Learners can
chronological or- • Demonstrating appropriate language use interpret cultural and language
der. during class, group and pair discussions patterns in English, including
- describe and dif- • Watching a video and identifying desirable nonverbal communication, and
ferentiate between language use. apply them in appropriate
movie • Comparing nonverbal and body language contexts. (I.3, I.4, S.1, S.2)
genres. between L1 and L2 cultures.
-talk about movies • Creating selfie videos for class assignments
you have seen. and sharing them on a class blog.
-ask and answer
questions about Oral Communication: (Listening and Speaking) Oral Communication: (Listening and CE.EFL.5.8 Interaction –
different movies. EFL 5.2.11 Express opinions on abstract topics, Speaking) Interpersonal: Respond to and
-make inferences. such as film and music, and concrete topics, • Showing a movie trailer and asking learners build on other people’s ideas in
-write a film review such as personal experiences, while describing to share their opinions in pairs and say extended conversations on
and a mini one’s reactions to them and others’ opinions. whether they would go see that movie or not. familiar social and academic
biography. EFL 5.2.14 Request and provide information • Doing a mingle activity where learners ask topics by expressing opinions
and assistance orally for personal, social and and answer questions about things they have and feelings and clarifying
academic purposes in order to clarify and or haven’t done, in order to extend the meaning.
extend meaning in spoken interactions. exchange. I.EFL.5.8.1 Learners can respond
• Establishing a clear expectation of English to and build on other people’s
use for classroom functions. Informal ideas in extended conversations
assessment could involve personal notes from on familiar social and academic
the teacher to learners who use L2 regularly. topics by expressing opinions
and feelings and clarifying
meaning. (I.3, I.4, S.1, J.3, J.4)
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 structural and
context clues, cognates, format, sequence,
etc.).
Writing
EFL 5.4.3 Apply new and prior knowledge in
order to plan and create texts and determine if
the new knowledge adds value to or contradicts
prior information.
EFL 5.4.5 Justify and explain the rationale for a
position on an argument, using persuasive
language, tone, evidence and well-developed
arguments through essays, editorials, movie
and book reviews, position papers and
brochures.
Language through the Arts
Reading
Underlining interesting facts in a text and
then doing a little research on the topic.
• Using an interesting idea from a text to
inspire extra research on a topic.
• Predicting main ideas by reading the title
and using other contextual clues (e.g.,
illustrations, subheadings, etc.).
• Skimming online reference web sites for
ones that have the information needed for a
research project.
• Scanning a text for the main characters.
Writing
Writing new words and phrases in a
vocabulary notebook and then writing a text
using three words from your vocabulary
notebook.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Exchanging writing in pairs in order to make
suggestions about things that could be
improved.
Language through the Arts
CE.EFL.5.11 Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within
a text that might be of practical
use for one’s own academic
needs.
I.EFL.5.11.1 Learners can
Identify and apply a range of
reading strategies in order to
make texts meaningful and to
select information within
a text that might be of practical
use for one’s own academic
needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating 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
demonstrating 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.5.18 Use a range of
 EFL 5.5.4 Read aloud with confidence, accuracy,
fluency and expression to demonstrate
understanding and to convey an interpretation
of meaning.
• Brainstorming features and conventions of a
genre and then reading an example in order
to locate each one.
• Discussing how visual presentation can
change your response to a literary text.
criteria to evaluate and
recommend literary texts to
others, and recognize how
chosen criteria affects
evaluation.
I.EFL.5.18.1. Learners can use a
variety of criteria for evaluating
and recommending literary
texts to others, and recognize
how chosen criteria affects
evaluation. (S.1, S.4, J.2, J.4)

