“Jesucristo Rey”

Secondary School
ACADEMIC YEAR
2022-2023
ANNUAL CURRICULUM PLAN
1. INFORMATIVE DATA:
Area: English as a Foreign Language Subject: Area: instrumental
Teachers: Jean Arcentales

Grade / Course: 1th Education Level: Grade / Course:

2. TIME:
Weekly course load No. of working hours Learning evaluation and unexpected issues Weekly course No. of working hours
load

3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and O.EFL. 5.2 Draw on this established propensity for curiosity and tolerance towards
inquisitive manner, maturely, and openly experiencing other cultures and languages from the
different cultures to comprehend the role of diversity in building an intercultural
secure standpoint of their own national and cultural identity.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures and multinational society.
to comprehend the role of diversity in building an intercultural and multinational society. O.EFL. 5.3 Access greater flexibility of mind, creativity, enhanced linguistic
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical intelligence and critical thinking skills through an appreciation of linguistic
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of
their own L1 and of language use for communication and learning. differences. Enjoy an enriched perspective of their own L1 and of language use for
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to communication and learning.
independently access further learning and practice opportunities. Respect themselves and others
within the communication process, cultivating habits of honesty and integrity into responsible
academic behavior.
OG. EFL 5 Directly access the main points and important details of up-to-date English language
texts, such as those published on the web, for professional or general investigation, through the
efficient use of ICT and reference tools where required.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written dialogue
with peers from different L1 backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and informal
social situations with a limited but effective command of the spoken language.
4. TRANSVERSAL AXES: Love, Search and Care, Justice, Solidarity and Innovation.

4.1 . INSTITUTIONAL TRANSVERSAL AXES: “Love teaches to teach”

•"It's time... to love, look for and care"
4.2 INSTITUTIONAL VALUES: Love, Justice, Truth, Peace, Life, Solidarity, Service, Joy, Kindness, Abnegation,
Responsibility, Equity, Honesty, Sincerity, Critical Spirit, Honesty, Cooperation,
Dialogue, Respect, Gratitude, Freedom and Do Good.ve, responsibility, respect,
solidarity, truth, honesty, service, humility, joy and gratitude, authenticity and
cooperation.
5. DEVELOPMENT OF PLANNING UNITS
N.º Name of the Specific objectives Skills and performance criteria Methodology Evaluation Criteria and Time in weeks
Unit of the planning Contents orientation Indicators
Unit.
1. HOWS DOES O.EFL. 5.3 Access COMMUNICATION AND MUSIC Participating in short COMMUNICATION AND MAY
MUSIC AFFECT greater flexibility of CULTURAL AWARENESS: Classical , role plays using a range CULTURAL AWARENESS: 3
YOU mind, creativity, EFL.5.1.7 Interpret and country , of verbal and nonverbal CE.EFL.5.3 Interpret
enhanced linguistic demonstrate knowledge of jazz, latin , communication. cultural and language
intelligence and nonverbal and oral pop, rap , Talking in pairs about a patterns in English,
critical thinking communication features by reggae , video learners have including nonverbal
skills through an applying them in appropriate rock , world watched using only communication, and
appreciation of contexts. music English. apply them in
linguistic ADJECTIVES Comparing nonverbal appropriate contexts.
differences. Enjoy ORAL COMMUNICATION: Catchy , and body language I.EFL.5.3.1 Learners can
an enriched EFL.5.2.3 Follow main ideas in dramatic , between L1 and L2 interpret cultural and
perspective of their topics covered in other curricular inspiring , cultures. language patterns in
own L1 and of subjects with the help of visual loud , Writing a short English, including
language use for support, using concepts and moving conversation and nonverbal
communication vocabulary that have been relaxing including an appropriate communication, and
and learning. studied in advance. idiom. apply them in
Listening to a short appropriate contexts.
dialogue and then
READING: writing and acting out a ORAL
EFL. 5.3.8 Identify and similar dialogue, using COMMUNICATION:
understand the main points in some of the same CE.EFL. 5.6 Deal with
straightforward texts on subjects phrases and practical, everyday
of personal interest or familiar
academic topics.
WRITING:
EFL.5.4.6 Produce emails and
blogs describing personal
experiences and feelings.
LANGUAGE THROUGH THE ARTS:
EFL.5.5.4 Read aloud with
confidence, accuracy, fluency,
and expressions to demonstrate
understanding and to convey an
interpretation of meaning.
expressions. communication
Asking and answering demands in familiar
questions about unique social and academic
or interesting things one contexts, including
has experienced. following directions in
Listening to a set of class activities and
instructions and putting identifying main ideas in
them together. other curricular subjects
Watching a video and when given sufficient
then talking to a partner support.
about it. I.EFL. 5.6.1 Learners can
Reading a text and deal with practical,
completing an outline. everyday
Agreeing or disagreeing communication
with a strong opinion demands in familiar
stated in a text and social and academic
giving reasons for one’s contexts, including
own response. following directions in
Reading a text and class activities and
answering information identifying main ideas in
questions. other curricular subjects
Choosing from a list of when given sufficient
words to complete gaps support.
from a reading.
Doing extended or free READING:
writing on a class blog. CE.ELF. 5.10 Find
Writing a blog post specific information and
about your future plans. identify the main points
Making posters in small in simple,
groups of new phrases straightforward texts on
or expressions. subjects of personal
Creating an online interest or familiar
invitation to a class academic topics while
event. making informed
Summarizing the main decisions about one’s
idea of a song. own reaction to the
Reciting a poem, using text.
intonation and gestures. I.EFL. 5.10.1 Learners
Brainstorming features can find specific
and conventions of a information and identify
genre and then reading the main points in
an example in order to simple, straightforward
locate each one. texts on subjects of
Participating in a personal interest or
performance, such as a familiar academic topics
lip-synching contest or while making informed
play. decisions about one’s
own reaction to the text

WRITING:
CE.ELF.5.13 Produce
emails, blogs 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,
blogs and other written
texts using an effective
voice and a variety of
appropriate writing
styles and conventions.

LANGUAGE THROUGH
THE ARTS:
CE.EFL.5.17
Demonstrate and
convey different levels
of meaning in literary
texts by identifying
 distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
I.EFL.5.17.1 Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
2. WHAT HAVE O.EFL. 5.3 Access COMMUNICATION AND LIFE Reflecting on differences COMMUNICATION AND
YOU DONE SO greater flexibility of CULTURAL AWARENESS: EXPERIENCE: between people from CULTURAL AWARENESS:
FAR mind, creativity, EFL.5.1.2 Demonstrate Camp other countries or CE.EFL.5.1 Display an
enhanced linguistic mindfulness, empathy, tolerance overnight , regions. understanding of the
intelligence and and an overall respect for the change your Researching schooling integrity of different
critical thinking integrity of cultures in daily look, design from other cultures and cultures by sharing
skills through an classroom activities. your own presenting them on a experiences and by
appreciation of web page , class blog. participating in class
linguistic ORAL COMMUNICATION: learn to play Responding sensitively activities and
differences. Enjoy EFL.5.2.4 Follow oral directions in a musical to a peer’s opinion discussions in a way
an enriched classroom activities and projects instrument , about a text read in that shows empathy
perspective of their and provide directions to peers in ride a horse , class. and respect for others.
own L1 and of selected interactions. sail a boat , Listening to a short I.EFL. 5.1.1 Learners can
language use for perform in a dialogue and then demonstrate an
communication plau , travel writing and acting out a understanding of the
and learning. READING: by plane similar dialogue, using integrity of different
EFL. 5.3.8 Identify and some of the same cultures by sharing
understand the main points in phrases and experiences and by
straightforward texts on subjects expressions. participating in class
of personal interest or familiar Asking and answering activities and
academic topics. questions about unique discussions in a way

WRITING:
EFL.5.4.9 Use a variety of oral,
print and electronic forms of
writing for self, applying the
conventions of social writing.
LANGUAGE THROUGH THE ARTS:
EFL.5.5.4 Read aloud with
confidence, accuracy, fluency,
and expressions to demonstrate
understanding and to convey an
interpretation of meaning.
or interesting things one that shows empathy
has experienced. and respect for others.
Listening to a set of
instructions and putting
them together. ORAL
Watching a video and COMMUNICATION:
then talking to a partner CE.EFL. 5.6 Deal with
about it. practical, everyday
Reading a text and communication
completing an outline. demands in familiar
Agreeing or disagreeing social and academic
with a strong opinion contexts, including
stated in a text and following directions in
giving reasons for one’s class activities and
own response. identifying main ideas in
Reading a text and other curricular subjects
answering information when given sufficient
questions. support.
Choosing from a list of I.EFL. 5.6.1 Learners can
words to complete gaps deal with practical,
from a reading. everyday
Doing extended or free communication
writing on a class blog. demands in familiar
Writing a blog post social and academic
about your future plans. contexts, including
Making posters in small following directions in
groups of new phrases class activities and
or expressions. identifying main ideas in
Creating an online other curricular subjects
invitation to a class when given sufficient
event. support
Summarizing the main
idea of a song. READING:
Reciting a poem, using CE.ELF. 5.10 Find
intonation and gestures. specific information and
Brainstorming features identify the main points
and conventions of a in simple,
genre and then reading straightforward texts on
an example in order to subjects of personal
locate each one. interest or familiar
Participating in a academic topics while
performance, such as a making informed
lip-synching contest or decisions about one’s
play. 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

WRITING:
CE.ELF.5.13 Produce
emails, blogs 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,
blogs and other written
texts using an effective
voice and a variety of
appropriate writing
styles and conventions.
 LANGUAGE THROUGH
THE ARTS:
CE.EFL.5.17
Demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
I.EFL.5.17.1 Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
3. HOW DO YOU O.EFL. 5.2 Draw on COMMUNICATION AND THE Participating in short COMMUNICATION AND
HELP AT this established CULTURAL AWARENESS: HOUSEHOLD role plays using a range CULTURAL AWARENESS:
HOME propensity for EFL.5.1.7 Interpret and :CUPBOARD , of verbal and nonverbal CE.EFL.5.3 Interpret
curiosity and demonstrate knowledge of DRAWER, communication. cultural and language
tolerance towards nonverbal and oral GARBAGE , Talking in pairs about a patterns in English,
different cultures communication features by LAUNDRY , video learners have including nonverbal
to comprehend the applying them in appropriate LIVING watched using only communication, and
role of diversity in contexts. ROOM , English. apply them in
building an TABLECLOTH Comparing nonverbal appropriate contexts.
intercultural and ORAL COMMUNICATION: , TRASH , and body language I.EFL.5.3.1 Learners can
multinational EFL.5.2.4 Follow oral directions in YARD between L1 and L2 interpret cultural and
society. classroom activities and projects PHRASAL cultures. language patterns in
and provide directions to peers in VERBS : Writing a short English, including
selected interactions. CLEAN OUT , conversation and nonverbal
HANG UP , including an appropriate communication, and
READING: PICK UP , idiom. apply them in
PUT AWAY , Listening to a short appropriate contexts.
EFL.5.3.1 Find specific predictable TAKE OUT , dialogue and then
information in short, simple texts THROW writing and acting out a ORAL
in a range of age and level AWAY , similar dialogue, using COMMUNICATION:
appropriate topics. WASH UP , some of the same CE.EFL. 5.6 Deal with
WIPE OFF phrases and practical, everyday
WRITING: expressions. communication
EFL.5.4.6 Produce emails and Asking and answering demands in familiar
blogs describing personal questions about unique social and academic
experiences and feelings. or interesting things one contexts, including
has experienced. following directions in
Listening to a set of class activities and
LANGUAGE THROUGH THE ARTS: instructions and putting identifying main ideas in
EFL.5.5.1 Compare and present them together. other curricular subjects
personal and formal responses to Watching a video and when given sufficient
and interpretations of published then talking to a partner support.
literary texts and the works of about it. I.EFL. 5.6.1 Learners can
peers, referring to details and Reading a text and deal with practical,
features of the text. completing an outline. everyday
Agreeing or disagreeing communication
with a strong opinion demands in familiar
stated in a text and social and academic
giving reasons for one’s contexts, including
own response. following directions in
Reading a text and class activities and
answering information identifying main ideas in
questions. other curricular subjects
Choosing from a list of when given sufficient
words to complete gaps support
from a reading.
Doing extended or free READING:
writing on a class blog. CE.ELF. 5.10 Find
Writing a blog post specific information and
about your future plans. identify the main points
Making posters in small in simple,
groups of new phrases straightforward texts on
or expressions. subjects of personal
Creating an online interest or familiar
invitation to a class academic topics while
event. making informed
Writing a paragraph to decisions about one’s
describe the author’s own reaction to the
intention behind a work text.
of art, story or song. I.EFL. 5.10.1 Learners
Taking pictures to tell a can find specific
story using a digital information and identify
storytelling. the main points in
Using ICT to research simple, straightforward
about a topic of texts on subjects of
learner’s choice and personal interest or
writing a short, creative familiar academic topics
story with the findings. while making informed
Producing a video decisions about one’s
response in groups to a own reaction to the text
song sung in class.
WRITING:
CE.ELF.5.13 Produce
emails, blogs 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,
blogs and other written
texts using an effective
voice and a variety of
appropriate writing
 styles and conventions.

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.
4. ARE YOU O.EFL. 5.2 Draw on COMMUNICATION AND LUCKY Paraphrasing an idea COMMUNICATION AND
LUCKY? this established CULTURAL AWARENESS: CHARMS : when a peer asks for CULTURAL AWARENESS:
propensity for EFL.5.1.9 Communicate EVIL EYE , clarification. CE.EFL.5.4
curiosity and information and ideas effectively FORTUNE Keeping a record of Communicate
tolerance towards to diverse audiences using a CAT , one’s mistakes and effectively using a
different cultures variety of media and formats FORTUNE accomplishments and variety of media and
to comprehend the COOKIES , updating it frequently. formats, including ICT,
role of diversity in ORAL COMMUNICATION: FOUR-LEAF Using a definition or by saying things in
building an EFL.5.2.3 Follow main ideas in CLOVER , example to explain a alternative ways and
intercultural and topics covered in other curricular HORSE concept or word. applying self-correcting
multinational subjects with the help of visual SHOW , Practicing the language and self-monitoring
society. support, using concepts and LADYBUG , needed to deal with a strategies when
vocabulary that have been RABBI’TS need through a mini role needed.
studied in advance. FOOT play. I.EFL. 5.4.1 learners can
ADVERBS OF Listening to a short communicate
MANNER dialogue and then effectively using a
READING: ACCIDENTAL writing and acting out a variety of media and
EFL.5.3.1 Find specific predictable
information in short, simple texts
in a range of age and level
appropriate topics.
WRITING:
EFL.5.4.6 Produce emails and
blogs describing personal
experiences and feelings.
LANGUAGE THROUGH THE ARTS:
EFL.5.5.4 Read aloud with
confidence, accuracy, fluency,
and expressions to demonstrate
understanding and to convey an
interpretation of meaning.
Y , BADLY , similar dialogue, using formats, including ICT,
CLEVERLY , some of the same by saying things in
DELIBERATEL phrases and alternative ways and
Y , NOISILY, expressions. applying self-correcting
QUICKLY , Asking and answering and self-monitoring
SILENTLY , questions about unique strategies when
SLOWLY , or interesting things one needed.
STUPIDLY, has experienced.
WELL Listening to a set of ORAL
instructions and putting COMMUNICATION:
them together. CE.EFL. 5.6 Deal with
Watching a video and practical, everyday
then talking to a partner communication
about it. demands in familiar
Reading a text and social and academic
completing an outline. contexts, including
Agreeing or disagreeing following directions in
with a strong opinion class activities and
stated in a text and identifying main ideas in
giving reasons for one’s other curricular subjects
own response. when given sufficient
Reading a text and support.
answering information I.EFL. 5.6.1 Learners can
questions. deal with practical,
Choosing from a list of everyday
words to complete gaps communication
from a reading. demands in familiar
Doing extended or free social and academic
writing on a class blog. contexts, including
Writing a blog post following directions in
about your future plans. class activities and
Making posters in small identifying main ideas in
groups of new phrases other curricular subjects
or expressions. when given sufficient
Creating an online support.
invitation to a class
event. READING:
Summarizing the main CE.ELF. 5.10 Find
idea of a song. specific information and
Reciting a poem, using identify the main points
intonation and gestures. in simple,
Brainstorming features straightforward texts on
and conventions of a subjects of personal
genre and then reading interest or familiar
an example in order to academic topics while
locate each one. making informed
Participating in a decisions about one’s
performance, such as a own reaction to the
lip-synching contest or text.
play. 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

WRITING:
CE.ELF.5.13 Produce
emails, blogs 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,
blogs and other written
 texts using an effective
voice and a variety of
appropriate writing
styles and conventions.

LANGUAGE THROUGH
THE ARTS:
CE.EFL.5.17
Demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
I.EFL.5.17.1 Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
5. WHERE O.EFL. 5.3 Access COMMUNICATION AND AIR TRAVEL : Paraphrasing an idea COMMUNICATION AND
WOULD YOU greater flexibility of CULTURAL AWARENESS: BOARDING when a peer asks for CULTURAL AWARENESS:
RATHER GO? mind, creativity, EFL.5.1.9 Communicate PASS,BOOKLI clarification. CE.EFL.5.4
enhanced linguistic information and ideas effectively NGA FLIGHT , Keeping a record of Communicate
intelligence and to diverse audiences using a CUSTUMS , one’s mistakes and effectively using a
critical thinking variety of media and formats LUGGAGE , accomplishments and variety of media and
skills through an PASSPORT, updating it frequently. formats, including ICT,
appreciation of ORAL COMMUNICATION: VISA STAMP Using a definition or by saying things in
linguistic HUMAN example to explain a alternative ways and
differences. Enjoy EFL.5.2.4 Follow oral directions in
an enriched classroom activities and projects
perspective of their and provide directions to peers in
own L1 and of selected interactions.
language use for
communication READING:
and learning. EFL. 5.3.8 Identify and
understand the main points in
straightforward texts on subjects
of personal interest or familiar
academic topics.
WRITING:
EFL.5.4.9 Use a variety of oral,
print and electronic forms of
writing for self, applying the
conventions of social writing.
LANGUAGE THROUGH THE ARTS:
EFL.5.5.4 Read aloud with
confidence, accuracy, fluency,
and expressions to demonstrate
understanding and to convey an
interpretation of meaning.
MADE concept or word. applying self-correcting
WONDERS: Practicing the language and self-monitoring
ANGKOR needed to deal with a strategies when
WAT, need through a mini role needed.
COLOSSEUM play. I.EFL. 5.4.1 learners can
, BLUE Listening to a short communicate
MOSQUE , dialogue and then effectively using a
MACHU writing and acting out a variety of media and
PICCHU , similar dialogue, using formats, including ICT,
GREAT WALL some of the same by saying things in
OF CHINA , phrases and alternative ways and
MOAI expressions. applying self-correcting
STATUES , Asking and answering and self-monitoring
PONTE questions about unique strategies when
VECCHIO , or interesting things one needed.
PYRAMID OF has experienced.
GIZA Listening to a set of ORAL
instructions and putting COMMUNICATION:
them together. CE.EFL. 5.6 Deal with
Watching a video and practical, everyday
then talking to a partner communication
about it. demands in familiar
Reading a text and social and academic
completing an outline. contexts, including
Agreeing or disagreeing following directions in
with a strong opinion class activities and
stated in a text and identifying main ideas in
giving reasons for one’s other curricular subjects
own response. when given sufficient
Reading a text and support.
answering information I.EFL. 5.6.1 Learners can
questions. deal with practical,
Choosing from a list of everyday
words to complete gaps communication
from a reading. demands in familiar
Doing extended or free social and academic
writing on a class blog. contexts, including
Writing a blog post following directions in
about your future plans. class activities and
Making posters in small identifying main ideas in
groups of new phrases other curricular subjects
or expressions. when given sufficient
Creating an online support
invitation to a class
event. READING:
Summarizing the main CE.ELF. 5.10 Find
idea of a song. specific information and
Reciting a poem, using identify the main points
intonation and gestures. in simple,
Brainstorming features straightforward texts on
and conventions of a subjects of personal
genre and then reading interest or familiar
an example in order to academic topics while
locate each one. making informed
Participating in a decisions about one’s
performance, such as a own reaction to the
lip-synching contest or text.
play. 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

WRITING:
CE.ELF.5.13 Produce
emails, blogs 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,
blogs and other written
texts using an effective
voice and a variety of
appropriate writing
styles and conventions.

LANGUAGE THROUGH
THE ARTS:
CE.EFL.5.17
Demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
I.EFL.5.17.1 Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
6. WHY DO WE O.EFL. 5.3 Access COMMUNICATION AND PHRASAL Participating in short COMMUNICATION AND
BEHAVE THE greater flexibility of CULTURAL AWARENESS:
WAY WE DO? mind, creativity, EFL.5.1.7 Interpret and
enhanced linguistic demonstrate knowledge of
intelligence and nonverbal and oral
critical thinking communication features by
skills through an applying them in appropriate
appreciation of contexts.
linguistic
differences. Enjoy ORAL COMMUNICATION:
an enriched EFL.5.2.3 Follow main ideas in
perspective of their topics covered in other curricular
own L1 and of subjects with the help of visual
language use for support, using concepts and
communication vocabulary that have been
and learning. studied in advance.
READING:
EFL. 5.3.8 Identify and
understand the main points in
straightforward texts on subjects
of personal interest or familiar
academic topics.
WRITING:
EFL.5.4.6 Produce emails and
blogs describing personal
experiences and feelings.
LANGUAGE THROUGH THE ARTS:
EFL.5.5.4 Read aloud with
confidence, accuracy, fluency,
and expressions to demonstrate
understanding and to convey an
interpretation of meaning.
VERBS : role plays using a range CULTURAL AWARENESS:
BREAK UP , of verbal and nonverbal CE.EFL.5.3 Interpret
FIGURE communication. cultural and language
OUT , GET Talking in pairs about a patterns in English,
ALONG , GET video learners have including nonverbal
OVER , GIVE watched using only communication, and
UP . STICK English. apply them in
UP , OWN UP Comparing nonverbal appropriate contexts.
, KEEP IT TO and body language I.EFL.5.3.1 Learners can
YOURSELF , between L1 and L2 interpret cultural and
TURN IN cultures. language patterns in
Writing a short English, including
conversation and nonverbal
including an appropriate communication, and
idiom. apply them in
Listening to a short appropriate contexts.
dialogue and then
writing and acting out a ORAL
similar dialogue, using COMMUNICATION:
some of the same CE.EFL. 5.6 Deal with
phrases and practical, everyday
expressions. communication
Asking and answering demands in familiar
questions about unique social and academic
or interesting things one contexts, including
has experienced. following directions in
Listening to a set of class activities and
instructions and putting identifying main ideas in
them together. other curricular subjects
Watching a video and when given sufficient
then talking to a partner support.
about it. I.EFL. 5.6.1 Learners can
Reading a text and deal with practical,
completing an outline. everyday
Agreeing or disagreeing communication
with a strong opinion demands in familiar
stated in a text and social and academic
giving reasons for one’s contexts, including
own response. following directions in
Reading a text and class activities and
answering information identifying main ideas in
questions. other curricular subjects
Choosing from a list of when given sufficient
words to complete gaps support.
from a reading.
Doing extended or free READING:
writing on a class blog. CE.ELF. 5.10 Find
Writing a blog post specific information and
about your future plans. identify the main points
Making posters in small in simple,
groups of new phrases straightforward texts on
or expressions. subjects of personal
Creating an online interest or familiar
invitation to a class academic topics while
event. making informed
Summarizing the main decisions about one’s
idea of a song. own reaction to the
Reciting a poem, using text.
intonation and gestures. I.EFL. 5.10.1 Learners
Brainstorming features can find specific
and conventions of a information and identify
genre and then reading the main points in
an example in order to simple, straightforward
locate each one. texts on subjects of
Participating in a personal interest or
performance, such as a familiar academic topics
lip-synching contest or while making informed
play. decisions about one’s
own reaction to the text

WRITING:
CE.ELF.5.13 Produce
emails, blogs 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,
blogs and other written
texts using an effective
voice and a variety of
appropriate writing
styles and conventions.

LANGUAGE THROUGH
THE ARTS:
CE.EFL.5.17
Demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
I.EFL.5.17.1 Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
7. WHAT’S IT O.EFL. 5.3 Access COMMUNICATION AND
LIKE IN YOUR greater flexibility of CULTURAL AWARENESS:
COUNTRY mind, creativity, EFL.5.1.2 Demonstrate
enhanced linguistic mindfulness, empathy, tolerance
intelligence and and an overall respect for the
critical thinking integrity of cultures in daily
skills through an classroom activities.
appreciation of
linguistic ORAL COMMUNICATION:
differences. Enjoy EFL.5.2.4 Follow oral directions in
an enriched classroom activities and projects
perspective of their and provide directions to peers in
own L1 and of selected interactions.
language use for
communication
and learning. READING:
EFL. 5.3.8 Identify and
understand the main points in
straightforward texts on subjects
of personal interest or familiar
academic topics.
WRITING:
EFL.5.4.9 Use a variety of oral,
print and electronic forms of
writing for self, applying the
conventions of social writing.
LANGUAGE THROUGH THE ARTS:
EFL.5.5.4 Read aloud with
confidence, accuracy, fluency,
and expressions to demonstrate
understanding and to convey an
interpretation of meaning.
FOOD Reflecting on differences COMMUNICATION AND
AROUND between people from CULTURAL AWARENESS:
THE WORLD other countries or CE.EFL.5.1 Display an
: ACARAJÈ. regions. understanding of the
BAKLAVA , Researching schooling integrity of different
BRITISH from other cultures and cultures by sharing
LUNCH , presenting them on a experiences and by
CEVICHE , class blog. participating in class
DIM SUM , Responding sensitively activities and
GOULASH, to a peer’s opinion discussions in a way
BAKING about a text read in that shows empathy
BOILING , class. and respect for others.
FRAYING Listening to a short I.EFL. 5.1.1 Learners can
dialogue and then demonstrate an
writing and acting out a understanding of the
similar dialogue, using integrity of different
some of the same cultures by sharing
phrases and experiences and by
expressions. participating in class
Asking and answering activities and
questions about unique discussions in a way
or interesting things one that shows empathy
has experienced. and respect for others.
Listening to a set of
instructions and putting
them together. ORAL
Watching a video and COMMUNICATION:
then talking to a partner CE.EFL. 5.6 Deal with
about it. practical, everyday
Reading a text and communication
completing an outline. demands in familiar
Agreeing or disagreeing social and academic
with a strong opinion contexts, including
stated in a text and following directions in
giving reasons for one’s class activities and
own response. identifying main ideas in
Reading a text and other curricular subjects
answering information when given sufficient
questions. support.
Choosing from a list of I.EFL. 5.6.1 Learners can
words to complete gaps deal with practical,
from a reading. everyday
Doing extended or free communication
writing on a class blog. demands in familiar
Writing a blog post social and academic
about your future plans. contexts, including
Making posters in small following directions in
groups of new phrases class activities and
or expressions. identifying main ideas in
Creating an online other curricular subjects
invitation to a class when given sufficient
event. support
Summarizing the main
idea of a song. READING:
Reciting a poem, using CE.ELF. 5.10 Find
intonation and gestures. specific information and
Brainstorming features identify the main points
and conventions of a in simple,
genre and then reading straightforward texts on
an example in order to subjects of personal
locate each one. interest or familiar
Participating in a academic topics while
performance, such as a making informed
lip-synching contest or decisions about one’s
play. 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

WRITING:
CE.ELF.5.13 Produce
emails, blogs 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,
blogs and other written
texts using an effective
voice and a variety of
appropriate writing
styles and conventions.

LANGUAGE THROUGH
THE ARTS:
CE.EFL.5.17
Demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
I.EFL.5.17.1 Learners
can demonstrate and
 convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways.
8. WHAT’S YOUR O.EFL. 5.2 Draw on COMMUNICATION AND UNUSUAL Participating in short COMMUNICATION AND
DREAM JOB? this established CULTURAL AWARENESS: JOBS : role plays using a range CULTURAL AWARENESS:
propensity for EFL.5.1.7 Interpret and ANIMATION , of verbal and nonverbal CE.EFL.5.3 Interpret
curiosity and demonstrate knowledge of DIRECTOR , communication. cultural and language
tolerance towards nonverbal and oral CHEF , Talking in pairs about a patterns in English,
different cultures communication features by SPORTS video learners have including nonverbal
to comprehend the applying them in appropriate COACH , watched using only communication, and
role of diversity in contexts. COMPUTER English. apply them in
building an GAME Comparing nonverbal appropriate contexts.
intercultural and ORAL COMMUNICATION: PROGRAMM and body language I.EFL.5.3.1 Learners can
multinational EFL.5.2.4 Follow oral directions in ER , CRIME , between L1 and L2 interpret cultural and
society. classroom activities and projects SCENE cultures. language patterns in
and provide directions to peers in INVESTIGAT Writing a short English, including
selected interactions. OR conversation and nonverbal
including an appropriate communication, and
READING: idiom. apply them in
Listening to a short appropriate contexts.
EFL.5.3.1 Find specific predictable dialogue and then
information in short, simple texts writing and acting out a ORAL
in a range of age and level similar dialogue, using COMMUNICATION:
appropriate topics. some of the same CE.EFL. 5.6 Deal with
phrases and practical, everyday
WRITING: expressions. communication
EFL.5.4.6 Produce emails and Asking and answering demands in familiar
blogs describing personal questions about unique social and academic
experiences and feelings. or interesting things one contexts, including
has experienced. following directions in
Listening to a set of class activities and
LANGUAGE THROUGH THE ARTS:
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.
instructions and putting identifying main ideas in
them together. other curricular subjects
Watching a video and when given sufficient
then talking to a partner support.
about it. I.EFL. 5.6.1 Learners can
Reading a text and deal with practical,
completing an outline. everyday
Agreeing or disagreeing communication
with a strong opinion demands in familiar
stated in a text and social and academic
giving reasons for one’s contexts, including
own response. following directions in
Reading a text and class activities and
answering information identifying main ideas in
questions. other curricular subjects
Choosing from a list of when given sufficient
words to complete gaps support
from a reading.
Doing extended or free READING:
writing on a class blog. CE.ELF. 5.10 Find
Writing a blog post specific information and
about your future plans. identify the main points
Making posters in small in simple,
groups of new phrases straightforward texts on
or expressions. subjects of personal
Creating an online interest or familiar
invitation to a class academic topics while
event. making informed
Writing a paragraph to decisions about one’s
describe the author’s own reaction to the
intention behind a work text.
of art, story or song. I.EFL. 5.10.1 Learners
Taking pictures to tell a can find specific
story using a digital information and identify
storytelling. the main points in
Using ICT to research simple, straightforward
about a topic of texts on subjects of
learner’s choice and personal interest or
writing a short, creative familiar academic topics
story with the findings. while making informed
Producing a video decisions about one’s
response in groups to a own reaction to the text
song sung in class.
WRITING:
CE.ELF.5.13 Produce
emails, blogs 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,
blogs and other written
texts using an effective
voice and a variety of
appropriate writing
styles and conventions.
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.
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
Brewster, S. & Lane, A. (2016). Stopwatch 4 Teacher’s Guide. Mexico DF, Mexico: Richmond Publishing.

TEACHER (S): Jean Arcentales COORDINATOR’S NAME: Yennys Solórzano PRINCIPAL’S NAME: M. Paula Vera Vera HCR
SIGNATURE: SIGNATURE: SIGNATURE:
DATE: 25/03/2022 DATE: 25/03/2022 DATE: 25/03/2022
TEACHER (S): Jean Arcentales COORDINATOR’S NAME: PRINCIPAL’S NAME: