English A2.2 PCA - PUD 1ro Bachillerato

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: Languages Subject: English
Teacher(s):
Grade/ Course: 1st Education Level: A2.2
2. TIME
WEEKLY HOURS NUMBER OF WEEKS OF WORK LEARNING ASSESSMENT WEEKS TOTAL WEEKS OF CLASS TOTAL OF PERIODS
4 HOURS 36 WEEKS 2 PERIODS 36 WEEKS 144 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 thoughtful and inquisitive Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner,
manner, maturely, and openly experiencing other cultures and languages from the secure maturely, and openly experiencing other cultures and languages from the secure standpoint of their own
standpoint of their own national and cultural identity. national and cultural identity.
OG.EFL 2 O.EFL 5.2
Draw on this established propensity for curiosity and tolerance towards different cultures to Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the
comprehend the role of diversity in building an intercultural and multinational society. role of diversity in building an intercultural and multinational society.
OG.EFL 3 O.EFL 5.3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their L1 an appreciation of linguistic differences. Enjoy an enriched perspective of their L1 and of language use for
and of language use for communication and learning. communication and learning.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL 5.4
independently access further (language) learning and practice opportunities. Respect themselves Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further
and others within the communication process, cultivating habits of honesty and integrity into (language) learning and practice opportunities. Respect themselves and others within the communication
responsible academic behavior. process, cultivating habits of honesty and integrity into responsible academic behavior.
OG.EFL 5 O.EFL 5.5
Directly access the main points and important details of up-to date. English language texts, such Directly access the main points and important details of up-to date. English language texts, such as those
as those published on the web, for professional or general investigation, through the efficient use published on the web, for professional or general investigation, through the efficient use of ICT and reference
of ICT and reference tools where required. tools where required.
OG.EFL 6 O.EFL 5.6
Through selected media, participate in reasonably extended spoken or written dialogue with Through selected media, participate in reasonably extended spoken or written dialogue with peers from
peers from different L1 backgrounds on work, study, or general topics of common interest, different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions
expressing ideas and opinions effectively and appropriately. effectively and appropriately.
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
OG.EFL 7 O.EFL 5.7

Interact quite clearly, confidently, and appropriately in a range of formal and informal social Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a
situations with a limited but effective command of the spoken language (CEFR B1 level). limited but effective command of the spoken language (CEFR B1 level).
TRANSVERSAL AXES: Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
5.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation*** Weeks
(Skills and strategies) Duration
To talk about goals, obstacles, EFL 5.1.1 Display an understanding of the Using suffixes to create adjectives and nouns CE.EFL.5.1. Display an understanding of
important decisions and relationship between the practices and the integrity of different cultures by
achievements. perspectives of different cultures by Identifying principal verbs in verb patterns sharing experiences and by participating
recognizing and sharing cross-cultural in class activities and discussions in a
To describe inspirational experiences and ideas. Reviewing a text. way that shows empathy and respect for
people’s lifestyles. others.
EFL 5.2.1 Deduce the meanings of Signposting the chronological sequence of I.EFL.5.1.1. Learners can demonstrate an
To talk about a person’s unfamiliar phrases and words from a events understanding of the integrity of
experiences. context containing familiar elements. different cultures by sharing experiences
(Example: colloquial greetings, Getting familiar with the topic and the kind of and by participating in class activities
exclamations, interjections, etc.) activity. and discussions in a way that shows 5
1 Inspirational People empathy and respect for others. (I.3, S.1,
EFL 5.3.1 Find specific predictable Listening for specific information Speaking: S.2, J.1, J.3).
information in short, simple texts in a using “I mean” to clarify ideas.
range of age- and level-appropriate CE.EFL.5.2. Demonstrate an ability to
topics. (Example: biographies, news discuss culture by analyzing cultural
articles, narratives, memoirs and products and referents from Ecuador
personal accounts, formal letters and and other countries while making
emails, etc.) informed choices about and taking
action on issues of prejudice and
EFL 5.4.1 Critically evaluate information discrimination.
from references, including those found I.EFL.5.2.1. Learners can exhibit an
on the web, and recommend print and ability to discuss culture by analyzing
digital sources to other learners. cultural products and referents from
Ecuador and other countries while