2. Professions! Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.4 Communicate 5
able to: EFL 5.1.11 Apply self-correcting and self- • Participating in short role plays using a effectively using a variety of
-talk about different monitoring strategies in social and classroom range of verbal and nonverbal media and formats, including
professions, interactions by adjusting presentation and communication. ICT, by saying things in
personality types language production to effectively express • Using a definition or example to explain a alternative ways and applying
and university opinions and make evaluations. (Example: concept or word that one does not yet have self-correcting and self-
degrees. asking questions, starting over, rephrasing, the exact language for. monitoring strategies when
-describe and exploring alternative pronunciations, etc.). • Watching a video and identifying desirable needed.
differentiate language use. I.EFL.5.4.1 Learners can
professions. • Comparing nonverbal and body language communicate effectively using a
-ask and answer between L1 and L2 cultures. variety of media and formats,
questions about • Responding to classroom activities and pair including ICT, by saying things in
different work through short expressions or emoticons. alternative ways and applying
personality types, self-correcting and self-
professions and monitoring strategies when
university degrees. needed. (I.1, I.3, J.4)
-write a text
comparing two Oral Communication: (Listening and Speaking) Oral Communication: (Listening and CE.EFL.5.8 Interaction –
professions. EFL 5.2.14 Request and provide information and Speaking) Interpersonal: Respond to and
assistance orally for personal, social and • Playing a conversation game, where learners build on other people’s ideas in
academic purposes in order to clarify and move their tokens around the board after extended conversations on
extend meaning in spoken interactions. choosing a card and answering the question. familiar social and academic
• Working in pairs to complete an information topics by expressing opinions
gap activity. and feelings and clarifying
• Doing a mingle activity where learners ask meaning.
and answer questions about things they have I.EFL.5.8.1 Learners can respond
or haven’t done, in order to extend the to and build on other people’s

Reading
EFL 5.3.9 Skim and scan reference materials, in
print or online, in order to identify information
that might be of practical use for one’s own
research and academic needs.
Writing
EFL 5.4.2 Identify a variety of types and formats
of potential resources and the value, purpose
and audience of each for use in the educational
domain. (Example: audio/video, multimedia,
website, database, book, thesaurus,
scholarly/popular, current/historical, etc.)
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:
image editing, Google Drive, infographic
makers, audio and video editing, presentation
apps,
etc.).
exchange.
• Establishing a clear expectation of English
use for classroom functions. Informal
assessment could involve personal notes from
the teacher to learners who use L2 regularly.
Reading
• Doing a mingle activity where learners ask
and answer questions about things they have
or haven’t done. Observing to see whether
the learners can interact effectively and
whether they are able to ask follow up
questions in order to extend the exchange.
• Showing a movie trailer and asking learners
to share their opinions in pairs and say
whether they would go see that movie or not.
• Asking classmates to repeat an answer or
statement if needed to clarify something
Establishing a clear expectation of English use
for classroom functions
Writing
• Identifying the best resources for a writing
project in pairs.
• Using a list of criteria in order to evaluate a
web site.
• Analyzing three different types of
dictionaries.
ideas in extended conversations
on familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning. (I.3, I.4, S.1, J.3, J.4)
CE.EFL.5.11 Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within
a text that might be of practical
use for one’s own academic
needs
I.EFL.5.11.1. Learners can
Identify and apply a range of
reading strategies in order
to make texts meaningful and
to select information within a
text that might be of practical
use for one’s own academic
needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.14 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.5.15 Plan and produce
 well-constructed informational
texts by applying the writing
process and while
demonstrating 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
demonstrating 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)

