CURRICULAR ANNUAL PLAN TEMPLATE

SCHOOL NAME SCHOOL YEAR:

2016-2017
UNIDAD EDUCTATIVA SINAI

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: English as a Foreign Language Subjec English
t:
Teacher(s): Ing. Jaime Patricio Lliguicota Guarquila
Grade/ Course: 1st Education Level: A2.2 BGU
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of
periods

5 Hours 40 weeks 4 weeks 36 weeks 180 Hours

3. GENERAL AIMS
Objectives of the Area
OG.EFL 1 Encounter socio-cultural aspects of
their own and other countries in a thoughtful
and inquisitive manner, maturely, and openly
experiencing other cultures and languages from
Objectives of the Grade/Course
O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries
in a thoughtful and inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure standpoint of their
own national and cultural identity.
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance
the secure standpoint of their own national and
cultural identity.
OG.EFL 2 Draw on this established propensity
for curiosity and tolerance towards different
cultures to comprehend the role of diversity in
building an intercultural and multinational
society.
OG.EFL 3 Access greater flexibility of mind,
creativity, enhanced linguistic intelligence, and
critical thinking skills through an appreciation
of linguistic differences. Enjoy an enriched
perspective of their L1 and of language use for
communication and learning.
OG.EFL 4 Deploy a range of learning
strategies, thereby increasing disposition and
ability to independently access further
(language) learning and practice opportunities.
Respect themselves and others within the
communication process, cultivating habits of
honesty and integrity into responsible academic
behavior.
OG.EFL 5 Directly access the main points and
important details of up-to date. English
language texts, such as those published on the
web, for professional or general investigation,
through the efficient use of ICT and reference
tools where required.
OG.EFL 6 Through selected media, participate
in reasonably extended spoken or written
dialogue with 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,
towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic
intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use
for communication and learning.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition
and ability to independently access further (language) learning and practice
opportunities. Respect themselves and others within the communication process,
cultivating habits of honesty and integrity into responsible academic behavior.
O.EFL 5.5 Directly access the main points and important details of up-to-date
English language texts, such as those published on the web, for professional or
general investigation, through the efficient use of ICT and reference tools where
required.
O.EFL 5.6 Through selected media, participate in reasonably extended spoken
or written dialogue with peers from different L1 backgrounds on work, study, or
general topics of common interest, expressing ideas and opinions effectively and
appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of
formal and informal social situations with a limited but effective command of the
spoken language (CEFR B1 level)
and appropriately in a range of formal and
informal social situations with a limited but
effective command of the spoken language
(CEFR B1 level).
TRANSVERSAL AXES: values to develop Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
during the school year, write them in general
4.UNITS TO BE DEVELOPED
Nº Title of the unit Unit Specific Contents/skills Methodological Evaluation Weeks
Objectives Orientations duration

1 Talk about lifestyles, Communication and

personality types, Cultural Awareness
Inspirational preferences and CE.EFL.5.3. Interpret
People interests. • Participating in short cultural and language
EFL 5.1.7 Interpret 5
role plays using a range patterns in English,
and demonstrate
of verbal and nonverbal including nonverbal
knowledge of
communication. communication, and apply
nonverbal and oral
them in appropriate
communication • Talking in pairs about
contexts.
features by applying video learners have
them in appropriate watched using only I.EFL.5.3.1. Learners can
contexts. (Example: English. interpret cultural and
use of stress, language patterns in
• Watching a video and English, including
intonation, pace
identifying desirable nonverbal communication,
language use. and apply them in
appropriate contexts. (I.3,
• Comparing nonverbal
I.4, S.1, S.2)
and body language
between L1 and L2
cultures. CE.EFL.5.12. Engage with
 • Creating selfie videos a variety of digital and
for class assignments print texts and resources
EFL 5.2.11 Express
and sharing them on a by evaluating and
opinions on abstract
class blog. detecting complexities and
topics, such as film
discrepancies in the
and music, and Oral Communication:
information in order to
concrete topics, such (Listening and
find the most appropriate
as personal Speaking)
sources to support an idea
experiences, while
• Playing a conversation or argument.
describing one’s
game, where learners
reactions to them and I.EFL.5.12.1. Learners can
move their tokens
others’ opinions. engage with a variety of
around the board after
digital and print texts and
choosing a card and
resources by evaluating
answering the question.
and detecting complexities
• Working in pairs to and discrepancies in the
complete an information in order to
information gap find the most appropriate
activity. sources to support an idea
or argument. (I.2, I.4, J.3)
• Doing a mingle
activity where learners CE.EFL.5.14. Identify,
ask and answer critically evaluate and
questions about things recommend a variety of
they have or haven’t potential resources and
done. Observing to see references, including
whether the learners can digital tools, that support
interact effectively and collaboration and
EFL 5.3.4 Find the whether they are able to productivity, for
most important ask follow up questions educational and academic
information in print or in order to extend the use.
online sources in order exchange. CE.EFL.5.18. Use a range
to support an idea or • Establishing a clear of criteria to evaluate and
argument. (Example: expectation of English recommend literary texts
Internet search use for classroom to others, and recognize
engines, online functions. Informal how chosen criteria affect
advertising, online or assessment could evaluation.
print timetables, web involve personal notes
I.EFL.5.18.1. Learners can
pages, posters, from the teacher to
use a variety of criteria for
adverts, catalogues, learners who use L2
evaluating and
etc.) regularly.
recommending literary
Reading texts to others, and
recognize how chosen
• Read quickly looking
criteria affects evaluation.
for words each
(S.1, S.4, J.2, J.4)
paragraph.
• To get familiar with
EFL 5.4.4 Select and the topic of a text, take
make effective use of a quick look at the
a range of digital tools vocabulary it contains.
to write, edit, revise
• Comparing and
and publish written
contrasting the opinions
work in a way that
of two experts on a
supports
topic of personal
collaboration, learning
interest.
and productivity.
(Example: image • Identifying unreliable
editing, Google Drive, resources on the
infographic makers, Internet.
audio and video
• Reading about a topic
editing, presentation
and then identifying
apps, etc.)
reference materials and
 sources that could be
used to find out more
information.
EFL 5.5.6 Evaluate
Writing
one’s own and others’
work, individually and • Finding a variety of
collaboratively, on the online references to
basis of a variety of practice a grammar
criteria, and recognize structure, then
how chosen criteria recommending the best
affect evaluation. one to the class.
(Examples of criteria:
• Using new words or
clarity of ideas, use of
information from a
English grammar and
class lesson and
vocabulary, register,
creating an online game
originality, visual
to practice them, then
presentation, etc.)
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.

2 Experience Students learnt to: Communication and Communication and CE.EFL.5.2 Demonstrate 5
Culture! • ask and answer Cultural Awareness Cultural Awareness an ability to discuss
questions EFL 5.1.3 Find • Researching how culture by analyzing
about experiences. parallels between teens in other cultural products and
• talk about the length Ecuadorian cultural countries/regions of referents
of and political referents Ecuador live from Ecuador and other
experiences. and those of other and presenting the countries while making
• recommend cultural countries by talking information to peers. informed choices about
activities about holidays, • Brainstorming ways to and taking action on
like reading and going symbols, customs and counter discrimination issues of prejudice and
to schooling. in one’s daily life. discrimination.
museums. • Researching a cultural
Oral or social symbol of I.EFL.5.2.1 Learners can
Communication: Ecuadorian culture and exhibit an ability to
(Listening and discussing the findings discuss culture by
Speaking) in small groups. analyzing cultural products
EFL 5.2.2 Identify the • Choosing pictures that and referents from
main idea and some demonstrate tolerance Ecuador and other
details of recorded and empathy countries
news reports, towards groups that are while making informed
documentaries and sometimes choices about and taking
action on issues of
interviews reporting discriminated and prejudice and
on seasonal festivities, finding ways discrimination.
environmental issues, to make sure these (I.1, I.2, S.2, J.1, J.3)
food and international groups feel included in
customs, climate, Ecuadorian society. CE.EFL.5.5 Listening for
weather, etc., where • Simulating desirable Meaning: Identify the
social and cultural main idea in a variety of
the visuals support the
behaviors through role audio recordings (e.g.,
commentary. interviews, dialogues, etc.)
play
Reading activities. and deduce the meanings
EFL 5.3.2 Identify and of unfamiliar phrases and
use reading strategies Oral Communication: words in familiar
to make informative (Listening and contexts, provided speech
and narrative texts Speaking) is clear and visuals help
comprehensible and • Using context clues to support meaning.
meaningful. deduce the meaning of
(Example: skimming, an expression in a I.EFL.5.5.1 Learners can
scanning, previewing, conversation between a identify the main idea
reading for main waiter and a customer. in a variety of audio
ideas and details, • Listening to a radio ad recordings (e.g.,
and identifying the interviews,
using structural and
product being sold. dialogues, etc.) and deduce
context clues, the meanings of unfamiliar
• Using pictures and
cognates, format, phrases and words in
other visuals to predict
sequence, etc.) familiar contexts
the main idea of a short
Writing conversation. where speech is clear and
EFL 5.4.2 Identify a • Listening for specific visuals help support
variety of types and words in a conversation meaning. (I.3, I.4)
formats of potential and trying to guess CE.EFL.5.11 Identify and
resources and the the meaning from the apply a range of reading
value, purpose context. strategies in order to make
and audience of each Reading texts meaningful and
for use in the • Underlining the to select information
educational domain. cognates in a short text. within a text that might be
(Ex-ample: • Skimming online of practical use for one’s
audio/video, reference web sites for own academic needs.
multimedia, ones that have the
website, database, information needed for I.EFL.5.11.1 Learners can
book, thesaurus, a research project. Identify and apply a
scholarly/popular, • Reading about a topic range of reading strategies
current/historical, etc.)and then identifying in order to make
EFL 5.4.4 Select and reference materials and texts meaningful and to
make effective use of sources that could be select information within
a range of digital tools used to find out more a text that might be of
to write, edit, re-vise information. practical use for one’s
and • Reading texts from own academic needs. (I.1,
publish written work different subject areas I.2, I.4, S.3)
in a way that supports and choosing the best
CE.EFL.5.14 Identify,
collaboration, learning title for each.
critically evaluate and
and productivity. •Underlining main ideas
recommend a variety of
(Example: from texts and then
potential resources and
image editing, Google using them to write
references, including
Drive, infographic questions the learner
digital tools, that support
makers, audio and has about the topic.
collaboration and
video editing, Writing
productivity, for
presentation apps, • Recommending a web
educational and
etc.) site to another learner.
academic use.
• Finding a variety of
Language through online references to I.EFL.5.18.1 Learners can
the Arts practice a grammar use a variety of
EFL 5.5.9 Engage in structure, then criteria for evaluating and
collaborative activities recommending the best
recommending literary
through a variety of one to the class. texts to others, and
student groupings to • Reading an online recognize how chosen
share, restaurant review and criteria affects evaluation.
reflect on, express and identifying common
(S.1, S.4, J.2, J.4)
interpret opinions and linguistic features, such
evaluations of a range as use of adjectives and CE.EFL.5.19 Engage in
 of literary text. opinions. Learners collaborative activities
use the same features to through a variety of
write their own review student groupings in order
of a movie they’ve to
seen. solve problems and reflect
Language through the on literary texts, and
Arts produce criteria for
• Searching for pictures evaluating the
on the Internet or in effectiveness of
magazines in order to the group.
respond to a peer’s .EFL.5.19.1 Learners can
writing. engage in
• Explaining through collaborative activities
pictures, physical through a variety of
expression, or charts student groupings in order
(ICT) to solve problems and
how a text makes the reflect on literary texts,
learner feel. 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 Story Time! Students learn to: Communication and Communication and CE.EFL.5.3 Interpret 5
• narrate stories and Cultural Awareness Cultural Awareness cultural and language
events in EFL 5.1.7 Interpret • Listening to a patterns in English,
the past. and demonstrate dialogue and including nonverbal
• convey attitudes knowledge of identifying examples of communication, and apply
related to the nonverbal and oral humor. them in appropriate
events of a story. communication • Talking in pairs about contexts.
• talk about imaginary features a video learners have
situations. by applying them in watched using only I.EFL.5.3.1 Learners can
• react to a story in appropriate contexts. English. interpret cultural and
different (Example: use of • Demonstrating language patterns in
ways. stress, intonation, appropriate language English, including
pace, etc.) use during class, group nonverbal communication,
and and apply them in
Oral pair discussions. appropriate contexts. (I.3,
Communication: • Practicing the use of I.4, S.1, S.2)
(Listening and expressions of
Speaking) politeness during CE.EFL.5.9 Production –
EFL 5.2.7 Present collaborative Fluency: Present
information clearly pair and small group information clearly and
and effectively in a work. influence an audience
variety of oral forms Oral Communication: effectively through well-
for a range of (Listening and developed arguments in
audiences and Speaking) prepared presentations and
purposes. (Example: • Sharing opinions in a other forms of oral
summarizing, way that encourages communication.
paraphrasing, personal others to perform a
narratives, research I.EFL.5.9.1 Learners can
specific action. present information
reports, essays, • Using intonation to clearly and influence an
articles, posters, charts convince a partner to
audience effectively
and another graphics, take action. through well-developed
etc.) • Summarizing a peer’s arguments in prepared
opinion about a video presentations and other
Reading seen in class.
EFL 5.3.2 Identify and • Using a digital forms of oral
use reading strategies presentation to raise communication. (I.2, I.3,
to make informative J.2)
awareness about a local
and narrative texts CE.EFL.5.11 Identify and
issue.
comprehensible and apply a range of reading
meaningful. • Listening to a talk on strategies in order to make
(Example: skimming, a subject of interest and texts meaningful and
scanning, previewing, paraphrasing the to select information
reading for main main points for a within a text that might be
ideas and details, partner. of practical use for one’s
using structural and Reading own academic needs.
context clues, • Reading a short story
from the Internet and I.EFL.5.11.1 Learners can
cognates, format,
highlighting interesting Identify and apply a
sequence, etc.) range of reading strategies
facts, then comparing
Writing them with those of a in order to make texts
EFL 5.4.7 Use the partner. meaningful and to select
process of prewriting, • Using an online digital information within
drafting, revising, peer tool such as Work a text that might be of
editing and flowy to map out the practical use for one’s
proofreading (i.e., most own academic needs. (I.1,
“the writing process”) important ideas from a I.2, I.4, S.3)
to produce well- reading, and then CE.EFL.5.15 Plan and
constructed adding appropriate produce well-constructed
informational texts. subheadings to each informational texts by
EFL 5.4.8 Create an section of the text. applying the writing
effective voice, using • Using an interesting
process
a variety of writing idea from a text to and while demonstrating
styles appropriate to inspire extra research. an ability to justify one’s
different • Predicting main ideas position on an argument
audiences, purposes by reading the title and through carefully
and settings, and using other selected information and
adjust these styles as contextual clues (e.g., appropriate language, tone
necessary. illustrations, and evidence.
subheadings, etc.). I.EFL.5.14.1 Learners can
Language through • Underlining the
the Arts identify, critically
cognates in a short text. evaluate and recommend a
EFL 5.5.5 Create •Skimming online
original, imaginative variety of potential
reference web sites for resources and references,
stories using ones that have the
appropriate including digital tools,
information needed for that support collaboration
vocabulary and a research project.
elements of the and productivity, for
• Scanning a text for the educational and academic
main characters.
literature learners Writing use. (I.1, I.2, S.3, S.4)
have read or heard. ▪ Direct students’ CE.EFL.5.14 Identify,
attention to the critically evaluate and
grammar and have them recommend a variety of
choose potential resources and
the correct option to references, including
form the rules and digital tools, that support
complete the examples. collaboration and
▪ Activate the productivity, for
vocabulary, invite educational and
students to describe academic use.
magical
characters, people and I.EFL.5.15.1 Learners can
places. Model an plan and produce
example: Fairies can well-constructed
fly. informational texts by
▪ Encourage students to applying
predict the meaning of the writing process and
these idioms and while demonstrating an
use clues in the context ability to justify one’s
to guess their meaning. position on an argument
• Recommending a web through carefully selected
site to another learner. information and
• Finding a variety of appropriate language, tone
online references to and evidence. (I.2,
practice a grammar I.3, I.4, S.3, J.1)
structure, then CE.EFL.5.16 Respond to
recommending the best and interpret literary texts,
one to the class. including original stories
Language through the written by peers,
Arts referring to details and
• Producing short, literary elements of the
creative texts using
text.
digital storytelling.
 • Writing questions the I.EFL.5.16.1 Learners can
learners would like to respond to and
ask a character in the interpret literary texts,
story and using the including original stories
imagined answers to written by peers, referring
write the next scene. to details and literary
•Rewriting a fairy tale elements of the text. (S.1,
from a modern point of S.4, J.2)
view, using simple
ideas and phrases or
illustrations.
4 Traveling the Student learn to: Communication and Communication and CE.EFL.5.4 Communicate 5
World • give and ask for Cultural Awareness Cultural Awareness effectively using a variety
directions and EFL 5.1.11 Apply • Participating in short of media and formats,
information in a polite self-correcting and dialogues and role including ICT, by
way. self-monitoring plays. saying things in alternative
• ask people to agree strategies in social and • Practicing and deal ways and applying self-
with you. classroom with a need through a correcting and self-
• give emphasis to interactions by mini role play. monitoring strategies when
descriptions adjusting presentation • Communicating with needed.
and comparisons. and language an “e-pal” from another
production to country or city. I.EFL.5.4.1 Learners can
effectively express • Paraphrasing an idea communicate
opinions when a peer asks for effectively using a variety
and make evaluations. of media and formats,
clarification.
(Example: asking including ICT, by saying
questions, starting • Using a definition or things in alternative
over, rephrasing, example to explain a ways and applying self-
exploring concept or word that correcting and self-
alternative one monitoring strategies when
pronunciations, etc.) does not yet have the needed. (I.1, I.3, J.4)
exact language for.
Oral Oral Communication: CE.EFL.5.8 Interaction –
Interpersonal: Respond to
Communication: (Listening and and build on other
(Listening and Speaking) people’s ideas in extended
Speaking) • Comparing answers in conversations on familiar
EFL 5.2.14 Request pairs or small groups. social and academic topics
and provide • Conducting a role- by expressing opinions and
information and play between two feelings and
assistance orally for students on a given clarifying meaning.
personal, social and topic.
academic purposes in • Working in pairs to I.EFL.5.8.1 Learners can
order to clarify and complete an respond to and build
information gap on other people’s ideas in
extend meaning in
activity. extended
spoken interactions. conversations on familiar
• Doing a mingle
Reading activity where learners social and academic
EFL 5.3.6 Display an ask and answer topics by expressing
appreciation of the questions opinions and feelings and
language by about things they have clarifying meaning. (I.3,
interacting and or haven’t done. I.4, S.1, J.3, J.4)
engaging with a • Observing to see CE.EFL.5.12 Engage with
variety of whether the learners can a variety of digital and
digital and print texts interact effectively and print texts and resources
and resources and by whether they are able to by evaluating and
selecting and ask follow up questions. detecting complexities and
evaluating these Reading discrepancies in the
materials as a means • Recommending an information in order to
to promote and informational web site find the most appropriate
strengthen literacy to another learner. sources to support an idea
skills and language • Reading two articles
acquisition. or argument.
on the same topic and
EFL 5.3.7 Detect recording I.EFL.5.12.1 Learners can
complexities and discrepancies in the engage with a variety
discrepancies in information. of digital and print texts
information presented • Reading about a topic and resources by
in both print and and then identifying evaluating and detecting
online references and reference materials and complexities and
resources. sources that could be discrepancies in the
used to find out more information in order to
Writing information. find
EFL 5.4.2 Identify a • Reading a range of the most appropriate
variety of types and texts from subject areas sources to support an idea
formats of potential and finding and or argument. (I.2, I.4, J.3)
resources and the defining common
value, purpose themes across content CE.EFL.5.14 Identify,
and audience of each areas. critically evaluate and
for use in the Writing recommend a variety of
educational domain. • Identifying the best potential resources and
(Example: resources for a writing references, including
audio/video, project in pairs. digital tools, that support
multimedia, • Using a list of criteria collaboration and
website, database, in order to evaluate a productivity, for
book, thesaurus, web site. educational and
scholarly/popular, • Analyzing three academic use.
current/historical, etc.) different types of
EFL 5.4.4 Select and I.EFL.5.14.1 Learners can
dictionaries (e.g., identify, critically
make effective use of online, English-
a range of digital tools English, English- evaluate and recommend a
to write, edit, revise variety of potential
Spanish) and giving resources and references,
and reasons for using each.
publish written work including digital tools,
• Recommending a that support collaboration
in a way that supports reference article to a
collaboration, learning friend, giving specific and productivity, for
and productivity. educational and academic
reasons for the use. (I.1, I.2, S.3, S.4)
(Example: recommendation.
image editing, Google Language through the CE.EFL.5.18 Use a range
Drive, infographic Arts of criteria to evaluate and
makers, audio and • Using a checklist to recommend literary texts
video editing, evaluate the work of a to others, and
presentation apps, performing artist, then recognize how chosen
 etc.) recommending his/her criteria affects evaluation.
work to a peer.
Language through • Using a rubric as a I.EFL.5.18.1 Learners can
the Arts model to write one’s use a variety of
EFL 5.5.6 Evaluate own rubric. criteria for evaluating and
one’s own and others’ • Brainstorming your recommending literary
work, individually and favorite free time texts to others, and
collaboratively, on the activities, then selecting recognize how chosen
basis of a and criteria affects evaluation.
variety of criteria, and recommending one for (S.1, S.4, J.2, J.4)
recognize how chosen a peer in a video blog.
criteria affect
evaluation. (Examples
of criteria:
clarity of ideas, use of
English grammar and
vocabulary, register,
originality, visual
presentation,
etc.)
5 News Media Students learn to: Communication and Communication and CE.EFL.5.2 Demonstrate 5
• tell and react to Cultural Awareness Cultural Awareness an ability to discuss
news. EFL 5.1.6 • Inviting a guest culture by analyzing
• describe natural Demonstrate an ability speaker from another cultural products and
disasters and to make informed country to class and referents
extreme weather. choices about and take asking from Ecuador and other
• talk about inventors, action on issues of and answering countries while making
inventions, artists and prejudice and questions about his/her informed choices about
artwork. discrimination. culture/country. and taking action on
• Adding expressions of issues of prejudice and
Oral politeness to dialogues. discrimination.
Communication: • Writing survey
(Listening and questions about socially I.EFL.5.2.1 Learners can
Speaking) exhibit an ability to
EFL 5.2.7 Present and culturally discuss culture by
information clearly responsible analyzing cultural products
and effectively in a behaviors and and referents from
variety of oral forms surveying classmates. Ecuador and other
for a range of Publishing the results in countries
audiences and an while making informed
purposes. (Example: online chart. choices about and taking
summarizing, • Brainstorming ways to action on issues of
paraphrasing, personal counter discrimination prejudice and
narratives, research in one’s daily life. discrimination.
reports, essays, Oral Communication: (I.1, I.2, S.2, J.1, J.3)
articles, posters, charts (Listening and
Speaking) CE.EFL.5.9 Production –
and another graphics,
• Researching a topic Fluency: Present
etc.). information clearly and
and preparing a
Reading presentation for the influence an audience
EFL 5.3.4 Find class. effectively through well-
specific predictable • Recording a video developed arguments in
information in short, about one’s opinion of a prepared presentations and
simple texts in a range story read in class. other forms of oral
of age- and • Sharing opinions in a communication.
levelappropriate way that encourages I.EFL.5.9.1 Learners can
topics. (Example: others to perform a present information
biographies, news specific action. clearly and influence an
articles, narratives, • Using intonation to audience effectively
memoirs and personal convince a partner to through well-developed
accounts, formal take action. arguments in prepared
letters and emails, • Summarizing a peer’s presentations and other
etc.) opinion about a video forms of oral
seen in class. communication. (I.2, I.3,
Writing • Using a digital
EFL 5.4.3 Apply new J.2)
presentation to raise
and prior knowledge CE.EFL.5.10 Find specific
awareness about a local
in order to plan and information and identify
issue.
create texts and the main points in simple,
determine if the straightforward texts
new knowledge adds on subjects of personal
value to or contradicts interest or familiar
prior information. academic topics while
making informed decisions
Language through about
the Arts one’s own reaction to the
EFL 5.5.2 Make text.
predictions, inferences
and deductions to I.EFL.5.12.1 Learners can
demonstrate different engage with a variety
levels of of digital and print texts
meaning of literary and resources by
texts presented orally evaluating and detecting
or in digital form, complexities and
including literal and discrepancies in the
implied meanings. information in order to
(Example: find
summarizing, the most appropriate
explaining and sources to support an idea
identifying, word or argument. (I.2, I.4, J.3)
choice, symbols, CE.EFL.5.15 Plan and
points of view, etc.) produce well-constructed
informational texts by
Reading
applying the writing
• Identifying
process
unreliable resources
and while demonstrating
on the Internet.
an ability to justify one’s
• Using a rubric to
position on an argument
evaluate a print or
through carefully
online resource.
selected information and
• Using a rubric to
assess the validity of a appropriate language, tone
web site, according to and evidence.
one’s academic needs
• Reading about a I.EFL.5.15.1 Learners can
topic and then plan and produce
identifying reference well-constructed
materials and informational texts by
sources that could be applying
used to find out more the writing process and
information. while demonstrating an
Writing ability to justify one’s
• Writing new words position on an argument
and phrases in a through carefully selected
vocabulary notebook information and
and then appropriate language, tone
writing a text using and evidence. (I.2,
three words from your I.3, I.4, S.3, J.1)
vocabulary notebook. CE.EFL.5.17 Demonstrate
• Writing a brochure and convey different levels
about your opinion on of meaning in literary texts
a topic and by identifying
underlining distinguishing features,
examples of interpreting implicit and
persuasive language. explicit messages and
• Watching a video responding in a variety of
about a controversial ways.
topic and writing a
short I.EFL.5.17.1 Learners can
essay agreeing or demonstrate and
disagreeing with the convey different levels of
content presented. meaning in literary
• Exchanging writing texts by identifying
in pairs in order to distinguishing features,
make suggestions interpreting implicit and
about explicit messages and
 things that could be responding in a variety of
improved. ways. (I.3, I.4, J.3)
Language through
the Arts
• Predicting the
content of a story
using the title and
pictures.
• Summarizing the
main idea.
• Underlining the
words in a text that
influence the reader.
• Participating in a
performance, such as
a lip-synching contest
or
play, and using
nonverbal and body
language to emphasize
comprehension of the
subject.
6 A Tech-World Students learn to: Communication and Communication and CE.EFL.5.4 Communicate 5
• talk about Internet Cultural Awareness Cultural Awareness effectively using a variety
habits and EFL 5.1.9 • Creating a “live” of media and formats,
wishes. Communicate video on Facebook to including ICT, by
• give instructions to information and ideas give an opinion on a saying things in alternative
use effectively to diverse unit ways and applying self-
technology. audiences using a topic. correcting and self-
• give opinions about variety of • Using social media to monitoring strategies when
technology. media and formats. network with teens needed.
across the globe.
Oral • Rating one’s self after I.EFL.5.4.1 Learners can
Communication: a speaking activity, communicate
(Listening and according to a set effectively using a variety
Speaking) rubric. of media and formats,
EFL 5.2.7 Present • Practicing a specific including ICT, by saying
information clearly self-correcting strategy things in alternative
and effectively in a during a pair work ways and applying self-
variety of oral forms activity. correcting and
for a range of • Recording student selfmonitoring
audiences and interactions in class and strategies when needed.
purposes. (Example: watching them later in (I.1, I.3, J.4)
summarizing, order to identify
paraphrasing, personal behaviors the learners CE.EFL.5.9 Production –
narratives, research need to increase and Fluency: Present
reports, essays, those information clearly and
articles, posters, charts they need to decrease. influence an audience
and other graphics, Oral Communication: effectively through well-
etc.) (Listening and developed arguments in
EFL 5.2.8 Influence Speaking) prepared presentations and
an audience • Researching a topic other forms of oral
effectively through and preparing a communication.
persuasion, argument presentation for the I.EFL.5.9.1 Learners can
or negotiation using class. present information
conventions and • Using a digital clearly and influence an
features of English. presentation to raise audience effectively
(Example: precise awareness about a local through well-developed
vocabulary, issue. arguments in prepared
pronunciation, presentations and other
intonation, • Recording a video
forms of oral
presentation about one’s opinion of a
communication. (I.2, I.3,
strategies, etc.) story read in class.
• Sharing opinions in a J.2)
Reading way that encourages CE.EFL.5.11 Identify and
EFL 5.3.9 Skim and others to perform a apply a range of reading
scan reference specific action. strategies in order to make
materials, in print or • Using intonation to texts meaningful and
online, in order to convince a partner to to select information
identify information take action. within a text that might be
that might be of • Summarizing a peer’s of practical use for one’s
practical use for one’s opinion about a video own academic needs.
own research and seen in class.
academic needs. Reading I.EFL.5.11.1 Learners can
• Using a list to choose Identify and apply a
Writing the best sources for range of reading strategies
EFL 5.4.5 Justify and finding information on in order to make
explain the rationale a texts meaningful and to
for a position on an topic. select information within
argument, using • Reading texts from a text that might be of
persuasive different subject areas practical use for one’s
language, tone, and choosing the best own academic needs. (I.1,
evidence and well- title for each. I.2, I.4, S.3)
developed arguments • Underlining main
through essays, ideas from texts and CE.EFL.5.15 Plan and
editorials, movie and then using them to write produce well-constructed
book reviews, position questions the learner informational texts by
papers and brochures. has about the topic. applying the writing
• Identifying the correct process
Language through format for an academic and while demonstrating
the Arts text. an ability to justify one’s
EFL 5.5.8 Contribute • Finding online position on an argument
to team projects to resources that can be through carefully
produce original used for a range of selected information and
works and solve research appropriate language, tone
problems while projects. and evidence.
effectively negotiating Writing
and managing I.EFL.5.15.1 Learners can
• Watching a video
interactions to plan and produce
about a controversial
accomplish social and topic and writing a well-constructed
informational texts by
classroom tasks. short
essay agreeing or applying
disagreeing with the the writing process and
content presented. while demonstrating an
• Exchanging writing in ability to justify one’s
pairs in order to make position on an argument
suggestions about through carefully selected
things that could be information and
improved. appropriate language, tone
• Reading an article and and evidence. (I.2,
underlining examples of I.3, I.4, S.3, J.1)
evidence the
author gives to support CE.EFL.5.19 Engage in
his/her position, then collaborative activities
writing a similar through a variety of
position piece while student groupings in order
implementing your own to
examples and evidence. solve problems and reflect
Language through the on literary texts, and
Arts produce criteria for
• Searching the Internet evaluating the
for illustrations and effectiveness of
examples of effective the group.
group collaborations I.EFL.5.19.1 Learners can
and then sharing why engage in
they are effective. collaborative activities
• Discussing rules and through a variety of
norms for a group student groupings in order
project before the to solve problems and
project reflect on literary texts,
begins. and produce criteria for
• Participating in evaluating the
teambuilding activities. effectiveness of the group.
• Comparing answers in (I.1,
pairs in order to help
 each other understand I.2, S.2, S.3, S.4, J.3, J.4)
errors or concepts.
• Teaching a story,
grammar point,
vocabulary word or
topic to a
group of peers.
5. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/
ELABORATED REVISED BY APPROVED BY
BY
TEACHER(S): NAME: Ing. Jaime Patricio Lliguicota Guarquila NAME:
Signature: Signature: Signature:
Date: Date: Date:
P
 U
School’s Name: Year: 2016-2017
UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 1 Objectives:
A2.2 Inspirational O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
People thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into
responsible academic behavior.
O.EFL 5.6 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.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria
Communication and Cultural Awareness
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral
communication features by applying them in appropriate contexts.
(Example: use of stress, intonation, pace, etc.)
Oral Communication: (Listening and Speaking)
EFL 5.2.11 Express opinions on abstract topics, such as film and
music, and concrete topics, such as personal experiences, while
describing one’s reactions to them and others’ opinions.
Reading
EFL 5.3.4 Find the most important information in print or online
sources in order to support an idea or argument. (Example: Internet
search engines, online advertising, online or print timetables, web
pages, posters, adverts, catalogues, etc.)
Writing
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.)
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 5.5.6 Evaluate one’s own and others’ work, individually and
collaboratively, on the basis of a variety of criteria, and recognize how
Evaluation Criteria
CE.EFL.5.3 Interpret cultural and language patterns in English,
including nonverbal communication, and apply them in appropriate
contexts.
CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other
people’s ideas in extended
conversations on familiar social and academic topics by expressing
opinions and feelings and
clarifying meaning.
CE.EFL.5.12 Engage with a variety of digital and print texts and
resources by evaluating and
detecting complexities and discrepancies in the information in order to
find the most appropriate
sources to support an idea or argument.
CE.EFL.5.14 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.
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.
CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary
texts to others, and
recognize how chosen criteria affects evaluation.
chosen criteria affect evaluation. (Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register,
originality, visual presentation, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Participating in short role plays using a range of EFL Awareness • Think about a person you
verbal and for Subnivel BGU I.EFL.5.3.1 Learners can interpret admire.
nonverbal communication. • Student’s Book cultural and • Write some sentences about this
• Talking in pairs about a video learners have English A2.2 language patterns in English, person.
watched using only (including including • In groups, share your sentences
English. interactive nonverbal communication, and to discover
• Watching a video and identifying desirable version) apply them in things in common.
language use. • Audio CD appropriate contexts. (I.3, I.4, S.1, • Write questions you would you
• Comparing nonverbal and body language • Teacher’s Guide S.2) like to ask to
between L1 and L2 • Posters and Oral Communication this person.
cultures. pictures I.EFL.5.12.1 Learners can engage • Create a visual presentation with
• Creating selfie videos for class assignments and about the topic with a variety this
sharing them on a • Photocopiable of digital and print texts and information and present it to the
class blog. worksheets (TG) resources by class.
Oral Communication: (Listening and • Quiz Time (SB) evaluating and detecting Techniques
Speaking) complexities and Reading
• Playing a conversation game, where learners discrepancies in the information in • Look at the images and the title
move their tokens order to find the most appropriate of the lesson
around the board after choosing a card and sources to support an idea and guess what it will be about.
answering the question. or argument. (I.2, I.4, J.3) • Read the questions and complete
• Working in pairs to complete an information gap Reading the table
activity. I.EFL.5.12.1 Learners can engage as fast as possible.
• Doing a mingle activity where learners ask and with a variety Listening
answer questions of digital and print texts and • Complete the exercise before
about things they have or haven’t done. resources by listening.
• Observing whether the learners can interact evaluating and detecting • Listen to the conversation and
effectively and complexities and follow the
whether they are able to ask follow up questions discrepancies in the information in intonation.
in order to extend order to find Speaking
the exchange. the most appropriate sources to • Talk to the class about a person
• Establishing a clear expectation of English use support an idea you admire
for classroom or argument. (I.2, I.4, J.3) Writing
functions. Informal assessment could involve Writing • Take notes about relevant facts
personal notes from I.EFL.5.18.1 Learners can use a from the text.
the teacher to learners who use L2 regularly. variety of • Highlight clue words from the
Reading criteria for evaluating and reading.
• Reading quickly looking for words in each recommending literary Instruments for oral and
paragraph. texts to others, and recognize how written evaluation
• Getting familiar with the topic of a text, taking a chosen • Rubrics
quick look at the criteria affects evaluation. (S.1, S.4, • Portfolio
vocabulary it contains. J.2, J.4) • Oral interviews individual/ in
• Comparing and contrasting the opinions of two Language through the Arts pairs
experts on a topic I.EFL.5.18.1 Learners can use a • Essay Tests
of personal interest. variety of • Practical Exams.
• Identifying unreliable resources on the Internet. criteria for evaluating and • Writing Tests
• Reading about a topic and then identifying recommending literary • Training Test
reference materials and texts to others, and recognize how
sources that could be used to find out more chosen
information. criteria affects evaluation. (S.1, S.4,
Writing J.2, J.4)
• 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.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To create a web profile and make a visual presentation of Intercultural awareness, tolerance, respect,
an inspirational person in your multiculturalism, responsibility,
life activities. solidarity, etc..
Prepared by Revised by Approved by
Teacher: Ing. Jaime Patricio Lliguicota Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date:

 School’s Name: Year: 2016-2017
UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 1 Objectives:
A2.2 Experience O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to
Culture! comprehend the role of diversity in
building an intercultural and multinational society.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into
responsible academic behavior.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing
EFL 5.1.3 Find parallels between Ecuadorian cultural and political cultural products and referents
referents and those of other from Ecuador and other countries while making informed choices about
countries by talking about holidays, symbols, customs and schooling. and taking action on
 issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of
EFL 5.2.2 Identify the main idea and some details of recorded news audio recordings (e.g.,
reports, documentaries and interviews, dialogues, etc.) and deduce the meanings of unfamiliar
interviews reporting on seasonal festivities, environmental issues, food phrases and words in familiar
and international contexts, provided speech is clear and visuals help support meaning.
customs, climate, weather, etc., where the visuals support the
commentary.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to
EFL 5.3.2 Identify and use reading strategies to make informative and make texts meaningful and
narrative texts to select information within a text that might be of practical use for
comprehensible and meaningful. (Example: skimming, scanning, one’s own academic needs.
previewing, reading for main
ideas and details, using structural and context clues, cognates, format,
sequence, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of
EFL 5.4.2 Identify a variety of types and formats of potential resources potential resources and
and the value, purpose references, including digital tools, that support collaboration and
and audience of each for use in the educational domain. (Ex-ample: productivity, for educational and
audio/video, multimedia, academic use..
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, re-vise 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.)
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings in order to
student groupings to share, solve problems and reflect on literary texts, and produce criteria for
reflect on, express and interpret opinions and evaluations of a range of evaluating the effectiveness of
literary text. the group.
 Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Researching how teens in other countries/regions EFL Awareness • Get in groups and talk about bad
of Ecuador live for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an behaviors
and presenting the information to peers. • Student’s Book ability to in teens.
• Brainstorming ways to counter discrimination in English A2.2 discuss culture by analyzing • Each group thinks an idea to
one’s daily life. (including cultural products promote an
• Researching a cultural or social symbol of interactive and referents from Ecuador and educational campaign against that
Ecuadorian culture and version) other countries behavior.
discussing the findings in small groups. • Audio CD while making informed choices • Prepare a set of
• Choosing pictures that demonstrate tolerance • Teacher’s Guide about and taking recommendations.
and empathy • Posters and action on issues of prejudice and • Assign responsibilities:
towards groups that are sometimes discriminated pictures discrimination. designing flyers or
and finding ways about family (I.1, I.2, S.2, J.1, J.3) posters, preparing speeches and
to make sure these groups feel included in • Photocopiable Oral Communication slogans.
Ecuadorian society. worksheets (TG) I.EFL.5.5.1 Learners can identify • Rehearse the presentation.
• Simulating desirable social and cultural • Quiz Time (SB) the main idea • Carry out the campaign.
behaviors through role play in a variety of audio recordings Reading
activities. (e.g., interviews, • Scan the text for the main idea.
Oral Communication: (Listening and unfamiliar phrases and words in • Find supporting ideas for better
Speaking) familiar contexts comprehension.
• Using context clues to deduce the meaning of an where speech is clear and visuals Listening
expression in a help support • Listen to the audio with the eyes
conversation between a waiter and a customer. meaning. (I.3, I.4) close.
• Listening to a radio ad and identifying the Reading • Pay attention to key words to
product being sold. I.EFL.5.11.1 Learners can Identify identify relevant
• Using pictures and other visuals to predict the and apply a details in the speech.
main idea of a short range of reading strategies in order Speaking
conversation. to make • Share an amazing experience
• Listening for specific words in a conversation texts meaningful and to select with the class.
and trying to guess information within • Support your ideas giving
the meaning from the context. a text that might be of practical use reasons.
Reading for one’s Writing
• Underlining the cognates in a short text. own academic needs. (I.1, I.2, I.4, • Use connectors to join your
• Skimming online reference web sites for ones S.3) ideas.
that have the Writing Instruments for oral and
information needed for a research project. I.EFL.5.18.1 Learners can use a written evaluation
• Reading about a topic and then identifying variety of • Rubrics
reference materials and criteria for evaluating and • Portfolio
sources that could be used to find out more recommending literary • Oral interviews individual/ in
information. texts to others, and recognize how pairs
• Reading texts from different subject areas and chosen • Essay Tests
choosing the best criteria affects evaluation. (S.1, S.4, • Practical Exams.
title for each. J.2, J.4) • Writing Tests
•Underlining main ideas from texts and then using Language through the Arts • Training Test
them to write I.EFL.5.19.1 Learners can engage
questions the learner has about the topic. in
Writing collaborative activities through a
• Recommending a web site to another learner. variety of
• Finding a variety of online references to practice student groupings in order to solve
a grammar problems and
structure, then recommending the best one to the reflect on literary texts, and
class. produce criteria for
• Reading an online restaurant review and evaluating the effectiveness of the
identifying common group. (I.1,
linguistic features, such as use of adjectives and I.2, S.2, S.3, S.4, J.3, J.4)
opinions. Learners
use the same features to write their own review of
a movie they’ve
seen.
Language through the Arts
• Searching for pictures on the Internet or in
magazines in order to
respond to a peer’s writing.
• Explaining through pictures, physical
expression, or charts (ICT)
how a text makes the learner feel.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To elaborate a project group to carry out a learning Intercultural awareness, tolerance, respect,
campaign promoting cultural literacy. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date:

School’s Name: Year: 2016-2017

UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 3 Objectives:
A2.2 Story Time! O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of
 linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into
responsible academic behavior.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English,
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral including nonverbal
communication features communication, and apply them in appropriate contexts.
by applying them in appropriate contexts. (Example: use of stress,
intonation, pace, etc.).
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and
EFL 5.2.7 Present information clearly and effectively in a variety of influence an audience
oral forms for a range of effectively through well-developed arguments in prepared presentations
audiences and purposes. (Example: summarizing, paraphrasing, and other forms of oral
personal narratives, research communication.
reports, essays, articles, posters, charts and another graphics, etc.)
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to
EFL 5.3.2 Identify and use reading strategies to make informative and make texts meaningful and
narrative texts to select information within a text that might be of practical use for
comprehensible and meaningful. (Example: skimming, scanning, one’s own academic needs.
previewing, reading for main
ideas and details, using structural and context clues, cognates, format,
sequence, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer applying the writing process
editing and proofreading (i.e., and while demonstrating an ability to justify one’s position on an
“the writing process”) to produce well-constructed informational texts. argument through carefully
EFL 5.4.8 Create an effective voice, using a variety of writing styles selected information and appropriate language, tone and evidence.
appropriate to different CE.EFL.5.14 Identify, critically evaluate and recommend a variety of
audiences, purposes and settings, and adjust these styles as necessary. potential resources and
references, including digital tools, that support collaboration and
productivity, for educational and
academic use.
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original
EFL 5.5.5 Create original, imaginative stories using appropriate stories written by peers,
vocabulary and elements of the referring to details and literary elements of the text.
literature learners have read or heard.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Listening to a dialogue and identifying examples EFL Awareness • Talk about the kinds of stories
of humor. for Subnivel BGU I.EFL.5.3.1 Learners can interpret you like.
• Talking in pairs about a video learners have • Student’s Book cultural and • Choose one story. Explain why!
watched using only English A2.2 language patterns in English, • Create a new version of the story
English. (including including you chose.
• Demonstrating appropriate language use during interactive nonverbal communication, and • Select two endings and discuss
class, group and version) apply them in the best
pair discussions. • Audio CD appropriate contexts. (I.3, I.4, S.1, possible results.
• Practicing the use of expressions of politeness • Teacher’s Guide S.2) • Map your story.
during collaborative • Posters and Oral Communication • Write a summary.
pair and small group work. pictures I.EFL.5.9.1 Learners can present • Create or recreate a story and
Oral Communication: (Listening and about family information tell it in a
Speaking) • Photocopiable clearly and influence an audience storytelling show.
• Sharing opinions in a way that encourages others worksheets (TG) effectively Techniques.
to perform a • Quiz Time (SB) through well-developed arguments Reading
specific action. in prepared • Identify the most important
• Using intonation to convince a partner to take presentations and other forms of elements in a
action. oral story: characters, setting, conflict,
• Summarizing a peer’s opinion about a video communication. (I.2, I.3, J.2) resolution.
seen in class. Reading • Scan the story for unknown
• Using a digital presentation to raise awareness I.EFL.5.11.1 Learners can Identify vocabulary. Try
about a local issue. and apply a to find their meaning through the
• Listening to a talk on a subject of interest and range of reading strategies in order text.
paraphrasing the to make texts meaningful and to Listening
main points for a partner. select information within • Identify key expressions in the
Reading a text that might be of practical use dialogues.
• Reading a short story from the Internet and for one’s • Listen to the contractions
highlighting interesting own academic needs. (I.1, I.2, I.4, carefully.
facts, then comparing them with those of a S.3) Speaking
partner. Writing • Read a story aloud.
• Using an online digital tool such as Work flowy I.EFL.5.14.1 Learners can identify, • Talk about your favorite kind of
to map out the most critically stories.
important ideas from a reading, and then adding evaluate and recommend a variety Writing
appropriate of potential • Write down simple sentences
subheadings to each section of the text. resources and references, including with the new
• Using an interesting idea from a text to inspire digital tools, vocabulary.
extra research. that support collaboration and • Summarize a story identifying
• Predicting main ideas by reading the title and productivity, for the most
using other educational and academic use. (I.1, important information.
contextual clues (e.g., illustrations, subheadings, I.2, S.3, S.4) Instruments for oral and
etc.). I.EFL.5.15.1 Learners can plan and written evaluation
• Underlining the cognates in a short text. produce • Rubrics
•Skimming online reference web sites for ones well-constructed informational • Portfolio
that have the texts by applying • Oral interviews individual/ in
information needed for a research project. the writing process and while pairs
• Scanning a text for the main characters. demonstrating an • Essay Tests
Writing ability to justify one’s position on • Practical Exams.
▪ Direct students’ attention to the grammar and an argument • Writing Tests
have them choose through carefully selected • Training Test
the correct option to form the rules and complete information and
the examples. appropriate language, tone and
▪ Activate the vocabulary, invite students to evidence. (I.2,
describe magical I.3, I.4, S.3, J.1)
characters, people and places. Model an example: Language through the Arts
Fairies can fly. I.EFL.5.16.1 Learners can respond
▪ Encourage students to predict the meaning of to and
these idioms and interpret literary texts, including
use clues in the context to guess their meaning. original stories
• Recommending a web site to another learner. written by peers, referring to details
• Finding a variety of online references to practice
a grammar
structure, then recommending the best one to the
class.
Language through the Arts
• Producing short, creative texts using digital
storytelling.
• Writing questions the learners would like to ask
a character in the
story and using the imagined answers to write the
next scene.
•Rewriting a fairy tale from a modern point of
view, using simple
ideas and phrases or illustrations.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To elaborate a project group to create or recreate a story Intercultural awareness, tolerance, respect,
and tell it in a storytelling show. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

School’s Name: Year: 2016-2017

UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 4 Objectives:
A2.2 Traveling the O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and
World inquisitive manner, maturely, and openly
experiencing other cultures and languages from the secure standpoint of their own national and cultural
identity.
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to
comprehend the role of diversity in
building an intercultural and multinational society.
O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
independently access further (language) learning
and practice opportunities. Respect themselves and others within the communication process, cultivating
habits of honesty and integrity into
responsible academic behavior.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and
EFL 5.1.11 Apply self-correcting and self-monitoring strategies in formats, including ICT, by
social and classroom saying things in alternative ways and applying self-correcting and self-
interactions by adjusting presentation and language production to monitoring strategies when
effectively express opinions needed.
and make evaluations. (Example: asking questions, starting over,
rephrasing, exploring
alternative pronunciations, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other
EFL 5.2.14 Request and provide information and assistance orally for people’s ideas in extended
personal, social and conversations on familiar social and academic topics by expressing
academic purposes in order to clarify and extend meaning in spoken opinions and feelings and
interactions. clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and
EFL 5.3.6 Display an appreciation of the language by interacting and resources by evaluating and
engaging with a variety of detecting complexities and discrepancies in the information in order to
digital and print texts and resources and by selecting and evaluating find the most appropriate
these materials as a means sources to support an idea or argument.
to promote and strengthen literacy skills and language acquisition.
EFL 5.3.7 Detect complexities and discrepancies in information
presented in both print and
online references and resources.
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of
EFL 5.4.2 Identify a variety of types and formats of potential resources potential resources and
and the value, purpose references, including digital tools, that support collaboration and
and audience of each for use in the educational domain. (Example: productivity, for educational and
audio/video, multimedia, academic use.
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.)
Language through the Arts CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary
EFL 5.5.6 Evaluate one’s own and others’ work, individually and texts to others, and
collaboratively, on the basis of a recognize how chosen criteria affects evaluation.
variety of criteria, and recognize how chosen criteria affect evaluation.
(Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register,
originality, visual presentation,
etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Participating in short dialogues and role plays. EFL Awareness • Think about great places to visit
• Practicing and deal with a need through a mini for Subnivel BGU I.EFL.5.4.1 Learners can in your
role play. • Student’s Book communicate country.
• Communicating with an “e-pal” from another English A2.2 effectively using a variety of media • Investigate about these places
country or city. (including and formats, and get the
• Paraphrasing an idea when a peer asks for interactive including ICT, by saying things in most relevant information.
clarification. version) alternative • Choose one interesting place to
• Using a definition or example to explain a • Audio CD ways and applying self-correcting recommend.
concept or word that one • Teacher’s Guide and self- monitoring strategies • Write a brochure about this
does not yet have the exact language for. • Posters and when needed. (I.1, I.3, J.4) place.
Oral Communication: (Listening and pictures Oral Communication • Tell the class why they should
Speaking) about family I.EFL.5.8.1 Learners can respond to visit this place.
• Comparing answers in pairs or small groups. • Photocopiable and build Techniques
• Conducting a role-play between two students on worksheets (TG) on other people’s ideas in extended Reading
a given topic. • Quiz Time (SB) conversations on familiar social and • Identify the intention of each
• Working in pairs to complete an information gap academic paragraph in the
activity. topics by expressing opinions and text.
• Doing a mingle activity where learners ask and feelings and • Scan the dialog and highlight the
answer questions clarifying meaning. (I.3, I.4, S.1, words you
about things they have or haven’t done. J.3, J.4) hesitate in their pronunciation.
• Observing to see whether the learners can Reading Listening
interact effectively and I.EFL.5.12.1 Learners can engage • Scan the dialog and highlight the
whether they are able to ask follow up questions. with a variety words you
Reading of digital and print texts and hesitate in their pronunciation.
• Recommending an informational web site to resources by Speaking
another learner. evaluating and detecting • Use tag questions to confirm
• Reading two articles on the same topic and complexities and information you
recording discrepancies in the information in are not sure.
discrepancies in the information. order to find • Try to use all the new words and
• Reading about a topic and then identifying the most appropriate sources to expressions
reference materials and support an idea studied at the lesson in a
sources that could be used to find out more or argument. (I.2, I.4, J.3) conversation.
information. Writing Writing
• Reading a range of texts from subject areas and I.EFL.5.14.1 Learners can identify, • Write a brochure using the
finding and critically model.
defining common themes across content areas. evaluate and recommend a variety Instruments for oral and
Writing of potential written evaluation
• Identifying the best resources for a writing resources and references, including • Rubrics
project in pairs. digital tools, • Portfolio
• Using a list of criteria in order to evaluate a web that support collaboration and • Oral interviews individual/ in
site. productivity, for pairs
• Analyzing three different types of dictionaries educational and academic use. (I.1, • Essay Tests
(e.g., online, English- I.2, S.3, S.4) • Practical Exams.
English, English-Spanish) and giving reasons for Language through the Arts • Writing Tests
using each. I.EFL.5.18.1 Learners can use a • Training Test
• Recommending a reference article to a friend, variety of
giving specific criteria for evaluating and
reasons for the recommendation. recommending literary
Language through the Arts texts to others, and recognize how
• Using a checklist to evaluate the work of a chosen
performing artist, then criteria affects evaluation. (S.1, S.4,
recommending his/her work to a peer. J.2, J.4)
• Using a rubric as a model to write one’s own
rubric.
• Brainstorming your favorite free time activities,
then selecting and
recommending one for a peer in a video blog.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To design a brochure about tourist information on a place Intercultural awareness, tolerance, respect,
of your selection. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date:

 School’s Name: Year: 2016-2017
UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 5 Objectives:
A2.2 News Media O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to
comprehend the role of diversity in
building an intercultural and multinational society.
O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
thinking skills through an appreciation of
linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing
EFL 5.1.6 Demonstrate an ability to make informed choices about and cultural products and referents
take action on issues of from Ecuador and other countries while making informed choices about
prejudice and discrimination. and taking action on
issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and
EFL 5.2.7 Present information clearly and effectively in a variety of influence an audience
oral forms for a range of effectively through well-developed arguments in prepared presentations
audiences and purposes. (Example: summarizing, paraphrasing, and other forms of oral
personal narratives, research communication.
reports, essays, articles, posters, charts and another graphics, etc.).
Reading CE.EFL.5.10 Find specific information and identify the main points in
EFL 5.3.4 Find specific predictable information in short, simple texts simple, straightforward texts
in a range of age- and levelappropriate on subjects of personal interest or familiar academic topics while
topics. (Example: biographies, news articles, narratives, memoirs and making informed decisions about
personal one’s own reaction to the text.
accounts, formal letters and emails, etc.)
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by
EFL 5.4.3 Apply new and prior knowledge in order to plan and create applying the writing process
texts and determine if the and while demonstrating an ability to justify one’s position on an
new knowledge adds value to or contradicts prior information. argument through carefully
selected information and appropriate language, tone and evidence.
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate literary texts by identifying
different levels of distinguishing features, interpreting implicit and explicit messages and
meaning of literary texts presented orally or in digital form, including responding in a variety of
literal and implied meanings. ways.
(Example: summarizing, explaining and identifying, word choice,
symbols, points of view, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Inviting a guest speaker from another country to EFL Awareness • Brainstorm situations or events
class and asking for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an you would
and answering questions about his/her • Student’s Book ability to like to report on: The school
culture/country. English A2.2 discuss culture by analyzing needs new
• Adding expressions of politeness to dialogues. (including cultural products computers. The soccer pitch is
• Writing survey questions about socially and interactive and referents from Ecuador and damaged.
culturally responsible version) other countries • Select some situations and
behaviors and surveying classmates. Publishing • Audio CD while making informed choices explain why you
the results in an • Teacher’s Guide about and taking would make a great piece of news.
online chart. • Posters and action on issues of prejudice and • Create questions to explore your
• Brainstorming ways to counter discrimination in pictures discrimination. piece of
one’s daily life. about family (I.1, I.2, S.2, J.1, J.3) news.
Oral Communication: (Listening and • Photocopiable Oral Communication • Investigate the answers to those
Speaking) worksheets (TG) I.EFL.5.9.1 Learners can present questions:
• Researching a topic and preparing a presentation • Quiz Time (SB) information read, talk to people, interview
for the class. clearly and influence an audience people, etc.
• Recording a video about one’s opinion of a story effectively • Write your news following the
read in class. through well-developed arguments suggestions in
• Sharing opinions in a way that encourages others in prepared the writing section.
to perform a presentations and other forms of • Look for photos that go with
specific action. oral your article and
• Using intonation to convince a partner to take communication. (I.2, I.3, J.2) adapt it for an oral presentation.
action. Reading Techniques
• Summarizing a peer’s opinion about a video I.EFL.5.12.1 Learners can engage Reading
seen in class. with a variety • Categorize words from the text
• Using a digital presentation to raise awareness of digital and print texts and to remember
about a local issue. resources by them better.
Reading evaluating and detecting Listening
• Identifying unreliable resources on the Internet. complexities and • Take notes while you listen the
• Using a rubric to evaluate a print or online discrepancies in the information in conversation.
resource. order to find • In pairs, ask and answer
• Using a rubric to assess the validity of a web the most appropriate sources to questions about the
site, according to support an idea audio.
one’s academic needs or argument. (I.2, I.4, J.3) Speaking
• Reading about a topic and then identifying Writing • Tell a disaster you know trying
reference materials and I.EFL.5.15.1 Learners can plan and to make
sources that could be used to find out more produce emphasis in the pronunciation of
information. well-constructed informational the regular
Writing texts by applying verbs ending.
• Writing new words and phrases in a vocabulary the writing process and while • Share information with a partner
notebook and then demonstrating an about what
writing a text using three words from your ability to justify one’s position on you understood from the audio.
vocabulary notebook. an argument Writing
• Writing a brochure about your opinion on a topic through carefully selected • Choose five new words and try
and underlining information and to write their
examples of persuasive language. appropriate language, tone and definition.
• Watching a video about a controversial topic and evidence. (I.2, • Think in a disaster and write
writing a short I.3, I.4, S.3, J.1) some preventive
essay agreeing or disagreeing with the content Language through the Arts measures to take into account.
presented. I.EFL.5.17.1 Learners can Instruments for oral and
• Exchanging writing in pairs in order to make demonstrate and written evaluation
suggestions about convey different levels of meaning • Rubrics
things that could be improved. in literary • Portfolio
Language through the Arts texts by identifying distinguishing • Oral interviews individual/ in
• Predicting the content of a story using the title features, pairs
and pictures. interpreting implicit and explicit • Essay Tests
• Summarizing the main idea. messages and • Practical Exams.
• Underlining the words in a text that influence the responding in a variety of ways. • Writing Tests
reader. (I.3, I.4, J.3) • Training Test
• Participating in a performance, such as a lip-
synching contest or
play, and using nonverbal and body language to
emphasize
comprehension of the subject.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To present a news broadcast reporting on an interesting Intercultural awareness, tolerance, respect,
event at school. multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:
Date: Date: Date:

School’s Name: Year: 2016-2017

UNIDAD EDUCATIVA SINAI

1. INFORMATIVE DATA
Teacher: Ing. Jaime Patricio Area: English as a Foreign Language Grade / Course: 1st Class:
Lliguicota Guarquila B.G.U.
Book: English Unit: 6 Objectives:
A2.2 A Tech-World O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with
peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and
appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social
situations with a limited but effective
command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 4

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and
EFL 5.1.9 Communicate information and ideas effectively to diverse formats, including ICT, by
audiences using a variety of saying things in alternative ways and applying self-correcting and self-
media and formats. monitoring strategies when
needed.
Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and
EFL 5.2.7 Present information clearly and effectively in a variety of influence an audience
oral forms for a range of effectively through well-developed arguments in prepared presentations
audiences and purposes. (Example: summarizing, paraphrasing, and other forms of oral
personal narratives, research communication..
reports, essays, articles, posters, charts and other graphics, etc.)
EFL 5.2.8 Influence an audience effectively through persuasion,
argument or negotiation using
conventions and features of English. (Example: precise vocabulary,
pronunciation, intonation,
presentation strategies, etc.)
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to
EFL 5.3.9 Skim and scan reference materials, in print or online, in make texts meaningful and
order to identify information to select information within a text that might be of practical use for
that might be of practical use for one’s own research and academic one’s own academic needs.
needs.
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by
EFL 5.4.5 Justify and explain the rationale for a position on an applying the writing process
argument, using persuasive and while demonstrating an ability to justify one’s position on an
language, tone, evidence and well-developed arguments through argument through carefully
essays, editorials, movie and selected information and appropriate language, tone and evidence.
book reviews, position papers and brochures.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of
EFL 5.5.8 Contribute to team projects to produce original works and student groupings in order to
solve problems while solve problems and reflect on literary texts, and produce criteria for
effectively negotiating and managing interactions to accomplish social
evaluating the effectiveness of
and classroom tasks. the group.
Methodological Strategies Resources Performance Indicators Evaluation: Activities /
Techniques / Instruments
Communication and Cultural Awareness • New Curriculum Communication and Cultural ACTIVITIES
• Creating a “live” video on Facebook to give an EFL Awareness • Think about popular tech
opinion on a unit for Subnivel BGU I.EFL.5.4.1 Learners can devices and survey
topic. • Student’s Book communicate your classmates to find out which
• Using social media to network with teens across English A2.2 effectively using a variety of media ones they
the globe. (including and formats, have or wish they had
• Rating one’s self after a speaking activity, interactive including ICT, by saying things in • Find out what they do with their
according to a set rubric. version) alternative devices and
• Practicing a specific self-correcting strategy • Audio CD ways and applying self-correcting how they use them: What
during a pair work • Teacher’s Guide and selfmonitoring activities do you do
activity. • Posters and strategies when needed. (I.1, I.3, with your cell phone? What
• Recording student interactions in class and pictures J.4) activities do you
watching them later in about family Oral Communication wish you could do?
order to identify behaviors the learners need to • Photocopiable I.EFL.5.9.1 Learners can present • Brainstorm on the different
increase and those worksheets (TG) information technological
they need to decrease. clearly and influence an audience habits people have when they
Oral Communication: (Listening and effectively entertain and
Speaking) through well-developed arguments communicative. Some people
• Researching a topic and preparing a presentation in prepared spend too much
for the class. presentations and other forms of time on the Internet.
• Using a digital presentation to raise awareness oral • Survey your friend´s tech habits
about a local issue. communication. (I.2, I.3, J.2) to confirm or refute your ideas:
• Recording a video about one’s opinion of a story Reading Do you spend a lot of time
read in class. I.EFL.5.11.1 Learners can Identify online? How much?
• Sharing opinions in a way that encourages others and apply a • Create a graph illustrating the
to perform a range of reading strategies in order findings to the
specific action. to make survey.
• Using intonation to convince a partner to take texts meaningful and to select • Analyze the results and write a
action. information within report.
• Summarizing a peer’s opinion about a video a text that might be of practical use Techniques
seen in class. for one’s Reading
Reading own academic needs. (I.1, I.2, I.4, • Scan the text for the answers to
• Using a list to choose the best sources for S.3) pre-reading
finding information on a Writing questions.
topic. I.EFL.5.15.1 Learners can plan and • Underline the sentences that
• Reading texts from different subject areas and produce support your
choosing the best well-constructed informational answers in the report.
title for each. texts by applying Listening
• Underlining main ideas from texts and then the writing process and while • Try to infer information of the
using them to write demonstrating an activity by using
questions the learner has about the topic. ability to justify one’s position on the context and your own ideas
• Identifying the correct format for an academic an argument about the
text. through carefully selected situation.
• Finding online resources that can be used for a information and Speaking
range of research appropriate language, tone and • Share a wish you have with a
projects. evidence. (I.2, classmate.
Writing I.3, I.4, S.3, J.1) Writing
• Watching a video about a controversial topic and Language through the Arts • Use synonyms and antonyms to
writing a short I.EFL.5.19.1 Learners can engage give a
essay agreeing or disagreeing with the content in definition of a new word.
presented. collaborative activities through a Instruments for oral and
• Exchanging writing in pairs in order to make variety of written evaluation
suggestions about student groupings in order to solve • Rubrics
things that could be improved. problems and • Portfolio
• Reading an article and underlining examples of reflect on literary texts, and • Oral interviews individual/ in
evidence the produce criteria for pairs
author gives to support his/her position, then evaluating the effectiveness of the • Essay Tests
writing a similar group. (I.1, • Practical Exams.
position piece while implementing your own I.2, S.2, S.3, S.4, J.3, J.4) • Writing Tests
examples and evidence.
Language through the Arts
• Searching the Internet for illustrations and
examples of effective
group collaborations and then sharing why they
are effective.
• Discussing rules and norms for a group project
before the project
begins.
• Participating in teambuilding activities.
• Comparing answers in pairs in order to help each
other understand
errors or concepts.
• Teaching a story, grammar point, vocabulary
word or topic to a
group of peers.

3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied

CLIL Components Transversal Axes

Science/Technology/Arts: To create survey on tech issues and present it with a graph. Intercultural awareness, tolerance, respect,
multiculturalism, responsibility,
solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Signature: Signature: Signature:

Date: Date: Date: