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independently access further (language) learning and practice opportunities. Respect of ICT and reference tools where required.
themselves and others within the communication process, cultivating habits of honesty and O.EF 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with
integrity into responsible academic behavior. peers from different L1 backgrounds on work, study, or general topics of common interest, expressing
OG.EFL 5 ideas and opinions effectively and appropriately.
Directly access the main points and important details of up-to date. English language texts, O.EF 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social
such as those published on the web, for professional or general investigation, through the situations with a limited but effective command of the spoken language (CEFR B1 level)
efficient use of ICT and reference tools where required.
OG.EFL 6
Through selected media, participate in reasonably extended spoken or written dialogue
with peers from different L1 backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a range of formal and informal social
situations with a limited but effective command of the spoken language (CEFR B1 level).
TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
5.UNITS TO BE DEVELOPED*
N Title of Unit Specific Contents/skills ** Methodological Orientations Evaluation Weeks
º the unit Objectives (Skills and strategies) duration
1 You will learn how to Communication and Cultural Communication and Cultural CE.EFL.5.2. Demonstrate
Breaking Talk about news. Awareness Awareness an ability to discuss culture
News announce a piece of Display an understanding of the Recognizing instances of by analyzing cultural 6
news that has relationship between the discrimination or prejudice in one’s products and referents from
happened recently. practices and perspectives of daily life and analyzing reasons for Ecuador and other countries
share life experiences. different cultures in the region by them in small groups. while making informed
recognizing and sharing cross- choices about and taking
cultural experiences and ideas. Inviting a guest speaker from another action on issues of prejudice
(Example: exclamations, country to class and asking and and discrimination.
interjections, idioms and regional answering questions about his/her
beliefs, customs and traditions in culture/country. I.EFL.5.2.1. Learners can
the region etc.) EFL 5.1.1 exhibit an ability to discuss
Researching through the Internet culture by analyzing cultural
Oral Communication: about other cultures and ways of life products and referents from
(Listening and Speaking) and presenting them to the class Ecuador and other countries
Identify the main idea and using digital tools. while making informed
supporting details of stuff of choices about and taking
recorded news reports, Researching through the Internet action on issues of prejudice
documentaries and interviews about other cultures and ways of life and discrimination. (I.1, I.2,
reporting on seasonal festivities, and presenting them to the class S.2, J.1, J.3)
environmental issues, food and using digital tools.
international customs, climate, CE.EFL.5.8. Interaction –
weather, etc., where the visuals Oral Communication: (Listening and Interpersonal: Respond to
support the comment about Speaking) and build on other people’s
regional issues. EFL 5.2.2 ideas in extended
Reading Playing a conversation game, conversations on familiar
EFL 5.3.8 Identify and understand where learners move their tokens social and academic topics
the main points in straightforward around the board after choosing a by expressing opinions and
texts on subjects of personal card and answering the question feelings and clarifying
interest or familiar academic meaning.
topics. Listening to another learner’s
Writing answers in class and responding I.EFL.5.8.1. Learners can
Identify a variety of types and appropriately. (Example: giving respond to and build on
formats of potential resources praise, correcting an error, asking other people’s ideas in
and the value, purpose and a follow-up question, etc.) extended conversations on
audience of each for use in the familiar social and academic
educational domain. (Example: Working in pairs to complete an topics by expressing
audio/video, multimedia, website, information gap activity. opinions and feelings and
database, book, thesaurus, clarifying meaning. (I.3, I.4,
scholarly/popular, Doing a mingle activity where S.1, J.3, J.4)
current/historical, etc.) EFL 5.4.2 learners ask and answer CE.EFL.5.12. Engage with a
questions about things they have variety of digital and print
EFL 5.4.7 Use the process of or haven’t done. Observing to see texts and resources by
prewriting, drafting, revising, peer whether the learners can interact evaluating and detecting
editing and proofreading (i.e., effectively and whether they are complexities and
“the writing process”) to produce able to ask follow up questions in discrepancies in the
well-constructed informational order to extend the exchange information in order to find
texts. the most appropriate
Language through the Arts Establishing a clear expectation of sources to support an idea or
English use for classroom argument.
EFL 5.5.8 Contribute to team functions. (Example: greeting,
projects to produce original works requesting, thanking, asking for I.EFL.5.12.1. Learners can
and solve problems while repetition / clarification, giving engage with a variety of
effectively negotiating and instructions, offering help, digital and print texts and re-
managing interactions to comparing answers, taking leave, sources by evaluating and
accomplish social and classroom etc.) Informal assessment could detecting complexities and
tasks groups, literature circles, involve personal notes from the discrepancies in the informa-
process writing groups, etc.) teacher to learners who use L2 tion in order to find the most
regularly appropriate sources to
Reading support an idea or argument.
Read quickly looking for words (I.2, I.4, J.3)
each paragraph
CE.EFL.5.14. Identify,
critically evaluate and
Writing new words and phrases
recommend a variety of
in a vocabulary notebook and
potential resources and
then writing a text using three
references, including digital
words from your vocabulary
tools that support
notebook.
collaboration and
productivity, for educational
Identifying unreliable resources
and academic use.
on the Internet.
Writing
internet search engines, online Underlining and discussing by expressing opinions and
advertising, online or print examples of implied meaning in a feelings and clarifying
timetables, web pages, posters, story. meaning.
adverbs, catalogues, etc. Oral Communication: (Listening and
Speaking) I.EFL.5.8.1. Learners can
Writing Comparing and contrasting the respond to and build on
opinions of two experts on a topic other people’s ideas in
of personal interest. extended conversations on
EFL 5.4.3 Apply new and prior
knowledge in order to plan and familiar social and academic
create texts and determine if the Working in pairs to complete an topics by expressing
information gap activity. opinions and feelings and
new knowledge adds value to or
contradicts prior information. clarifying meaning. (I.3, I.4,
Doing a mingle activity where S.1, J.3, J.4)
learners ask and answer
Language through the Arts questions about things they have CE.EFL.5.12. Engage with a
Make inferences to demonstrate or haven’t done. Observing to see variety of digital and print
different levels of meaning of whether the learners can interact texts and resources by
literary texts EFL 5.5.2 effectively and whether they are evaluating and detecting
able to ask follow up questions in complexities and
order to extend the exchange. discrepancies in the
information in order to find
Establishing a clear expectation of the most appropriate
English use for classroom sources to support an idea or
functions. argument.
For Old You will learn how to Communication and Cultural Communication and Cultural CE.EFL.5.2 Demonstrate an
Times’ talk about changes Awareness Awareness ability to discuss culture by
4 Sake over time. EFL 5.1.5 Identify, discuss and Recognizing instances of analyzing cultural products
analyze cultural products from discrimination or prejudice in and referents from Ecuador
share experiences Ecuador and beyond and use one’s daily life and analyzing and other countries while
and them to explore the perspectives reasons for them in small groups. making informed choices
accomplishments. of the culture. Understand the about and taking action on
main idea of radio and audio Inviting a guest speaker from issues of prejudice and
. recordings on subjects another country to class and discrimination.
discuss traditions. of personal interest, provided asking and answering questions
speech is clear. about his/her culture/country. I.EFL.5.2.1 Learners can
Oral Communication: exhibit an ability to discuss
(Listening and Speaking) Researching through the Internet culture by analyzing cultural
EFL 5.2.14 about other cultures and ways of products and referents from
Request and provide information life and presenting them to the Ecuador and other countries
and assistance orally for class using digital tools. while making informed
personal, social and academic choices about and taking
purposes in order to clarify and action on issues of prejudice
extend meaning in spoken Working in small groups to and discrimination. (I.1, I.2,
interactions. complete a cultural project. S.2, J.1, J.3)
Reading
EFL 5.3.3 Determine the main CE.EFL.5.8 Interaction –
conclusion in texts which clearly Reading a list of actions people Interpersonal: Respond to
argue a point of view in order to take and evaluating and and build on other people’s
make informed decisions about discussing the consequences on ideas in extended
one’s own opinion and reaction to others (including on the conversations on familiar
the text. environment). social and academic topics
by expressing opinions and
EFL 5.3.8 Identify and understand Oral Communication: (Listening and feelings and clarifying
the main points in straightforward Speaking) meaning.
texts on subjects of personal Showing a movie trailer and
interest or familiar academic asking learners to share their I.EFL.5.8.1 Learners can
topics. opinions in pairs and say whether respond to and build on
they would go see that movie or other people’s ideas in
Writing not. extended conversations on
EFL 5.4.5 familiar social and academic
Justify and explain the rationale Establishing a clear expectation of topics by expressing
for a position on an argument, English use for classroom opinions and feelings and
using persuasive language, tone, functions. clarifying meaning. (I.3, I.4,
evidence and well-developed S.1, J.3, J.4)
arguments through essays, Informal assessment could
editorials, movie and book involve personal notes from the CE.EFL.5.10 Find specific
reviews, position papers and teacher to learners who use L2 information and identify the
brochures., audio and video regularly. main points in simple,
editing, presentation apps, etc.) straightforward texts on
Comparing answers in pairs or subjects of personal interest
EFL 5.4.7 Use the process of small groups. or familiar academic topics
prewriting, drafting, revising, peer while making informed
editing and proofreading (i.e., “the Conducting a role play between decisions about one’s own
writing process”) to produce well- two students on a given topic. reaction to the text.
constructed informational texts.
I.EFL. 5.10.1 Learners can
Language through the Arts Reading find specific
Present personal and formal Reading a biography and putting information and identify the
responses to and interpretations events on a timeline. main points in simple,
of published literary texts and the straightforward texts on
works of peers, referring to details Reading a blog post and writing a subjects of personal interest
EFL 5.5.1 comment. or familiar academic topics
meanings of unfamiliar
phrases and words in
Language through the Arts familiar contexts, provided
Explaining through pictures, physical speech is clear and visuals
expression or charts (ICT) how a text help support meaning
makes the learner feel.
I.EFL.5.5.1 Learners can
Using ICT to research about a topic of identify the main idea in a
learners’ choice and writing a short, variety of audio recordings
creative story with the findings. (e.g., interviews, radio ads,
news reports, etc.) and
deduce the meanings of
unfamiliar phrases and
words in familiar contexts
where speech is clear and
visuals help support
meaning. (I.3, I.4)
Getting Communication and Cultural Communication and Cultural CE.EFL.5.2 Demonstrate an
Away Awareness Awareness ability to discuss culture by
Find parallels between regional Making a video blog to record analyzing cultural products
5 culture of the stuff of countries comparisons and ideas from class and referents
according state associations and lessons. from Ecuador and other
political referents by talking about • Researching and writing a short countries while making
holidays, symbols, customs and paragraph about a new topic and informed choices about and
schooling ,visual support, using using appropriate references to support taking action on
concepts and vocabulary that your ideas. issues of prejudice and
have been studied in advance • Watching a video and identifying discrimination
covering core contents EFL 5.1.3 desirable language use.
Oral Communication: • Comparing nonverbal and body I.EFL.5.2.1 Learners can
(Listening and Speaking) language between L1 and L2 cultures. exhibit an ability to
Identify the main idea and • Creating selfie videos for class discuss culture by analyzing
supporting details of stuff of assignments and sharing them on a class cultural products
recorded news reports, blog. and referents from Ecuador
documentaries and interviews • Writing a letter to your future self and other countries
reporting on seasonal festivities, while making informed
choices about and taking
environmental issues, food and Oral Communication: (Listening and action on issues of prejudice
international customs, climate, Speaking) and discrimination.
weather, etc., where the visuals Using context clues to deduce the (I.1, I.2, S.2, J.1, J.3)
support the comment about meaning of an expression in a
regional issues .EFL 5.2.2 conversation between a waiter and a CE.EFL.5.5 Listening for
Reading customer. Meaning: Identify the main
EFL 5.3.2 Identify and use idea in a variety of audio
reading strategies to make Reading recordings: interviews,
informative and narrative texts radio ads, news reports and
comprehensible and meaningful. deduce the meanings of
(Example: skimming, scanning, Using different texts in contexts to get unfamiliar phrases and
reviewing, reading for main information. words in familiar
ideas and details, using structural contexts, provided speech is
and context clues, cognates, Writing clear and visuals help
format, sequence, etc.) Language through the Arts support meaning.
Writing Ss create different topics using the
EFL 5.4.4 Select and make vocabulary learned so far. I.EFL.5.5.1 Learners can
effective use of a range of digital identify the main idea
tools to write, edit, revise and in a variety of audio
publish written work in a way that recordings (e.g., interviews,
supports collaboration, learning radio ads, news reports,
and productivity. (Example: etc.) and deduce the
image editing, Google Drive, meanings of unfamiliar
infographic makers, audio and phrases and words in
video editing, presentation familiar contexts where
apps,etc.) speech is clear and
Language through the Arts visuals help support
EFL 5.5.5 Create original, meaning. (I.3, I.4)
imaginative stories using
appropriate vocabulary and CE.EFL.5.11 Identify and
elements of the literature learners apply a range of reading
have read or heard. strategies in order to make
texts meaningful and
to select information within a
text that might be of practical
CE.EFL.5.14 Identify,
critically evaluate and
recommend a variety of
potential resources and
references, including digital
tools, that support
collaboration and
productivity, for educational
and
academic use.
CE.EFL.5.16 Respond to
and interpret literary texts,
including original stories
written by peers, referring to
details and literary elements
of the text.
Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador -MinEduc.
Obtenido del http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-
Curriculum-Guidelines-EFL-Agosto-2017.pdf
Nuñez, P.A (2015). TEACHER´S BOOK -LEVEL 2. Quito: Norma.
Blog: Ismara-ismara.blogspot.com
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