Language through the Arts Language through the Arts CE.EFL.5.19 Engage in
EFL 5.5.8 Contribute to team projects to • Writing a checklist in pairs to use to collaborative activities through
produce original works and solve problems evaluate another group’sproject. a variety of student groupings in
while effectively negotiating and managing • Searching the Internet for illustrations and order to solve problems and
interactions to accomplish social and classroom examples of effective group collaborations reflect on literary texts, and
tasks. and then sharing why they are effective. produce criteria for evaluating
• Comparing answers in pairs in order to help the effectiveness of the group.
each other understand errors or concepts. 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. Environment Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an 5
ally able to: EFL 5.1.6 Demonstrate an ability to make • Recognizing instances of discrimination or ability to discuss culture by
frinly! -talk about informed choices about and take action on prejudice in one’s daily life and analyzing analyzing cultural products and
environmental issues of prejudice and discrimination. reasons for them in small groups. referents from Ecuador and
issues such as • Inviting a guest speaker from another other countries while making
global warming and country to class and asking and answering informed choices about and
renewable sources questions about his/her culture/country. taking action on issues of
of energy. • Researching through the Internet about prejudice and discrimination.
-describe the other cultures and ways of life and presenting I.EFL.5.2.1. Learners can exhibit
effects of global them to the class using digital tools. an ability to discuss culture by
warming. • Working in small groups to complete a analyzing cultural products and
-describe different cultural project. referents from Ecuador and
green products and other countries while making
talk about their informed choices about and
advantages and taking action on issues of
disadvantages. prejudice and discrimination.
-talk about the (I.1, I.2, S.2, J.1, J.3)
impact that green
and non-green Oral Communication: (Listening and Speaking) Oral Communication: (Listening and CE.EFL.5.8 Interaction –
products on the EFL 5.2.15 Engage in an extended conversation Speaking) Interpersonal: Respond to and
environment. on most general topics and keep it going by • Researching a topic and preparing a build on other people’s ideas in
expressing and responding to suggestions, presentation for the class. extended conversations on
opinions, attitudes, advice, feelings, etc. • Recording a video about one’s opinion of a familiar social and academic
story read in class. topics by expressing opinions
• Sharing opinions in a way that encourages and feelings and clarifying
others to perform a specific action. (Example: meaning.
Convincing the class that you should always I.EFL.5.8.1. Learners can
wear your helmet when riding a bike, etc.) respond to and build on other
• Using intonation to convince a partner to people’s ideas in extended
take action conversations on familiar social
and academic topics by
expressing opinions and feelings
and clarifying meaning. (I.3, I.4,
S.1, J.3, J.4)

Reading Reading CE.EFL.5.10 Find specific

EFL 5.3.3 Determine the main conclusion in • Read quickly looking for words each information and identify the
texts which clearly argue a point of view in paragraph. main points in simple,
order to make informed decisions about one’s • To get familiar with the topic of a text, take straightforward texts on
own opinion and reaction to the text. a quick look at the subjects of personal interest or
*Reading a text and answering information familiar academic topics while

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.
EFL 5.4.2 Identify a variety of types and formats
of potential resources and the value, purpose
and audience of each for use in the educational
domain. (Example: audio/video, multimedia,
website, database, book, thesaurus,
scholarly/popular, current/historical, etc.)
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: small groups, cooperative learning
groups, literature circles, process writing
groups, etc.)
questions.
• Choosing from a list of words to complete
gaps from a reading.
• Reading a paragraph about a familiar
content area subject and then correcting
incorrect sentences.
Writing
• Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Reading a dialogue which serves as a model
text, then writing a similar dialogue on a
different topic while implementing new
words/expressions from the unit.
Language through the Arts
• Analyzing three different rubrics and
discussing how each one might influence the
way it is evaluated.
• Discussing how visual presentation can
change your response to a literary text.
• Creating a group presentation using
biteslide.com.
making informed decisions
about one’s own reaction to the
text.
I.EFL. 5.10.1 Learners can find
specific information and
identify the main points in
simple, straightforward texts on
subjects of personal interest or
familiar academic topics while
making informed decisions
about one’s own reaction to the
text. (I.1, I.2, S.2)
CE.EFL.5.14 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
 • Finding a reliable source to back up a engage in collaborative
statement 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)

4. Imagine Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.1 Display an 5
That! able to: EFL 5.1.2 Demonstrate mindfulness, empathy, • Writing a weekly journal entry about a understanding of the integrity
-talk about bad tolerance and an overall respect for the cross-cultural experience. of different cultures by sharing
habits, imaginary integrity of cultures in daily classroom activities. • Reading a myth from another region/culture experiences and by
situations and and sharing a similar experience. participating in class activities
wishes. • Reflecting on differences between people and discussions in a way that
-describe imaginary from other countries and regions. shows empathy and respect for
situations. • Comparing nonverbal and body language others.
-express wishes. between L1 and L2 cultures. I.EFL.5.1.1 Learners can
• Watching a video or reading a text about demonstrate an understanding
different cultural practices and talking about of the integrity of different
similarities and differences in small groups. 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)

