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UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL

BILINGÜE “JOSÉ PEDRO MALDONADO”


Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL SCHOOL YEAR


BILINGÜE “JOSE PEDRO MALDONADO” 2018-2019
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH AS A FOREIGN LANGUAGE Subject: ENGLISH
Teacher(s): Lic. Luis Vinueza
Grade/course: 3rd BGU B1.2 Educational SUBNIVEL BACHILLERATO
level:
2. TIME
Weekly hours Number of weeks of Learning assessment weeks Total weeks of class Total of periods
work
2 HOURS 40 weeks 4 weeks 36 weeks 72 hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 5.1
Encounter socio-cultural aspects of their own and other countries in a Encounter socio-cultural aspects of their own and other countries in a thoughtful and
thoughtful and inquisitive manner, maturely, and openly experiencing other inquisitive manner, maturely, and openly experiencing other cultures and languages from
cultures and languages from the secure standpoint of their own national and the secure standpoint of their own national and cultural identity.
cultural identity. O.EFL 5.2
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different cultures to
Draw on this established propensity for curiosity and tolerance towards comprehend the role of diversity in building an intercultural and multinational society.
different cultures to comprehend the role of diversity in building an O.EFL 5.3
intercultural and multinational society. Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
OG.EFL 3 thinking skills through an appreciation of linguistic differences. Enjoy an enriched
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, perspective of their own L1 and of language use for communication and learning.
and critical thinking skills through an appreciation of linguistic differences. O.EFL 5.4
Enjoy an enriched perspective of their own L1 and of language use for Deploy a range of learning strategies, thereby increasing disposition and ability to
communication and learning. independently access further (language) learning and practice opportunities. Respect
OG.EFL 4 themselves and others within the communication process, cultivating habits of honesty and
Deploy a range of learning strategies, thereby increasing disposition and ability integrity into responsible academic behavior.
to independently access further (language) learning and practice opportunities. O.EFL 5.5
Respect themselves and others within the communication process, cultivating Directly access the main points and important details of up-todate English language texts,
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

habits of honesty and integrity into responsible academic behavior. such as those published on the web, for professional or general investigation, through the
OG.EFL 5 efficient use of ICT and reference tools where required.
Directly access the main points and important details of up-todate English O.EFL 5.6
language texts, such as those published on the web, for professional or general Through selected media, participate in reasonably extended spoken or written dialogue
investigation, through the efficient use of ICT and reference tools where with peers from different L1 backgrounds on work, study, or general topics of common
required. interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 6 O.EFL 5.7
Through selected media, participate in reasonably extended spoken or written Interact quite clearly, confidently, and appropriately in a range of formal and informal social
dialogue with peers from different L1 backgrounds on work, study, or general situations with a limited but effective command of the spoken language (CEFR B1 level)
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 (CEFR B1 level).

4. TRANSVERSAL AXES: Justice, Innovation and Solidarity


5. UNITS TO BE DEVELOPED*
N° Title of the unit Unit Specific Contents/Skills** Methodological Orientations Evaluation*** Weeks
Objectives (Skills and strategies) Duration
1 Let’s talk Movies  Describe and EFL 5.1.1  Use freewriting  CE.EFL.5.1. Display an understanding of the
differentiate Display an understanding of the  Pair work integrity of different cultures by sharing
between movie relationship between the practices and  Group work experiences and by participating in class
genres perspectives of different cultures by  Do self-correct and self- activities and discussions in a way that
 Talk about movies recognizing and sharing cross-cultural monitor shows empathy and respect for others.
you have seen experiences and ideas.  Do face to face interactions I.EFL.5.1.1. Learners can demonstrate an
 Ask and answer EFL 5.2.5 (conversations, instructions) understanding of the integrity of different
questions about Understand the main idea of radio and  Listening for gist or details cultures by sharing experiences and by
different movies audio recordings on subjects of personal  Extended listening participating in class activities and 5
 Make inferences interest, provided speech is clear. (assimilation, elision, and discussions in a way that shows empathy
 Write a film review EFL 5.3.1 weak forms) and respect for others. (I.3, S.1, S.2, J.1, J.3)
and a mini biography Find specific predictable information in  Have listening journals  CE.EFL.5.5. Listening for Meaning: Identify
short, simple texts in a range of age- and  Practice intensive and the main idea in a variety of audio
level-appropriate topics. (Example: extensive listening texts recordings (e.g., interviews, radio ads, news
biographies, news articles, narratives, reports, etc.) and deduce the meaning of
 Analyze texts transcriptions
memoirs and personal accounts, formal unfamiliar phrases and words in familiar
 Prediction exercises
letters and emails, etc.) contexts, provided speech is clear and
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

EFL 5.4.6  Prepare songs visuals help support meaning.


Produce emails and blog posts describing  Record interviews I.EFL.5.5.1. Learners can identify the main
personal experiences and feelings.  Prepare talks idea in a variety of audio recordings (e.g.,
EFL 5.5.1  Use conversational repair interviews, radio ads, news reports, etc.)
Compare and present personal and strategies and deduce the meanings of unfamiliar
formal responses to and interpretations  Deducing the meaning of new phrases and words in familiar contexts
of published literary texts and the works words using context clues where speech is clear and visuals help
of peers, referring to details and features  Understanding support meaning. (I.3, I.4)
of the text. (Example: text structure, plot,  explicitly stated information  CE.EFL.5.10. Find specific information and
ideas, events, vocabulary, etc.) and that which is implicit identify the main points in simple,
 Interpreting text, extracting straightforward texts on subjects of
salient points and using them personal interest or familiar academic topics
to form new conclusions or while making informed decisions about
deductions one’s own reaction to the text.
 Inferring through the use of I.EFL. 5.10.1. Learners can find specific
syntactic and logical clues and information and identify the main points in
using basic reference skills simple, straightforward texts on subjects of
 Use the schema personal interest or familiar academic topics
while making informed decisions about
 Practice skimming and
one’s own reaction to the text. (I.1, I.2, S.2)
scanning strategies
 CE.EFL.5.13. Produce emails, blog posts and
 Jigsaw puzzle activities
other written texts using an effective voice
 Affective response
and a variety of appropriate writing styles
 Do learning logs
and conventions.
 Use SQ3R technique
I.EFL.5.13.1. Learners can produce emails,
 Use KWL method blog posts and other written texts using an
 Do board games and realia effective voice and a variety of appropriate
 Produce clay animation writing styles and conventions. (I.3, S.3, J.2)
 Use graphic organizers  CE.EFL.5.16. Respond to and interpret
 Practice free writing and literary texts, including original stories
journal writing written by peers, referring to details and
 Keep learning logs literary elements of the text.
 Do collaborative writing I.EFL.5.16.1. Learners can respond to and
 Brainstorming, drafting and interpret literary texts, including original
outlining stories written by peers, referring to details
 Story boarding and literary elements of the text. (S.1, S.4,
 Produce stop action animation J.2)
and digital books
 Introduce extensive reading
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

2 Professions!  Describe and EFL 5.1.2  Use freewriting  CE.EFL.5.1. Display an understanding of the
differentiate Demonstrate mindfulness, empathy,  Pair work integrity of different cultures by sharing
professions tolerance and an overall respect for the  Group work experiences and by participating in class
 Ask and answer integrity of cultures in daily classroom  Do self-correct and self- activities and discussions in a way that
questions about activities. monitor shows empathy and respect for others.
different personality EFL 5.2.2  Do face to face interactions I.EFL.5.1.1. Learners can demonstrate an
types, professions Identify the main idea and some details (conversations, instructions) understanding of the integrity of different
and university of recorded news reports, documentaries  Listening for gist or details cultures by sharing experiences and by
degrees and interviews reporting on seasonal  Extended listening participating in class activities and
 Write a text festivities, environmental issues, food (assimilation, elision, and discussions in a way that shows empathy
comparing two and international customs, climate, weak forms) and respect for others. (I.3, S.1, S.2, J.1, J.3)
professions weather, etc., where the visuals support  Have listening journals  CE.EFL.5.5. Listening for Meaning: Identify
the commentary  Practice intensive and the main idea in a variety of audio
EFL 5.3.2 extensive listening texts recordings (e.g., interviews, radio ads, news
Identify and use reading strategies to reports, etc.) and deduce the meaning of
 Analyze texts transcriptions
make informative and narrative texts unfamiliar phrases and words in familiar
 Prediction exercises
comprehensible and meaningful. contexts, provided speech is clear and
 Prepare songs
(Example: skimming, scanning, visuals help support meaning.
 Record interviews
previewing, reading for main ideas and I.EFL.5.5.1. Learners can identify the main
details, using structural and context  Prepare talks
idea in a variety of audio recordings (e.g.,
clues, cognates, format, sequence, etc.)  Use conversational repair
interviews, radio ads, news reports, etc.) 5
EFL 5.4.2 strategies
and deduce the meanings of unfamiliar
Identify a variety of types and formats of  Deducing the meaning of new phrases and words in familiar contexts
potential resources and the value, words using context clues where speech is clear and visuals help
purpose and audience of each for use in  Understanding support meaning. (I.3, I.4)
the educational domain. (Example:  explicitly stated information  CE.EFL.5.11. Identify and apply a range of
audio/video, multimedia, website, and that which is implicit reading strategies in order to make texts
database, book, thesaurus,  Interpreting text, extracting meaningful and to select information within
scholarly/popular, current/historical, etc.) salient points and using them a text that might be of practical use for
EFL 5.5.2 to form new conclusions or one’s own academic needs.
Make predictions, inferences and deductions I.EFL.5.11.1. Learners can Identify and apply
deductions to demonstrate different  Inferring through the use of a range of reading strategies in order to
levels of meaning of literary texts syntactic and logical clues and make texts meaningful and to select
presented orally or in digital form, using basic reference skills information within a text that might be of
including literal and implied meanings.  Use the schema practical use for one’s own academic needs.
(Example: summarizing, explaining and  Practice skimming and (I.1, I.2, I.4, S.3)
identifying, word choice, symbols, points scanning strategies  CE.EFL.5.14. Identify, critically evaluate and
of view, etc.)  Jigsaw puzzle activities recommend a variety of potential resources
 Affective response and references, including digital tools, which
 Do learning logs support collaboration and productivity, for
 Use SQ3R technique educational and academic use.
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

 Use KWL method I.EFL.5.14.1. Learners can identify, critically


 Do board games and realia evaluate and recommend a variety of
 Produce clay animation potential resources and references,
 Use graphic organizers including digital tools, which support
 Practice free writing and collaboration and productivity, for
journal writing educational and academic use. (I.1, I.2, S.3,
 Keep learning logs S.4)
 Do collaborative writing  CE.EFL.5.17. Demonstrate and convey
 Brainstorming, drafting and different levels of meaning in literary texts
outlining by identifying distinguishing features,
 Story boarding interpreting implicit and explicit messages
 Produce stop action animation and responding in a variety of ways.
and digital books I.EFL.5.17.1. Learners can demonstrate and
convey different levels of meaning in literary
 Introduce extensive reading
texts by identifying distinguishing features,
interpreting implicit and explicit messages
and responding in a variety of ways. (I.3, I.4,
J.3)
3 Environmentally  Describe the effects EFL 5.1.3  Use freewriting  CE.EFL.5.2. Demonstrate an ability to discuss
Friendly! of global warning Find parallels between Ecuadorian  Pair work culture by analyzing cultural products and
 Describe different cultural and political referents and those  Group work referents from Ecuador and other countries
green products and of other countries by talking about  Do self-correct and self- while making informed choices about and
talk about their holidays, symbols, customs and monitor taking action on issues of prejudice and
advantages and schooling.  Do face to face interactions discrimination.
disadvantages EFL 5.2.3 (conversations, instructions) I.EFL.5.2.1. Learners can exhibit an ability to
 Talk about the Follow main ideas in topics covered in  Listening for gist or details discuss culture by analyzing cultural
impact that green other curricular subjects with the help of  Extended listening products and referents from Ecuador and
and non.green visual support, using concepts and (assimilation, elision, and other countries while making informed
products on the vocabulary that have been studied in weak forms) choices about and taking action on issues of
environment advance.  Have listening journals prejudice and discrimination. (I.1, I.2, S.2, 5
EFL 5.3.3  Practice intensive and J.1, J.3)
Determine the main conclusion in texts extensive listening texts  CE.EFL.5.6. Listening for Information: Deal
which clearly argue a point of view in with practical, everyday communication
 Analyze texts transcriptions
order to make informed decisions about demands in familiar social and academic
 Prediction exercises
one’s own opinion and reaction to the contexts, including following directions in
 Prepare songs
text. class activities and identifying main ideas in
 Record interviews
EFL 5.4.4 other curricular subjects when given
Select and make effective use of a range  Prepare talks
sufficient support.
of digital tools to write, edit, revise and  Use conversational repair
I.EFL.5.6.1. Learners can deal with practical,
publish written work in a way that strategies
everyday communication demands in
supports collaboration, learning and  Deducing the meaning of new familiar social and academic contexts, such
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

productivity. (Example: image editing, words using context clues as following directions in class activities and
GoogleDrive, infographic makers, audio  Understanding identifying main ideas in other curricular
and video editing, presentation apps,  explicitly stated information subjects when given sufficient support. (I.1,
etc.) and that which is implicit I.3, S.1)
EFL 5.5.4  Interpreting text, extracting  CE.EFL.5.10. Find specific information and
Read aloud with confidence, accuracy, salient points and using them identify the main points in simple,
fluency and expression to demonstrate to form new conclusions or straightforward texts on subjects of
understanding and to convey an deductions personal interest or familiar academic topics
interpretation of meaning.  Inferring through the use of while making informed decisions about
syntactic and logical clues and one’s own reaction to the text.
using basic reference skills I.EFL. 5.10.1. Learners can find specific
 Use the schema information and identify the main points in
 Practice skimming and simple, straightforward texts on subjects of
scanning strategies personal interest or familiar academic topics
 Jigsaw puzzle activities while making informed decisions about
 Affective response one’s own reaction to the text. (I.1, I.2, S.2)
 Do learning logs  CE.EFL.5.14. Identify, critically evaluate and
 Use SQ3R technique recommend a variety of potential resources
 Use KWL method and references, including digital tools, which
support collaboration and productivity, for
 Do board games and realia
educational and academic use.
 Produce clay animation
I.EFL.5.14.1. Learners can identify, critically
 Use graphic organizers
evaluate and recommend a variety of
 Practice free writing and
potential resources and references,
journal writing
including digital tools, that support
 Keep learning logs collaboration and productivity, for
 Do collaborative writing educational and academic use. (I.1, I.2, S.3,
 Brainstorming, drafting and S.4)
outlining  CE.EFL.5.17. Demonstrate and convey
 Story boarding different levels of meaning in literary texts
 Produce stop action animation by identifying distinguishing features,
and digital books interpreting implicit and explicit messages
 Introduce extensive reading 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. (I.3, I.4,
J.3)
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

4 Imagine that!  Describe imaginary EFL 5.1.1  Use freewriting  CE.EFL.5.1. Display an understanding of the
situations Display an understanding of the  Pair work integrity of different cultures by sharing
 Express wishes relationship between the practices and  Group work experiences and by participating in class
perspectives of different cultures by  Do self-correct and self- activities and discussions in a way that
recognizing and sharing cross-cultural monitor shows empathy and respect for others.
experiences and ideas.  Do face to face interactions I.EFL.5.1.1. Learners can demonstrate an
EFL 5.2.5 (conversations, instructions) understanding of the integrity of different
Understand the main idea of radio and  Listening for gist or details cultures by sharing experiences and by
audio recordings on subjects of personal  Extended listening participating in class activities and
interest, provided speech is clear. (assimilation, elision, and discussions in a way that shows empathy
EFL 5.3.1 weak forms) and respect for others. (I.3, S.1, S.2, J.1, J.3)
Find specific predictable information in  Have listening journals  CE.EFL.5.5. Listening for Meaning: Identify
short, simple texts in a range of age- and  Practice intensive and the main idea in a variety of audio
level-appropriate topics. (Example: extensive listening texts recordings (e.g., interviews, radio ads, news
biographies, news articles, narratives, reports, etc.) and deduce the meaning of
 Analyze texts transcriptions
memoirs and personal accounts, formal unfamiliar phrases and words in familiar
 Prediction exercises
letters and emails, etc.) contexts, provided speech is clear and
 Prepare songs
EFL 5.4.6 visuals help support meaning.
 Record interviews
Produce emails and blog posts describing I.EFL.5.5.1. Learners can identify the main
personal experiences and feelings.  Prepare talks
idea in a variety of audio recordings (e.g.,
EFL 5.5.1  Use conversational repair
interviews, radio ads, news reports, etc.) 5
Compare and present personal and strategies
and deduce the meanings of unfamiliar
formal responses to and interpretations  Deducing the meaning of new phrases and words in familiar contexts
of published literary texts and the works words using context clues where speech is clear and visuals help
of peers, referring to details and features  Understanding support meaning. (I.3, I.4)
of the text. (Example: text structure, plot,  explicitly stated information  CE.EFL.5.10. Find specific information and
ideas, events, vocabulary, etc.) and that which is implicit identify the main points in simple,
 Interpreting text, extracting straightforward texts on subjects of
salient points and using them personal interest or familiar academic topics
to form new conclusions or while making informed decisions about
deductions one’s own reaction to the text.
 Inferring through the use of I.EFL. 5.10.1. Learners can find specific
syntactic and logical clues and information and identify the main points in
using basic reference skills simple, straightforward texts on subjects of
 Use the schema personal interest or familiar academic topics
 Practice skimming and while making informed decisions about
scanning strategies one’s own reaction to the text. (I.1, I.2, S.2)
 Jigsaw puzzle activities  CE.EFL.5.13. Produce emails, blog posts and
 Affective response other written texts using an effective voice
 Do learning logs and a variety of appropriate writing styles
 Use SQ3R technique and conventions.
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

 Use KWL method I.EFL.5.13.1. Learners can produce emails,


 Do board games and realia blog posts and other written texts using an
 Produce clay animation effective voice and a variety of appropriate
 Use graphic organizers writing styles and conventions. (I.3, S.3, J.2)
 Practice free writing and  CE.EFL.5.16. Respond to and interpret
journal writing literary texts, including original stories
 Keep learning logs written by peers, referring to details and
 Do collaborative writing literary elements of the text.
 Brainstorming, drafting and I.EFL.5.16.1. Learners can respond to and
outlining interpret literary texts, including original
 Story boarding stories written by peers, referring to details
 Produce stop action animation and literary elements of the text. (S.1, S.4,
and digital books J.2)
 Introduce extensive reading
5 In the News  Report what was EFL 5.1.2  Use freewriting  CE.EFL.5.1. Display an understanding of the
state Demonstrate mindfulness, empathy,  Pair work integrity of different cultures by sharing
 Report what was tolerance and an overall respect for the  Group work experiences and by participating in class
requested integrity of cultures in daily classroom  Do self-correct and self- activities and discussions in a way that
 Understand meaning activities. monitor shows empathy and respect for others.
from context EFL 5.2.2  Do face to face interactions I.EFL.5.1.1. Learners can demonstrate an
Identify the main idea and some details (conversations, instructions) understanding of the integrity of different
of recorded news reports, documentaries  Listening for gist or details cultures by sharing experiences and by
and interviews reporting on seasonal  Extended listening participating in class activities and
festivities, environmental issues, food (assimilation, elision, and discussions in a way that shows empathy
and international customs, climate, weak forms) and respect for others. (I.3, S.1, S.2, J.1, J.3)
weather, etc., where the visuals support  Have listening journals  CE.EFL.5.5. Listening for Meaning: Identify
the commentary  Practice intensive and the main idea in a variety of audio
EFL 5.3.2 extensive listening texts recordings (e.g., interviews, radio ads, news 5
Identify and use reading strategies to reports, etc.) and deduce the meaning of
 Analyze texts transcriptions
make informative and narrative texts unfamiliar phrases and words in familiar
 Prediction exercises
comprehensible and meaningful. contexts, provided speech is clear and
 Prepare songs
(Example: skimming, scanning, visuals help support meaning.
 Record interviews
previewing, reading for main ideas and I.EFL.5.5.1. Learners can identify the main
details, using structural and context  Prepare talks
idea in a variety of audio recordings (e.g.,
clues, cognates, format, sequence, etc.)  Use conversational repair
interviews, radio ads, news reports, etc.)
EFL 5.4.2 strategies
and deduce the meanings of unfamiliar
Identify a variety of types and formats of  Deducing the meaning of new phrases and words in familiar contexts
potential resources and the value, words using context clues where speech is clear and visuals help
purpose and audience of each for use in  Understanding support meaning. (I.3, I.4)
the educational domain. (Example:  explicitly stated information  CE.EFL.5.11. Identify and apply a range of
audio/video, multimedia, website, and that which is implicit reading strategies in order to make texts
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

database, book, thesaurus,  Interpreting text, extracting meaningful and to select information within
scholarly/popular, current/historical, etc.) salient points and using them a text that might be of practical use for
EFL 5.5.2 to form new conclusions or one’s own academic needs.
Make predictions, inferences and deductions I.EFL.5.11.1. Learners can Identify and apply
deductions to demonstrate different  Inferring through the use of a range of reading strategies in order to
levels of meaning of literary texts syntactic and logical clues and make texts meaningful and to select
presented orally or in digital form, using basic reference skills information within a text that might be of
including literal and implied meanings.  Use the schema practical use for one’s own academic needs.
(Example: summarizing, explaining and  Practice skimming and (I.1, I.2, I.4, S.3)
identifying, word choice, symbols, points scanning strategies  CE.EFL.5.14. Identify, critically evaluate and
of view, etc.)  Jigsaw puzzle activities recommend a variety of potential resources
 Affective response and references, including digital tools, which
 Do learning logs support collaboration and productivity, for
 Use SQ3R technique educational and academic use.
 Use KWL method I.EFL.5.14.1. Learners can identify, critically
 Do board games and realia evaluate and recommend a variety of
potential resources and references,
 Produce clay animation
including digital tools, which support
 Use graphic organizers
collaboration and productivity, for
 Practice free writing and
educational and academic use. (I.1, I.2, S.3,
journal writing
S.4)
 Keep learning logs
 CE.EFL.5.17. Demonstrate and convey
 Do collaborative writing
different levels of meaning in literary texts
 Brainstorming, drafting and by identifying distinguishing features,
outlining interpreting implicit and explicit messages
 Story boarding and responding in a variety of ways.
 Produce stop action animation I.EFL.5.17.1. Learners can demonstrate and
and digital books convey different levels of meaning in literary
 Introduce extensive reading texts by identifying distinguishing features,
interpreting implicit and explicit messages
and responding in a variety of ways. (I.3, I.4,
J.3)
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

6 Going Back on time  Give basic details EFL 5.1.3  Use freewriting  CE.EFL.5.2. Demonstrate an ability to discuss
about different Find parallels between Ecuadorian  Pair work culture by analyzing cultural products and
inventions and cultural and political referents and those  Group work referents from Ecuador and other countries
important events of other countries by talking about  Do self-correct and self- while making informed choices about and
from the past holidays, symbols, customs and monitor taking action on issues of prejudice and
 Speculate about schooling.  Do face to face interactions discrimination.
what would have EFL 5.2.3 (conversations, instructions) I.EFL.5.2.1. Learners can exhibit an ability to
happened if things Follow main ideas in topics covered in  Listening for gist or details discuss culture by analyzing cultural
had been different in other curricular subjects with the help of  Extended listening products and referents from Ecuador and
the past visual support, using concepts and (assimilation, elision, and other countries while making informed
vocabulary that have been studied in weak forms) choices about and taking action on issues of
advance.  Have listening journals prejudice and discrimination. (I.1, I.2, S.2,
EFL 5.3.3  Practice intensive and J.1, J.3)
Determine the main conclusion in texts extensive listening texts  CE.EFL.5.6. Listening for Information: Deal
which clearly argue a point of view in with practical, everyday communication
 Analyze texts transcriptions
order to make informed decisions about demands in familiar social and academic
 Prediction exercises
one’s own opinion and reaction to the contexts, including following directions in
 Prepare songs
text. class activities and identifying main ideas in
 Record interviews
EFL 5.4.4 other curricular subjects when given
Select and make effective use of a range  Prepare talks
sufficient support.
of digital tools to write, edit, revise and  Use conversational repair
I.EFL.5.6.1. Learners can deal with practical, 5
publish written work in a way that strategies
everyday communication demands in
supports collaboration, learning and  Deducing the meaning of new familiar social and academic contexts, such
productivity. (Example: image editing, words using context clues as following directions in class activities and
Google Drive, info graphic makers, audio  Understanding identifying main ideas in other curricular
and video editing, presentation apps,  explicitly stated information subjects when given sufficient support. (I.1,
etc.) and that which is implicit I.3, S.1)
EFL 5.5.4  Interpreting text, extracting  CE.EFL.5.10. Find specific information and
Read aloud with confidence, accuracy, salient points and using them identify the main points in simple,
fluency and expression to demonstrate to form new conclusions or straightforward texts on subjects of
understanding and to convey an deductions personal interest or familiar academic topics
interpretation of meaning.  Inferring through the use of while making informed decisions about
syntactic and logical clues and one’s own reaction to the text.
using basic reference skills I.EFL. 5.10.1. Learners can find specific
 Use the schema information and identify the main points in
 Practice skimming and simple, straightforward texts on subjects of
scanning strategies personal interest or familiar academic topics
 Jigsaw puzzle activities while making informed decisions about
 Affective response one’s own reaction to the text. (I.1, I.2, S.2)
 Do learning logs  CE.EFL.5.14. Identify, critically evaluate and
 Use SQ3R technique recommend a variety of potential resources
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

 Use KWL method and references, including digital tools, which


 Do board games and realia support collaboration and productivity, for
 Produce clay animation educational and academic use.
 Use graphic organizers I.EFL.5.14.1. Learners can identify, critically
 Practice free writing and evaluate and recommend a variety of
journal writing potential resources and references,
 Keep learning logs including digital tools, that support
 Do collaborative writing collaboration and productivity, for
 Brainstorming, drafting and educational and academic use. (I.1, I.2, S.3,
outlining S.4)
 Story boarding  CE.EFL.5.17. Demonstrate and convey
 Produce stop action animation different levels of meaning in literary texts
and digital books by identifying distinguishing features,
interpreting implicit and explicit messages
 Introduce extensive reading
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. (I.3, I.4,
J.3)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
 Villalba, J. & Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc. Obtenido de
http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
 Nuñez, P.A (2015). TEACHER´S BOOK - LEVEL 6. Quito: Norma. Blog: Ismara-ismara.blogspot.com
ELABORATED BY REVISED BY APPROVED BY
TEACHER: LIC. LUIS VINUEZA NAME: LIC. JUAN MUÑOZ NAME: LIC. MERCEDES CAÑAMAR
Signature: Signature: Signature:
Date: September 30th, 2018 Date: Date: