English B1.1 PCA-PDU 2do y 3ro Bachillerato

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Languages Subject: English
Teacher(s):
Grade/ Course: 2nd - 3rd Education Level: BGU B1.1
2. TIME
WEEKLY HOURS NUMBER OF WEEKS OF WORK LEARNING ASSESSMENT WEEKS TOTAL WEEKS OF CLASS TOTAL OF PERIODS
4 HOURS 36 WEEKS 2 PERIODS 36 WEEKS 144 HOURS
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 5.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner,
manner, maturely, and openly experiencing other cultures and languages from the secure maturely, and openly experiencing other cultures and languages from the secure standpoint of their own
standpoint of their own national and cultural identity. national and cultural identity.
OG.EFL 2 O.EFL 5.2
Draw on this established propensity for curiosity and tolerance towards different cultures to Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the
comprehend the role of diversity in building an intercultural and multinational society. role of diversity in building an intercultural and multinational society.
OG.EFL 3 O.EFL 5.3
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 linguistic intelligence, and critical thinking Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their L1 an appreciation of linguistic differences. Enjoy an enriched perspective of their L1 and of language use for
and of language use for communication and learning. communication and learning.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL 5.4
independently access further (language) learning and practice opportunities. Respect themselves
and others within the communication process, cultivating habits of honesty and integrity into Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further
responsible academic behavior. (language) learning and practice opportunities. Respect themselves and others within the communication
process, cultivating habits of honesty and integrity into responsible academic behavior.
OG.EFL 5
O.EFL 5.5
Directly access the main points and important details of up-to date. English language texts, such
as those published on the web, for professional or general investigation, through the efficient use Directly access the main points and important details of up-to date. English language texts, such as those
of ICT and reference tools where required. published on the web, for professional or general investigation, through the efficient use of ICT and reference
tools where required.
OG.EFL 6
O.EFL 5.6
Through selected media, participate in reasonably extended spoken or written dialogue with
peers from different L1 backgrounds on work, study, or general topics of common interest, Through selected media, participate in reasonably extended spoken or written dialogue with peers from
expressing ideas and opinions effectively and appropriately. different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately.
OG.EFL 7
O.EFL 5.7
Interact quite clearly, confidently, and appropriately in a range of formal and informal social
situations with a limited but effective command of the spoken language (CEFR B1 level). 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*
Nº Title of the unit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation*** Weeks
(Skills and strategies) Duration
To talk about news. EFL 5.1.1 Display an understanding of the Using context clues to make decisions about CE.EFL.5.1. Display an understanding of
relationship between the practices and verb forms according to the tenses. the integrity of different cultures by
perspectives of different cultures by sharing experiences and by participating
To announce a piece of news recognizing and sharing cross-cultural in class activities and discussions in a
that has happened recently. experiences and ideas. way that shows empathy and respect for
Identifying the lead paragraph of an article. others.
I.EFL.5.1.1. Learners can demonstrate an

To share life experiences. EFL 5.2.1 Deduce the meanings of understanding of the integrity of
unfamiliar phrases and words from a Using quotation marks to report what other
people say or said. different cultures by sharing experiences
context containing familiar elements. and by participating in class activities
(Example: colloquial greetings, and discussions in a way that shows
exclamations, interjections, etc.) empathy and respect for others. (I.3, S.1,
Writing the lead paragraph of a short article, S.2, J.1, J.3).
providing a clear and concise overview of the
EFL 5.3.1 Find specific predictable main points.
information in short, simple texts in a CE.EFL.5.2. Demonstrate an ability to
range of age- and level-appropriate 5
discuss culture by analyzing cultural
1 BREAKING NEWS topics. (Example: biographies, news Using idiomatic expressions to share your products and referents from Ecuador
articles, narratives, memoirs and own experiences. and other countries while making
personal accounts, formal letters and informed choices about and taking
emails, etc.) action on issues of prejudice and
discrimination.
EFL 5.4.1 Critically evaluate information I.EFL.5.2.1. Learners can exhibit an

from references, including those found ability to discuss culture by analyzing
on the web, and recommend print and cultural products and referents from
digital sources to other learners. 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)
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 CE.EFL.5.3. Interpret cultural and
details and features of the text. language patterns in English, including
(Example: text structure, plot, ideas, nonverbal communication, and apply
events, vocabulary, etc.) them in appropriate contexts.
I.EFL.5.3.1. Learners can interpret
cultural and language patterns in

English, including nonverbal
communication, and apply them in
appropriate contexts. (I.3, I.4, S.1, S.2)
To speculate about lifestyles EFL 5.1.2 Classifying vocabulary into categories to CE.EFL.5.4. Communicate effectively
in the past. remember it better. using a variety of media and formats,
Demonstrate mindfulness, empathy, including ICT, by saying things in
tolerance and an overall respect for the alternative ways and applying self-
integrity of cultures in daily classroom 5
To express opinion and Understanding the structure of sentences correcting and self-monitoring strategies
activities. when needed.
possibility about past events. that make use of connectors.
2 HEALTHY LIFE, I.EFL.5.4.1. Learners can communicate
HEALTHY WORLD. effectively using a variety of media and
EFL 5.2.2 Identify the main idea and
To describe people, objects, some details of recorded news reports, Identifying the thesis statement in an essay. formats, including ICT, by saying things
and events. documentaries and interviews reporting in alternative ways and applying self-
on seasonal festivities, environmental correcting and self-monitoring strategies
issues, food and international customs, Using sequence connectors such as first of all, when needed. (I.1, I.3, J.4)
climate, weather, etc., where the visuals second of all, in summary, to organize the
support the commentary. ideas of a text.
CE.EFL.5.5. Listening for Meaning:
Identify the main idea in a variety of
EFL 5.3.2 Identify and use reading Writing a short essay. audio recordings (e.g., interviews, radio
strategies to make informative and ads, news reports, etc.) and deduce the
narrative texts comprehensible and meanings of unfamiliar phrases and
meaningful. (Example: skimming, words in familiar contexts, provided
Reading options carefully before listening to speech is clear and visuals help support
scanning, previewing, reading for main the audio to focus your comprehension.
ideas and details, using structural and meaning.
context clues, cognates, format, Using expressions such as Look! Well, I guess I.EFL.5.5.1. Learners can identify the
sequence, etc.) / I know! / I think to engage in a conversation. main idea in a variety of audio
recordings (e.g., interviews, radio ads,
news reports, etc.) and deduce the
meanings of unfamiliar phrases and

words in familiar contexts where speech
EFL 5.4.2 Identify a variety of types and is clear and visuals help support
formats of potential resources and the meaning. (I.3, I.4)
value, purpose and audience of each for
use in the educational domain. (Example:
audio/video, multimedia, website,
database, book, thesaurus, CE.EFL.5.6. Listening for Information:
scholarly/popular, current/historical, Deal with practical, everyday
etc.) communication demands in familiar
social and academic contexts, including
following directions in class activities
and identifying main ideas in other
EFL 5.5.2 Make predictions, inferences curricular subjects when given sufficient
and deductions to demonstrate different support.
levels of meaning of literary texts
presented orally or in digital form, I.EFL.5.6.1. Learners can deal with
including literal and implied meanings. practical, everyday communication
(Example: summarizing, explaining and demands in familiar social and academic
identifying, word choice, symbols, points contexts, such as following directions in
of view, etc.) class activities and identifying main
ideas in other curricular subjects when
given sufficient support. (I.1, I.3, S.1)
To talk about people’s EFL 5.1.3.Find parallels between Paying attention to the prefixes added at the CE.EFL.5.7. Production – Accuracy and
characters and personalities. Ecuadorian cultural and political beginning of a word. Intelligibility: Use appropriate
referents and those of other countries by vocabulary and language in a variety of 5
talking about holidays, symbols, customs oral interactions for a range of
To express feelings, attitudes, and schooling. Using grammar books, dictionaries, or the audiences and level-appropriate
and mood. Internet as sources of reference. purposes.
I.EFL.5.7.1. Learners can communicate

EFL 5.2.3 Follow main ideas in topics clearly and effectively by using
To describe events in the life covered in other curricular subjects with Transforming base words into nouns by appropriate vocabulary and language in
of famous people. the help of visual support, using concepts adding suffixes. a variety of oral interactions for a range
and vocabulary that have been studied in of audiences and level-appropriate
advance. purposes. (I.2, I.3, J.2)
3 WHAT LIES WITHIN Looking at the sentences that are
U immediately before and after an idea to infer
EFL 5.3.3 Determine the main conclusion missing information. CE.EFL.5.8. Interaction – Interpersonal:
in texts which clearly argue a point of Respond to and build on other people’s
view in order to make informed decisions ideas in extended conversations on
about one’s own opinion and reaction to Writing a biography following a specific familiar social and academic topics by
the text. structure. expressing opinions and feelings and
clarifying meaning.
I.EFL.5.8.1. Learners can respond to and

EFL 5.4.4 Select and make effective use Paying attention to the speakers’ tone of build on other people’s ideas in
of a range of digital tools to write, edit, voice to interpret their feelings. extended conversations on familiar
revise and publish written work in a way social and academic topics by expressing
that supports collaboration, learning and opinions and feelings and clarifying
productivity. (Example: image editing, meaning. (I.3, I.4, S.1, J.3, J.4)
GoogleDrive, infographic makers, audio Using an appropriate tone of voice and
and video editing, presentation apps, gestures to convey your feelings and
etc.) emotions when holding a conversation.
CE.EFL.5.9. Production – Fluency:
Present information clearly and
influence an audience effectively
EFL 5.5.4 Read aloud with confidence, through well-developed arguments in
accuracy, fluency and expression to prepared presentations and other forms
demonstrate understanding and to of oral communication
convey an interpretation of meaning.
I.EFL.5.9.1. Learners can present
EFL information clearly and influence an
audience effectively through well-
developed arguments in prepared
presentations and other forms of oral
communication. (I.2, I.3, J.2)
To talk about changes over EFL 5.1.6 Demonstrate an ability to make Using visual aids to guess meaning. CE.EFL.5.10. Find specific information
time. informed choices about and take action and identify the main points in simple,
on issues of prejudice and discrimination. straightforward texts on subjects of
Using context clues to find missing words in a personal interest or familiar academic 5
To share experiences and passage. topics while making informed decisions
accomplishments. EFL 5.2.4 Follow oral directions in about one’s own reaction to the text.
classroom activities and projects and I.EFL. 5.10.1. Learners can find specific
provide directions to peers in selected Relating new language to concepts already information and identify the main points
4 FOR OLD TIMES’ interactions.
to discuss traditions. known to memorize vocabulary. in simple, straightforward texts on
SAKE
subjects of personal interest or familiar
academic topics while making informed
EFL 5.3.5 Assess, compare and evaluate Using visual images and relating them to decisions about one’s own reaction to
the quality of written texts and visual language clues to deduce the meaning of new the text. (I.1, I.2, S.2)
presentations using different criteria and vocabulary.
ICT tools related to the organization,
subject area and purpose of a text. CE.EFL.5.11. Identify and apply a range
(Examples of text types: editorials, letters of reading strategies in order to make
to the editor, political speeches, Scanning the text to identify specific
information texts meaningful and to select
illustrations, charts, advertisements, etc.) information within a text that might be
EFL 5.4.6 of practical use for one’s own academic
needs.
Produce emails and blog posts describing Writing a comparison and contrast essay.
personal experiences and feelings. I.EFL.5.11.1. Learners can Identify and
apply a range of reading strategies in
order to make texts meaningful and to
Using That’s for sure or No doubt about it to
select information within a text that
EFL 5.5.5 Create original, imaginative express agreement
might be of practical use for one’s own
stories using appropriate vocabulary and academic needs. (I.1, I.2, I.4, S.3)
elements of the literature learners have
read or heard.
CE.EFL.5.12. Engage with a variety of

digital and print texts and resources by
evaluating and detecting complexities
and discrepancies in the information in

order to find the most appropriate
sources to support an idea or argument.
I.EFL.5.12.1. Learners can engage with a

variety of digital and print texts and
resources by evaluating and detecting
complexities and discrepancies in the
information in order to find the most
appropriate sources to support an idea
or argument. (I.2, I.4, J.3)
To check for information. EFL 5.1.7 Interpret and demonstrate Relating new language to concepts already CE.EFL.5.13. Produce emails, blog posts
knowledge of nonverbal and oral known. and other written texts using an
communication features by applying effective voice and a variety of 5
To ask for agreement. them in appropriate contexts. (Example: appropriate writing styles and
use of stress, intonation, pace, etc.) Using language-based clues to guess meaning conventions.
I.EFL.5.13.1. Learners can produce

To report what someone has emails, blog posts and other written
said. EFL 5.2.5 Understand the main idea of Relating the content and the conventions of a texts using an effective voice and a
5 GETTING AWAY radio and audio recordings on subjects of text to its corresponding sub-headings. variety of appropriate writing styles and
personal interest, provided speech is conventions. (I.3, S.3, J.2)
clear.
Identifying facts and opinions.

CE.EFL.5.14. Identify, critically evaluate
EFL 5.3.6 Display an appreciation of the and recommend a variety of potential
language by interacting and engaging resources and references, including
with a variety of digital and print texts Using so and such to place emphasis on
descriptions. digital tools, that support collaboration
and resources and by selecting and and productivity, for educational and
evaluating these materials as a means to academic use.
promote and strengthen literacy skills
and language acquisition. Paying selective attention and using general I.EFL.5.14.1. Learners can identify,
world knowledge clues to identify details. critically evaluate and recommend a
variety of potential resources and
Using tag questions to keep the conversation references, including digital tools, that
going support collaboration and productivity,
EFL 5.4.7 Use the process of prewriting, for educational and academic use. (I.1,
drafting, revising, peer editing and I.2, S.3, S.4)
proofreading (i.e., “the writing process”)
to produce well-constructed
informational texts.
CE.EFL.5.15. Plan and produce well-
constructed informational texts by
applying the writing process and while
EFL 5.5.7 Collaboratively produce criteria demonstrating an ability to justify one’s
for evaluating literary texts and the position on an argument through
effectiveness of group work. carefully selected information and
appropriate language, tone and
evidence.
I.EFL.5.15.1. Learners can plan and

produce well-constructed informational
texts by applying the writing process and
while demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)
To talk about what you will EFL 5.1.8 Associating words in order to remember CE.EFL.5.16. Respond to and interpret
normally do in real-life expressions easily. literary texts, including original stories
situations. Discover and employ alternative ways of written by peers, referring to details and 5
saying things in social and classroom literary elements of the text.
interactions.
Reasoning deductively to apply rules to new I.EFL.5.16.1. Learners can respond to
To talk about what you would language situations. and interpret literary texts, including
6 TEENAGERS generally do in unreal original stories written by peers,
situations. EFL 5.2.6 Use new words and expressions
MATTERS referring to details and literary elements
which occur in conversations in the
personal and educational domains, and Identifying and differentiating between of the text. (S.1, S.4, J.2)
make use of such terms and expressions stated and inferred information
wherever appropriate and necessary.
To express regrets and CE.EFL.5.17. Demonstrate and convey
wishes. different levels of meaning in literary
Writing arguments from authority. texts by identifying distinguishing
EFL 5.3.8 Identify and understand the features, interpreting implicit and
main points in straightforward texts on explicit messages and responding in a
subjects of personal interest or familiar Using say that again, to ask for repetition variety of ways.
academic topics.
I.EFL.5.17.1. Learners can demonstrate
and convey different levels of meaning
EFL 5.4.9 Use a variety of oral, print and in literary texts by identifying
electronic forms for writing to others or distinguishing features, interpreting
for writing for self, applying the implicit and explicit messages and
conventions of social writing. (Example: responding in a variety of ways. (I.3, I.4,
notes, invitations, emails, blog entries J.3)
and comments, notes to self, etc.)
CE.EFL.5.18. Use a range of criteria to

EFL 5.5.9 Engage in collaborative evaluate and recommend literary texts
activities through a variety of student to others, and recognize how chosen
groupings to share, reflect on, express criteria affects evaluation.
and interpret opinions and evaluations of I.EFL.5.18.1. Learners can use a variety
a range of literary texts. (Example: small of criteria for evaluating and
groups, cooperative learning groups, recommending literary texts to others,
literature circles, process writing groups, and recognize how chosen criteria
etc.) affects evaluation. (S.1, S.4, J.2, J.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
 Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc.
 Obtenido de http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-
2014.pdf
 Nuñez, P.A (2015). TEACHER´S BOOK – B1.1. Quito: Norma.
Blog: Ismara-ismara.blogspot.com
ELABORATED BY REVISED BY APPROVED BY
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:
Date: Date: Date:
MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
School’s Name: Year:
1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2° - 3rd Class:
Book: English B1.1 Unit: 1 Objectives:
Breaking News Objectives: O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further
(language) learning and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty
and integrity into responsible academic behavior. O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions
effectively and appropriately. O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations
with a limited but effective command of the spoken language.
Periods: 30, 6 class periods per lesson Weeks: 6
2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria
Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and use from Ecuador and other countries while making informed choices about and taking action on
them to explore the perspectives of the culture. issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.8 Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, conversations on familiar social and academic topics by expressing opinions and feelings and
such as personal experiences, while describing one’s reactions to them and others’ opinions. clarifying meaning.
Reading CE.EFL.5.12 Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.4 Find the most important information in print or online sources in order to support an detecting complexities and discrepancies in the information in order to find the most appropriate
idea or argument. (Example: Internet search engines, online advertising, online or print sources to support an idea or argument.
timetables, web pages, posters, adverts, catalogues, etc.)
Writing CE.EFL.5.14 Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and references, including digital tools that support collaboration and productivity, for educational and
publish written work in a way that supports collaboration, learning and productivity. (Example: academic use.
image editing, Google Drive, infographic makers, audio and video editing, presentation apps,
etc.) CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., and while demonstrating an ability to justify one’s position on an argument through carefully
“the writing process”) to produce well-constructed informational texts selected information and appropriate language, tone and evidence.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example: the group.
small groups, cooperative learning groups, literature circles, process writing groups, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques / Instruments
Communication and Cultural Awareness Student’s Book English Communication and Cultural ACTIVITIES
B1.1 (including Awareness
Recognizing instances of discrimination or prejudice in one’s daily interactive version) Get into groups of three.
life and analyzing reasons for them in small groups. EFL.5.2.1 Learners can exhibit an ability
• Audio CD to discuss culture by analyzing cultural • Select your favorite section of a newspaper and
• Inviting a guest speaker from another country to class and asking products and referents from Ecuador and justify your choice.
and answering questions about his/her culture/country. • Teacher’s Guide other countries while making informed
choices about and taking action on issues • Do some research about events, news and stories
• Researching through the Internet about other cultures and ways • Posters and pictures of prejudice and discrimination. (I.1, I.2, that have happened at your school.
of life and presenting them to the class using digital tools. about the topic S.2, J.1, J.3)
• Ask key people at school to find out the details
• Working in small groups to complete a cultural project • Photocopiable Oral Communication about the events you have done research on.
worksheets (TG)
Oral Communication: (Listening and Speaking) I.EFL.5.12.1 Learners can engage with a • Assign the group members different roles. Each
• Quiz Time (SB variety of digital and print texts and member will play a key role: journalist, editor, graphic
Playing a conversation game, where learners move their tokens designer...
around the board after choosing a card and answering the question.
complexities and discrepancies in the
Use key questions to interview two members of the
• Listening to another learner’s answers in class and responding information in order to find the most
school community. Record the interviews and take
appropriately. appropriate sources to support an idea or
pictures, too.
argument. (I.2, I.4, J.3)
• Working in pairs to complete an information gap activity. • Write short narrations of the news you discovered
Reading
• Doing a mingle activity where learners ask and answer questions • Create a nice design using the texts and the
about things they have or haven’t done, in order to extend the I.EFL.5.12.1 Learners can engage with a
pictures.
exchange. variety of digital and print texts and
resources by evaluating and detecting Techniques Reading
• Establishing a clear expectation of English Informal assessment complexities and discrepancies in the
could involve personal notes from the teacher to learners who use information in order to find the most • Organized information found in the interview. •
L2 regularly. appropriate sources to support an idea or Read the article and complete the diagram.
Reading Listening
Writing
• Read quickly looking for words each paragraph. • Listen and complete the interviews.
I.EFL.5.18.1 Learners can use a variety of
• Writing new words and phrases in a vocabulary notebook and then criteria for evaluating and recommending • Listen to understand the context. Speaking
literary texts to others, and recognize how
writing a text using three words from your vocabulary notebook. chosen criteria affects evaluation. (S.1, • Use idiomatic expressions to share an experience.
S.4, J.2, J.4)
• Identifying unreliable resources on the Internet. • Use intonation to express strong feelings.
I.EFL.5.18.1 Learners can use a variety of
• Reading about a topic and then identifying reference materials. criteria for evaluating and recommending Writing
literary texts to others, and recognize how
• Printing out the results of a search and having learners discuss chosen criteria affects evaluation. (S.1, • Write an article about a topic of interest.
which results seem the most appropriate and why. S.4, J.2, J.4)
• Answer questions about different kind of texts.
Writing Language through the Arts
Instruments for oral and written evaluation
• Finding a variety of online references to practice a grammar I.EFL.5.19.1 Learners can engage in
structure, then recommending the best one to the class. • Rubrics
collaborative activities through a variety of
student groupings in order to solve • Portfolio
• Using new words or information from a class lesson and creating
problems and reflect on literary texts, and
an online game to practice them, then sharing and playing the game
with the rest of the class.
produce criteria for evaluating the • Oral interviews individual/ in pairs
effectiveness of the group. (I.1, I.2, S.2,
• Reading a dialogue which serves as a model text, then writing a S.3, S.4, J.3, J.4) • Essay Tests
similar dialogue on a different topic while implementing new
• Practical Exams • Writing Tests
words/expressions from the unit.
• Training Test
Language through the Arts
• Assigning roles for a group project
• Creating literature circles where learners have the freedom to say

anything they want about a text from class or outside of class.
• Reflecting on the effectiveness of the group’s work after a project

and deciding what changes need to be made in order to improve on
the next project.
3. ADAPTED CURRICULUM
Students with Special Needs Specifications of the Material to Be Applied
Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun
CLIL Components Transversal Axes
CLIL Components Science/Technology/Arts: To create a newspaper section and narrate a recent news and key stories Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
of your school. solidarity, etc.
Prepared by Revised by Approved by
Teacher: Teacher: Teacher:
Date: Date: Date:
1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd - 3rd Class:

O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in
Healthy life, healthy building an intercultural and multinational society.
world. O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on
work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences
EFL 5.1.1 Display an understanding of the relationship between the practices and perspectives and by participating in class activities and discussions in a way that shows empathy and respect
of different cultures by recognizing and sharing cross-cultural experiences and ideas. for others
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries and interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and
interviews reporting on seasonal festivities, environmental issues, food and international words in familiar contexts, provided speech is clear and visuals help support meaning
customs, climate, weather, etc., where the visuals support the commentary
.
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of on subjects of personal interest or familiar academic topics while making informed decisions about
personal interest or familiar academic topic one’s own reaction to the text.
FL 5.4.2 Identify a variety of types and formats of potential resources and the value, purpose and references, including digital tools that support collaboration and productivity, for educational and
audience of each for use in the educational domain. (Example: audio/video, multimedia, website, academic use.
database, book, thesaurus, scholarly/popular, current/historical, etc.)
solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
EFL 5.5.8 Contribute to team projects to produce original works and solve problems while
effectively negotiating and managing interactions to accomplish social and classroom tasks. the group.
Communication and Cultural Awareness ▪ New Curriculum EFL Communication and Cultural ACTIVITIES
for Subnivel BGU Awareness
• Researching schooling from other cultures and presenting them on Work by pairs. Think of an unhealthy habit that is
a class blog. ▪ Student’s Book English I.EFL.5.1.1 Learners can demonstrate an present in your community today.
B1.1 (including understanding of the integrity of different
• Responding sensitively to a peer’s opinion about a text read in interactive version) cultures by sharing experiences and by • Prepare a PowerPoint presentation describing how
class. participating in class activities and this unhealthy habit is a problem for the community.
▪ Audio CD discussions in a way that shows empathy
• Watching a video and identifying desirable language use. and respect for others. (I.3, S.1, S.2, J.1, • Speculate about the origins of this bad habit
▪ Teacher’s Guide J.3)
• Comparing nonverbal and body language between L1 and L2 • Think of an environmental problem that is present
cultures. ▪ Posters and pictures Oral Communication in your city today.
about the topic
• Sharing a cross-cultural experience (such as traveling, trying a new I.EFL.5.5.1 Learners can identify the main • Prepare a new slide for your PowerPoint
food, meeting someone from another country) in pairs or as a class. ▪ Photocopiable idea in a variety of audio recordings (e.g., presentation describing how this environmental
Oral Communication: (Listening and Speaking) worksheets (TG) interviews, radio ads, news reports, etc.) problem is causing damage to the city. Write short
and deduce the meanings of unfamiliar descriptions speculating about the origins of this
• Using context clues to deduce the meaning of an expression in a ▪ Quiz Time (SB) environmental problem.
phrases and words in familiar contexts
conversation between a waiter and a customer.
where speech is clear and visuals help
• Based on the two problematic situations you have
• Listening to a radio ad and identifying the product being sold. support meaning. (I.3, I.4)
selected, think of healthy habits that would help
Reading people in your community be healthier and protect
• Using pictures and other visuals to predict the main idea of a short the environment.
conversation
I.EFL. 5.10.1 Learners can find specific
information and identify the main points in • Prepare a new slide for your PowerPoint
• Establishing a clear expectation of English use for classroom presentation describing how this can be done
functions. Informal assessment could involve personal notes from simple, straightforward texts on subjects
the teacher to learners who use L2 regularly. of personal interest or familiar academic Techniques Reading
topics while making informed decisions
Reading about one’s own reaction to the text. (I.1, • Read an article to establish differences between
I.2, S.2) facts and opinions.
• Reading two short simple cross curricular texts and using them to
support one’s own argument or hypothesis. Writing • Read to identify the main idea of a text.
• Agreeing or disagreeing with a strong opinion stated in a text and I.EFL.5.14.1 Learners can identify, Listening
giving reasons for one’s own response. critically evaluate and recommend a
variety of potential resources and • Listen short lectures to complete diagrams.
• Reading a text and answering information questions. references, including digital tools, that
support collaboration and productivity, for • Listen conversations to complete missing
• Choosing from a list of words to complete gaps from a reading. educational and academic use. (I.1, I.2, information. Speaking
Writing S.3, S.4) • Make speculations about somebody’s life.
• Finding a variety of online references to practice a grammar Language through the Arts • Use the vocabulary learned to express his/her
structure, then recommending the best one to the class. opinion about environmental topics. Writing
I.EFL.5.19.1 Learners can engage in
• Identifying the best resources for a writing project in pairs. collaborative activities through a variety of • Classify information according to a semantic field.
student groupings in order to solve
• Using a list of criteria in order to evaluate a web site. problems and reflect on literary texts, and • Write subordinate clauses using information
produce criteria for evaluating the provided.
• Analyzing three different types of dictionaries. Language through effectiveness of the group. (I.1, I.2, S.2,
the Arts S.3, S.4, J.3, J.4 Instruments for oral and written evaluation
• Analyzing three different rubrics and discussing how each one ▪ Rubrics
might influence the way it is evaluated.
▪ Portfolio
• Reflecting on the effectiveness of the group’s work after a project
and deciding what changes need to be made in order to improve on ▪ Oral interviews individual/ in pairs
the next project.
▪ Essay Tests
• Participating in classroom games in which problem-solving as a
team is important ▪ Practical Exams
▪ Writing Tests
▪ Training Test
Teachers who work with students with special needs learn how to identify t is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun.
Science/Technology/Arts: To elaborate a PowerPoint presentation about lifestyles to share problematic situations you Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
identify in your community, as well as actions people can take to protect the environment solidarity, etc.
Teacher: Teacher Teacher:
Date: Date: Date:
School’s Name Year:
1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd – 3rd Class:

O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in
What Lies Within U building an intercultural and multinational society. O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and
critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their own L1 and of language use for
communication and learning. O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations
with a limited but effective command of the spoken language. (CEFR B1 level)
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.1 Display an understanding of the integrity of different cultures by sharing experiences
EFL 5.1.1 Display an understanding of the relationship between the practices and perspectives and by participating in class activities and discussions in a way that shows empathy and respect
of different cultures by recognizing and sharing cross-cultural experiences and ideas. for others
EFL 5.2.9 Build on others’ ideas when engaged in pair, group or whole-class discussions on conversations on familiar social and academic topics by expressing opinions and feelings and
personal, social, community and academic topics. clarifying meaning.
.
EFL 5.3.4 Find the most important information in print or online sources in order to support an detecting complexities and discrepancies in the information in order to find the most appropriate
idea or argument. (Example: Internet search engines, online advertising, online or print sources to support an idea or argument.
timetables, web pages, posters, adverts, catalogues, etc.)
EFL 5.3.5 Assess, compare and evaluate the quality of written texts and visual presentations
using different criteria and ICT tools related to the organization, subject area and purpose of a
text. (Examples of text types: editorials, letters to the editor, political speeches, illustrations,
charts, advertisements, etc.
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if the and while demonstrating an ability to justify one’s position on an argument through carefully
new knowledge adds value to or contradicts prior information. selected information and appropriate language, tone and evidence.
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.
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by identifying
distinguishing features, interpreting implicit and explicit messages and responding in a variety of
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of ways.
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.
• Writing a weekly journal entry about a cross-cultural experience • In pairs, choose a famous person from the world of
• Sharing a cross-cultural experience (such as traveling, trying a new ▪ Student’s Book English I.EFL.5.3.1 Learners can interpret cultural sports, fashion, TV, movies, arts, or music.
food, meeting someone from another country) in pairs or as a class. B1.1 (including and language patterns in English,
• Finding recipes from other cultures and regions and then sharing interactive version) including nonverbal communication, and • Look for information about this person on the
them in class. Reading two legends from different regions in apply them in appropriate contexts. (I.3, Internet: date of birth, zodiac sign.
Ecuador and completing a chart to show the difference ▪ Audio CD I.4, S.1, S.2)
• Write a description of his/her character and
• Brainstorming features and conventions of a genre and then ▪ Teacher’s Guide Oral Communication personality
reading an example in order to locate each one •Underlining and
discussing examples of implied meanings in a story ▪ Posters and pictures I.EFL.5.12.1 Learners can engage with a • Choose one important event in which your famous
about the topic variety of digital and print texts and person was the protagonist.
Oral Communication: resources by evaluating and detecting
▪ Photocopiable complexities and discrepancies in the • Write a description of his/her feelings and emotions
(Listening and Speaking) worksheets (TG) information in order to find the most related to the event.
appropriate sources to support an idea or
• Comparing and contrasting the opinions of two experts on a topic ▪ Quiz Time (SB) • Write your own feelings, emotions, and reactions
of personal interest. about both the famous person and the event.
Reading
• Working in pairs to complete an information gap activity. • Continue reading about your celebrity and write a
I.EFL.5.12.1 Learners can engage with a short biography.
• Doing a mingle activity where learners ask and answer questions variety of digital and print texts and
about things they have or haven’t done. Reading and Writing
complexities and discrepancies in the • Upload all the information and create an attractive
• Establishing a clear expectation of English use for classroom
information in order to find the most design using the texts, pictures, and videos.
functions.
appropriate sources to support an idea or
Reading argument. (I.2, I.4, J.3) Techniques Reading
• To get familiar with the topic of a text, take a quick look at the • Read to extract common characteristics between
vocabulary it contains. Writing elements described.
• Comparing and contrasting the opinions of two experts on a topic I.EFL.5.15.1 Learners can plan and • Identify people's reactions to an opinion by
of personal interest. produce well-constructed informational analyzing the words used in a blog entry.
• Identifying unreliable resources on the Internet. while demonstrating an ability to justify Listening
• Reading about a topic and then identifying reference materials and carefully selected information and • Use intonation to identify reactions.
sources that could be used to find out more information. appropriate language, tone and evidence.
• Listen to confirm their guessing.
(I.2, I.3, I.4, S.3, J.1)
Writing
Speaking
• Finding a variety of online references to practice a grammar
structure, then recommending the best one to the class. • Talk about the changes in his/her personality.
I.EFL.5.17.1 Learners can demonstrate
and convey different levels of meaning in • Talk about his/her feelings and reactions to play an
• Using a rubric to assess the validity of a web site, according to
literary texts by identifying distinguishing important role.
one’s academic needs
features, interpreting implicit and explicit
• Reading a dialogue which serves as a model text, then writing a messages and responding in a variety of Writing
similar dialogue on a different topic while implementing new ways. (I.3, I.4, J.3)
words/expressions from the unit. • Write short biographies.
Language through the Arts • Write synopsis of short texts.
• Completing a chart with literary elements from a text. Instruments for oral and written evaluation
• Using feelings and gestures to read a dialogue.
▪ Rubrics
• Reading a class dialogue in three different ways.
▪ Portfolio
• Appropriately exhibiting surprise, joy, sadness, etc., in a
▪ Oral interviews individual/ in pairs
conversation.
▪ Essay Tests
• Brainstorming features and conventions of a genre and then
▪ Practical Exams
reading an example in order to locate each one
▪ Writing Tests
▪ Training Test
Science/Technology/Arts: To elaborate a personal blog to show and share your feelings about someone’s personality Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
and key life events solidarity, etc.
Date: Date: Date:
1. INFORMATIVE DATA

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
For Old Times’ Sake and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior. O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with peers
from different L1 backgrounds on work, study, or general topics of common interest, expressing ideas and opinions effectively and appropriatel
2. UNIT PLAN
EFL 5.1.5 Identify, discuss and analyze cultural products from Ecuador and beyond and use from Ecuador and other countries while making informed choices about and taking action on
them to explore the perspectives of the culture. issues of prejudice and discrimination
EFL 5.2.14 Request and provide information and assistance orally for personal, social and conversations on familiar social and academic topics by expressing opinions and feelings and
academic purposes in order to clarify and extend meaning in spoken interactions clarifying meaning
.
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
EFL 5.3.3 Determine the main conclusion in texts which clearly argue a point of view in order to on subjects of personal interest or familiar academic topics while making informed decisions about
make informed decisions about one’s own opinion and reaction to the text. one’s own reaction to the text
EFL 5.3.8 Identify and understand the main points in straightforward texts on subjects of
personal interest or familiar academic topics
Writing CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
EFL 5.4.5 Select and make effective use of a range of digital tools to write, edit, revise and and while demonstrating an ability to justify one’s position on an argument through carefully
publish written work in a way that supports collaboration, learning and productivity. (Example: selected information and appropriate language, tone and evidence
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 CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.5.1 Compare and present personal and formal responses to and interpretations of interviews, radio ads, news reports, etc.) and deduce the meanings of unfamiliar phrases and
published literary texts and the works of peers, referring to details and features of the text. words in familiar contexts, provided speech is clear and visuals help support meaning
(Example: text structure, plot, ideas, events, vocabulary, etc.)
.
• Recognizing instances of discrimination or prejudice in one’s daily • In pairs, search for information about your family’s,
life and analyzing reasons for them in small groups. ▪ Student’s Book English I.EFL.5.2.1 Learners can exhibit an ability neighborhood’s and hometown’s memories of past
B1.1 (including to discuss culture by analyzing cultural remarkable events: Christmas Eve/ New Year’s Eve.
• Inviting a guest speaker from another country to class and asking interactive version) products and referents from Ecuador and
and answering questions about his/her culture/country. other countries while making informed • Look at your family’s photo albums to list traditions
▪ Audio CD choices about and taking action on issues and activities celebrated and the people and places
• Researching through the Internet about other cultures and ways of of prejudice and discrimination. (I.1, I.2, involved in them: The Christmas tree is decorated
life and presenting them to the class using digital tools. ▪ Teacher’s Guide S.2, J.1, J.3) with lights.
• Working in small groups to complete a cultural project. ▪ Posters and pictures Oral Communication • Select two remarkable events from the past that call
about the topic your attention the most.
• Reading a list of actions people take and evaluating and discussing I.EFL.5.8.1 Learners can respond to and
the consequences on others (including on the environment). ▪ Photocopiable build on other people’s ideas in extended • Write questions to find out what is done today to
worksheets (TG) conversations on familiar social and remember them and what used to be done in the
Oral Communication: (Listening and Speaking) past.
academic topics by expressing opinions
▪ Quiz Time (SB)
• Comparing answers in pairs or small groups. and feelings and clarifying meaning. (I.3,
I.4, S.1, J.3, J.4) • Use the questions you wrote in Project Stage 2 to
design the Memory Tradition Survey: What traditions
• Conducting a role play between two students on a given topic
Reading did you use to celebrate in your neighborhood?
• Showing a movie trailer and asking learners to share their opinions
I.EFL. 5.10.1 Learners can find specific • Conduct the Memory and Tradition Survey and
in pairs and say whether they would go see that movie or not.
information and identify the main points in organize the data into pie graphs or bar charts.
• Establishing a clear expectation of English use for classroom simple, straightforward texts on subjects
of personal interest or familiar academic • Write a report of the data collected and then show
functions.
topics while making informed decisions the data gathered in charts and figures.
• Informal assessment could involve personal notes from the teacher about one’s own reaction to the text. (I.1, Techniques Reading
to learners who use L2 regularly. I.2, S.2)
Reading • Identify true and false information in a text.

Writing
• Recognize the words that establish contrast
I.EFL.5.15.1 Learners can plan and
• Reading a biography and putting events on a timeline. produce well-constructed informational between the ideas.
• Reading a blog post and writing a comment. while demonstrating an ability to justify Listening
• Reading a short text and showing comprehension by completing carefully selected information and • Listen to check his/her answers.
the accompanying graphic organizer. appropriate language, tone and evidence.
• Use context to find out meaning of unknown words.
(I.2, I.3, I.4, S.3, J.1)
• Comparing and contrasting the opinions of two experts on a topic
of personal interest. Speaking
• Identifying unreliable resources on the Internet. • Talk about his/her traditions.
I.EFL.5.5.1 Learners can identify the main
idea in a variety of audio recordings (e.g., Writing
• Reading about a topic and then identifying reference materials and
interviews, radio ads, news reports, etc.)
sources that could be used to find out more information.
and deduce the meanings of unfamiliar • Use vocabulary learned to complete missing
Writing phrases and words in familiar contexts information.
where speech is clear and visuals help
• Reading a dialogue which serves as a model text, then writing a support meaning. (I.3, I.4) • Write short texts contrasting ideas.
similar dialogue on a different topic while implementing new
words/expressions from the unit. Instruments for oral and written evaluation
• Completing an online graphic organizer in order to help plan a ▪ Rubrics

piece of writing. ▪ Portfolio
• Reading a dialogue which serves as a model text, then writing a ▪ Essay Tests
similar dialogue on a different topic while implementing new ▪ Practical Exams
words/expressions from the unit. ▪ Writing Tests
▪ Training Test
• Explaining through pictures, physical expression or charts (ICT)

how a text makes the learner feel.
• Using ICT to research about a topic of learners’ choice and writing

a short, creative story with the findings
Science/Technology/Arts: To carry out a survey about memories of past traditions, finding out what is done today, and Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
asking what used to be done in the past. solidarity, etc.
Date Date: Date:
1. INFORMATIVE DATA
Teacher: Area: English as a Foreign Language Grade / Course: 2nd – 3rd Class:

O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
Getting Away experiencing other cultures and languages from the secure standpoint of their own national and cultural identity. O.EFL 5.6 Through selected
media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general
topics of common interest, expressing ideas and opinions effectively and appropriately. O.EFL 5.7 Interact quite clearly, confidently, and
appropriately in a range of formal and informal social situations with a limited but effective command of the spoken language.
2. UNIT PLAN
EFL 5.1.3 I Find parallels between Ecuadorian cultural and political referents and those of other from Ecuador and other countries while making informed choices about and taking action on
countries by talking about holidays, symbols, customs and schooling. issues of prejudice and discrimination.
Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings:
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries and interviews, radio ads, news reports and deduce the meanings of unfamiliar phrases and words in
interviews reporting on seasonal festivities, environmental issues, food and international familiar contexts, provided speech is clear and visuals help support meaning.
customs, climate, weather, etc., where the visuals support the commentary
.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts and to select information within a text that might be of practical use for one’s own academic needs.
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main
ideas and details, using structural and context clues, cognates, format, sequence, etc.)
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and references, including digital tools, that support collaboration and productivity, for educational and
publish written work in a way that supports collaboration, learning and productivity. (Example: academic use.
etc.)
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers,
EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of the referring to details and literary elements of the text
literature learners have read or heard.
.
• Making a video blog to record comparisons and ideas from class • In groups, think of a tourist place you consider
lessons. ▪ Student’s Book English I.EFL.5.2.1 Learners can exhibit an ability worth visiting and write it secretly on a piece of
B1.1 (including to discuss culture by analyzing cultural paper.
• Researching and writing a short paragraph about a new topic and interactive version) products and referents from Ecuador and
using appropriate references to support your ideas. other countries while making informed • State three attractions and benefits of their selected
▪ Audio CD choices about and taking action on issues holiday destinations: The Galapagos Islands are
• Watching a video and identifying desirable language use. of prejudice and discrimination. (I.1, I.2, located to the west of the Ecuadorian coast.
▪ Teacher’s Guide S.2, J.1, J.3)
• Comparing nonverbal and body language between L1 and L2 • Brainstorm words and ideas to create a motto that
cultures. ▪ Posters and pictures Oral Communication gets the promotional message across: The
about the topic Galapagos Islands are the perfect holiday destination
• Creating selfie videos for class assignments and sharing them on a I.EFL.5.5.1 Learners can identify the main for lovers • Search information on the Internet about
class blog. ▪ Photocopiable idea in a variety of audio recordings (e.g., the selected destination, including pictures, facts,
worksheets (TG) interviews, radio ads, news reports, etc.) and videos.
• Writing a letter to your future self
and deduce the meanings of unfamiliar
▪ Quiz Time (SB) • State the value and benefits of the tourist place by
Oral Communication: (Listening and Speaking) phrases and words in familiar contexts
where speech is clear and visuals help describing the landscapes, transport, activities and
• Using context clues to deduce the meaning of an expression in a support meaning. (I.3, I.4) attractions, weather, food, and cost: The well-known
conversation between a waiter and a customer Galapagos Islands were chosen as the best islands
Reading by the “World’s 10 Best Awards.”
• Listening to a radio ad and identifying the product being sold.
•Using pictures and other visuals to predict the main idea of a short I.EFL.5.11.1 Learners can Identify and • Add key information like location, e-mail addresses,
conversation. apply a range of reading strategies in contact phone numbers, or websites.
order to make texts meaningful and to
• Listening to a straightforward article and correcting false select information within a text that might • Recording your radio advertisement.
statements be of practical use for one’s own
academic needs. (I.1, I.2, I.4, S.3) • Choose the correct tone of voice and add suitable
• Listening to a dialogue and completing a chart with key information. background sounds.
(Example: problem and proposed solution, city and transportation Writing
Techniques Reading
problem
I.EFL.5.14.1 Learners can identify,
critically evaluate and recommend a • Use the context to identify the most suitable
Reading
variety of potential resources and headline.
• Skimming online reference web sites for ones that have the references, including digital tools, that Listening
information needed for a research project. support collaboration and productivity, for
educational and academic use. (I.1, I.2,
• Scanning a text for the main characters. S.3, S.4) • Listen to complete the details.
• Reading about a topic and then identifying reference materials and Language through the Arts • Identify speaker experiences.
sources that could be used to find out more information.
I.EFL.5.16.1 Learners can respond to and Speaking
• Using a list to choose the best sources for finding information on a interpret literary texts, including original
topic. stories written by peers, referring to details • Share his/her plans for vacations.
and literary elements of the text. (S.1, S.4,
• Reading texts from different subject areas and choosing the best J.2 • Provide a news report. Writing • Report someone
title for each. opinions. • Write a short holiday brochure
• Underlining main ideas from texts and then using them to write Instruments for oral and written evaluation
questions the learner has about the topic.
▪ Rubrics
Writing ▪ Portfolio
• Finding a variety of online references to practice a grammar ▪ Essay Tests
structure, then recommending the best one to the class. ▪ Practical Exams
▪ Writing Tests
• Collaborating on a brainstorm through the use of an online bulletin ▪ Training Test
board such as padlet.com.
• Adding pictures to a group presentation.
• Creating a group presentation using biteslide.com.
• Using a web site such as storybird.com in order to produce and

share creative writing ventures.
• Writing questions the learners would like to ask a character in the

story and using the imagined answers to write the next scene.
Science/Technology/Arts: To create a Promotional Radio Advertisement and record a radio advertisement to promote Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
a holiday destination. solidarity, etc.
Date: Date: Date:
1. INFORMATIVE DATA

O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning
Teenagers Matters and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into
responsible academic behavior. O.EFL 5.5 Directly access the main points and important details of up-to-date English language texts, such as
those published on the web, for professional or general investigation, through the efficient use of ICT and reference tools where required.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
2. UNIT PLAN
Communication and Cultural Awareness CE.EFL.5.3 Interpret cultural and language patterns in English, including nonverbal
EFL 5.1.4 Interpret and demonstrate knowledge of nonverbal and oral communication features communication, and apply them in appropriate contexts.
by applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.7 Production – Accuracy and Intelligibility: Use appropriate vocabulary and language in
EFL 5.2.6 Use new words and expressions which occur in conversations in the personal and a variety of oral interactions for a range of audiences and level-appropriate purposes
educational domains, and make use of such terms and expressions wherever appropriate and
necessary.
.
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a variety of detecting complexities and discrepancies in the information in order to find the most appropriate
digital and print texts and resources and by selecting and evaluating these materials as a means sources to support an idea or argument
to promote and strengthen literacy skills and language acquisition.
Writing CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by
EFL 5.4.1 Critically evaluate information from references, including those found on the web, and saying things in alternative ways and applying self-correcting and self-monitoring strategies when
recommend print and digital sources to other learners needed
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
reflect on, express and interpret opinions and evaluations of a range of literary texts. (Example: the group.
small groups, cooperative learning groups, literature circles, process writing groups, etc.)
.
• Participating in short role plays using a range of verbal and • In groups of 4, brainstorm real-life problematic
nonverbal communication. ▪ Student’s Book English I.EFL.5.3.1 Learners can interpret cultural situations that have happened to people your age:
B1.1 (including and language patterns in English, Being a victim of bullying at school; having rejection
• Talking in pairs about a video learners have watched using only interactive version) including nonverbal communication, and feelings at home; procrastinating on homework;
English. apply them in appropriate contexts. (I.3, struggling with body image, etc.
▪ Audio CD I.4, S.1, S.2)
• Demonstrating appropriate language use during class, group and • Pick two situations out of the ones discussed in
pair discussions ▪ Teacher’s Guide Oral Communication stage 1.
• Watching a video and identifying desirable language use. ▪ Posters and pictures I.EFL.5.7.1 Learners can communicate • Search the Internet and other sources (like printed
about the topic clearly and effectively by using newspapers and magazines) for real evidence to
• Comparing nonverbal and body language between L1 and L2 appropriate vocabulary and language in a support your viewpoint
cultures. ▪ Photocopiable variety of oral interactions for a range of
worksheets (TG) audiences and level-appropriate • Set the roles of each member in the debate
• Creating selfie videos for class assignments and sharing them on a (moderator–panelists) and state your point of view
purposes. (I.2, I.3, J.2)
class blog. ▪ Quiz Time (SB) regarding the problematic issues.
Reading
Oral Communication: (Listening and Speaking) • Elaborate authoritative arguments to support your
I.EFL.5.12.1 Learners can engage with a viewpoint and express what you would have done in
• Recording in-class conversations and dialogues in order to make
variety of digital and print texts and such a situation: Bullying incidents affect the school’s
note of correct and appropriate language usage and intelligibility.
resources by evaluating and detecting peaceful coexistence. According to Psychologist
• Having learners make a selfie video to say what they know about a complexities and discrepancies in the Benson, “most bullying incidents originate in…”
topic before coming to class. Observing that they can say what they information in order to find the most
appropriate sources to support an idea or Techniques Reading
want without too many long pauses.
• Read to identify specific problematic situations.
• Asking the learners to read a dialogue in pairs. Learners record
themselves and then listen to the recording in order to assess clarity Writing
• Read to know the consequences of a certain
of sounds, production of phonemes, rhythm and intonation. situation.
I.EFL.5.4.1 Learners can communicate
Reading effectively using a variety of media and
formats, including ICT, by saying things in Listening
• Recommending an informational web site to another learner. alternative ways and applying self-
• Listen to identify each person expectations.
correcting and selfmonitoring strategies
• Creating a class list of reliable sources of information and when needed. (I.1, I.3, J.4) • Learn expressions that make reference to an
publishing it online or displaying it on a poster in class. expert.
• Reading two articles on the same topic and recording Language through the Arts Speaking
discrepancies in the information.
I.EFL.5.19.1 Learners can engage in • Use idiomatic expressions to talk about an
• Comparing and contrasting the opinions of two experts on a topic collaborative activities through a variety of experience.
of personal interest. student groupings in order to solve
problems and reflect on literary texts, and • Discuss his/her experience.
• Identifying unreliable resources on the Internet. . produce criteria for evaluating the
effectiveness of the group. (I.1, I.2, S.2, Writing
Writing S.3, S.4, J.3, J.4)
• Write the consequences of a past situation. • Write
• Using new words or information from a class lesson and creating an article about the stages of a project.
an online game to practice them, then sharing and playing the game
with the rest of the class. Instruments for oral and written evaluation
• Using social media to network with teens across the globe. ▪ Rubrics
• Rating one’s self after a speaking activity, according to a set rubric. ▪ Portfolio
• Practicing a specific self-correcting strategy during a pair work ▪ Oral interviews individual/ in pairs
activity.
▪ Essay Tests
• Recording student interactions in class and watching them later in
order to identify behaviors the learners need to increase and those ▪ Practical Exams
they need to decrease.
▪ Writing Tests
▪ Training Test
• 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.
Science/Technology/Arts: To set up a debate to discuss real-life problematic situations that teenagers face Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Date: Date: Date:

English B1.1 PCA-PDU 2do y 3ro Bachillerato

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English B1.1 PCA-PDU 2do y 3ro Bachillerato

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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR

CURRICULAR ANNUAL PLAN

Area: Languages Subject: English

Grade/ Course: 2nd - 3rd Education Level: BGU B1.1

4 HOURS 36 WEEKS 2 PERIODS 36 WEEKS 144 HOURS

Objectives of the Area Objectives of the Grade/Course

OG.EFL 1 O.EFL 5.1

OG.EFL 2 O.EFL 5.2

OG.EFL 3 O.EFL 5.3

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(Skills and strategies) Duration

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DIRECCIÓN NACIONAL DE CURRÍCULO

I.EFL.5.1.1. Learners can demonstrate an

EFL 5.4.1 Critically evaluate information I.EFL.5.2.1. Learners can exhibit an

I.EFL.5.3.1. Learners can interpret

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DIRECCIÓN NACIONAL DE CURRÍCULO

cultural and language patterns in

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DIRECCIÓN NACIONAL DE CURRÍCULO

meanings of unfamiliar phrases and

I.EFL.5.7.1. Learners can communicate

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I.EFL.5.8.1. Learners can respond to and

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CE.EFL.5.12. Engage with a variety of

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and discrepancies in the information in

I.EFL.5.12.1. Learners can engage with a

I.EFL.5.13.1. Learners can produce

Identifying facts and opinions.

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I.EFL.5.15.1. Learners can plan and

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DIRECCIÓN NACIONAL DE CURRÍCULO

CE.EFL.5.18. Use a range of criteria to

6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS

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ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:

Signature: Signature: Signature:

Date: Date: Date:

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