EFL 5.5.1 Compare and present personal making informed choices about and
and formal responses to and taking action on issues of prejudice and
interpretations of published literary texts discrimination. (I.1, I.2, S.2, J.1, J.3)
and the works of peers, referring to
details and features of the text. (Example: CE.EFL.5.3. Interpret cultural and
text structure, plot, ideas, events, language patterns in English, including
vocabulary, etc.) nonverbal communication, and apply
them in appropriate contexts.
I.EFL.5.3.1. Learners can interpret
cultural and language patterns in
English, including nonverbal
communication, and apply them in
appropriate contexts. (I.3, I.4, S.1, S.2)
To ask and answer questions EFL 5.1.2 Grouping verbs. CE.EFL.5.4. Communicate effectively
about experiences. Demonstrate mindfulness, empathy, using a variety of media and formats,
tolerance and an overall respect for the Using wh-questions to get details and including ICT, by saying things in 5
To talk about the length of integrity of cultures in daily classroom yes/noquestions to approach a topic. alternative ways and applying self-
2 experiences. activities. correcting and self-monitoring strategies
Experience Culture! Focusing on familiar words. when needed.
To recommend cultural EFL 5.2.2 Identify the main idea and I.EFL.5.4.1. Learners can communicate
activities like reading and some details of recorded news reports, Understanding key ideas. effectively using a variety of media and
going to museums. documentaries and interviews reporting formats, including ICT, by saying things in
on seasonal festivities, environmental Connecting similar and contrasting ideas alternative ways and applying self-
issues, food and international customs, correcting and self-monitoring strategies
climate, weather, etc., where the visuals Paying attention to key words to identify when needed. (I.1, I.3, J.4)
support the commentary. relevant details.
CE.EFL.5.5. Listening for Meaning:
EFL 5.3.2 Identify and use reading Explaining and giving more information with Identify the main idea in a variety of
strategies to make informative and “that is” audio recordings (e.g., interviews, radio
narrative texts comprehensible and ads, news reports, etc.) and deduce the
meaningful. (Example: skimming, meanings of unfamiliar phrases and
scanning, previewing, reading for main words in familiar contexts, provided
ideas and details, using structural and speech is clear and visuals help support
context clues, cognates, format, meaning.
sequence, etc.) I.EFL.5.5.1. Learners can identify the
main idea in a variety of audio
EFL 5.4.2 Identify a variety of types and recordings (e.g., interviews, radio ads,

formats of potential resources and the news reports, etc.) and deduce the
value, purpose and audience of each for meanings of unfamiliar phrases and
use in the educational domain. (Example: words in familiar contexts where speech
audio/video, multimedia, website, is clear and visuals help support
database, book, thesaurus, meaning. (I.3, I.4)
scholarly/popular, current/historical, etc.)
CE.EFL.5.6. Listening for Information:
EFL 5.5.2 Make predictions, inferences Deal with practical, everyday
and deductions to demonstrate different communication demands in familiar
levels of meaning of literary texts social and academic contexts, including
presented orally or in digital form, following directions in class activities
including literal and implied meanings. and identifying main ideas in other
(Example: summarizing, explaining and curricular subjects when given sufficient
identifying, word choice, symbols, points support.
of view, etc.) I.EFL.5.6.1. Learners can deal with
practical, everyday communication
demands in familiar social and academic
contexts, such as following directions in
class activities and identifying main
ideas in other curricular subjects when
given sufficient support. (I.1, I.3, S.1)
.
To narrate stories and events EFL 5.1.3.Find parallels between Using adverbs to convey attitude. CE.EFL.5.7. Production – Accuracy and
in the past. Ecuadorian cultural and political Intelligibility: Use appropriate 5
referents and those of other countries by Associating vocabulary with pictures. vocabulary and language in a variety of
To convey attitudes related to talking about holidays, symbols, customs oral interactions for a range of audiences
the events of a story. and schooling. Reading literary texts: skimming, predicting and level-appropriate purposes.
and analyzing story elements. I.EFL.5.7.1. Learners can communicate
Story Time! To talk about imaginary EFL 5.2.3 Follow main ideas in topics clearly and effectively by using
3 situations. covered in other curricular subjects with Summarizing a story. appropriate vocabulary and language in
the help of visual support, using concepts a variety of oral interactions for a range
To react to a story in different and vocabulary that have been studied in Identifying important elements of a story of audiences and level-appropriate
ways. advance. purposes. (I.2, I.3, J.2)
Reacting to a story
EFL 5.3.3 Determine the main conclusion CE.EFL.5.8. Interaction – Interpersonal:
in texts which clearly argue a point of Respond to and build on other people’s
view in order to make informed decisions ideas in extended conversations on
about one’s own opinion and reaction to familiar social and academic topics by
the text. expressing opinions and feelings and

clarifying meaning.
EFL 5.4.4 Select and make effective use of I.EFL.5.8.1. Learners can respond to and
a range of digital tools to write, edit, build on other people’s ideas in
revise and publish written work in a way extended conversations on familiar
that supports collaboration, learning and social and academic topics by expressing
productivity. (Example: image editing, opinions and feelings and clarifying
GoogleDrive, infographic makers, audio meaning. (I.3, I.4, S.1, J.3, J.4)
and video editing, presentation apps,
etc.) CE.EFL.5.9. Production – Fluency:
Present information clearly and
EFL 5.5.4 Read aloud with confidence, influence an audience effectively
accuracy, fluency and expression to through well-developed arguments in
demonstrate understanding and to prepared presentations and other forms
convey an interpretation of meaning. of oral communication
EFL I.EFL.5.9.1. Learners can present
information clearly and influence an
audience effectively through well-
developed arguments in prepared
presentations and other forms of oral
communication. (I.2, I.3, J.2)
To give and ask for directions EFL 5.1.6 Demonstrate an ability to make Classifying words CE.EFL.5.10. Find specific information
and information in a polite informed choices about and take action and identify the main points in simple,
way. on issues of prejudice and discrimination. Reading a map. straightforward texts on subjects of 5
personal interest or familiar academic
To ask people if they agree EFL 5.2.4 Follow oral directions in Identifying informed opinions. topics while making informed decisions
4 Traveling the World with you. classroom activities and projects and about one’s own reaction to the text.
provide directions to peers in selected Using facts and reasons to support opinions I.EFL. 5.10.1. Learners can find specific
To give emphasis to interactions. information and identify the main points
descriptions and comparisons Listening for repetition. in simple, straightforward texts on
EFL 5.3.5 Assess, compare and evaluate subjects of personal interest or familiar
the quality of written texts and visual Using visuals. academic topics while making informed
presentations using different criteria and decisions about one’s own reaction to
ICT tools related to the organization, Asking for directions politely. the text. (I.1, I.2, S.2)
subject area and purpose of a text.
(Examples of text types: editorials, letters Addressing people politely CE.EFL.5.11. Identify and apply a range
to the editor, political speeches, of reading strategies in order to make
illustrations, charts, advertisements, etc.) texts meaningful and to select

EFL 5.4.6 information within a text that might be

Produce emails and blog posts describing of practical use for one’s own academic
personal experiences and feelings. needs.
I.EFL.5.11.1. Learners can Identify and
EFL 5.5.5 Create original, imaginative apply a range of reading strategies in
stories using appropriate vocabulary and order to make texts meaningful and to
elements of the literature learners have select information within a text that
read or heard. might be of practical use for one’s own
academic needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.12. Engage with a variety of

digital and print texts and resources by
evaluating and detecting complexities
and discrepancies in the information in
order to find the most appropriate
sources to support an idea or argument.
I.EFL.5.12.1. Learners can engage with a
variety of digital and print texts and
resources by evaluating and detecting
complexities and discrepancies in the
information in order to find the most
appropriate sources to support an idea
or argument. (I.2, I.4, J.3)
To tell and react to news. EFL 5.1.7 Interpret and demonstrate Inferring CE.EFL.5.13. Produce emails, blog posts
knowledge of nonverbal and oral and other written texts using an 5
To describe natural disasters communication features by applying Generating ideas. effective voice and a variety of
and extreme weather. them in appropriate contexts. (Example: appropriate writing styles and
use of stress, intonation, pace, etc.) Writing an information report or news conventions.
5 News Media To talk about inventors, I.EFL.5.13.1. Learners can produce
inventions, artists and EFL 5.2.5 Understand the main idea of Understanding numbers. emails, blog posts and other written
artwork. radio and audio recordings on subjects of texts using an effective voice and a
personal interest, provided speech is Reacting to news. variety of appropriate writing styles and
clear. conventions. (I.3, S.3, J.2)
Introducing a piece of news
EFL 5.3.6 Display an appreciation of the CE.EFL.5.14. Identify, critically evaluate
language by interacting and engaging and recommend a variety of potential
with a variety of digital and print texts resources and references, including
and resources and by selecting and digital tools, that support collaboration

evaluating these materials as a means to and productivity, for educational and

promote and strengthen literacy skills academic use.
and language acquisition. I.EFL.5.14.1. Learners can identify,
critically evaluate and recommend a
EFL 5.4.7 Use the process of prewriting, variety of potential resources and
drafting, revising, peer editing and references, including digital tools, that
proofreading (i.e., “the writing process”) support collaboration and productivity,
to produce well-constructed for educational and academic use. (I.1,
informational texts. I.2, S.3, S.4)
EFL 5.5.7 Collaboratively produce criteria CE.EFL.5.15. Plan and produce well-
for evaluating literary texts and the constructed informational texts by
effectiveness of group work. applying the writing process and while
demonstrating an ability to justify one’s
position on an argument through
carefully selected information and
appropriate language, tone and
evidence.
I.EFL.5.15.1. Learners can plan and
produce well-constructed informational
texts by applying the writing process and
while demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)
To talk about Internet habits EFL 5.1.8 Understanding prepositions. CE.EFL.5.16. Respond to and interpret
and wishes. Discover and employ alternative ways of literary texts, including original stories 5
saying things in social and classroom Visualizing phrasal verbs . written by peers, referring to details and
To give instructions to use interactions. literary elements of the text.
6 A Tech-World technology. Drawing conclusions I.EFL.5.16.1. Learners can respond to
EFL 5.2.6 Use new words and expressions and interpret literary texts, including
To give opinions about which occur in conversations in the Writing a “how to” article. original stories written by peers,
technology. personal and educational domains, and referring to details and literary elements
Grammar make use of such terms and expressions Explaining cause and effect. of the text. (S.1, S.4, J.2)
wherever appropriate and necessary.
Making notes CE.EFL.5.17. Demonstrate and convey
EFL 5.3.8 Identify and understand the different levels of meaning in literary

main points in straightforward texts on Checking instructions and clarifying texts by identifying distinguishing
subjects of personal interest or familiar Project features, interpreting implicit and
academic topics. explicit messages and responding in a
variety of ways.
EFL 5.4.9 Use a variety of oral, print and I.EFL.5.17.1. Learners can demonstrate
electronic forms for writing to others or and convey different levels of meaning
for writing for self, applying the in literary texts by identifying
conventions of social writing. (Example: distinguishing features, interpreting
notes, invitations, emails, blog entries implicit and explicit messages and
and comments, notes to self, etc.) responding in a variety of ways. (I.3, I.4,
J.3)
EFL 5.5.9 Engage in collaborative
activities through a variety of student CE.EFL.5.18. Use a range of criteria to
groupings to share, reflect on, express evaluate and recommend literary texts
and interpret opinions and evaluations of to others, and recognize how chosen
a range of literary texts. (Example: small criteria affects evaluation.
groups, cooperative learning groups, I.EFL.5.18.1. Learners can use a variety
literature circles, process writing groups, of criteria for evaluating and
etc.) recommending literary texts to others,
and recognize how chosen criteria
affects evaluation. (S.1, S.4, J.2, J.4)
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 – A2.2 Quito: Norma.
Blog: Ismara-ismara.blogspot.com
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:
Date: Date: Date:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:
1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 1st Class:
Book: English B1.1 Unit: 1 Objectives:
Inspirational People 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 5.6 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: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral 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.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, conversations on familiar social and academic topics by expressing opinions and feelings and
such as personal experiences, while describing one’s reactions to them and others’ opinions. clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.4 Find the most important information in print or online sources in order to support an detecting complexities and discrepancies in the information in order to find the most appropriate
idea or argument. (Example: Internet search engines, online advertising, online or print sources to support an idea or argument
timetables, web pages, posters, adverts, catalogues, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and references, including digital tools, that support collaboration and productivity, for educational and
publish written work in a way that supports collaboration, learning and productivity. (Example: academic use. CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the
image editing, Google Drive, infographic makers, audio and video editing, presentation apps, writing process and while demonstrating an ability to justify one’s position on an argument through
etc.) carefully selected information and appropriate language, tone and evidence.
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 CE.EFL.5.18 Use a range of criteria to evaluate and recommend literary texts to others, and
EFL 5.5.6 Evaluate one’s own and others’ work, individually 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 EFL Communication and Cultural ACTIVITIES
• Participating in short role plays using a range of verbal and for Subnivel BGU Awareness • Think about a person you admire.
nonverbal communication. • Student’s Book .EFL.5.3.1 Learners can interpret cultural • Write some sentences about this person.
• Talking in pairs about a video learners have watched using only English A2.2 (including and language patterns in English, • In groups, share your sentences to discover things
English. interactive version) including nonverbal communication, and in common.
• Watching a video and identifying desirable language use. • Audio CD apply them in appropriate contexts. (I.3, • Write questions you would you like to ask to this
• Comparing nonverbal and body language between L1 and L2 • Teacher’s Guide I.4, S.1, S.2) person.

cultures. • Posters and pictures Oral Communication • Create a visual presentation with this information
• Creating selfie videos for class assignments and sharing them on a about the topic I.EFL.5.12.1 Learners can engage with a and present it to the class.
class blog. • Photocopiable variety of digital and print texts and Techniques Reading
Oral Communication: (Listening and Speaking) worksheets (TG) resources by evaluating and detecting • Look at the images and the title of the lesson and
• Playing a conversation game, where learners move their tokens • Quiz Time (SB) complexities and discrepancies in the guess what it will be about.
around the board after choosing a card and answering the question. information in order to find the most • Read the questions and complete the table as fast
• Working in pairs to complete an information gap activity. appropriate sources to support an idea or as possible.
• Doing a mingle activity where learners ask and answer questions argument. (I.2, I.4, J.3) Listening
about things they have or haven’t done. Reading • Complete the exercise before listening.
• Observing whether the learners can interact effectively and I.EFL.5.12.1 Learners can engage with a • Listen to the conversation and follow the intonation
whether they are able to ask follow up questions in order to extend variety of digital and print texts and . Speaking
the exchange. resources by evaluating and detecting • Talk to the class about a person you admire
• Establishing a clear expectation of English use for classroom complexities and discrepancies in the Writing
functions. Informal assessment could involve personal notes from information in order to find the most • Take notes about relevant facts from the text.
the teacher to learners who use L2 regularly. appropriate sources to support an idea or • Highlight clue words from the reading.
Reading argument. (I.2, I.4, J.3) Instruments for oral and written evaluation
• Reading quickly looking for words in each paragraph. Writing • Rubrics
• Getting familiar with the topic of a text, taking a quick look at the I.EFL.5.18.1 Learners can use a variety of • Portfolio
vocabulary it contains. criteria for evaluating and recommending • Oral interviews individual/ in pairs
• Comparing and contrasting the opinions of two experts on a topic literary texts to others, and recognize how • Essay Tests
of personal interest. chosen criteria affects evaluation. (S.1, • Practical Exams.
• Identifying unreliable resources on the Internet. S.4, J.2, J.4) • Writing Tests
• Reading about a topic and then identifying reference materials and Language through the Arts • Training Test
sources that could be used to find out more information. I.EFL.5.18.1 Learners can use a variety of
Writing criteria for evaluating and recommending
• Finding a variety of online references to practice a grammar literary texts to others, and recognize how
structure, then recommending the best one to the class. chosen criteria affects evaluation. (S.1,
• Using new words or information from a class lesson and creating S.4, J.2, J.4)
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
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities intelligences; presenting information in multiple formats; using review games to make learning fun.
CLIL Components Transversal Axes

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

Teacher: Teacher: Teacher:
Date: Date: Date:


1. INFORMATIVE DATA
Experience Culture! 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.
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.3 Find parallels between Ecuadorian cultural and political referents and those of other from Ecuador and other countries while making informed choices about and taking action on
countries by talking about holidays, symbols, customs and schooling. 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 audio recordings (e.g.,
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries and interviews, dialogues, etc.) and deduce the meanings of unfamiliar phrases and words in familiar
interviews reporting on seasonal festivities, environmental issues, food 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 make texts meaningful and
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts to select information within a text that might be of practical use for one’s own academic needs.
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main
ideas and details, using structural and context clues, cognates, format, sequence, etc.)
EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose references, including digital tools, that support collaboration and productivity, for educational and
and audience of each for use in the educational domain. (Ex-ample: 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 student groupings in order to
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
reflect on, express and interpret opinions and evaluations of a range of literary text. the group.

• Researching how teens in other countries/regions of Ecuador live for Subnivel BGU Awareness • Get in groups and talk about bad behaviors in
and presenting the information to peers. • Student’s Book I.EFL.5.2.1 Learners can exhibit an ability teens.
• Brainstorming ways to counter discrimination in one’s daily life. English A2.2 (including to discuss culture by analyzing cultural • Each group thinks an idea to promote an
• Researching a cultural or social symbol of Ecuadorian culture and interactive version) products and referents from Ecuador and educational campaign against that behavior.
discussing the findings in small groups. • Audio CD other countries while making informed • Prepare a set of recommendations.
• Choosing pictures that demonstrate tolerance and empathy • Teacher’s Guide choices about and taking action on issues • Assign responsibilities: designing flyers or posters,
towards groups that are sometimes discriminated and finding ways • Posters and pictures of prejudice and discrimination. (I.1, I.2, preparing speeches and slogans.
to make sure these groups feel included in Ecuadorian society. about the topic S.2, J.1, J.3) • Rehearse the presentation.
• Simulating desirable social and cultural behaviors through role play • Photocopiable Oral Communication • Carry out the campaign.

activities. worksheets (TG) I.EFL.5.5.1 Learners can identify the main Techniques Reading
• Quiz Time (SB) idea in a variety of audio recordings (e.g., • Scan the text for the main idea.
Oral Communication: (Listening and Speaking) interviews, dialogues, etc.) and deduce • Find supporting ideas for better comprehension.
• Using context clues to deduce the meaning of an expression in a the meanings of unfamiliar phrases and Listening
conversation between a waiter and a customer. words in familiar contexts where speech is • Listen to the audio with the eyes close.
• Listening to a radio ad and identifying the product being sold. clear and visuals help support meaning. • Pay attention to key words to identify relevant
• Using pictures and other visuals to predict the main idea of a short (I.3, I.4) details in the speech.
conversation. Reading Speaking
• Listening for specific words in a conversation and trying to guess I.EFL.5.11.1 Learners can Identify and • Share an amazing experience with the class.
the meaning from the context. apply a range of reading strategies in • Support your ideas giving reasons.
Reading order to make texts meaningful and to Writing
• Underlining the cognates in a short text. select information within a text that might • Use connectors to join your ideas
• Skimming online reference web sites for ones that have the be of practical use for one’s own Instruments for oral and written evaluation
information needed for a research project. academic needs. (I.1, I.2, I.4, S.3) • Rubrics
• Reading about a topic and then identifying reference materials and Writing • Portfolio
sources that could be used to find out more information. I.EFL.5.18.1 Learners can use a variety • Oral interviews individual/ in pairs
• Reading texts from different subject areas and choosing the best of criteria for evaluating and • Essay Tests
title for each. recommending literary texts to others, and • Practical Exams.
•Underlining main ideas from texts and then using them to write recognize how chosen criteria affects • Writing Tests
questions the learner has about the topic. evaluation. (S.1, S.4, J.2, J.4) • Training Test
Writing Language through the Arts
• Recommending a web site to another learner. I.EFL.5.19.1 Learners can engage in
• Finding a variety of online references to practice a grammar collaborative activities through a variety of
structure, then recommending the best one to the class. student groupings in order to solve
• Reading an online restaurant review and identifying common problems and reflect on literary texts, and
linguistic features, such as use of adjectives and opinions. Learners produce criteria for evaluating the
use the same features to write their own review of a movie they’ve effectiveness of the group. (I.1, I.2, S.2,
seen. S.3, S.4, J.3, J.4)
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.
Science/Technology/Arts: To elaborate a project group to carry out a learning campaign promoting cultural literacy. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.

Date: Date: Date:

1. INFORMATIVE DATA
Story Time! O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal
EFL 5.1.7 Interpret and demonstrate knowledge of nonverbal and oral 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 influence an audience
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of effectively through well-developed arguments in prepared presentations and other forms of oral
audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research communication.
reports, essays, articles, posters, charts and another graphics, etc.)
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts to select information within a text that might be of practical use for one’s own academic needs.
comprehensible and meaningful. (Example: skimming, scanning, 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 applying the writing process
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., and while demonstrating an ability to justify one’s position on an argument through carefully
“the writing process”) to produce well-constructed informational texts. EFL 5.4.8 Create an selected information and appropriate language, tone and evidence. CE.EFL.5.14 Identify, critically
effective voice, using a variety of writing styles appropriate to different audiences, purposes and evaluate and recommend a variety of potential resources and references, including digital tools,
settings, and adjust these styles as necessary. 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 stories written by peers,
EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of the referring to details and literary elements of the text.
literature learners have read or heard.


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

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


1. INFORMATIVE DATA
Traveling the World 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 towards different cultures to comprehend the role of diversity in
building an intercultural and multinational society.
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by
EFL 5.1.11 Apply self-correcting and self-monitoring strategies in social and classroom saying things in alternative ways and applying self-correcting and self-monitoring strategies when
interactions by adjusting presentation and language production to 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 people’s ideas in extended
EFL 5.2.14 Request and provide information and assistance orally for personal, social and conversations on familiar social and academic topics by expressing opinions and feelings and
academic purposes in order to clarify and extend meaning in spoken interactions. clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a variety of detecting complexities and discrepancies in the information in order to find the most appropriate
digital and print texts and resources and by selecting and evaluating 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.
EFL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose references, including digital tools, that support collaboration and productivity, for educational and
and audience of each for use in the educational domain. (Example: 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 texts to others, and
EFL 5.5.6 Evaluate one’s own and others’ work, individually 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.)


• Participating in short dialogues and role plays. for Subnivel BGU Awareness Think about great places to visit in your country.
• Practicing and deal with a need through a mini role play. • Student’s Book I.EFL.5.4.1 Learners can communicate • Investigate about these places and get the most
• Communicating with an “e-pal” from another country or city. English A2.2 (including effectively using a variety of media and relevant information.
• Paraphrasing an idea when a peer asks for clarification. interactive version) formats, including ICT, by saying things in • Choose one interesting place to recommend.
• Using a definition or example to explain a concept or word that one • Audio CD alternative ways and applying self- • Write a brochure about this place.
does not yet have the exact language for. • Teacher’s Guide correcting and self monitoring strategies • Tell the class why they should visit this place.
• Posters and pictures when needed. (I.1, I.3, J.4) Techniques Reading
Oral Communication: (Listening and Speaking) about the topic Oral Communication • Identify the intention of each paragraph in the text.
• Photocopiable I.EFL.5.8.1 Learners can respond to and • Scan the dialog and highlight the words you
Comparing answers in pairs or small groups. worksheets (TG) build on other people’s ideas in extended hesitate in their pronunciation.
• Conducting a role-play between two students on a given topic. • Quiz Time (SB) conversations on familiar social and Listening
• Working in pairs to complete an information gap activity. academic topics by expressing opinions • Scan the dialog and highlight the words you
• Doing a mingle activity where learners ask and answer questions and feelings and clarifying meaning. (I.3, hesitate in their pronunciation.
about things they have or haven’t done. I.4, S.1, J.3, J.4) Speaking
• Observing to see whether the learners can interact effectively and Reading • Use tag questions to confirm information you are
whether they are able to ask follow up questions. I.EFL.5.12.1 Learners can engage with a not sure.
variety of digital and print texts and • Try to use all the new words and expressions
Reading resources by evaluating and detecting studied at the lesson in a conversation.
complexities and discrepancies in the Writing
• Recommending an informational web site to another learner. information in order to find the most • Write a brochure using the model.
• Reading two articles on the same topic and recording appropriate sources to support an idea or Instruments for oral and written evaluation
discrepancies in the information. argument. (I.2, I.4, J.3) • Rubrics
• Reading about a topic and then identifying reference materials and Writing • Portfolio
sources that could be used to find out more information. I.EFL.5.14.1 Learners can identify, • Oral interviews individual/ in pairs
• Reading a range of texts from subject areas and finding and critically evaluate and recommend a • Essay Tests
defining common themes across content areas. variety of potential resources and • Practical Exams.
references, including digital tools, that • Writing Tests
Writing support collaboration and productivity, for • Training Test
educational and academic use. (I.1, I.2,
• Identifying the best resources for a writing project in pairs. S.3, S.4)
• Using a list of criteria in order to evaluate a web site. Language through the Arts
• Analyzing three different types of dictionaries (e.g., online, English I.EFL.5.18.1 Learners can use a variety
English, English-Spanish) and giving reasons for using each. of criteria for evaluating and
• Recommending a reference article to a friend, giving specific recommending literary texts to others, and
reasons for the recommendation. recognize how chosen criteria affects
evaluation. (S.1, S.4, J.2, J.4)
• Using a checklist to evaluate the work of a performing artist, then

recommending his/her work to a peer.
• 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.

Science/Technology/Arts: To design a brochure about tourist information on a place of your selection. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Date: Date: Date:


1. INFORMATIVE DATA
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
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.6 Demonstrate an ability to make informed choices about and take action on issues of from Ecuador and other countries while making informed choices about and taking action on
prejudice and discrimination. issues of prejudice and discrimination.
reports, essays, articles, posters, charts and another graphics, etc.).
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
EFL 5.3.4 Find specific predictable information in short, simple texts in a range of age- and on subjects of personal interest or familiar academic topics while making informed decisions about
levelappropriate topics. (Example: biographies, news articles, narratives, memoirs and personal one’s own reaction to the text.
accounts, formal letters and emails, etc.)
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if the and while demonstrating an ability to justify one’s position on an argument through carefully
new knowledge adds value to or contradicts prior information. selected information and appropriate language, tone and evidence.
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by identifying
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of distinguishing features, interpreting implicit and explicit messages and responding in a variety of
meaning of literary texts presented orally or in digital form, including literal and implied meanings. ways.
(Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.)
• Inviting a guest speaker from another country to class and asking for Subnivel BGU Awareness • Brainstorm situations or events you would like to
and answering questions about his/her culture/country. • Student’s Book I.EFL.5.2.1 Learners can exhibit an ability report on: The school needs new computers. The
• Adding expressions of politeness to dialogues. English A2.2 (including to discuss culture by analyzing cultural soccer pitch is damaged.
• Writing survey questions about socially and culturally responsible interactive version) products and referents from Ecuador and • Select some situations and explain why you would
behaviors and surveying classmates. Publishing the results in an • Audio CD other countries while making informed make a great piece of news.
online chart. • Teacher’s Guide choices about and taking action on issues • Create questions to explore your piece of news.
• Brainstorming ways to counter discrimination in one’s daily life. • Posters and pictures of prejudice and discrimination. (I.1, I.2, • Investigate the answers to those questions: read,
about the topic S.2, J.1, J.3) talk to people, interview people, etc.
Oral Communication: (Listening and Speaking) • Photocopiable Oral Communication • Write your news following the suggestions in the
worksheets (TG) I.EFL.5.9.1 Learners can present writing section.
• Researching a topic and preparing a presentation for the class. • Quiz Time (SB) information clearly and influence an • Look for photos that go with your article and adapt it

• Recording a video about one’s opinion of a story read in class. audience effectively through well- for an oral presentation.
• Sharing opinions in a way that encourages others to perform a developed arguments in prepared Techniques Reading
specific action. presentations and other forms of oral • Categorize words from the text to remember them
• Using intonation to convince a partner to take action. communication. (I.2, I.3, J.2) better.
• Summarizing a peer’s opinion about a video seen in class. Reading Listening
• Using a digital presentation to raise awareness about a local issue I.EFL.5.12.1 Learners can engage with a • Take notes while you listen the conversation.
variety of digital and print texts and • In pairs, ask and answer questions about the audio.
Reading resources by evaluating and detecting Speaking
complexities and discrepancies in the • Tell a disaster you know trying to make emphasis in
• Identifying unreliable resources on the Internet. information in order to find the most the pronunciation of the regular verbs ending.
• Using a rubric to evaluate a print or online resource. appropriate sources to support an idea or • Share information with a partner about what you
• Using a rubric to assess the validity of a web site, according to argument. (I.2, I.4, J.3) understood from the audio.
one’s academic needs Writing Writing
• Reading about a topic and then identifying reference materials and I.EFL.5.15.1 Learners can plan and • Choose five new words and try to write their
sources that could be used to find out more information. produce well-constructed informational definition.
texts by applying the writing process and • Think in a disaster and write some preventive
Writing while demonstrating an ability to justify measures to take into account.
one’s position on an argument through Instruments for oral and written evaluation
• Writing new words and phrases in a vocabulary notebook and then carefully selected information and • Rubrics
writing a text using three words from your vocabulary notebook. appropriate language, tone and evidence. • Portfolio
• Writing a brochure about your opinion on a topic and underlining (I.2, I.3, I.4, S.3, J.1) • Oral interviews individual/ in pairs
examples of persuasive language. Language through the Arts • Essay Tests
• Watching a video about a controversial topic and writing a short I.EFL.5.17.1 Learners can demonstrate • Practical Exams.
essay agreeing or disagreeing with the content presented. and convey different levels of meaning in • Writing Tests
• Exchanging writing in pairs in order to make suggestions about literary texts by identifying distinguishing • Training Test
things that could be improved. features, interpreting implicit and explicit
messages and responding in a variety of
Language through the Arts ways. (I.3, I.4, J.3)
• 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.
Science/Technology/Arts: To present a news broadcast reporting on an interesting event at school. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.


Date: Date: Date:


1. INFORMATIVE DATA
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.
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by saying
EFL 5.1.9 Communicate information and ideas effectively to diverse audiences using a variety of things in alternative ways and applying self-correcting and self-monitoring strategies when needed.
media and formats.
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.)
EFL 5.3.9 Skim and scan reference materials, in print or online, in order to identify information to select information within a text that might be of practical use for one’s own academic needs.
that might be of practical use for one’s own research and academic needs.
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive and while demonstrating an ability to justify one’s position on an argument through carefully
language, tone, evidence and well-developed arguments through 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 student groupings in order to
EFL 5.5.8 Contribute to team projects to produce original works and solve problems while solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
effectively negotiating and managing interactions to accomplish social and classroom tasks. the group.
• Creating a “live” video on Facebook to give an opinion on a unit for Subnivel BGU Awareness Think about popular tech devices and survey your
topic. • Student’s Book .EFL.5.4.1 Learners can communicate classmates to find out which ones they have or wish
• Using social media to network with teens across the globe. English A2.2 (including effectively using a variety of media and they had
• Rating one’s self after a speaking activity, according to a set rubric. interactive version) formats, including ICT, by saying things in • Find out what they do with their devices and how
• Practicing a specific self-correcting strategy during a pair work • Audio CD alternative ways and applying self- they use them: What activities do you do with your
activity. • Teacher’s Guide correcting and selfmonitoring strategies cell phone? What activities do you wish you could
• Recording student interactions in class and watching them later in • Posters and pictures when needed. (I.1, I.3, J.4) do?
order to identify behaviors the learners need to increase and those about the topic Oral Communication • Brainstorm on the different technological habits
they need to decrease. • Photocopiable I.EFL.5.9.1 Learners can present people have when they entertain and communicative.

worksheets (TG) information clearly and influence an Some people spend too much time on the Internet.
Oral Communication: (Listening and Speaking) • Quiz Time (SB) audience effectively through well- • Survey your friend´s tech habits to confirm or refute
developed arguments in prepared your ideas: Do you spend a lot of time online? How
• Researching a topic and preparing a presentation for the class. presentations and other forms of oral much?
• Using a digital presentation to raise awareness about a local issue communication. (I.2, I.3, J.2) • Create a graph illustrating the findings to the
• Recording a video about one’s opinion of a story read in class. Reading survey.
• Sharing opinions in a way that encourages others to perform a I.EFL.5.11.1 Learners can Identify and • Analyze the results and write a report. Techniques
specific action. apply a range of reading strategies in Reading
• Using intonation to convince a partner to take action. order to make texts meaningful and to • Scan the text for the answers to pre-reading
• Summarizing a peer’s opinion about a video seen in class. select information within a text that might questions.
be of practical use for one’s own • Underline the sentences that support your answers
Reading academic needs. (I.1, I.2, I.4, S.3) in the report.
Writing Listening
• Using a list to choose the best sources for finding information on a I.EFL.5.15.1 Learners can plan and • Try to infer information of the activity by using the
topic. produce well-constructed informational context and your own ideas about the situation.
• Reading texts from different subject areas and choosing the best texts by applying the writing process and Speaking
title for each. while demonstrating an ability to justify • Share a wish you have with a classmate.
• Underlining main ideas from texts and then using them to write one’s position on an argument through Writing
questions the learner has about the topic. carefully selected information and • Use synonyms and antonyms to give a definition of
• Identifying the correct format for an academic text. appropriate language, tone and evidence. a new word.
• Finding online resources that can be used for a range of research (I.2, I.3, I.4, S.3, J.1) Instruments for oral and written evaluation
projects. Language through the Arts • Rubrics
I.EFL.5.19.1 Learners can engage in
Writing collaborative activities through a variety of • Portfolio
student groupings in order to solve • Oral interviews individual/ in pairs
• Watching a video about a controversial topic and writing a short problems and reflect on literary texts, and • Essay Tests
essay agreeing or disagreeing with the content presented. produce criteria for evaluating the • Practical Exams.
• Exchanging writing in pairs in order to make suggestions about effectiveness of the group. (I.1, I.2, S.2, • Writing Tests
things that could be improved. S.3, S.4, J.3, J.4) • Training Test
• Reading an article and underlining examples of evidence the
author gives to support his/her position, then writing a similar
position piece while implementing your own examples and evidence.
• 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.

Science/Technology/Arts: To create survey on tech issues and present it with a graph. Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Date: Date: Date:


English A2.2 PCA - PUD 1ro Bachillerato

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English A2.2 PCA - PUD 1ro Bachillerato

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR

CURRICULAR ANNUAL PLAN

OG.EFL 1 O.EFL 5.1

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OG.EFL 7 O.EFL 5.7

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Educamos para tener Patria

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EFL 5.4.6 information within a text that might be

CE.EFL.5.12. Engage with a variety of

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evaluating these materials as a means to and productivity, for educational and

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

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Prepared by Revised by Approved by

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MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques / Instruments

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Date: Date: Date:

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques / Instruments

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques / Instruments

• Using a checklist to evaluate the work of a performing artist, then

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA

School’s Name: Year:

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

• Predicting the content of a story using the title and pictures.