UNIDAD EDUCATIVA “JUAN DE VELASCO”

Riobamba-Ecuador Academic Year

2019-2020
CURRICULAR ANNUAL PLAN
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: Dpda. Catherine Proaño / Lic. María Teresa Tierra, Lcda. Mery Ruiz.
Course 3rd Accounting , Computing, Marketing and Sales, Sciences Education Level B1.2 BGU, BT, IB
2. TIME
Weekly Hours No. of working Learning evaluation and unexpected issues Total weeks of class Total of periods
weeks
3 HOURS 40 WEEKS 2 WEEKS 38 WEEKS 108 HOURS
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures inquisitive manner, maturely, and openly experiencing other cultures and languages from the secure
and languages from the secure standpoint of their own national and cultural identity. standpoint of their own national and cultural identity. O.EFL 5.2 Draw on this established propensity
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards for curiosity and tolerance towards different cultures to comprehend the role of diversity in building
different cultures to comprehend the role of diversity in building an intercultural and an intercultural and multinational society.
multinational society. O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of
and critical thinking skills through an appreciation of linguistic differences. Enjoy an their own L1 and of language use for communication and learning.
enriched perspective of their own L1 and of language use for communication and O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
learning. independently access further (language) learning and practice opportunities. Respect themselves
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and and others within the communication process, cultivating habits of honesty and integrity into
ability to independently access further (language) learning and practice opportunities. responsible academic behavior.
Respect themselves and others within the communication process, cultivating habits of O.EFL 5.5 Directly access the main points and important details of up-todate English language texts,
honesty and integrity into responsible academic behavior. such as those published on the web, for professional or general investigation, through the efficient
OG.EFL 5 Directly access the main points and important details of up-todate English use of ICT and reference tools where required. O.EFL 5.6 Through selected media, participate in
language texts, such as those published on the web, for professional or general reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work,
investigation, through the efficient use of ICT and reference tools where required. study, or general topics of common interest, expressing ideas and opinions effectively and
OG.EFL 6 Through selected media, participate in reasonably extended spoken or appropriately.
written dialogue with peers from different L1 backgrounds on work, study, or general O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal
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 :
5. DEVELOPMENT OF PLANNING UNITS*
N. Name of the Specific objectives of the
Unit Planning Unit.
1. Let’s Talk Students will be able to:
Movies -talk about different types of
movies and describe a
sequence of events in
chronological order.
- describe and differentiate
between movie
genres.
-talk about movies you have
seen.
-ask and answer questions
about different movies.
-make inferences.
-write a film review and a mini
biography.
social situations with a limited but effective command of the spoken language (CEFR B1 level)
Skills and performance criteria/
Contents
Communication and Cultural
Awareness
EFL 5.1.4 Identify and interpret how
cultural and language patterns in
English are used when exchanging
ideas on familiar topics according to
a B1.2 level. (Example: slang,
idioms, humor, levels of formality,
etc.).
Oral Communication: (Listening
and Speaking)
EFL 5.2.11 Express opinions on
abstract topics, such as film and
music, and concrete topics, such as
personal experiences, while
describing one’s reactions to them
and others’ opinions.
EFL 5.2.14 Request and provide
information and assistance orally
for personal, social and
academic purposes in order to
clarify and extend meaning in
spoken interactions.
Methodology Orientation
Communication and Cultural Awareness
• Participating in short role plays using a
range of verbal and nonverbal
communication.
• Talking in pairs about a video learners have
watched using only English.
• Demonstrating appropriate language use
during class, group and pair discussions
• Watching a video and identifying desirable
language use.
• Comparing nonverbal and body language
between L1 and L2 cultures.
• Creating selfie videos for class assignments
and sharing them on a class blog.
Oral Communication: (Listening and
Speaking)
• Showing a movie trailer and asking learners
to share their opinions in pairs and say
whether they would go see that movie or not.
• Doing a mingle activity where learners ask
and answer questions about things they have
or haven’t done, in order to extend the
exchange.
• Establishing a clear expectation of English
use for classroom functions. Informal
assessment could involve personal notes from
the teacher to learners who use L2 regularly.
Evaluation criteria and Time in
indicators weeks
CE.EFL.5.3 Interpret cultural and 5 weeks
language patterns in English,
including 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)
CE.EFL.5.8 Interaction –
Interpersonal: Respond to and
build on other people’s ideas in
extended conversations on
familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning.
I.EFL.5.8.1 Learners can respond
to and build on other people’s
ideas in extended conversations
on familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning. (I.3, I.4, S.1, J.3, J.4)
Reading
EFL 5.3.2 Identify and use reading
strategies to make informative and
narrative texts comprehensible and
meaningful. (Example: skimming,
scanning, previewing, reading for
main ideas and details, using
structural and context clues,
cognates, format, sequence, etc.).
Writing
EFL 5.4.3 Apply new and prior
knowledge in order to plan and
create texts and determine if the
new knowledge adds value to or
contradicts prior information.
EFL 5.4.5 Justify and explain the
rationale for a position on an
argument, using persuasive
language, tone, evidence and well-
developed arguments through
essays, editorials, movie and book
reviews, position papers and
brochures.
Reading
Underlining interesting facts in a text and
then doing a little research on the topic.
• Using an interesting idea from a text to
inspire extra research on a topic.
• Predicting main ideas by reading the title
and using other contextual clues (e.g.,
illustrations, subheadings, etc.).
• Skimming online reference web sites for
ones that have the information needed for a
research project.
• Scanning a text for the main characters.
Writing
Writing new words and phrases in a
vocabulary notebook and then writing a text
using three words from your vocabulary
notebook.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Exchanging writing in pairs in order to make
suggestions about things that could be
improved.
CE.EFL.5.11 Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within
a text that might be of practical
use for one’s own academic
needs.
I.EFL.5.11.1 Learners can
Identify and apply a range of
reading strategies in order to
make texts meaningful and to
select information within
a text that might be of practical
use for one’s own academic
needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence.
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)
 Language through the Arts
EFL 5.5.4 Read aloud with
confidence, accuracy, fluency and
expression to demonstrate
understanding and to convey an
interpretation of meaning.
Language through the Arts
• Brainstorming features and conventions of a
genre and then reading an example in order
to locate each one.
• Discussing how visual presentation can
change your response to a literary text.
CE.EFL.5.18 Use a range of
criteria to evaluate and
recommend literary texts to
others, and recognize how
chosen criteria affects
evaluation.
I.EFL.5.18.1. Learners can use a
variety of criteria for evaluating
and recommending literary
texts to others, and recognize
how chosen criteria affects
evaluation. (S.1, S.4, J.2, J.4)

2. Professions! Students will be able to: Communication and Cultural Communication and Cultural Awareness CE.EFL.5.4 Communicate 5
-talk about different Awareness • Participating in short role plays using a effectively using a variety of
professions, personality types EFL 5.1.11 Apply self-correcting and range of verbal and nonverbal media and formats, including
and university degrees. self-monitoring strategies in social communication. ICT, by saying things in
-describe and differentiate and classroom interactions by • Using a definition or example to explain a alternative ways and applying
professions. adjusting presentation and concept or word that one does not yet have self-correcting and self-
-ask and answer questions language production to effectively the exact language for. monitoring strategies when
about different personality express opinions and make • Watching a video and identifying desirable needed.
types, professions and evaluations. (Example: asking language use. I.EFL.5.4.1 Learners can
university degrees. questions, starting over, rephrasing, • Comparing nonverbal and body language communicate effectively using a
-write a text comparing two exploring alternative between L1 and L2 cultures. variety of media and formats,
professions. pronunciations, etc.). • Responding to classroom activities and pair including ICT, by saying things in
work through short expressions or emoticons. alternative ways and applying
self-correcting and self-
monitoring strategies when
needed. (I.1, I.3, J.4)

Oral Communication: (Listening Oral Communication: (Listening and CE.EFL.5.8 Interaction –

and Speaking) Speaking) Interpersonal: Respond to and
EFL 5.2.14 Request and provide • Playing a conversation game, where build on other people’s ideas in
information and assistance orally learners move their tokens around the board extended conversations on
for personal, social and academic after choosing a card and answering the familiar social and academic
purposes in order to clarify and question. topics by expressing opinions
extend meaning in spoken • Working in pairs to complete an information and feelings and clarifying
interactions. gap activity. meaning.
• Doing a mingle activity where learners ask I.EFL.5.8.1 Learners can respond

Reading
EFL 5.3.9 Skim and scan reference
materials, in print or online, in
order to identify information that
might be of practical use for one’s
own research and academic needs.
Writing
EFL 5.4.2 Identify a variety of types
and formats of potential resources
and the value, purpose and
audience of each for use in the
educational domain. (Example:
audio/video, multimedia, 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:
and answer questions about things they have
or haven’t done, in order to extend the
exchange.
• Establishing a clear expectation of English
use for classroom functions. Informal
assessment could involve personal notes from
the teacher to learners who use L2 regularly.
Reading
• Doing a mingle activity where learners ask
and answer questions about things they have
or haven’t done. Observing to see whether
the learners can interact effectively and
whether they are able to ask follow up
questions in order to extend the exchange.
• Showing a movie trailer and asking learners
to share their opinions in pairs and say
whether they would go see that movie or not.
• Asking classmates to repeat an answer or
statement if needed to clarify something
Establishing a clear expectation of English use
for classroom functions
Writing
• Identifying the best resources for a writing
project in pairs.
• Using a list of criteria in order to evaluate a
web site.
• Analyzing three different types of
dictionaries.
to and build on other people’s
ideas in extended conversations
on familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning. (I.3, I.4, S.1, J.3, J.4)
CE.EFL.5.11 Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within
a text that might be of practical
use for one’s own academic
needs
I.EFL.5.11.1. Learners can
Identify and apply a range of
reading strategies in order
to make texts meaningful and
to select information within a
text that might be of practical
use for one’s own academic
needs. (I.1, I.2, I.4, S.3)
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.
I.EFL.5.14.1 Learners can
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.
(I.1, I.2, S.3, S.4)
image editing, Google Drive,
infographic makers, audio and CE.EFL.5.15 Plan and produce
video editing, presentation apps, well-constructed informational
etc.). 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.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)

Language through the Arts Language through the Arts CE.EFL.5.19 Engage in
EFL 5.5.8 Contribute to team • Writing a checklist in pairs to use to collaborative activities through
projects to produce original works evaluate another group’sproject. a variety of student groupings in
and solve problems while • Searching the Internet for illustrations and order to solve problems and
effectively negotiating and examples of effective group collaborations reflect on literary texts, and
managing interactions to and then sharing why they are effective. produce criteria for evaluating
accomplish social and classroom • Comparing answers in pairs in order to help the effectiveness of the group.
tasks. each other understand errors or concepts. I.EFL.5.19.1 Learners can
engage in collaborative
activities through a variety of
student groupings in order to
solve problems and reflect on
literary texts, and produce
criteria for evaluating the
effectiveness of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
3. Environment Students will be able to:
ally -talk about environmental
frinly! issues such as global warming
and renewable sources of
energy.
-describe the effects of global
warming.
-describe different green
products and talk about their
advantages and disadvantages.
-talk about the impact that
green and non-green products
on the environment.
Communication and Cultural
Awareness
EFL 5.1.6 Demonstrate an ability to
make informed choices about and
take action on issues of prejudice
and discrimination.
Oral Communication: (Listening
and Speaking)
EFL 5.2.15 Engage in an extended
conversation on most general topics
and keep it going by expressing and
responding to suggestions,
opinions, attitudes, advice, feelings,
etc.
Reading
EFL 5.3.3 Determine the main
conclusion in texts which clearly
argue a point of view in order to
Communication and Cultural Awareness
• Recognizing instances of discrimination or
prejudice in one’s daily life and analyzing
reasons for them in small groups.
• Inviting a guest speaker from another
country to class and asking and answering
questions about his/her culture/country.
• Researching through the Internet about
other cultures and ways of life and presenting
them to the class using digital tools.
• Working in small groups to complete a
cultural project.
Oral Communication: (Listening and
Speaking)
• Researching a topic and preparing a
presentation for the class.
• Recording a video about one’s opinion of a
story read in class.
• Sharing opinions in a way that encourages
others to perform a specific action. (Example:
Convincing the class that you should always
wear your helmet when riding a bike, etc.)
• Using intonation to convince a partner to
take action
Reading
• Read quickly looking for words each
paragraph.
• To get familiar with the topic of a text, take
CE.EFL.5.2 Demonstrate an 5
ability to discuss culture by
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
I.EFL.5.2.1. Learners can exhibit
an ability to discuss culture by
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
(I.1, I.2, S.2, J.1, J.3)
CE.EFL.5.8 Interaction –
Interpersonal: Respond to and
build on other people’s ideas in
extended conversations on
familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning.
I.EFL.5.8.1. Learners can
respond to and build on other
people’s ideas in extended
conversations on familiar social
and academic topics by
expressing opinions and feelings
and clarifying meaning. (I.3, I.4,
S.1, J.3, J.4)
CE.EFL.5.10 Find specific
information and identify the
main points in simple,
straightforward texts on
make informed decisions about
one’s own opinion and reaction to
the text.
Writing
EFL 5.4.1 Critically evaluate
information from references,
including those found on the web,
and recommend print and digital
sources to other learners.
EFL 5.4.2 Identify a variety of types
and formats of potential resources
and the value, purpose and
audience of each for use in the
educational domain. (Example:
audio/video, multimedia, website,
database, book, thesaurus,
scholarly/popular,
current/historical, etc.)
Language through the Arts
EFL 5.5.9 Engage in collaborative
activities through a variety of
student groupings to share, reflect
on, express and interpret opinions
and evaluations of a range of
a quick look at the
*Reading a text and answering information
questions.
• Choosing from a list of words to complete
gaps from a reading.
• Reading a paragraph about a familiar
content area subject and then correcting
incorrect sentences.
Writing
• Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Reading a dialogue which serves as a model
text, then writing a similar dialogue on a
different topic while implementing new
words/expressions from the unit.
Language through the Arts
• Analyzing three different rubrics and
discussing how each one might influence the
way it is evaluated.
• Discussing how visual presentation can
change your response to a literary text.
subjects of personal interest or
familiar academic topics while
making informed decisions
about one’s own reaction to the
text.
I.EFL. 5.10.1 Learners can find
specific information and
identify the main points in
simple, straightforward texts on
subjects of personal interest or
familiar academic topics while
making informed decisions
about one’s own reaction to the
text. (I.1, I.2, S.2)
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.
I.EFL.5.14.1 Learners can
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. (I.1, I.2, S.3, S.4)
CE.EFL.5.19 Engage in
collaborative activities through
a variety of student groupings in
order to solve problems and
reflect on literary texts, and
produce criteria for evaluating
 literary texts. (Example: small • Creating a group presentation using the effectiveness of the group.
groups, cooperative learning biteslide.com. I.EFL.5.19.1. Learners can
groups, literature circles, process • Finding a reliable source to back up a engage in collaborative
writing groups, etc.) statement activities through a variety of
student groupings in order to
solve problems and reflect
on literary texts, and produce
criteria for evaluating the
effectiveness of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)

4. Imagine Students will be able to: Communication and Cultural Communication and Cultural Awareness CE.EFL.5.1 Display an 5
That! -talk about bad habits, Awareness • Writing a weekly journal entry about a understanding of the integrity
imaginary situations and EFL 5.1.2 Demonstrate mindfulness, cross-cultural experience. of different cultures by sharing
wishes. empathy, tolerance and an overall • Reading a myth from another region/culture experiences and by
-describe imaginary situations. respect for the integrity of cultures and sharing a similar experience. participating in class activities
-express wishes. in daily classroom activities. • Reflecting on differences between people and discussions in a way that
from other countries and regions. shows empathy and respect for
• Comparing nonverbal and body language others.
between L1 and L2 cultures. I.EFL.5.1.1 Learners can
• Watching a video or reading a text about demonstrate an understanding
different cultural practices and talking about of the integrity of different
similarities and differences in small groups. cultures by sharing experiences
and by participating in class
activities and discussions in a
way that shows empathy and
respect for others. (I.3, S.1,
S.2, J.1, J.3)

Oral Communication: (Listening Oral Communication: (Listening and CE.EFL.5.7 Production –

and Speaking)
EFL 5.2.12 Use appropriate
vocabulary, expressions, language,
routines and interaction styles in
formal and informal social or
academic situations by asking
permission, thanking someone,
apologizing to friends, giving
advice, making a suggestion, etc.
Speaking) Accuracy and Intelligibility: Use
• Recording in-class conversations and appropriate vocabulary and
dialogues in order to make note of correct language in a variety of oral
and appropriate language usage and interactions for a range of
intelligibility. audiences and level-appropriate
• Having learners make a selfie video to say purposes.
what they know about a topic before coming I.EFL.5.7.1 Learners can
to class. Observing that they can say what communicate clearly and
they want without too many long pauses. effectively by using appropriate

Reading
EFL 5.3.6 Display an appreciation of
the language by interacting and
engaging with a variety of digital
and print texts and resources and
by selecting and evaluating these
materials as a means to promote
and strengthen literacy skills and
language acquisition.
Writing
EFL 5.4.9 Use a variety of oral, print
and electronic forms for writing to
others or for writing for self,
applying the conventions of social
writing. (Example: notes,
invitations, emails, blog entries and
comments, notes to self, etc.)
• Singing songs that practice helpful language.
• Asking the learners to read a dialogue in
pairs. Learners record themselves and then
listen to the recording in order to assess
clarity of sounds, production of phonemes,
rhythm and intonation
Reading
• Read quickly looking for words each
paragraph.
• To get familiar with the topic of a text, take
a quick look at the vocabulary it contains.
• Comparing and contrasting the opinions of
two experts on a topic of personal interest.
• Identifying unreliable resources on the
Internet.
• Reading about a topic and then identifying
reference materials and sources that could be
used to find out more information.
Writing
• Finding a variety of online references to
practice a grammar structure, then
recommending the best one to the class.
• Using new words or information from a
class lesson and creating an online game to
practice them, then sharing and playing the
game with the rest of the class.
• Writing an email to a friend recommending
a movie you’ve seen.
• Watching a short video and writing a
description of what you saw or how it made
you feel, then comparing ideas in pairs.
vocabulary and language in a
variety of oral interactions for
a range of audiences and level-
appropriate purposes. (I.2, I.3,
J.2)
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)
CE.EFL.5.13 Produce emails,
blog posts and other written
texts using an effective voice
and a variety of appropriate
writing styles and conventions.
I.EFL.5.13.1 Learners can
produce emails, blog posts and
other written texts using an
effective voice and a variety of
appropriate writing styles and
conventions. (I.3, S.3, J.2)

5. In The News Students will be able to:
-report what was stated in
newspapers, on the radio or
television.
Language through the Arts
EFL 5.5.1 Compare and present
personal and formal responses to
and interpretations of published
literary texts and the works of
peers, referring to details and
features of the text.
(Example: text structure, plot,
ideas, events, vocabulary, etc.)
Communication and Cultural
Awareness
EFL 5.1.6 Demonstrate an ability to
make informed choices about and
take action on issues of prejudice
and discrimination.
Oral Communication: (Listening
and Speaking)
EFL 5.2.7 Present information
clearly and effectively in a variety of
oral forms for a range of audiences
and purposes. (Example:
summarizing, paraphrasing,
personal narratives, research
Language through the Arts
• Taking pictures to tell a story using a digital
storyboard.
• Producing short, creative texts using digital
storytelling.
• Converting a corner of the room into a
writer’s workshop, where learners can access
writing prompts and authentic texts which
may help inspire their own creative writing.
• Using a checklist to mark off literary
elements present in a text.
Communication and Cultural Awareness
• Recognizing instances of discrimination or
prejudice in one’s daily life and analyzing
reasons for them in small groups
• Researching through the Internet about
other cultures and ways of life and presenting
them to the class using digital tools.
• Working in small groups to complete a
cultural project. (Example: different musical
genres in Ecuador, traditional food in Latin
America, etc.)
• Reading a list of actions people take and
evaluating and discussing the consequences
on others (including on the environment).
• Simulating desirable social and cultural
behaviors through role play
activities
Oral Communication: (Listening and
Speaking)
• Researching a topic and preparing a
presentation for the class.
• Recording a video about one’s opinion of a
story read in class. Sharing opinions in a way
that encourages others to perform a specific
action.
CE.EFL.5.16 Respond to and
interpret literary texts, including
original stories written by peers,
referring to details and literary
elements of the text.
I.EFL.5.16.1 Learners can
respond to and interpret
literary texts, including original
stories written by peers,
referring to details and literary
elements of the text. (S.1, S.4,
J.2)
CE.EFL.5.2 Demonstrate an 5
ability to discuss culture by
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
I.EFL.5.2.1. Learners can exhibit
an ability to discuss culture by
analyzing cultural products
and referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of
prejudice and discrimination.
(I.1, I.2, S.2, J.1, J.3)
CE.EFL.5.9 Production –
Fluency: Present information
clearly and influence an
audience effectively through
well-developed arguments in
prepared presentations and
other forms of oral
communication.
reports, essays, articles, posters,
charts and other graphics, etc.)
Reading
EFL 5.3.3 Determine the main
conclusion in texts which clearly
argue a point of view in order to
make informed decisions about
one’s own opinion and reaction to
the text.
Writing
EFL 5.4.5 Justify and explain the
rationale for a position on an
argument, using persuasive
language, tone, evidence and well-
developed arguments through
essays, editorials, movie and book
reviews, position papers and
brochures.
• Using a digital presentation to raise I.EFL.5.9.1 Learners can present
awareness about a local issue. 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)
Reading CE.EFL.5.10 Find specific
• Reading a short news article and completing information and identify the
an outline. main points in simple,
• Reading an adapted news article about a straightforward texts on
current event and formulating a personal subjects of personal interest or
response to it. familiar academic topics while
• Reading a blog post and writing a comment. making informed decisions
• Reading a short text and showing about one’s own reaction to the
comprehension by completing the text.
accompanying graphic organizer. I.EFL. 5.10.1 Learners can find
• Agreeing or disagreeing with a strong specific information and
opinion stated in a text and giving reasons for identify the main points in
one’s own response. simple, straightforward texts on
• Reading a text and answering information subjects of personal interest or
questions. familiar academic topics while
• Choosing from a list of words to complete making informed decisions
gaps from a reading. about one’s own reaction to the
text. (I.1, I.2, S.2
Writing CE.EFL.5.15 Plan and produce
• Finding a variety of online references to well-constructed informational
practice a grammar structure, then texts by applying the writing
recommending the best one to the class. process and while
• Using new words or information from a demonstrating an ability to
class lesson and creating an online game to justify one’s position on an
practice them, then sharing and playing the argument through carefully
game with the rest of the class. selected information and
• Reading a dialogue which serves as a model appropriate language, tone and
text, then writing a similar dialogue on a evidence.
different topic while implementing new I.EFL.5.15.1 Learners can plan
 words/expressions from the unit.
• Writing new words and phrases and
vocabulary in your notebook.
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)

Language through the Arts Language through the Arts CE.EFL.5.16 Respond to and
EFL 5.5.5 Create original, • Using a checklist to mark off literary interpret literary texts, including
imaginative stories using elements present in a text. (Example: setting, original stories written by peers,
appropriate vocabulary and main character, title, etc.) Referring to details and literary
elements of the literature learners • Explaining through pictures, physical elements of the text.
have read or heard. expression or charts (ICT) how a text makes I.EFL.5.16.1 Learners can
the learner feel. respond to and interpret
• Using ICT to research about a topic of literary texts, including original
learners’ choice and writing a short, creative stories written by peers,
story with the findings. referring to details and literary
elements of the text. (S.1, S.4,
J.2)

6 Going Back Students will be able to:
In Time -talk about important
inventions and historic events
from the 20th century.
-give basic details about
different inventions and
important events from the past.
-speculate about what would
have happened if things had
been different in the past.
. exploring
Communication and Cultural Communication and Cultural Awareness CE.EFL.5.4 Communicate 5
Awareness • Participating in short role plays using a effectively using a variety of
EFL 5.1.11 Apply self-correcting and range of verbal and nonverbal media and formats, including
self-monitoring strategies in social communication. ICT, by saying things in
and classroom interactions by • Talking in pairs about a video learners have alternative ways and applying
adjusting presentation and watched using only English. self-correcting and self-
language production to effectively • Watching a video and identifying desirable monitoring strategies when
express opinions and make language use. needed.
evaluations. (Example: asking • Comparing nonverbal and body language I.EFL.5.4.1. Learners can
questions, starting over, rephrasing, between L1 and L2 cultures. communicate effectively using a
alternative • Creating selfie videos for class assignments variety of media and formats,
pronunciations, etc.) and sharing them on a class blog. including ICT, by saying things in
EFL 5.1.9 Communicate information • Paraphrasing an idea when a peer asks for alternative ways and applying
and ideas effectively to diverse clarification. self-correcting and self-
audiences using a variety of media *Using a definition or example to explain a monitoring strategies when
and formats. concept or word that one does not yet have needed. (I.1, I.3, J.4)

Oral Communication: (Listening
and Speaking)
EFL 5.2.7 Present information
clearly and effectively in a variety of
oral forms for a range of audiences
and purposes. (Example:
summarizing, paraphrasing,
personal narratives, research
reports, essays, articles, posters,
charts and other graphics, etc.)
Reading
EFL 5.3.9 Skim and scan reference
materials, in print or online, in
order to identify information that
might be of practical use for one’s
own research and academic needs.
Writing
EFL 5.4.4 Select and make effective
use of a range of digital tools to
write, edit, revise and publish
the exact language for.
Oral Communication: (Listening and CE.EFL.5.9 Production –
Speaking) Fluency: Present information
• Researching a topic and preparing a clearly and influence an
presentation for the class. audience effectively through
• Recording a video about one’s opinion of a well-developed arguments in
story read in class. prepared presentations and
• Sharing opinions in a way that encourages other forms of oral
others to perform a specific action. communication.
• Using intonation to convince a partner to I.EFL.5.9.1 Learners can present
take action. information clearly and
• Summarizing a peer’s opinion about a video influence an audience
seen in class. effectively through well-
developed arguments in
prepared presentations and
other forms of oral
communication. (I.2, I.3, J.2)
Reading CE.EFL.5.11 Identify and apply a
• Scanning a text for the main characters. range of reading strategies in
• Reading about a topic and then identifying order to make texts meaningful
reference materials and sources that could be and to select information within
used to find out information. a text that might be of practical
• Using a list to choose the best sources for use for one’s own academic
finding information on a topic. needs.
• Reading texts from different subject areas I.EFL.5.11.1 Learners can
and choosing the best title for each. Identify and apply a range of
• Underlining main ideas from texts and then reading strategies in order to
using them to write questions the learner has make texts meaningful and to
about the topic. select information within a text
• Identifying the correct format for an that might be of practical use
academic text. for one’s own academic needs.
(I.1, I.2, I.4, S.3)
Writing CE.EFL.5.14 Identify, critically
• Finding a variety of online references to evaluate and recommend a
practice a grammar structure, then variety of potential resources
recommending the best one to the class. and references, including digital
written work in a way that supports
collaboration, learning and
productivity. (Example: image
editing, Google Drive, infographic
makers, audio and video editing,
presentation apps, etc.)
EFL 5.4.7 Use the process of
prewriting, drafting, revising, peer
editing and proofreading (i.e., “the
writing process”) to produce well-
constructed informational texts.
Language through the Arts
EFL 5.5.2 Make predictions,
inferences and deductions to
demonstrate different levels of
• Using new words or information from a tools, that support
class lesson and creating an online game to collaboration and productivity,
practice them, then sharing and playing the for educational and academic
game with the rest of the class. use.
• Reading a dialogue which serves as a model I.EFL.5.14.1. Learners can
text, then writing a similar dialogue on a identify, critically evaluate and
different topic while implementing new recommend a variety of
words/expressions from the unit. potential resources and
references, including digital
tools, that support
collaboration and productivity,
for educational and academic
use. (I.1, I.2, S.3, S.4)
CE.EFL.5.15 Plan and produce
well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
appropriate language, tone and
evidence.
.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)
Language through the Arts CE.EFL.5.17 Demonstrate and
• Identifying a literary tradition from another convey different levels of
culture or time period and finding an example meaning in literary texts by
of it to share with the class. (Example: haiku, identifying distinguishing
 meaning of literary texts presented
orally or in digital form, including
literal and implied meanings.
(Example: summarizing, explaining
and identifying, word choice,
symbols, points of view, etc.)
blank verse, a couplet, etc.) features, interpreting implicit
• Predicting the content of a story using the and explicit messages and
title and pictures. responding in a variety of ways.
• Summarizing the main idea of a song. I.EFL.5.17.1 Learners can
• Underlining the words in a text that demonstrate and convey
influence the reader. 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 (Use APA VI edition norms.) 7. OBSERVATIONS:

 Forbes Mark Andrew (2017). Ministerio de Educación del Ecuador - MinEduc. TEACHER´S BOOK - LEVEL B1.2 Quito: Norma.
 Ministerio de Educación del Ecuador - MinEduc, ENGLISH AS A FOREIGN LANGUAGE FOR SUBNIVEL BACHILLERATO
DONE BY: REVISED BY: APPROVED BY:
TEACHERS: Dpda. Catherine Proaño / Lic. María Teresa COORDINATOR OF THE AREA: DEPUTY HEAD MASTER:
Tierra, Lcda. Mery Ruiz. Lcda. María Teresa Tierra.
Signature: Signature Signature:
Date: Octubre 16, 2019 Date: Octubre 16, 2019 Date: