Annual Plan 3 Bachi

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
CURRICULAR ANNUAL PLAN

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s): Srta.
Grade/ Course: 3ro BGU Education Level: B1.2
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 weeks 40 weeks 200 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1
Encounter socio-cultural aspects of their own and other O.EFL 5.1
countries in a thoughtful and inquisitive manner, maturely, Encounter socio-cultural aspects of their own and other countries in
and openly experiencing other cultures and languages from a thoughtful and inquisitive manner, maturely, and openly
the secure standpoint of their own national and cultural experiencing other cultures and languages from the secure standpoint
identity. of their own national and cultural identity.
OG.EFL 2 O.EFL 5.2

Draw on this established propensity for curiosity and Draw on this established propensity for curiosity and tolerance
tolerance towards different cultures to comprehend the role towards different cultures to comprehend the role of diversity in
of diversity in building an intercultural and multinational building an intercultural and multinational society.
society.
O.EFL 5.3
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
Access greater flexibility of mind, creativity, enhanced intelligence, and critical thinking skills through an appreciation
linguistic intelligence, and critical thinking skills of linguistic differences. Enjoy an enriched perspective of their
through an appreciation of linguistic differences. Enjoy an own L1 and of language use for communication and learning.
enriched perspective of their L1 and of language use for
communication and learning. O.EFL 5.4
Deploy a range of learning strategies, thereby increasing dis-
OG.EFL 4 position and ability to independently access further (language)
Deploy a range of learning strategies, thereby increasing learning and practice opportunities. Respect themselves and others
disposition and ability to independently access further within the communication process, cultivating habits of honesty and
(language) learning and practice opportunities. Respect integrity into responsible academic behavior.
themselves and others within the communication process,
cultivating habits of honesty and integrity into O.EFL 5.5
responsible academic behavior. Directly access the main points and important details of up-to-date
English language texts, such as those published on the web, for
OG.EFL 5 professional or general investigation, through the efficient use of
Directly access the main points and important details of ICT and reference tools where required.
up-to date. English language texts, such as those published
on the web, for professional or general investigation, O.EFL 5.6
through the efficient use of ICT and reference tools where Through selected media, participate in reasonably extended spoken or
required. written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and
OG.EFL 6 opinions effectively and appropriately.
Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 O.EFL 5.7
backgrounds on work, study, or general topics of common Interact quite clearly, confidently, and appropriately in a range of
interest, expressing ideas and opinions effectively and formal and informal social situations with a limited but effective
appropriately. command of the spoken language (CEFR B1 level)
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:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED*
Nº Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
the unit Objectives Orientations duration
(Skills and strategies)
1 Breaking You will learn how to EFL 5.1.11 Communication and CE.EFL.5.4. 6
News Apply self-correcting Cultural Awareness Communicate effectively
talk about news. and self-monitoring using a variety of media and
strategies in social Making positive formats, including ICT, by
announce a piece of and classroom statements to peers. saying things in alternative
news that interactions by ways and applying self-
adjusting presentation Consulting a self- correcting and self-
has happened
and language production correction list before monitoring strategies when
recently. a speaking or writing
to effectively express needed.
opinions and make assignment.
share life evaluations. (Example: I.EFL.5.4.1.
experiences. asking questions, Completing a self- Learners can communicate
starting over, assessment and writing effectively using a variety
rephrasing, exploring a goal based on the of media and formats,
alternative results. including ICT, by saying
pronunciations, etc.) things in alternative ways
Keeping a record of and applying self-correcting
EFL 5.2.1 one’s mistakes and and self-monitoring

Deduce the meanings of accomplishments and strategies when needed.

unfamiliar phrases and updating it frequently. (I.1, I.3, J.4)
words from a context
containing familiar Completing a short CE.EFL.5.5.
elements. (Example: self-evaluation or peer Listening for Meaning:
colloquial greetings, evaluation after a Identify the main idea in a
exclamations, communicative task. variety of audio recordings
interjections, etc.) (e.g., interviews, radio
Responding to classroom ads, news reports, etc.) and
EFL 5.2.9 activities and pair deduce the meanings of
Build on others’ ideas work through short unfamiliar phrases and words
when engaged in pair, expressions or in familiar contexts,
group or whole-class emoticons. provided speech is clear and
discussions on visuals help support
personal, social, Oral Communication: meaning.
community and academic Listening and Speaking)
topics. I.EFL.5.5.1.
Using context clues to Learners can identify the
EFL 5.3.2 deduce the meaning of main idea in a variety of
Identify and use an expression in a audio recordings (e.g.,
reading strategies to conversation between a interviews, radio ads, news
make informative and waiter and a customer. reports, etc.) and deduce
narrative texts the meanings of unfamiliar
comprehensible and Listening to a radio ad phrases and words in
meaningful. (Example: and identifying the familiar contexts where
skimming, scanning, product being sold. speech is clear and visuals
previewing, reading for help support meaning. (I.3,
main ideas and details, Using pictures and I.4)
using structural and other visuals to
context clues, predict the main idea CE.EFL.5.8.
cognates, format, of a short Interaction – Interpersonal:
sequence, etc.) conversation. Respond to and build on
other people’s ideas in
EFL 5.3.8 Comparing answers in extended conversations on
Identify and understand pairs or small groups. familiar social and academic
the main points in topics by expressing
straightforward texts Conducting a role play opinions and feelings and

on subjects of personal between two students on clarifying meaning.

interest or familiar a given topic.
academic topics. (Example: talking about I.EFL.5.8.1.
future plans, finding Learners can respond to and
EFL 5.4.2 common free time build on other people’s
Identify a variety of activities, playing a ideas in extended
types and formats of guessing game, etc.) conversations on familiar
potential resources and social and academic topics
the value, purpose and Conducting a class by expressing opinions and
audience of each for survey where learners feelings and clarifying
use in the educational ask each other about a meaning. (I.3, I.4, S.1,
domain. (Example: familiar topic and J.3, J.4)
audio/video, record each other’s
multimedia, website, answers. (Example: CE.EFL.5.10.
database, book, What’s your favorite Find specific information
thesaurus, sport? Do you have a and identify the main points
scholarly/popular, favorite team? What in simple, straightforward
current/historical, sports do you play? texts on subjects of
etc.) Have you ever gotten personal interest or
hurt?, etc.) Sharing a familiar academic topics
EFL 5.5.2 few things about their while making informed
Make predictions, classmates’ answers. decisions about one’s own
inferences and (Example: Marco loves reaction to the text.
deductions to soccer. He’s a
demonstrate different Barcelona fan. He plays I.EFL. 5.10.1.
levels of meaning of soccer every day in Learners can find specific
literary texts recess, but last week information and identify the
presented orally or in he sprained his ankle main points in simple,
digital form, including and he can’t play right straightforward texts on
literal and implied now, etc.) subjects of personal
meanings. (Example: interest or familiar
summarizing, explaining Playing a conversation academic topics while making
and identifying, word game, where learners informed decisions about
choice, symbols, points move their tokens one’s own reaction to the
of view, etc.) around the board after text. (I.1, I.2, S.2)
choosing a card and
answering the question. CE.EFL.5.11.

(Example questions: Identify and apply a range

What foods have you of reading strategies in
tried from another order to make texts
country? How often do meaningful and to select
you eat them?, etc.) information within a text
that might be of practical
Working in pairs to use for one’s own academic
complete an information needs.
gap activity.
I.EFL.5.11.1.
Reading Learners can Identify and
apply a range of reading
Reading a short news strategies in order to make
article and completing texts meaningful and to
an outline. select information within a
text that might be of
Reading a text on a practical use for one’s own
familiar content area academic needs. (I.1, I.2,
subject and answering I.4, S.3)
information questions.
(Example: learners read CE.EFL.5.14.
about foodborne Identify, critically
illnesses and then evaluate and recommend a
write three ways to variety of potential
prevent them, etc.) resources and references,
including digital tools,
Reading a text and that support collaboration
answering information and productivity, for
questions. educational and academic
use.
Choosing from a list of
words to complete gaps I.EFL.5.14.1.
from a reading. Learners can identify,
critically evaluate and
Reading a short story recommend a variety of po-
from the Internet and tential resources and
highlighting references, including

interesting facts, then digital tools, that support

comparing them with collaboration and
those of a partner. productivity, for
educational and academic
Underlining interesting use. (I.1, I.2, S.3, S.4)
facts in a text and
then doing a little CE.EFL.5.17.
research on the topic. Demonstrate and convey
different levels of meaning
Putting paragraphs in a in literary texts by
text in the correct identifying distinguishing
order. features, interpreting
implicit and explicit
Underlining the messages and responding in a
cognates in a short variety of ways.
text.
I.EFL.5.17.1.
Scanning a text for the Learners can demonstrate and
main characters. convey different levels of
meaning in literary texts by
Underlining main ideas identifying distinguishing
from texts and then features, interpreting
using them to write implicit and explicit
questions the learner messages and responding in a
has about the topic. variety of ways. (I.3, I.4,
J.3)
Identifying the correct
format for an academic
text. (Example: an
opinion piece, a
research article, a
biography, etc.)
Scanning a text for the

answers to pre-reading
questions.

Writing
Recommending a web site

to another learner.
Finding a variety of
online references to
practice a grammar
structure, then recom-
mending the best one to
the class.
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 (e.g.,
online, English-
English, English-
Spanish) and giving
reasons for using each.
Language through the

Arts
Predicting the content

of a story using the
title and pictures.
Summarizing the main

idea of a song.

Underlining the words

in a text that
influence the reader.
2 Life, You will learn how to EFL 5.1.6 Communication and CE.EFL.5.2. 6
Healthy Demonstrate an ability Cultural Awareness Demonstrate an ability to
World speculate about to make informed discuss culture by analyzing
lifestyles in choices about and take Reading a list of cultural products and
the past. action on issues of actions people take and referents from Ecuador and
prejudice and evaluating and other countries while making
express opinion and discrimination. discussing the conse- informed choices about and
possibility quences on others taking action on issues of
EFL 5.2.1 (including on the prejudice and discrimina-
about past events.
Deduce the meanings of environment) tion.
describe people, unfamiliar phrases and
words from a context Simulating desirable I.EFL.5.2.1.
objects, and Learners can exhibit an
containing familiar social and cultural
events. ability to discuss culture
elements. (Example: behaviors through role
colloquial greetings, play activities. by analyzing cultural pro-
exclamations, ducts and referents from
interjections, etc.) Choosing pictures that Ecuador and other countries
demonstrate tolerance while making informed
EFL 5.2.9 and empathy towards choices about and taking
Build on others’ ideas groups that are action on issues of preju-
when engaged in pair, sometimes discriminated dice and discrimination.
group or whole-class against, and finding (I.1, I.2, S.2, J.1, J.3)
discussions on ways to make sure these
personal, social, groups feel included in CE.EFL.5.5.
community and academic Ecuadorian society. Listening for Meaning:
topics. Identify the main idea in a
Writing survey variety of audio recordings
EFL 5.3.2 questions about (e.g., interviews, radio
Identify and use socially and culturally ads, news reports, etc.) and
reading strategies to responsible behaviors deduce the meanings of
and surveying unfamiliar phrases and words

make informative and classmates. Publishing in familiar contexts,

narrative texts the results in an provided speech is clear and
comprehensible and online chart. visuals help support
meaningful. (Example: meaning.
skimming, scanning, Brainstorming ways to
previewing, reading for counter discrimination I.EFL.5.5.1.
main ideas and details, in one’s daily life. Learners can identify the
using structural and main idea in a variety of
context clues, Researching a cultural audio recordings (e.g.,
cognates, format, or social symbol of interviews, radio ads, news
sequence, etc.) Ecuadorian culture and reports, etc.) and deduce
discussing the findings the meanings of unfamiliar
EFL 5.3.8 in small groups. phrases and words in
Identify and understand familiar contexts where
the main points in Oral Communication: speech is clear and visuals
straightforward texts Listening and Speaking) help support meaning. (I.3,
I.4)
on subjects of personal
Using context clues to
interest or familiar deduce the meaning of CE.EFL.5.8.
academic topics. an expression in a Interaction – Interpersonal:
conversation between a Respond to and build on
EFL 5.4.2 waiter and a customer. other people’s ideas in
Identify a variety of extended conversations on
types and formats of Listening to a radio ad familiar social and academic
potential resources and and identifying the topics by expressing
the value, purpose and product being sold. opinions and feelings and
audience of each for clarifying meaning.
use in the educational Using pictures and
domain. (Example: other visuals to I.EFL.5.8.1.
audio/video, predict the main idea Learners can respond to and
multimedia, website, of a short build on other people’s
database, book, conversation. ideas in extended
thesaurus, conversations on familiar
scholarly/popular, Comparing answers in social and academic topics
current/historical, pairs or small groups. by expressing opinions and
etc.) feelings and clarifying
Conducting a role play meaning. (I.3, I.4, S.1,

EFL 5.5.2 between two students on J.3, J.4)

Make predictions, a given topic.
inferences and (Example: talking about CE.EFL.5.10.
deductions to future plans, finding Find specific information
demonstrate different common free time and identify the main points
levels of meaning of activities, playing a in simple, straightforward
literary texts guessing game, etc.) texts on subjects of
presented orally or in personal interest or
digital form, including Conducting a class familiar academic topics
literal and implied survey where learners while making informed
meanings. (Example: ask each other about a decisions about one’s own
summarizing, explaining familiar topic and reaction to the text.
and identifying, word record each other’s
choice, symbols, points answers. (Example: I.EFL. 5.10.1.
of view, etc.) What’s your favorite Learners can find specific
sport? Do you have a information and identify the
favorite team? What main points in simple,
sports do you play? straightforward texts on
Have you ever gotten subjects of personal
hurt?, etc.) Sharing a interest or familiar
few things about their academic topics while making
classmates’ answers. informed decisions about
(Example: Marco loves one’s own reaction to the
soccer. He’s a text. (I.1, I.2, S.2)
Barcelona fan. He plays
soccer every day in CE.EFL.5.11.
recess, but last week Identify and apply a range
he sprained his ankle of reading strategies in
and he can’t play right order to make texts
now, etc.) meaningful and to select
information within a text
Playing a conversation that might be of practical
game, where learners use for one’s own academic
move their tokens needs.
around the board after
choosing a card and I.EFL.5.11.1.
answering the question. Learners can Identify and

(Example questions: apply a range of reading

What foods have you strategies in order to make
tried from another texts meaningful and to
country? How often do select information within a
you eat them?, etc.) text that might be of
practical use for one’s own
Working in pairs to academic needs. (I.1, I.2,
complete an information I.4, S.3)
gap activity.
CE.EFL.5.14.
Reading Identify, critically
evaluate and recommend a
Reading a short news variety of potential
article and completing resources and references,
an outline. including digital tools,
that support collaboration
Reading a text on a and productivity, for
familiar content area educational and academic
subject and answering use.
information questions.
(Example: learners read I.EFL.5.14.1.
about foodborne Learners can identify,
illnesses and then critically evaluate and
write three ways to recommend a variety of po-
prevent them, etc.) tential resources and
references, including
Reading a text and digital tools, that support
answering information collaboration and
questions. productivity, for
educational and academic
Choosing from a list of use. (I.1, I.2, S.3, S.4)
words to complete gaps
from a reading. CE.EFL.5.17.
Demonstrate and convey
Reading a short story different levels of meaning
from the Internet and in literary texts by
highlighting identifying distinguishing

interesting facts, then features, interpreting

comparing them with implicit and explicit
those of a partner. messages and responding in a
variety of ways.
Underlining interesting
facts in a text and I.EFL.5.17.1.
then doing a little Learners can demonstrate and
research on the topic. convey different levels of
meaning in literary texts by
Putting paragraphs in a identifying distinguishing
text in the correct features, interpreting
order. implicit and explicit
messages and responding in a
Underlining the variety of ways. (I.3, I.4,
cognates in a short J.3)
text.

main characters.
Underlining main ideas

from texts and then
using them to write
questions the learner
has about the topic.

text. (Example: an
opinion piece, a
research article, a
biography, etc.)

questions.

Writing

to another learner.
practice a grammar
the class.

project in pairs.
Using a list of
Analyzing three
different types of
dictionaries (e.g.,
online, English-
English, English-
Spanish) and giving

Arts

title and pictures.

idea of a song.


in a text that
3 What Lies You will learn how to EFL 5.1.6 Communication and CE.EFL.5.2. 6
Within Us Demonstrate an ability Cultural Awareness Demonstrate an ability to
talk about people’s to make informed discuss culture by analyzing
characters choices about and take Reading a list of cultural products and
and personalities. action on issues of actions people take and referents from Ecuador and
express feelings, discrimination. discussing the conse- informed choices about and
attitudes, and quences on others taking action on issues of
mood.
Deduce the meanings of environment) tion.
describe events in unfamiliar phrases and
the life of social and cultural Learners can exhibit an
containing familiar
famous people. behaviors through role ability to discuss culture
elements. (Example:
and surveying

make informative and classmates. Publishing unfamiliar phrases and words

narrative texts the results in an in familiar contexts,
comprehensible and online chart. provided speech is clear and
meaningful. (Example: visuals help support
skimming, scanning, Brainstorming ways to meaning.
previewing, reading for counter discrimination
main ideas and details, in one’s daily life. I.EFL.5.5.1.
using structural and Learners can identify the
context clues, Researching a cultural main idea in a variety of
cognates, format, or social symbol of audio recordings (e.g.,
sequence, etc.) Ecuadorian culture and interviews, radio ads, news
discussing the findings reports, etc.) and deduce
EFL 5.3.8 in small groups. the meanings of unfamiliar
Identify and understand phrases and words in
the main points in Oral Communication: familiar contexts where
straightforward texts Listening and Speaking) speech is clear and visuals
help support meaning. (I.3,
on subjects of personal
Using context clues to I.4)
interest or familiar deduce the meaning of
academic topics. an expression in a CE.EFL.5.8.
conversation between a Interaction – Interpersonal:
EFL 5.4.2 waiter and a customer. Respond to and build on
Identify a variety of other people’s ideas in
types and formats of Listening to a radio ad extended conversations on
potential resources and and identifying the familiar social and academic
the value, purpose and product being sold. topics by expressing
audience of each for opinions and feelings and
use in the educational Using pictures and clarifying meaning.
domain. (Example: other visuals to
audio/video, predict the main idea I.EFL.5.8.1.
multimedia, website, of a short Learners can respond to and
database, book, conversation. build on other people’s
thesaurus, ideas in extended
scholarly/popular, Comparing answers in conversations on familiar
current/historical, pairs or small groups. social and academic topics
etc.) by expressing opinions and
Conducting a role play feelings and clarifying

EFL 5.5.2 between two students on meaning. (I.3, I.4, S.1,

Make predictions, a given topic. J.3, J.4)
inferences and (Example: talking about
deductions to future plans, finding CE.EFL.5.10.
demonstrate different common free time Find specific information
levels of meaning of activities, playing a and identify the main points
literary texts guessing game, etc.) in simple, straightforward
presented orally or in texts on subjects of
digital form, including Conducting a class personal interest or
literal and implied survey where learners familiar academic topics
meanings. (Example: ask each other about a while making informed
summarizing, explaining familiar topic and decisions about one’s own
and identifying, word record each other’s reaction to the text.
choice, symbols, points answers. (Example:
of view, etc.) What’s your favorite I.EFL. 5.10.1.
sport? Do you have a Learners can find specific
favorite team? What information and identify the
sports do you play? main points in simple,
Have you ever gotten straightforward texts on
hurt?, etc.) Sharing a subjects of personal
few things about their interest or familiar
classmates’ answers. academic topics while making
(Example: Marco loves informed decisions about
soccer. He’s a one’s own reaction to the
Barcelona fan. He plays text. (I.1, I.2, S.2)
soccer every day in
recess, but last week CE.EFL.5.11.
he sprained his ankle Identify and apply a range
and he can’t play right of reading strategies in
now, etc.) order to make texts
meaningful and to select
Playing a conversation information within a text
game, where learners that might be of practical
move their tokens use for one’s own academic
around the board after needs.
choosing a card and
answering the question. I.EFL.5.11.1.

(Example questions: Learners can Identify and

What foods have you apply a range of reading
tried from another strategies in order to make
country? How often do texts meaningful and to
you eat them?, etc.) select information within a
Working in pairs to practical use for one’s own
complete an information academic needs. (I.1, I.2,
gap activity. I.4, S.3)
Reading CE.EFL.5.14.
Identify, critically
Reading a short news evaluate and recommend a
article and completing variety of potential
an outline. resources and references,
including digital tools,
Reading a text on a that support collaboration
familiar content area and productivity, for
subject and answering educational and academic
information questions. use.
(Example: learners read
about foodborne I.EFL.5.14.1.
illnesses and then Learners can identify,
write three ways to critically evaluate and
prevent them, etc.) recommend a variety of po-
tential resources and
Reading a text and references, including
answering information digital tools, that support
questions. collaboration and
productivity, for
Choosing from a list of educational and academic
words to complete gaps use. (I.1, I.2, S.3, S.4)
from a reading.
CE.EFL.5.17.
Reading a short story Demonstrate and convey
from the Internet and different levels of meaning
highlighting in literary texts by

interesting facts, then identifying distinguishing

comparing them with features, interpreting
those of a partner. implicit and explicit
messages and responding in a
Underlining interesting variety of ways.
facts in a text and
then doing a little I.EFL.5.17.1.
research on the topic. Learners can demonstrate and
convey different levels of
Putting paragraphs in a meaning in literary texts by
text in the correct identifying distinguishing
order. features, interpreting
implicit and explicit
Underlining the messages and responding in a
cognates in a short variety of ways. (I.3, I.4,
text. J.3)

main characters.

from texts and then
using them to write

text. (Example: an
opinion piece, a
research article, a
biography, etc.)

questions.

Writing

to another learner.
practice a grammar
the class.

project in pairs.
Using a list of
Analyzing three
different types of
dictionaries (e.g.,
online, English-
English, English-
Spanish) and giving

Arts

title and pictures.

idea of a song.


in a text that
4 For Old You will learn how to EFL 5.1.6 Communication and CE.EFL.5.2. 6
Times' Demonstrate an ability Cultural Awareness Demonstrate an ability to
Sake talk about changes to make informed discuss culture by analyzing
over time. choices about and take Reading a list of cultural products and
action on issues of actions people take and referents from Ecuador and
share experiences and
discrimination. discussing the conse- informed choices about and
accomplishments.
quences on others taking action on issues of
discuss traditions. environment) tion.
Deduce the meanings of
unfamiliar phrases and
containing familiar social and cultural Learners can exhibit an
elements. (Example: behaviors through role ability to discuss culture
and surveying

make informative and classmates. Publishing unfamiliar phrases and words

narrative texts the results in an in familiar contexts,
comprehensible and online chart. provided speech is clear and
meaningful. (Example: visuals help support
skimming, scanning, Brainstorming ways to meaning.
previewing, reading for counter discrimination
main ideas and details, in one’s daily life. I.EFL.5.5.1.
using structural and Learners can identify the
context clues, Researching a cultural main idea in a variety of
cognates, format, or social symbol of audio recordings (e.g.,
sequence, etc.) Ecuadorian culture and interviews, radio ads, news
discussing the findings reports, etc.) and deduce
EFL 5.3.8 in small groups. the meanings of unfamiliar
Identify and understand phrases and words in
the main points in Oral Communication: familiar contexts where
straightforward texts Listening and Speaking) speech is clear and visuals
on subjects of personal help support meaning. (I.3,
interest or familiar Using context clues to I.4)
academic topics. deduce the meaning of
an expression in a CE.EFL.5.8.
EFL 5.4.6 conversation between a Interaction – Interpersonal:
Produce emails and blog waiter and a customer. Respond to and build on
posts describing other people’s ideas in
personal experiences Listening to a radio ad extended conversations on
and feelings. and identifying the familiar social and academic
product being sold. topics by expressing
EFL 5.5.1 opinions and feelings and
Compare and present Using pictures and clarifying meaning.
personal and formal other visuals to
responses to and in- predict the main idea I.EFL.5.8.1.
terpretations of of a short Learners can respond to and
published literary conversation. build on other people’s
texts and the works of ideas in extended
peers, referring to Comparing answers in conversations on familiar
details and features of pairs or small groups. social and academic topics
the text. (Example: by expressing opinions and
text structure, plot, Conducting a role play feelings and clarifying

ideas, events, between two students on meaning. (I.3, I.4, S.1,

vocabulary, etc.) a given topic. J.3, J.4)
(Example: talking about
EFL 5.5.5 future plans, finding CE.EFL.5.10.
Create original, common free time Find specific information
imaginative stories activities, playing a and identify the main points
using appropriate guessing game, etc.) in simple, straightforward
vocabulary and elements texts on subjects of
of the literature Conducting a class personal interest or
learners have read or survey where learners familiar academic topics
heard. ask each other about a while making informed
familiar topic and decisions about one’s own
record each other’s reaction to the text.
answers. (Example:
What’s your favorite I.EFL. 5.10.1.
sport? Do you have a Learners can find specific
favorite team? What information and identify the
sports do you play? main points in simple,
Have you ever gotten straightforward texts on
hurt?, etc.) Sharing a subjects of personal
few things about their interest or familiar
classmates’ answers. academic topics while making
(Example: Marco loves informed decisions about
soccer. He’s a one’s own reaction to the
Barcelona fan. He plays text. (I.1, I.2, S.2)
soccer every day in
recess, but last week CE.EFL.5.11.
he sprained his ankle Identify and apply a range
and he can’t play right of reading strategies in
now, etc.) order to make texts
meaningful and to select
Playing a conversation information within a text
game, where learners that might be of practical
move their tokens use for one’s own academic
around the board after needs.
choosing a card and
answering the question. I.EFL.5.11.1.

(Example questions: Learners can Identify and

What foods have you apply a range of reading
tried from another strategies in order to make
country? How often do texts meaningful and to
you eat them?, etc.) select information within a
Working in pairs to practical use for one’s own
complete an information academic needs. (I.1, I.2,
gap activity. I.4, S.3)
Reading CE.EFL.5.13.
Produce emails, blog posts
Reading a short news and other written texts
article and completing using an effective voice and
an outline. a variety of appropriate
writing styles and
Reading a text on a conventions.
familiar content area
subject and answering I.EFL.5.13.1.
information questions. Learners can produce emails,
(Example: learners read blog posts and other written
about foodborne
texts using an effective
illnesses and then
write three ways to voice and a variety of
prevent them, etc.) appropriate writing styles
and conventions. (I.3, S.3,
Reading a text and J.2)
answering information
questions. CE.EFL.5.16.
Respond to and interpret
Choosing from a list of literary texts, including
words to complete gaps original stories written by
from a reading. peers, referring to details
and literary elements of the
Reading a short story text.
from the Internet and
highlighting I.EFL.5.16.1.

interesting facts, then Learners can respond to and

comparing them with interpret literary texts,
those of a partner. including original stories
written by peers, referring
Underlining interesting to details and literary
facts in a text and elements of the text. (S.1,
then doing a little S.4, J.2)
research on the topic.
Putting paragraphs in a
text in the correct
order.
Underlining the
cognates in a short
text.

main characters.

from texts and then
using them to write

text. (Example: an
opinion piece, a
research article, a
biography, etc.)

questions.

Writing
Posting a comment to a
classmate’s writing on
a class blog.
Doing extended or free

writing on a class
blog.
Writing an email to a
friend recommending a
movie you’ve seen.
Writing a blog post

about your future
plans.

Arts
Writing a short,
fictional story about a
teen’s unusual
vacation.
Producing short,
creative texts using
digital storytelling.
Using a checklist to
mark off literary
elements present in a
text. (Example:
setting, main
character, title, etc.)

Explaining through
pictures, physical
expression or charts
(ICT) how a text makes
the learner feel.
Searching for pictures

on the Internet or in
magazines in order to
respond to a peer’s
writing.
Listening to a song and

inferring if it is
happy, sad, etc. Giving
reasons for the
inference.
Rewriting a fairy tale

from a modern point of
view, using simple
ideas and phrases or
illustrations.
5 Getting You will learn how to EFL 5.1.9 Communication and CE.EFL.5.4. 6
Away Communicate information Cultural Awareness Communicate effectively
check for and ideas effectively using a variety of media and
information. to diverse audiences Writing comments on a formats, including ICT, by
using a variety of blog to find more saying things in alternative
ask for agreement. media and formats. information about a ways and applying self-
topic. correcting and self-
EFL 5.2.7 monitoring strategies when
report what someone Creating a “live” video needed.
Present information
has said. clearly and effectively on Facebook to give an
in a variety of oral opinion on a unit I.EFL.5.4.1.
forms for a range of topic. Learners can communicate
audiences and purposes. effectively using a variety

(Example: summarizing, Using social media to of media and formats,

paraphrasing, personal network with teens including ICT, by saying
narratives, research across the globe. things in alternative ways
reports, essays, and applying self-correcting
articles, posters, Oral Communication: and self-monitoring
charts and other Listening and Speaking) strategies when needed.
graphics, etc.) (I.1, I.3, J.4)
Asking learners simple
EFL 5.3.2 questions about CE.EFL.5.9.
Identify and use themselves, their Production – Fluency:
reading strategies to family or their Present information clearly
make informative and possessions and noting and influence an audience
narrative texts that their response effectively through well-
comprehensible and time is relatively developed arguments in
meaningful. (Example: quick and there are prepared presentations and
skimming, scanning, minimal basic errors. other forms of oral
previewing, reading for communication.
main ideas and details, Asking learners to
using structural and describe a picture of a I.EFL.5.9.1.
context clues, familiar scene and Learners can present infor-
cognates, format, asking them to give mation clearly and influence
sequence, etc.) full predictions about an audience effectively
what they can see. through well-developed
EFL 5.3.8 (Example: a picture of arguments in prepared
Identify and understand a park where teens are presentations and other
the main points in engaged in a variety of forms of oral communication.
sports activities: (I.2, I.3, J.2)
straightforward texts
There is a girl on a
on subjects of personal bike who is going to CE.EFL.5.10.
interest or familiar run into a child. There Find specific information
academic topics. is a dog that isn’t on and identify the main points
a leash. Maybe he’ll in simple, straightforward
EFL 5.4.6 bite someone, etc.) texts on subjects of
Produce emails and blog personal interest or
posts describing Using intonation to familiar academic topics
personal experiences convince a partner to while making informed
and feelings. take action. (Example: decisions about one’s own

Be careful - there is reaction to the text.

EFL 5.5.1 danger ahead, Volunteer
Compare and present at an organization that I.EFL. 5.10.1.
personal and formal is helping the 2016 Learners can find specific
responses to and in- earthquake victims, information and identify the
terpretations of etc.) main points in simple,
published literary straightforward texts on
texts and the works of Summarizing a peer’s subjects of personal
peers, referring to opinion about a video interest or familiar
details and features of seen in class. academic topics while making
the text. (Example: informed decisions about
text structure, plot, Listening to a talk on one’s own reaction to the
ideas, events, a subject of interest text. (I.1, I.2, S.2)
vocabulary, etc.) and paraphrasing the
main points for a CE.EFL.5.11.
EFL 5.5.5 partner. Identify and apply a range
Create original, of reading strategies in
imaginative stories Reading order to make texts
using appropriate meaningful and to select
vocabulary and elements Reading a short news information within a text
of the literature article and completing that might be of practical
learners have read or an outline. use for one’s own academic
heard. needs.
Reading a text on a
familiar content area I.EFL.5.11.1.
subject and answering Learners can Identify and
information questions. apply a range of reading
(Example: learners read strategies in order to make
about foodborne texts meaningful and to
illnesses and then select information within a
write three ways to text that might be of
prevent them, etc.) practical use for one’s own
academic needs. (I.1, I.2,
Reading a text and I.4, S.3)

Choosing from a list of and other written texts

words to complete gaps using an effective voice and
from a reading. a variety of appropriate
writing styles and
Reading a short story conventions.
interesting facts, then Learners can produce emails,
comparing them with blog posts and other written
those of a partner. texts using an effective
voice and a variety of
Underlining interesting
facts in a text and appropriate writing styles
then doing a little and conventions. (I.3, S.3,
research on the topic. J.2)
Putting paragraphs in a CE.EFL.5.16.

text in the correct Respond to and interpret
order. literary texts, including
original stories written by
Underlining the peers, referring to details
cognates in a short and literary elements of the
text. text.
Scanning a text for the I.EFL.5.16.1.

main characters. Learners can respond to and
interpret literary texts,
Underlining main ideas including original stories
from texts and then written by peers, referring
using them to write to details and literary
questions the learner elements of the text. (S.1,
has about the topic. S.4, J.2)

text. (Example: an
opinion piece, a

research article, a
biography, etc.)

questions.
Writing
a class blog.

writing on a class
blog.
Writing a blog post

about your future
plans.

Arts
Writing a short,
teen’s unusual
vacation.
Producing short,

mark off literary
text. (Example:
setting, main
Explaining through
pictures, physical
the learner feel.

writing.

inferring if it is
reasons for the
inference.

view, using simple
illustrations.
6 Teenage You will learn how to EFL 5.1.9 Communication and CE.EFL.5.4. 6
Matters Communicate information Cultural Awareness Communicate effectively
talk about what you and ideas effectively using a variety of media and
will to diverse audiences Writing comments on a formats, including ICT, by
normally do in real- using a variety of blog to find more saying things in alternative

life media and formats. information about a ways and applying self-
situations. topic. correcting and self-
EFL 5.2.7 monitoring strategies when
talk about what you Present information Creating a “live” video needed.
would clearly and effectively on Facebook to give an
generally do in in a variety of oral opinion on a unit I.EFL.5.4.1.
unreal forms for a range of topic. Learners can communicate
situations. audiences and purposes. effectively using a variety
(Example: summarizing, Using social media to of media and formats,
paraphrasing, personal network with teens including ICT, by saying
express regrets and across the globe. things in alternative ways
narratives, research
wishes. reports, essays, and applying self-correcting
articles, posters, Oral Communication: and self-monitoring
charts and other Listening and Speaking) strategies when needed.
graphics, etc.) (I.1, I.3, J.4)
Asking learners simple
EFL 5.3.2 questions about CE.EFL.5.9.
Identify and use themselves, their Production – Fluency:
reading strategies to family or their Present information clearly
make informative and possessions and noting and influence an audience
narrative texts that their response effectively through well-
comprehensible and time is relatively developed arguments in
meaningful. (Example: quick and there are prepared presentations and
skimming, scanning, minimal basic errors. other forms of oral
previewing, reading for communication.
main ideas and details, Asking learners to
using structural and describe a picture of a I.EFL.5.9.1.
context clues, familiar scene and Learners can present infor-
cognates, format, asking them to give mation clearly and influence
sequence, etc.) full predictions about an audience effectively
what they can see. through well-developed
EFL 5.3.8 (Example: a picture of arguments in prepared
Identify and understand a park where teens are presentations and other
engaged in a variety of forms of oral communication.
the main points in
sports activities: (I.2, I.3, J.2)
straightforward texts There is a girl on a
on subjects of personal bike who is going to CE.EFL.5.10.

interest or familiar run into a child. There Find specific information

academic topics. is a dog that isn’t on and identify the main points
a leash. Maybe he’ll in simple, straightforward
EFL 5.4.6 bite someone, etc.) texts on subjects of
personal interest or
Produce emails and blog
Using intonation to familiar academic topics
posts describing
convince a partner to while making informed
personal experiences
take action. (Example: decisions about one’s own
and feelings.
Be careful - there is reaction to the text.
danger ahead, Volunteer
EFL 5.5.1 at an organization that I.EFL. 5.10.1.
Compare and present is helping the 2016 Learners can find specific
personal and formal earthquake victims, information and identify the
responses to and in- etc.) main points in simple,
terpretations of straightforward texts on
published literary Summarizing a peer’s subjects of personal
texts and the works of opinion about a video interest or familiar
peers, referring to seen in class. academic topics while making
details and features of informed decisions about
the text. (Example: Listening to a talk on one’s own reaction to the
text structure, plot, a subject of interest text. (I.1, I.2, S.2)
ideas, events, and paraphrasing the
vocabulary, etc.) main points for a CE.EFL.5.11.
partner. Identify and apply a range
EFL 5.5.5 of reading strategies in
Create original, Reading order to make texts
imaginative stories meaningful and to select
using appropriate Reading a short news information within a text
vocabulary and elements article and completing that might be of practical
of the literature an outline. use for one’s own academic
learners have read or needs.
heard. Reading a text on a
familiar content area I.EFL.5.11.1.
subject and answering Learners can Identify and
information questions. apply a range of reading
(Example: learners read strategies in order to make
about foodborne texts meaningful and to

illnesses and then select information within a

write three ways to text that might be of
prevent them, etc.) practical use for one’s own
academic needs. (I.1, I.2,
Reading a text and I.4, S.3)
Choosing from a list of and other written texts
words to complete gaps using an effective voice and
from a reading. a variety of appropriate
writing styles and
Reading a short story conventions.
interesting facts, then Learners can produce emails,
comparing them with blog posts and other written
those of a partner. texts using an effective
voice and a variety of
Underlining interesting appropriate writing styles
facts in a text and and conventions. (I.3, S.3,
then doing a little J.2)
research on the topic.
CE.EFL.5.16.
Putting paragraphs in a Respond to and interpret
text in the correct literary texts, including
order. original stories written by
peers, referring to details
Underlining the and literary elements of the
cognates in a short text.
text.
I.EFL.5.16.1.
Scanning a text for the Learners can respond to and
main characters. interpret literary texts,
including original stories
Underlining main ideas written by peers, referring
from texts and then to details and literary

using them to write elements of the text. (S.1,

questions the learner S.4, J.2)

text. (Example: an
opinion piece, a
research article, a
biography, etc.)

questions.
Writing
a class blog.

writing on a class
blog.
Writing a blog post

about your future
plans.

Arts
Writing a short,


teen’s unusual
vacation.
Producing short,
mark off literary
text. (Example:
setting, main
Explaining through
pictures, physical
the learner feel.

writing.

inferring if it is
reasons for the
inference.

view, using simple

illustrations.
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:
Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States: Teachers
College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson
Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum
for Educación General Básica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English B1.1. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:
Signature: Signature: Signature:
Date: September 30th, 2016 Date: Date:


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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

CURRICULAR ANNUAL PLAN

OG.EFL 2 O.EFL 5.2

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Deduce the meanings of accomplishments and strategies when needed.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

on subjects of personal between two students on clarifying meaning.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

(Example questions: Identify and apply a range

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

interesting facts, then digital tools, that support

Scanning a text for the

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Recommending a web site

Identifying the best

Language through the

Predicting the content

Summarizing the main

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Underlining the words

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

make informative and classmates. Publishing in familiar contexts,

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

EFL 5.5.2 between two students on J.3, J.4)

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

(Example questions: apply a range of reading

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

interesting facts, then features, interpreting

Scanning a text for the

Underlining main ideas

Identifying the correct

Scanning a text for the

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Recommending a web site

Identifying the best

Language through the

Predicting the content

Summarizing the main

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Underlining the words

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

make informative and classmates. Publishing unfamiliar phrases and words

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

EFL 5.5.2 between two students on meaning. (I.3, I.4, S.1,