Oral Communication: (Listening and Speaking) Oral Communication: (Listening and CE.EFL.5.7 Production –
EFL 5.2.12 Use appropriate vocabulary, Speaking) Accuracy and Intelligibility: Use
expressions, language, routines and interaction • Recording in-class conversations and appropriate vocabulary and
styles in formal and informal social or academic dialogues in order to make note of correct language in a variety of oral
situations by asking permission, thanking and appropriate language usage and interactions for a range of
someone, apologizing to friends, giving advice, intelligibility. audiences and level-appropriate
making a suggestion, etc. • Having learners make a selfie video to say purposes.
what they know about a topic before coming I.EFL.5.7.1 Learners can
to class. Observing that they can say what communicate clearly and
they want without too many long pauses. effectively by using appropriate
• Singing songs that practice helpful language. vocabulary and language in a
• Asking the learners to read a dialogue in variety of oral interactions for

Reading
EFL 5.3.6 Display an appreciation of the
language by interacting and engaging with a
variety of digital and print texts and resources
and by selecting and evaluating these materials
as a means to promote and strengthen literacy
skills and language acquisition.
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, blog entries and comments, notes to
self, etc.)
Language through the Arts
EFL 5.5.1 Compare and present personal and
pairs. Learners record themselves and then
listen to the recording in order to assess
clarity of sounds, production of phonemes,
rhythm and intonation
Reading
• Read quickly looking for words each
paragraph.
• To get familiar with the topic of a text, take
a quick look at the vocabulary it contains.
• Comparing and contrasting the opinions of
two experts on a topic of personal interest.
• Identifying unreliable resources on the
Internet.
• Reading about a topic and then identifying
reference materials and sources that could be
used to find out more information.
Writing
• Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Writing an email to a friend recommending
a movie you’ve seen.
• Watching a short video and writing a
description of what you saw or how it made
you feel, then comparing ideas in pairs.
Language through the Arts
• Taking pictures to tell a story using a digital
a range of audiences and level-
appropriate purposes. (I.2, I.3,
J.2)
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.
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.5.13 Produce emails,
blog posts and other written
texts using an effective voice
and a variety of appropriate
writing styles and conventions.
I.EFL.5.13.1 Learners can
produce emails, blog posts and
other written texts using an
effective voice and a variety of
appropriate writing styles and
conventions. (I.3, S.3, J.2)
CE.EFL.5.16 Respond to and
interpret literary texts, including
 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.)
5. In The News Students will be Communication and Cultural Awareness
able to: EFL 5.1.6 Demonstrate an ability to make
-report what was informed choices about and take action on
stated in issues of prejudice and discrimination.
newspapers, on the
radio or television.
Oral Communication: (Listening and Speaking)
EFL 5.2.7 Present information clearly and
effectively in a variety of oral forms for a range
of audiences and purposes. (Example:
summarizing, paraphrasing, personal narratives,
research reports, essays, articles, posters,
charts and other graphics, etc.)
storyboard.
• Producing short, creative texts using digital
storytelling.
• Converting a corner of the room into a
writer’s workshop, where learners can access
writing prompts and authentic texts which
may help inspire their own creative writing.
• Using a checklist to mark off literary
elements present in a text.
Communication and Cultural Awareness
• Recognizing instances of discrimination or
prejudice in one’s daily life and analyzing
reasons for them in small groups
• Researching through the Internet about
other cultures and ways of life and presenting
them to the class using digital tools.
• Working in small groups to complete a
cultural project. (Example: different musical
genres in Ecuador, traditional food in Latin
America, etc.)
• Reading a list of actions people take and
evaluating and discussing the consequences
on others (including on the environment).
• Simulating desirable social and cultural
behaviors through role play
activities
Oral Communication: (Listening and
Speaking)
• Researching a topic and preparing a
presentation for the class.
• Recording a video about one’s opinion of a
story read in class. Sharing opinions in a way
that encourages others to perform a specific
action.
• Using a digital presentation to raise
awareness about a local issue.
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)
CE.EFL.5.2 Demonstrate an 5
ability to discuss culture by
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
I.EFL.5.2.1. Learners can exhibit
an ability to discuss culture by
analyzing cultural products
and referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
(I.1, I.2, S.2, J.1, J.3)
CE.EFL.5.9 Production –
Fluency: Present information
clearly and influence an
audience effectively through
well-developed arguments in
prepared presentations and
other forms of oral
communication.
I.EFL.5.9.1 Learners can present
information clearly and
 influence an audience
effectively through well-
developed arguments in
prepared presentations and
other forms of oral
communication. (I.2, I.3, J.2)

Reading Reading CE.EFL.5.10 Find specific

EFL 5.3.3 Determine the main conclusion in • Reading a short news article and completing information and identify the
texts which clearly argue a point of view in an outline. main points in simple,
order to make informed decisions about one’s • Reading an adapted news article about a straightforward texts on
own opinion and reaction to the text. current event and formulating a personal subjects of personal interest or
response to it. familiar academic topics while
• Reading a blog post and writing a comment. making informed decisions
• Reading a short text and showing about one’s own reaction to the
comprehension by completing the text.
accompanying graphic organizer. I.EFL. 5.10.1 Learners can find
• Agreeing or disagreeing with a strong specific information and
opinion stated in a text and giving reasons for identify the main points in
one’s own response. simple, straightforward texts on
• Reading a text and answering information subjects of personal interest or
questions. familiar academic topics while
• Choosing from a list of words to complete making informed decisions
gaps from a reading. about one’s own reaction to the
text. (I.1, I.2, S.2

Writing Writing CE.EFL.5.15 Plan and produce

EFL 5.4.5 Justify and explain the rationale for a
position on an argument, using persuasive
language, tone, evidence and well-developed
arguments through essays, editorials, movie
and book reviews, position papers and
brochures.
• Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Reading a dialogue which serves as a model
text, then writing a similar dialogue on a
different topic while implementing new
words/expressions from the unit.
• Writing new words and phrases and
well-constructed informational
texts by applying the writing
process and while
demonstrating 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
 vocabulary in your notebook. the writing process and while
demonstrating 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)

Language through the Arts
EFL 5.5.5 Create original, imaginative stories
using appropriate vocabulary and elements of
the literature learners have read or heard.
Language through the Arts
• Using a checklist to mark off literary
elements present in a text. (Example: setting,
main character, title, etc.)
• Explaining through pictures, physical
expression or charts (ICT) how a text makes
the learner feel.
• Using ICT to research about a topic of
learners’ choice and writing a short, creative
story with the findings.
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 Going Back Students will be Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.5.4 Communicate 5
In Time able to: EFL 5.1.11 Apply self-correcting and self- • Participating in short role plays using a effectively using a variety of
-talk about monitoring strategies in social and classroom range of verbal and nonverbal media and formats, including
important interactions by adjusting presentation and communication. ICT, by saying things in
inventions and language production to effectively express • Talking in pairs about a video learners have alternative ways and applying
historic events from opinions and make evaluations. (Example: watched using only English. self-correcting and self-
the 20th century. asking questions, starting over, rephrasing, • Watching a video and identifying desirable monitoring strategies when
-give basic details exploring alternative pronunciations, etc.) language use. needed.
about different EFL 5.1.9 Communicate information and ideas • Comparing nonverbal and body language I.EFL.5.4.1. Learners can
inventions and effectively to diverse audiences using a variety between L1 and L2 cultures. communicate effectively using a
. important events of media and formats. • Creating selfie videos for class assignments variety of media and formats,
from the past. and sharing them on a class blog. including ICT, by saying things in
-speculate about • Paraphrasing an idea when a peer asks for alternative ways and applying
what would have clarification. self-correcting and self-
happened if things *Using a definition or example to explain a monitoring strategies when
had been different concept or word that one does not yet have needed. (I.1, I.3, J.4)
in the past. the exact language for.
Oral Communication: (Listening and Speaking) Oral Communication: (Listening and CE.EFL.5.9 Production –
EFL 5.2.7 Present information clearly and Speaking) Fluency: Present information
effectively in a variety of oral forms for a range • Researching a topic and preparing a clearly and influence an
of audiences and purposes. (Example: presentation for the class. audience effectively through
summarizing, paraphrasing, personal narratives, • Recording a video about one’s opinion of a well-developed arguments in
research reports, essays, articles, posters, story read in class. prepared presentations and
charts and other graphics, etc.) • Sharing opinions in a way that encourages other forms of oral
others to perform a specific action. communication.
• Using intonation to convince a partner to I.EFL.5.9.1 Learners can present
take action. information clearly and
• Summarizing a peer’s opinion about a video influence an audience
seen in class. effectively through well-
developed arguments in
prepared presentations and
other forms of oral
communication. (I.2, I.3, J.2)

Reading Reading CE.EFL.5.11 Identify and apply a

EFL 5.3.9 Skim and scan reference materials, in
print or online, in order to identify information
that might be of practical use for one’s own
research and academic needs.
• Scanning a text for the main characters.
• Reading about a topic and then identifying
reference materials and sources that could be
used to find out information.
• Using a list to choose the best sources for
finding information on a topic.
• Reading texts from different subject areas
and choosing the best title for each.
• Underlining main ideas from texts and then
using them to write questions the learner has
about the topic.
• Identifying the correct format for an
academic text.
range of reading strategies in
order to make texts meaningful
and to select information within
a text that might be of practical
use for one’s own academic
needs.
I.EFL.5.11.1 Learners can
Identify and apply a range of
reading strategies in order to
make texts meaningful and to
select information within a text
that might be of practical use
for one’s own academic needs.
(I.1, I.2, I.4, S.3)

Writing Writing CE.EFL.5.14 Identify, critically

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: image editing, Google Drive,
• Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a
class lesson and creating an online game to
evaluate and recommend a
variety of potential resources
and references, including digital
tools, that support
collaboration and productivity,
infographic makers, audio and video editing,
presentation apps, etc.)
EFL 5.4.7 Use the process of prewriting,
drafting, revising, peer editing and proofreading
(i.e., “the writing process”) to produce well-
constructed informational texts.
Language through the Arts
EFL 5.5.2 Make predictions, inferences and
deductions to demonstrate different levels of
meaning of literary texts presented orally or in
digital form, including literal and implied
meanings. (Example: summarizing, explaining
practice them, then sharing and playing the
game with the rest of the class.
• Reading a dialogue which serves as a model
text, then writing a similar dialogue on a
different topic while implementing new
words/expressions from the unit.
Language through the Arts
• Identifying a literary tradition from another
culture or time period and finding an example
of it to share with the class. (Example: haiku,
blank verse, a couplet, etc.)
• Predicting the content of a story using the
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.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence.
.EFL.5.15.1 Learners can plan
and produce well-constructed
informational texts by applying
the writing process and while
demonstrating 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
 and identifying, word choice, symbols, points of title and pictures. responding in a variety of ways.
view, etc.) • Summarizing the main idea of a song. I.EFL.5.17.1 Learners can
• Underlining the words in a text that demonstrate and convey
influence the reader. 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)

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

 Forbes Mark Andrew (2017). Ministerio de Educación del Ecuador - MinEduc. TEACHER´S BOOK - LEVEL B1.2 Quito: Norma.
 Ministerio de Educación del Ecuador - MinEduc, ENGLISH AS A FOREIGN LANGUAGE FOR SUBNIVEL BACHILLERATO

DONE BY: REVISED BY: APPROVED BY: APPROVED BY:

TEACHER HEAD OF AREA COORDINATOR OF THE SUBLEVEL BGU VICEPRINCIPAL
Lic. Mirian Illescas A. Lic. Mirian Illescas Master Jhenny Rivadeneira. Lic. José Amón

Signature: Signature: Signature: Signature:

Date: Date: Date: Date: