Académique Documents
Professionnel Documents
Culture Documents
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 weeks 40 weeks 200 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1
Encounter socio-cultural aspects of their own and other O.EFL 5.1
countries in a thoughtful and inquisitive manner, maturely, Encounter socio-cultural aspects of their own and other countries in
and openly experiencing other cultures and languages from a thoughtful and inquisitive manner, maturely, and openly
the secure standpoint of their own national and cultural experiencing other cultures and languages from the secure standpoint
identity. of their own national and cultural identity.
Access greater flexibility of mind, creativity, enhanced intelligence, and critical thinking skills through an appreciation
linguistic intelligence, and critical thinking skills of linguistic differences. Enjoy an enriched perspective of their
through an appreciation of linguistic differences. Enjoy an own L1 and of language use for communication and learning.
enriched perspective of their L1 and of language use for
communication and learning. O.EFL 5.4
Deploy a range of learning strategies, thereby increasing dis-
OG.EFL 4 position and ability to independently access further (language)
Deploy a range of learning strategies, thereby increasing learning and practice opportunities. Respect themselves and others
disposition and ability to independently access further within the communication process, cultivating habits of honesty and
(language) learning and practice opportunities. Respect integrity into responsible academic behavior.
themselves and others within the communication process,
cultivating habits of honesty and integrity into O.EFL 5.5
responsible academic behavior. Directly access the main points and important details of up-to-date
English language texts, such as those published on the web, for
OG.EFL 5 professional or general investigation, through the efficient use of
Directly access the main points and important details of ICT and reference tools where required.
up-to date. English language texts, such as those published
on the web, for professional or general investigation, O.EFL 5.6
through the efficient use of ICT and reference tools where Through selected media, participate in reasonably extended spoken or
required. written dialogue with peers from different L1 backgrounds on work,
study, or general topics of common interest, expressing ideas and
OG.EFL 6 opinions effectively and appropriately.
Through selected media, participate in reasonably extended
spoken or written dialogue with peers from different L1 O.EFL 5.7
backgrounds on work, study, or general topics of common Interact quite clearly, confidently, and appropriately in a range of
interest, expressing ideas and opinions effectively and formal and informal social situations with a limited but effective
appropriately. command of the spoken language (CEFR B1 level)
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a
range of formal and informal social situations with a
limited but effective command of the spoken language (CEFR
B1 level).
4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED*
N Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks
the unit Objectives Orientations duration
(Skills and strategies)
Communication and
1 Breaking You will learn how to EFL 5.1.7 Cultural Awareness CE.EFL.5.3. 6
News Interpret and Interpret cultural and
talk about news. demonstrate knowledge Participating in short language patterns in
of nonverbal and oral role plays using a English, including nonverbal
announce a piece of communication features range of verbal and communication, and apply
news that by applying them in nonverbal communica- them in appropriate
has happened appropriate contexts. tion. contexts.
recently. (Example: use of
stress, intonation, Listening to a dialogue I.EFL.5.3.1.
pace, etc.) and identifying Learners can interpret
share life examples of humor. cultural and language
experiences. EFL 5.1.8 patterns in English, includ-
Discover and employ Demonstrating ing nonverbal communication,
alternative ways of appropriate language and apply them in
saying things in social use during class, group appropriate contexts. (I.3,
and classroom and pair discussions. I.4, S.1, S.2)
interactions. (Example: correct
intonation, natural CE.EFL.5.4.
I.EFL.5.19.1.
Language through the
Arts Learners can engage in
collaborative activities
through a variety of student
Reading a class groupings in order to solve
dialogue in three problems and reflect on
different ways. literary texts, and produce
Appropriately
exhibiting surprise,
joy, sadness, etc., in
a conversation.
Brainstorming features
and conventions of a
genre and then reading
an
Creating literature
circles where learners
have the freedom to say
anything they want
about a text from class
or outside of class.
Participating in
classroom games in
which problem-solving
as a team is important.
2 Life, You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Healthy Interpret and Cultural Awareness Interpret cultural and
World speculate about demonstrate knowledge language patterns in
lifestyles in of nonverbal and oral Participating in short English, including nonverbal
the past. communication features role plays using a communication, and apply
by applying them in range of verbal and them in appropriate
express opinion and appropriate contexts. nonverbal communica- contexts.
possibility (Example: use of tion.
stress, intonation, I.EFL.5.3.1.
about past events.
pace, etc.) Listening to a dialogue Learners can interpret
and identifying cultural and language
describe people, EFL 5.1.8 patterns in English, includ-
examples of humor.
objects, and Discover and employ ing nonverbal communication,
events. alternative ways of and apply them in
Demonstrating
saying things in social appropriate language appropriate contexts. (I.3,
and classroom use during class, group I.4, S.1, S.2)
interactions. and pair discussions.
(Example: correct CE.EFL.5.4.
EFL 5.2.11 intonation, natural Communicate effectively
Express opinions on pace, using modals to using a variety of media and
abstract topics, such show politeness, etc.) formats, including ICT, by
saying things in alternative
as film and music, ways and applying self-
Practicing the use of
and concrete topics, correcting and self-
expressions of
such as personal politeness during monitoring strategies when
experiences, while collaborative pair and needed.
describing ones small group work.
reactions to them and I.EFL.5.4.1.
others opinions. Writing a short Learners can communicate
conversation and effectively using a variety
EFL 5.3.3 including an of media and formats,
Determine the main appropriate idiom. including ICT, by saying
conclusion in texts things in alternative ways
which clearly argue a Participating in short
dialogues and role and applying self-correcting
point of view in order
plays to practice and self-monitoring
identifying distinguishing
Analyzing three features, interpreting
different types of implicit and explicit
dictionaries (e.g., messages and responding in a
online, English- variety of ways. (I.3, I.4,
English, English- J.3)
Spanish) and giving
reasons for using each. CE.EFL.5.19.
Engage in collaborative
Choosing the best type activities through a variety
of dictionary to use of student groupings in
for a writing project order to solve problems and
and giving your reasons reflect on literary texts,
for the choice. and produce criteria for
evaluating the effectiveness
Language through the of the group.
Arts
I.EFL.5.19.1.
Reading a class Learners can engage in
dialogue in three collaborative activities
different ways. through a variety of student
(Example: reading it as groupings in order to solve
if you were angry, then problems and reflect on
as if you were sad, and
literary texts, and produce
then as if you were
extremely bored, etc.) criteria for evaluating the
effectiveness of the group.
Appropriately (I.1, I.2, S.2, S.3, S.4,
exhibiting surprise, J.3, J.4)
joy, sadness, etc., in
a conversation.
Brainstorming features
and conventions of a
genre and then reading
an
Creating literature
circles where learners
have the freedom to say
anything they want
about a text from class
or outside of class.
Participating in
classroom games in
which problem-solving
as a team is important.
3 What Lies You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Within Us Interpret and Cultural Awareness Interpret cultural and
talk about peoples demonstrate knowledge language patterns in
characters of nonverbal and oral Participating in short English, including nonverbal
and personalities. communication features role plays using a communication, and apply
by applying them in range of verbal and them in appropriate
express feelings, appropriate contexts. nonverbal communica- contexts.
attitudes, and (Example: use of tion.
stress, intonation, I.EFL.5.3.1.
mood.
pace, etc.) Listening to a dialogue Learners can interpret
and identifying cultural and language
describe events in EFL 5.1.8 patterns in English, includ-
the life of examples of humor.
Discover and employ ing nonverbal communication,
famous people. alternative ways of and apply them in
I.EFL.5.14.1.
Using a rubric to Learners can identify,
assess the validity of critically evaluate and
a web site, according recommend a variety of po-
to ones academic needs tential resources and
references, including
Writing digital tools, that support
collaboration and
productivity, for
educational and academic
Identifying the best
use. (I.1, I.2, S.3, S.4)
resources for a writing
project in pairs.
CE.EFL.5.17.
Using a list of Demonstrate and convey
criteria in order to different levels of meaning
evaluate a web site. in literary texts by
identifying distinguishing
Analyzing three features, interpreting
different types of implicit and explicit
dictionaries (e.g., messages and responding in a
online, English- variety of ways.
English, English-
Spanish) and giving I.EFL.5.17.1.
reasons for using each. Learners can demonstrate and
convey different levels of
Choosing the best type meaning in literary texts by
of dictionary to use identifying distinguishing
for a writing project features, interpreting
and giving your reasons implicit and explicit
for the choice. messages and responding in a
variety of ways. (I.3, I.4,
Language through the J.3)
Arts
CE.EFL.5.19.
Engage in collaborative
Reading a class activities through a variety
dialogue in three of student groupings in
Creating literature
circles where learners
have the freedom to say
anything they want
about a text from class
or outside of class.
Participating in
classroom games in
which problem-solving
as a team is important.
4 For Old You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Times' Interpret and Cultural Awareness Interpret cultural and
Sake talk about changes demonstrate knowledge language patterns in
over time. of nonverbal and oral Participating in short English, including nonverbal
communication features role plays using a communication, and apply
share experiences and by applying them in range of verbal and them in appropriate
accomplishments. appropriate contexts. nonverbal communica- contexts.
(Example: use of tion.
stress, intonation, I.EFL.5.3.1.
discuss traditions. pace, etc.) Listening to a dialogue Learners can interpret
and identifying cultural and language
EFL 5.1.8 examples of humor. patterns in English, includ-
Discover and employ ing nonverbal communication,
alternative ways of Demonstrating and apply them in
saying things in social appropriate language appropriate contexts. (I.3,
and classroom use during class, group I.4, S.1, S.2)
interactions. and pair discussions.
(Example: correct CE.EFL.5.4.
EFL 5.2.2 intonation, natural Communicate effectively
Identify the main idea pace, using modals to using a variety of media and
and some details of show politeness, etc.) formats, including ICT, by
recorded news reports, saying things in alternative
documentaries and Practicing the use of ways and applying self-
interviews reporting on expressions of correcting and self-
seasonal festivities, politeness during monitoring strategies when
environmental issues, collaborative pair and needed.
food and international small group work.
customs, climate, I.EFL.5.4.1.
weather, etc., where Writing a short Learners can communicate
the visuals support the conversation and effectively using a variety
commentary. including an of media and formats,
appropriate idiom.
including ICT, by saying
EFL 5.3.3 things in alternative ways
Participating in short
5 Getting You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Away Interpret and Cultural Awareness Interpret cultural and
check for demonstrate knowledge language patterns in
information. of nonverbal and oral Participating in short English, including nonverbal
communication features role plays using a communication, and apply
ask for agreement. by applying them in range of verbal and them in appropriate
appropriate contexts. nonverbal communica- contexts.
(Example: use of tion.
report what someone stress, intonation, I.EFL.5.3.1.
has said. pace, etc.) Listening to a dialogue Learners can interpret
and identifying cultural and language
EFL 5.1.8 examples of humor. patterns in English, includ-
Discover and employ ing nonverbal communication,
alternative ways of Demonstrating and apply them in
saying things in social appropriate language appropriate contexts. (I.3,
and classroom use during class, group I.4, S.1, S.2)
interactions. and pair discussions.
(Example: correct CE.EFL.5.4.
EFL 5.2.13 intonation, natural Communicate effectively
Deal with practical, pace, using modals to using a variety of media and
everyday communication show politeness, etc.) formats, including ICT, by
demands within familiar saying things in alternative
contexts, effectively Practicing the use of ways and applying self-
and without undue expressions of correcting and self-
effort. (Example: politeness during monitoring strategies when
meeting people, collaborative pair and needed.
extending and accepting small group work.
invitations, exchanging I.EFL.5.4.1.
information, giving Writing a short Learners can communicate
reasons, asking and conversation and effectively using a variety
answering questions including an
features, interpreting
Reading a class implicit and explicit
dialogue in three messages and responding in a
different ways. variety of ways.
(Example: reading it as
if you were angry, then I.EFL.5.17.1.
as if you were sad, and Learners can demonstrate and
then as if you were convey different levels of
extremely bored, etc.) meaning in literary texts by
identifying distinguishing
Appropriately features, interpreting
exhibiting surprise, implicit and explicit
joy, sadness, etc., in messages and responding in a
a conversation. variety of ways. (I.3, I.4,
J.3)
Brainstorming features
and conventions of a CE.EFL.5.19.
genre and then reading Engage in collaborative
an activities through a variety
of student groupings in
Discussing rules and order to solve problems and
norms for a group reflect on literary texts,
project before the and produce criteria for
project begins. evaluating the effectiveness
(Example: Dont of the group.
interrupt others, Do
your work on time, I.EFL.5.19.1.
Dont make negative Learners can engage in
remarks, etc.) collaborative activities
through a variety of student
Creating literature groupings in order to solve
circles where learners
problems and reflect on
have the freedom to say
anything they want literary texts, and produce
about a text from class criteria for evaluating the
or outside of class. effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
6 Teenage You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Matters Interpret and Cultural Awareness Interpret cultural and
talk about what you demonstrate knowledge language patterns in
will of nonverbal and oral Participating in short English, including nonverbal
normally do in real- communication features role plays using a communication, and apply
life by applying them in range of verbal and them in appropriate
situations. appropriate contexts. nonverbal communica- contexts.
(Example: use of tion.
stress, intonation, I.EFL.5.3.1.
talk about what you
pace, etc.) Listening to a dialogue Learners can interpret
would
and identifying cultural and language
generally do in EFL 5.1.8 patterns in English, includ-
unreal examples of humor.
Discover and employ ing nonverbal communication,
situations. alternative ways of and apply them in
Demonstrating
saying things in social appropriate language appropriate contexts. (I.3,
express regrets and and classroom use during class, group I.4, S.1, S.2)
wishes. interactions. and pair discussions.
(Example: correct CE.EFL.5.4.
EFL 5.2.13 intonation, natural Communicate effectively
Deal with practical, pace, using modals to using a variety of media and
everyday communication show politeness, etc.) formats, including ICT, by
demands within familiar saying things in alternative
contexts, effectively Practicing the use of ways and applying self-
and without undue expressions of correcting and self-
effort. (Example: politeness during monitoring strategies when
meeting people, collaborative pair and needed.
extending and accepting small group work.
invitations, exchanging I.EFL.5.4.1.
information, giving Writing a short Learners can communicate
reasons, asking and conversation and effectively using a variety