COLEGIO DE BACHILLERATO ECUADOR

ESPINDOLA-LOJA-ECUADOR

ACADEMIC
COLEGIO DE BACHILLERATO ECUADOR YEAR
2017--2018

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA

Area: ENGLISH Subject: English

Teacher: Lic. Olga Mara Cabrera Achupallas

Course: 3RD Education Level: B1.1 BGU

2. TIME

Weekly hours Number of weeks of work LearningAssessmentWeeks Total Weeks of class Total of periods

3 Hours 40 weeks 4 weeks 36 weeks 180 Hours

3. GENERAL AIMS

Objectives of theArea Objectives of the Grade/Course

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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, maturely, and openly experiencing other cultures and languages from the secure manner, maturely, and openly experiencing other cultures and languages from the secure
standpoint of their own national and cultural identity. standpoint of their own national and cultural identity.

O.EFL 5.2
OG.EFL 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 role of diversity in building an intercultural and multinational society.
comprehend the role of diversity in building an intercultural and multinational society.
O.EFL 5.3
OG.EFL 3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their L1 own L1 and of language use for communication and learning.
and of language use for communication and learning.
O.EFL 5.4
OG.EFL 4
Deploy a range of learning strategies, thereby increasing disposition and ability to independently
Deploy a range of learning strategies, thereby increasing disposition and ability to independently
access further (language) learning and practice opportunities. Respect themselves and others
access further (language) learning and practice opportunities. Respect themselves and others within the communication process, cultivating habits of honesty and integrity into responsible
within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.
academic behavior.

OG.EFL 5 O.EFL 5.5

Directly access the main points and important details of up-to date. English language texts, such Directly access the main points and important details of up-to-date English language texts, such
as those published on the web, for professional or general investigation, through the efficient use as those published on the web, for professional or general investigation, through the efficient
of ICT and reference tools where required. 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 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, peers from different L1 backgrounds on work, study, or general topics of common interest,
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ESPINDOLA-LOJA-ECUADOR

expressing ideas and opinions effectively and appropriately. 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
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).
situations with a limited but effective command of the spoken language (CEFR B1 level)

TRANSVERSAL AXES: Responsibility, Honesty, Respect, Love, Peace, Justice, etc

5.UNITS TO BE DEVELOPED*

N Title of theunit Unit Specific Objectives Contents/skills ** Methodological Orientations Evaluation*** Weeks
durati
(Skills and strategies) on

1 EFL 5.1.6. Demonstrate an Communication andCultural Awareness CE.EFL.5.2. Demonstrate an

ability to make informed ability to discuss culture by
Breaking News To talk about news in order choices about and take action analyzing cultural products and
to announce a piece of news -Researching how teens in other
on issues of prejudice and referents from Ecuador and 7
that has happened recently. countries/regions of Ecuador live and presenting
discrimination. other countries while making
and sharing life experiences. the information to peers.
-Completing a Venn diagram about how two informed choices about and
EFL 5.1.8. Discover and employ taking action on issues of
different countries elaborate a newspaper.
alternative ways of saying prejudice and discrimination.
-Recognizing instances of discrimination or
things in social and classroom
prejudice in ones daily life and analyzing reasons
interactions. I.EFL.5.2.1. Learners can exhibit
for them in small groups.
-Researching through the Internet about how to an ability to discuss culture by
EFL 5.1.11. Apply self- analyzing cultural products and
make a newspaper or magazine and ways of
correcting and self-monitoring referents from Ecuador and
writing and presenting them to the class using
strategies in social and other countries while making
digital tools.
classroom interactions by -Working in small groups to complete a comic informed choices about and
adjusting presentation and project. taking action on issues of
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language production to -Reading a list of actions people take and prejudice and discrimination.
effectively express opinions evaluating and discussing the consequences on (I.1, I.2, S.2, J.1, J.3)
and make evaluations. others (including on the environment)
(Example: asking questions, -Simulating desirable social and cultural CE.EFL.5.5. Listening for
starting over, rephrasing, behaviors through role play activities. Meaning: Identify the main
exploring alternative -Choosing pictures that demonstrate tolerance idea in a variety of audio
and empathy towards groups that are sometimes recordings (e.g., interviews,
pronunciations, etc.)
discriminated against, and finding ways to make radio ads, news reports, etc.)
EFL 5.1.4. Identify and sure these groups feel included in Ecuadorian and deduce the meanings of
interpret how cultural and society. unfamiliar phrases and words
-Writing survey questions about socially and
language patterns in English in familiar contexts, provided
culturally responsible behaviors and surveying
are used when exchanging speech is clear and visuals help
classmates. Publishing the results in an online
ideas on familiar topics accord- chart. support meaning.
ing to a B1.2 level. (Example: -Brainstorming ways to counter discrimination in
slang, idioms, humor, levels of I.EFL.5.5.1. Learners can
ones daily life.
formality, etc.) identify the main idea in a
-Researching a cultural or social symbol of
variety of audio recordings
Ecuadorian culture and discussing the findings in
small groups. (e.g., interviews, radio ads,
news reports, etc.) and deduce
EFL 5.2.1. Deduce the the meanings of unfamiliar
Oral Communication:(Listening and Speaking)
meanings of unfamiliar phrases and words in familiar
phrases and words from a - Using context clues to deduce the contexts where speech is clear
context containing familiar meaning of an expression about and visuals help support
elements. (Example: conversation in recent news. meaning. (I.3, I.4)
colloquial greetings, - Listening the information about people
exclamations, interjections, involved in newspaper production.
etc.) - Using pictures and other visuals to
predict the main idea of a short CE.EFL.5.8. Interaction
EFL 5.3.5. Assess, compare conversation. Interpersonal: Respond to and
and evaluate the quality of - Listening to a straightforward article build on other peoples ideas in
written texts and visual and correcting false statements. extended conversations on
presentations using different - Listening to a short conversation and familiar social and academic
criteria and ICT tools related complete the information. topics by expressing opinions
to the organization, subject - Listening to a dialogue and completing and feelings and clarifying
area and purpose of a text.
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(Examples of text types: a chart with key information. meaning.

editorials, letters to the - Listening to an interview with a
editor, political speeches, celebrity and discussing key points with I.EFL.5.8.1Learners can
illustrations, charts, a partner. respond to and build on other
advertisements, etc.) peoples ideas in extended
Reading conversations on familiar social
EFL 5.4.7. Use the process of and academic topics by
prewriting, drafting, revising, - Thinking of questions about a expressing opinions and
peer editing and topic and then using the Internet feelings and clarifying
proofreading (i.e., the and other sources to find the meaning. (I.3, I.4, S.1, J.3, J.4)
writing process) to produce answers.
well-constructed - Recommending an informational CE.EFL.8.12. Engage with a
informational texts. web site to another learner. variety of digital and print texts
- Creating a class list of reliable and resources by evaluating
EFL 5.4.9. Use a variety of sources of information and and detecting complexities and
oral, print and electronic publishing it online or displaying it discrepancies in the
forms for writing to others on a poster in class. information in order to find the
or for writing for self, - Reading two articles on the same most appropriate sources to
applying the conventions of topic and recording discrepancies support an idea or argument.
social writing. (Example: in the information.
Writing I.EFL.8.12.1. Learners can
notes, invitations, emails,
blog entries and comments, engage with a variety of digital
notes to self, etc.) and print texts and resources
- Completing an online graphic by evaluating and detecting
organizer in order to help plan a
EFL 5.5.9. Engage in complexities and discrepancies
piece of writing.
collaborative activities in the information in order to
- Using an app such as Poppletto
through a variety of student find the most appropriate
complete an outline for a writing
groupings to create and sources to support an idea or
topic.
respond to literature and argument. (I.2, I.4, J.3)
- Exchanging writing in pairs in
other literary texts. order to make suggestions about
(Example: small groups, CE.EFL.5.15. Plan and produce
things that could be improved.
cooperative learning groups, well-constructed informational
literature circles, process texts by applying the writing
Language throughthe Arts process and while
writing groups, etc.)
demonstrating an ability to
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EFL 5.5.10. Evaluate and - Creating literature circles where learners justify ones position on an
recommend a literary text have the freedom to say anything they argument through carefully
(written, oral, online, in want about a text from class or outside selected information and
of class.
video or in print) or a appropriate language, tone
- Participating in classroom games in
favorite activity to a peer. which problem-solving as a team is and evidence.
important.
I.EFL.5.15.1. Learners can plan
- Creating a crossword puzzle in groups
about an Ecuadorian story, region, and produce well-constructed
celebrity, etc. informational texts by applying
Brainstorming ideas for a writing project the writing process and while
in small groups, using a graphic
organizer demonstrating an ability to
justify ones position on an
argument through carefully
selected information and
appropriate language, tone
and evidence. (I.2, I.3, I.4, S.3,
J.1).

CE.EFL.5.19. Engage in
collaborative activities through
a variety of student groupings
in order to solve problems and
reflect on literary texts, and
produce criteria for evaluating
the effectiveness of the group.

I.EFL.5.19.1Learners can
engage in collaborative
activities through a variety of
student groupings in order to
solve problems and reflect on
literary texts, and produce
criteria for evaluating the
effectiveness of the group. (I.1,
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I.2, S.2, S.3, S.4, J.3, J.4).

EFL 5.1.2. Demonstrate Communication andCultural Awareness CE.EFL.5.1.Display an

mindfulness, empathy, understanding of the integrity
tolerance and an overall re- - Finding healthy recipes from other of different cultures by sharing
cultures and regions and then sharing
2 Healthy Life, Healthy World To speculate about lifestyles spect for the integrity of experiences and by
them in class.
in the past to express cultures in daily classroom participating in class activities
activities.
- Reflecting on differences between
and discussions in a way that
opinion and possibility about healthy and unhealthy habits.
past events toward shows empathy and respect for
EFL 5.1.9. Communicate - Reading a story about healthy and others. 5
describing people, objects information and ideas unhealthy habits and responding to the
and events. effectively to diverse audiences main ideas with a short opinion. I.EFL.5.1.1. Learners can
using a variety of media and - Writing a weekly journal entry about demonstrate an understanding
formats. healthy habits. of the integrity of different cul-
tures by sharing experiences
Oral Communication:(Listening and Speaking)
EFL 5.1.5. Identify, discuss and and by participating in class
analyze cultural products from activities and discussions in a
Ecuador and beyond and use - Conducting a role play between two
way that shows empathy and
students on a given topic. (Example:
them to explore the respect for others. (I.3, S.1, S.2,
talking about future healthy lifestyle
perspectives of the culture. J.1, J.3)
and take care of our natural resources,
EFL 5.1.7. Interpret and playing a guessing game, etc.)
CE.EFL.5.4. Communicate
demonstrate knowledge of effectively using a variety of
nonverbal and oral - Playing a conversation game, where
media and formats, including
communication features by learners move their tokens around the
ICT, by saying things in
board after choosing a card and
applying them in appropriate alternative ways and applying
answering the question. (Example
contexts. (Example: use of self-correcting and self-
questions: Do you have a healthy
stress, intonation, pace, etc.) lifestyle, Do you and your community monitoring strategies when
take care of our natural resources?, needed.
EFL 5.2.15. Engage in an
etc.).
extended conversation on I.EFL.5.4.1. Learners can
most general topics and keep it communicate effectively using
- Doing a mingle activity where learners
going by expressing and a variety of media and formats,
ask and answer questions about things
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responding to suggestions, they have or havent eaten. Observing including ICT, by saying things
opinions, attitudes, advice, to see whether the learners can in alternative ways and apply-
feelings, etc. interact effectively and whether they ing self-correcting and self-
are able to ask follow up questions in monitoring strategies when
EFL 5.2.14. Request and order to extend the exchange. needed. (I.1, I.3, J.4)
provide information and (Example: How you ever felt stressed?
assistance orally for personal, Why? Your best friend is sleepy what CE.EFL.5.8. Interaction
social and academic purposes might have happened? - takes notes on Interpersonal: Respond to and
in order to clarify and extend the answers.) build on other peoples ideas in
Reading
meaning in spoken extended conversations on
interactions. familiar social and academic
- Thinking of questions about a topic and topics by expressing opinions
EFL 5.2.16. Deal with practical, then using the Internet and other
and feelings and clarifying
everyday communication sources to find the answers.
meaning.
demands within familiar
contexts, effectively and - Reading two articles on the same topic I. EFL. 5.8.1. Learners can
without undue effort. and recording discrepancies in the respond to and build on other
(Example: meeting people, information. peoples ideas in extended
extending and accepting conversations on familiar social
invitations, exchanging - Identifying unreliable resources on the and academic topics by
information, giving reasons, Internet. expressing opinions and
Writing
asking and answering feelings and clarifying
questions about routines and meaning. (I.3, I.4, S.1, J.3, J.4)
preferences, etc.) - Using new words or information from a
CE.EFL.5.12. Engage with a
class lesson and creating an online
EFL 5.3.6. Display an variety of digital and print texts
game to practice them, then sharing
appreciation of the language and playing the game with the rest of and resources by evaluating
by interacting and engaging the class. and detecting complexities and
with a variety of digital and discrepancies in the
- Using GoogleApps to revise and edit
print texts and resources and student work both as a class and in information in order to find the
by selecting and evaluating pairs. most appropriate sources to
these materials as a means to - Creating a group presentation using support an idea or argument.
promote and strengthen biteslide.com.
literacy skills and language I.EFL. 5.12.1. Learners can
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acquisition. Language throughthe Arts engage with a variety of

digital and print texts and re-
EFL 5.4.1. Critically evaluate
sources by evaluating and
information from references, - Selecting desirable behaviors for group
detecting complexities and
including those found on the work from a list and reaching a
consensus as a group for the three discrepancies in the informa-
web, and recommend print
and digital sources to other most important. tion in order to find the most
learners. appropriate sources to
- Participating in teambuilding activities. support an idea or argument.
EFL 5.5.9. Engage in (Example: board relay races, finding (I.2, I.4, J.3)
collaborative activities through things in common, reaching a
a variety of student groupings consensus, etc.) CE.EFL.5.14. Identify, critically
to create and respond to evaluate and recommend a
literature and other literary - Teaching a story, grammar point, variety of potential resources
texts. (Example: small groups, vocabulary word or topic to a group of and references, including
cooperative learning groups, peers. digital tools, that support
literature circles, process collaboration and productivity,
writing groups, etc.) for educational and academic
use.
EFL 5.5.10. Evaluate and
recommend a literary text I.EFL.5.14.1. Learners can
(written, oral, online, in video identify, critically evaluate and
or in print) or a favorite activity recommend a variety of po-
tential resources and
to a peer.
references, including digital
tools, that support
collaboration and productivity,
for educational and academic
use. (I.1, I.2, S.3, S.4)
CE.EFL.5.19. Engage in
collaborative activities through
a variety of student groupings
in order to solve problems and
reflect on literary texts, and
produce criteria for evaluating
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the effectiveness of the group.

I.EFL.5.19.1. Learners can

engage in collaborative
activities through a variety of
student groupings in order to
solve problems and reflect on
literary texts, and produce
criteria for evaluating the
effectiveness of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)

CE.EFL.5.18. Use a range of

criteria to evaluate and
recommend literary texts to
others, and recognize how
chosen criteria affects
evaluation.

I.EFL.5.18.1. Learners can use a

variety of criteria for
evaluating and recommending
literary texts to others, and
recognize how chosen criteria
affects evaluation. (S.1, S.4, J.2,
J.4)

EFL 5.1.1. Display an Communication andCultural Awareness CE.EFL.5.1. Display an

understanding of the understanding of the integrity
relationship between the prac- - Finding ways of entertainment from other of different cultures by sharing
cultures and regions and then sharing
3 What Lies Within us To talk about peoples tices and perspectives of them in class. experiences and by
characters and personalities different cultures by - Completing a Venn diagram about two participating in class activities
in contemplation of recognizing and sharing cross- stories from different countries. and discussions in a way that
expressing feelings, cultural experiences and ideas. - Reflecting on differences between people shows empathy and respect for
from other countries and regions.
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attitudes, and mood. EFL 5.1.3. Find parallels - Sharing a cross-cultural experience others.
between Ecuadorian cultural (such as feelings, personality, meeting
and political referents and someones life events from another I.EFL.5.1.1. Learners can
country) in pairs or as a class. demonstrate an un-
those of other countries by
talking about holidays, Oral Communication:(Listening and Speaking) derstanding of the integrity
symbols, customs and of different cultures by
schooling. - Asking classmates to repeat an answer sharing experiences and by
or statement if needed to clarify participating in class activities
EFL 5.1.6. Demonstrate an something. (Example: What do you like
and discussions in a way that
ability to make informed about your personality and character?
Is it easy or difficult for you to express
shows empathy and respect
choices about and take action for others. (I.3, S.1, S.2, J.1,
your feelings and emotions_____?,
on issues of prejudice and J.3)
etc.)
discrimination.
CE.EFL.5.8. Interaction
EFL 5.1.8. - Listening to another learners answers
in class and responding appropriately. Interpersonal: Respond to and
Discover and employ (Example: giving praise, correcting an build on other peoples ideas in
alternative ways of saying error, asking a follow-up question, etc.) extended conversations on
things in social and classroom familiar social and academic
interactions. - Working in pairs to complete an topics by expressing opinions
information gap activity. and feelings and clarifying
EFL 5.2.15. Engage in an meaning.
Reading
extended conversation on
I.EFL.5.8.1. Learners can
most general topics and keep it
going by expressing and - Reading a range of texts from subject demonstrate an ability to give
areas and finding and defining common and ask for information and
responding to suggestions,
themes across content areas. (Example: assistance using level-
opinions, attitudes, advice,
for a text about social media and one appropriate language and
feelings, etc.
about art, learners notice that artists interaction styles in online or
EFL 5.2.14. Request and are using social media to help them face-to-face social and
provide information and promote their work and reach larger classroom interactions. (J.2,
audiences, etc.) J.3, J.4, I.3)
assistance orally for personal,
social and academic purposes
in order to clarify and extend
- Reading about a topic and then CE.EFL.5.6.Listening for
identifying reference materials and Information: Deal with
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meaning in spoken sources that could be used to find out practical, everyday communi-
interactions. more information. cation demands in familiar
social and academic contexts,
EFL 5.2.13. Deal with practical, - Thinking of questions about a topic and including following directions
everyday communication then using the Internet and other in class activities and
demands within familiar sources to find the answers. identifying main ideas in other
contexts, effectively and curricular subjects when given
without undue effort. sufficient support.
Writing
(Example: meeting people,
extending and accepting I.EFL. 5.6.1.Learners can deal
with practical, everyday
invitations, exchanging - Finding a variety of online references to
information, giving reasons, practice a grammar structure, then communication demands in
asking and answering recommending the best one to the familiar social and academic
questions about routines and class. contexts, such as following
preferences, etc.) directions in class activities and
- Identifying statements that use identifying main ideas in other
EFL 5.3.5. Assess, compare and exaggeration or hyperbole (rather than curricular subjects when given
evaluate the quality of written true facts) to sway the readers sufficient support. (I.1, I.3, S.1)
texts and visual presentations opinion. (Example: Every animal on
using different criteria and ICT Earth will become extinct if we dont do CE. EFL. 5.12. Engage with a
tools related to the something about the environment variety of digital and print texts
organization, subject area and soon, etc.) and resources by evaluating
purpose of a text. (Examples of and detecting complexities and
text types: editorials, letters to - Adding pictures to a group discrepancies in the
the editor, political speeches, presentation. information in order to find the
illustrations, charts, most appropriate sources to
advertisements, etc.) Language throughthe Arts support an idea or argument.

EFL 5.4.4. Select and make I.EFL.5.12.1. Learners can

effective use of a range of - Participating in a performance, such as engage with a variety of digital
digital tools to write, edit, a lip-synching contest or play, and and print texts and resources
revise and publish written using nonverbal and body language to by evaluating and detecting
work in a way that supports emphasize comprehension of the complexities and discrepancies
collaboration, learning and subject. in the information in order to
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productivity. (Example: image find the most appropriate

editing, GoogleDrive, - Brainstorming features and sources to support an idea or
infographic makers, audio and conventions of a genre and then argument. (I.2, I.4, J.3)
video editing, presentation reading an example in order to locate
apps, etc.) each one. (Example: a charming actor CE.EFL.5.14. Identify, critically
or star and fantastic story about a evaluate and recommend a
EFL 5.5.4. Read aloud with famous actor, rhyme in a song, etc.) variety of potential resources
confidence, accuracy, fluency and references, including
and expression to demonstrate - Completing a chart with literary digital tools, that support
understanding and to convey elements from a text. (Example: main collaboration and productivity,
an interpretation of meaning. character, setting, theme, etc.) for educational and academic
use.

I.EFL.5.14.1. Learners can

identify, critically evaluate and
recommend a variety of po-
tential resources and
references, including digital
tools, that support
collaboration and productivity,
for educational and academic
use. (I.1, I.2, S.3, S.4)

CE.EFL.5.15. Plan and produce

well-constructed informational
texts by applying the writing
process and while
demonstrating an ability to
justify ones position on an
argument through carefully
selected information and
appropriate language, tone
and evidence.

I.EFL.5.15.1. Learners can plan

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and produce well-constructed

informational texts by applying
the writing process and while
demonstrating an ability to
justify ones position on an
argument through carefully
selected information and
appropriate language, tone
and evidence. (I.2, I.3, I.4, S.3,
J.1)

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
ways.

I.EFL.5.17.1. Learners can

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
ways. (I.3, I.4, J.3)

EFL 5.1.2. Demonstrate Communication and Cultural Awareness CE.EFL.5.4.Communicate

mindfulness, empathy, effectively using a variety of
media and formats, including
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tolerance and an overall re- - Participating in short dialogues and role ICT, by saying things in
spect for the integrity of plays to practice target language. (Exa- alternative ways and applying
4 For Old Times sake To talk about changes cultures in daily classroom mple: keeping traditions alive, self-correcting and self-
overtime in favor of sharing technology, inventions, communication monitoring strategies when
activities.
experiences and on social networks etc.) needed.
accomplishments. EFL 5.1.9. Communicate
information and ideas - Paraphrasing an idea when a peer asks I.EFL.5.4.1. Learners can
effectively to diverse audiences for clarification. communicate effectively using
using a variety of media and a variety of media and formats,
formats. - Completing group work in a fair and including ICT, by saying things
honest manner and accepting the in alternative ways and apply-
EFL 5.1.5. Identify, discuss and groups decisions. ing self-correcting and self-
analyze cultural products from monitoring strategies when
Ecuador and beyond and use needed. (I.1, I.3, J.4)
- Responding to classroom activities and
them to explore the pair work through short expressions or
CE.EFL.5.2.
perspectives of the culture. emoticons.
Demonstrate an ability to
EFL 5.1.8. Discover and employ discuss culture by analyzing
Oral Communication: (Listening and Speaking)
alternative ways of saying cultural products and referents
from Ecuador and other
things in social and classroom
countries while making in-
interactions. - Establishing a clear expectation of formed choices about and
English use for classroom functions. taking action on issues of
EFL 5.1.10. Take initiative in a (Example: greeting, requesting, prejudice and discrimination.
discussion in a positive way by thanking, asking for repetition /
being sensitive to the nuances clarification, giving instructions,
of peers comments, reactions offering help, comparing answers, I.EFL. 5.2.1. Learners can
taking leave, etc.) Informal assessment exhibit an ability to discuss
and responses (both verbal and
could involve personal notes from the culture by analyzing cultural
nonverbal)
teacher to learners who use L2 products and referents from
EFL 5.1.4. Identify and regularly. Ecuador and other countries
while making informed choices
interpret how cultural and
about and taking action on
language patterns in English - Listening to another learners answers
issues of prejudice and
are used when exchanging in class and responding appropriately.
discrimination. (I.1, I.2, S.2, J.1,
ideas on familiar topics accord- (Example: giving praise, correcting an
J.3)
ing to a B1.2 level. (Example: error, asking a follow-up question, etc.)
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slang, idioms, humor, levels of

formality, etc.) - Working in pairs to complete an CE.EFL.5.8. Interaction
information gap activity. Interpersonal: Respond to and
EFL 5.2.15. Engage in an build on other peoples ideas in
extended conversation on Reading extended conversations on
most general topics and keep it familiar social and academic
going by expressing and topics by expressing opinions
and feelings and clarifying
responding to suggestions, - Thinking of questions about a topic and
opinions, attitudes, advice, meaning.
then using the Internet and other
feelings, etc. sources to find the answers.
I.EFL.5.8.1. Learners can
respond to and build on other
EFL 5.3.5. Assess, compare and - Reading about a topic and then peoples ideas in extended
evaluate the quality of written identifying reference materials and conversations on familiar social
texts and visual presentations sources that could be used to find out and academic topics by
using different criteria and ICT more information. expressing opinions and
tools related to the feelings and clarifying
organization, subject area and - Reading a range of texts from subject meaning. (I.3, I.4, S.1, J.3, J.4)
purpose of a text. (Examples of areas and finding and defining common
text types: editorials, letters to themes across content areas. (Example: CE.EFL.5.12. Engage with a
the editor, political speeches, for a text about social media and one variety of digital and print texts
illustrations, charts, about art, learners notice that artists and resources by evaluating
advertisements, etc.) are using social media to help them and detecting complexities and
promote their work and reach larger discrepancies in the
EFL 5.4.5. Justify and explain audiences, etc.) information in order to find the
the rationale for a position on most appropriate sources to
an argument, using persuasive Writing support an idea or argument.
language, tone, evidence and
well-developed arguments I.EFL.5.12.1Learners can
through essays, editorials,
- Writing a brochure about your opinion engage with a variety of digital
on a topic and underlining examples of and print texts and resources
movie and book reviews,
persuasive language. by evaluating and detecting
position papers and brochures.
complexities and discrepancies
EFL 5.5.5. Create original, - Reading an article and underlining in the information in order to
imaginative stories using examples of evidence the author gives find the most appropriate
to support his/her position, then sources to support an idea or
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appropriate vocabulary and writing a similar position piece while argument. (I.2, I.4, J.3)
elements of the literature implementing your own examples and (I.1, I.2, J.2)
learners have read or heard. evidence.
CE.EFL.5.15. Plan and produce
- Reading a letter to the editor and well-constructed informational
evaluating the purpose and the texts by applying the writing
EFL 5.5.6. Evaluate ones own effectiveness of the message, using a process and while
and others work, individually rubric. Then writing your own letter to demonstrating an ability to
and collaboratively, on the the editor while using the rubric as a justify ones position on an
basis of a variety of criteria, guide. argument through carefully
and recognize how chosen selected information and
criteria affect evaluation. Language through the Arts appropriate language, tone
(Examples of criteria: clarity of and evidence.
ideas, use of English grammar
and vocabulary, register, I.EFL.5.15.1.
- Using a checklist to evaluate the work Learners can plan and produce
originality, visual presentation,
of a performing artist, then well-constructed informational
etc.) recommending his/her work to a peer. texts by applying the writing
process and while
- Underlining literary elements in a demonstrating an ability to
peers text and then comparing them justify ones position on an
to those in ones own writing. argument through carefully
selected information and
- Brainstorming your favorite activities appropriate language, tone
on the social media, then selecting and and evidence. (I.2, I.3, I.4, S.3,
recommending one for a peer one of J.1)
them.
CE.EFL.5.18. Use a range of
criteria to evaluate and
recommend literary texts to
others, and recognize how
chosen criteria affects
evaluation.

I.EFL.5.18.1. Learners can use a

variety of criteria for
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evaluating and recommending

literary texts to others, and
recognize how chosen criteria
affects evaluation. (S.1, S.4, J.2,
J.4).
EFL 5.1.1. Display an Communication and Cultural Awareness CE.EFL.5.2. Demonstrate an
understanding of the ability to discuss culture by
relationship between the prac- - Researching how teens in other analyzing cultural products and
tices and perspectives of countries/regions of Ecuador live and referents from Ecuador and
different cultures by presenting the information to peers. other countries while making
5 Getting AWay To check for information on recognizing and sharing cross- - Completing a Venn diagram about how informed choices about and
the part of asking for cultural experiences and ideas two different countries celebrate a taking action on issues of
holiday they have in common.
agreement and reporting prejudice and discrimination.
what someone has said. EFL 5.1.3. Find parallels
between Ecuadorian cultural - Researching through the Internet about I.EFL.5.2.1. Learners can exhibit
and political referents and other cultures and ways of fun and an ability to discuss culture by
those of other countries by presenting them to the class using analyzing cultural products and
talking about holidays, digital tools. referents from Ecuador and
symbols, customs and other countries while making
schooling.
- Working in small groups to complete a informed choices about and
cultural project. (Example: different taking action on issues of
EFL 5.2.15. Engage in an leisure activities to do, favorite
prejudice and discrimination.
extended conversation on destinations in Latin America, etc.)
(I.1, I.2, S.2, J.1, J.3)
most general topics and keep it
Oral Communication: (Listening and Speaking) CE.EFL.5.8. Interaction
going by expressing and
responding to suggestions, Interpersonal: Respond to and
opinions, attitudes, advice, build on other peoples ideas in
- Conducting a class survey where
extended conversations on
feelings, etc. learners ask each other about a familiar
familiar social and academic
topic and record each - others
EFL 5.3.7. Detect complexities topics by expressing opinions
answers. (Example: Whats your
and discrepancies in and feelings and clarifying
favorite sport? Do you have a favorite
information presented in both team? What sports do you play? Have meaning.
print and online references and you ever gotten hurt?, etc.) Sharing a
resources. few things about their classmates I.EFL.5.8.1. Learners can
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EFL 5.3.6. Display an answers. (Example: Marco loves soccer. respond to and build on other
appreciation of the language Hes a Barcelona fan. He plays soccer peoples ideas in extended
by interacting and engaging every day in recess, but last week he conversations on familiar social
with a variety of digital and sprained his ankle and he cant play and academic topics by
print texts and resources and right now, etc.) expressing opinions and
by selecting and evaluating feelings and clarifying
these materials as a means to - Playing a conversation game, where meaning. (I.3, I.4, S.1, J.3, J.4)
promote and strengthen learners move their tokens around the
board after choosing a card and CE.EFL.5.12. Engage with a
literacy skills and language
answering the question. (Example variety of digital and print texts
acquisition.
questions: Have you planned your and resources by evaluating
EFL 5.4.7. Use the process of vacation already?Whats the weather and detecting complexities and
like there?, etc.)
prewriting, drafting, revising, discrepancies in the
peer editing and proofreading information in order to find the
(i.e., the writing process) to
- Working in pairs to complete an
most appropriate sources to
information gap activity.
produce well-constructed support an idea or argument.
informational texts.
- Doing a mingle activity where learners I.EFL.5.12.1. Learners can
ask and answer questions about things
EFL 5.4.8. Create an effective employ a range of reference
they have or havent done. Observing to
voice, using a variety of writing see whether the learners can interact materials and sources, both
styles appropriate to different effectively and whether they are able to online and in print, in order to
audiences, purposes and ask follow up questions in order to support ideas, answer
settings, and adjust these extend the exchange. (Example: inquiries, find relationships and
styles as necessary. Haveyouchosenyourholiddestination? relate ideas between different
What places are worth visiting? subject areas. (I.1, I.2, J.2)
EFL 5.5.1.Compare and present What activities can you do there?-
personal and formal responses takes notes on the answers.) CE.EFL.4.13. Apply learning
to and interpretations of strategies such as using prior
published literary texts and the Reading knowledge and graphic
works of peers, referring to - Highlighting relevant key information in organizers to interpret new
details and features of the text. a text and crossing out irrelevant information in a text, and
(Example: text structure, plot, information. assess this information
ideas, events, vocabulary, etc.). - Keeping a vocabulary notebook of according to the organization,
synonyms and antonyms of words from subject area and purpose of
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a text. the text, using different

- Completing an outline for a cross- criteria, including ICT tools.
curricular text.
- Brainstorming everything known about
a topic and then reading a text to check I.EFL.4.13.1. Learners can apply
true and false information.
learning strategies such as
- Completing a KWL chart about a text. using prior knowledge and
Writing
graphic organizers to interpret
new information in a text.
- Reading an online movie review and
identifying common linguistic features. Learners can assess this
information according to the
- Sequencing sentences by adding words.
organization, subject area and
- Using question prompts to interview
purpose of the text, through
and then write sentences about a
classmate. the use of different criteria,
including ICT tools. (I.2, I.4, J.4)
- Posting a comment to a classmates
writing on a class blog. CE.EFL.4.17. Show an ability to
convey and organize
Language through the Arts
information through the use of
- Listening to or reading stories and facts and details and by
drawing an important scene. employing various stages of
- Looking at the title of a text and the writing process, while
accompanying illustrations and writing using a range of digital tools to
three questions about the topic. Then promote and support
reading to find the answers to the collaboration, learning and
questions. productivity.
- Listening to a song and inferring if it is
I.EFL.4.17.1. Learners can
happy, sad, etc.
convey and organize
- Writing a sentence to describe the
information through the use of
authors intention.
facts and details and by
employing various stages of
the writing process, while
using a range of digital tools to
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promote and support

collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)

CE.EFL.4.18. Use main ideas in

order to understand, predict,
infer and deduce literal and
implied meanings in short,
simple, everyday literary texts
(online, oral or in print).

I I.EFL.4.18.1. Learners can

understand, predict, infer and
deduce literal and implied
meanings in short, simple,
everyday literary texts (online,
oral or in print), especially
when visual support is
provided. (I.2, I.3, I.4)

EFL 5.1.2. Demonstrate Communication andCultural Awareness CE.EFL.4.2. Recognize and

mindfulness, empathy, demonstrate an appreciation
tolerance and an overall re- - Finding recipes from other cultures and of commonalities between
regions and then sharing them in class.
Teenage Matters spect for the integrity of cultures as well as the
6 To talk about what you - Reading two stories from different
normally do in real-life cultures in daily classroom regions in Ecuador and completing a consequences of ones actions
situations for the sake of activities. chart to show the differences. while exhibiting socially
talking about what you - Watching a video about a legend or responsible behaviors..
EFL 5.1.9. Communicate traditional story from Ecuador or another
would generally do in unreal country, and taking notes on the cultural I.EFL.4.2.1. Learners can name
information and ideas
situations, with regard to practices mentioned. similarities and differences
effectively to diverse audiences
express regrets and wishes.
using a variety of media and
- Sharing a cross-cultural experience between different aspects of
(such as traveling, trying a new food,
formats. meeting someone from another country) cultural groups. Learners can
in pairs or as a class. demonstrate socially
EFL 5.1.5. Identify, discuss and
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analyze cultural products from Oral Communication:(Listening and Speaking) responsible behaviors at
Ecuador and beyond and use school, online, at home and in
them to explore the - Asking classmates to repeat an answer
the community, and evaluate
or statement if needed to clarify
perspectives of the culture. something. their actions by ethical, safety

EFL 5.1.8. Discover and employ

- Showing the student a video clip of a and social standards. (J.3, S.1,
simple situation and asking them to I.1)
alternative ways of saying describe what is happening/has
things in social and classroom happened. CE.EFL.4.4. Demonstrate the
interactions. - Doing a mingle activity where learners ability to ask for and give
ask and answer survey questions about
information and assistance
EFL 5.2.15. Engage in an jobs and occupations
Reading using appropriate language
extended conversation on
most general topics and keep it
- Keeping a vocabulary notebook of and interaction styles in a
synonyms and antonyms of words from variety of social interactions
going by expressing and a text.
responding to suggestions, - Completing an outline for a cross- I.EFL.4.4.1. Learners can
opinions, attitudes, advice, curricular text. demonstrate an ability to give
feelings, etc. - Brainstorming everything known about a and ask for information and
topic and then reading a text to check assistance using level-
EFL 5.4.7. Use the process of true and false information.
appropriate language and
prewriting, drafting, revising, - Completing a KWL chart about a text.
Writing interaction styles in online or
peer editing and proofreading face-to-face social and
(i.e., the writing process) to - Reading an online movie review and classroom interactions. (J.2,
produce well-constructed identifying common linguistic features. J.3, J.4, I.3)
informational texts. - Sequencing sentences by adding words.
- Posting a comment to a classmates CE.EFL.4.8. Production
EFL 5.4.8. Create an effective writing on a class blog. Accuracy and Intelligibility:
voice, using a variety of writing Language throughthe Arts Communicate needs and
styles appropriate to different information clearly and in
audiences, purposes and - Listening to or reading stories and
drawing an important scene. simple terms, using
settings, and adjust these grammatical structures learned
styles as necessary.
- Looking at the title of a text and
accompanying illustrations and writing in class (although there may be
three questions about the topic. Then frequent errors), effectively
EFL 5.5.1. Compare and reading to find the answers to the
present personal and formal questions.
and without undue effort.
responses to and in- - Listening to a song and inferring if it is
Demonstrate an ability to
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terpretations of published happy, sad, etc. make appropriate use of new

literary texts and the works of - Writing a sentence to describe the words and expressions in social
peers, referring to details and authors intention. interactions.
features of the text. (Example:
text structure, plot, ideas, I.EFL.4.8.1. Learners can
events, vocabulary, etc.). communicate personal
information and basic
immediate needs and deal with
other practical everyday
demands in familiar contexts,
effectively and without undue
effort and using grammatical
structures and vocabulary seen
in class (although there may be
frequent, basic errors). (I.1, I.2,
I.3, S.1)

CE.EFL.4.17. Show an ability to

convey and organize
information through the use of
facts and details and by
employing various stages of
the writing process, while
using a range of digital tools to
promote and support
collaboration, learning and
productivity.

I.EFL.4.17.1. Learners can

convey and organize
information through the use of
facts and details and by
employing various stages of
the writing process, while
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using a range of digital tools to

promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)

CE.EFL.4.18. Use main ideas in

order to understand, predict,
infer and deduce literal and
implied meanings in short,
simple, everyday literary texts
(online, oral or in print) infer
and deduce literal and implied
meanings in short, simple,
everyday literary texts (online,
oral or in print), especially
when visual support is
provided. (I.2, I.3, I.4)

I I.EFL.4.18.1. Learners can

understand, predict, infer and
deduce literal and implied
meanings in short, simple,
everyday literary texts (online,
oral or in print), especially
when visual support is
provided. (I.2, I.3, I.4)

6. BIBLIOGRAPHY/ WEB GRAPHY (APA VI edition): Planning Guidelines EFL. - Curriculum Guidelines EFL. - Curriculum Specifications EFL. - 7. OBSERVATIONS
Assessment Suggestions EFL. - The English Language Learning Standards. - Biography-Driven Culturally Responsive Teaching. By Socorro
Herrera - English book level B1.1

ELABORATED BY REVISED BY APPROVED BY

TEACHER: Lic: Olga Mara Cabrera Achupallasi Headmaster: Prof: Andrs Cumbicus Director Area: Lic. Olga Mara Cabrera Achupallas
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Signature: Signature: Signature:

Date:, April, 2017-2018. Date: April, 2017-2018. Date: April, 2017-2018.

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