Apc 1 Technical

SUBSECRETARIA DE FUNDAMENTOS EDUCATIVOS
DIRECCIÓN NACIONAL DE CURRÍCULO
ANNUAL PLAN CURRICULUM (APC)

-
“EMILIO ISAIAS ABIHANNA” ACADEMIC

YEAR:
SCHOOL 2017 - 2018
ANNUAL PLAN CURRICULUM
1. INFORMATION DATA:
Area: English as a Foreign Language Subject: English
Teacher’s: Lic. Ximena Naula
Grade/course: 1st BGU TECHNICAL (A –B) Education Level: A2.2
2. TIME
Weekly course load No. of working hours Learning evaluation and Total class weeks Total periods
unexpected issues
5 hours 200 hours / 40 weeks 20 hours / 4 weeks 36 weeks 180 hours
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive Identify the main ideas of written texts.
manner, maturely, and openly experiencing other cultures and languages from the secure O.EFL 4.2
standpoint of their own national and cultural identity. Appreciate and value English as an international language and a medium to interact
OG.EFL 2 globally.
Draw on this established propensity for curiosity and tolerance towards different cultures to O.EFL 4.3
comprehend the role of diversity in building an intercultural and multinational society. Independently read A2.1 level text in English as a source of entertainment and
OG.EFL 3 interpersonal and intrapersonal interaction.
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking O.EFL 4.4
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their Develop creative and critical thinking skills when encountering challenges in order to
own L1 and of language use for communication and learning. promote autonomous learning and decision making.
OG.EFL 4 O.EFL 4.5
Deploy a range of learning strategies, thereby increasing disposition and ability to Introduce the need for independent research as a daily activity by using electronic
independently access further (language) learning and practice opportunities. Respect resources (ICT) in class while practicing appropriate competences in the four skills.
themselves and others within the communication process, cultivating habits of honesty and O.EFL 4.6
integrity into responsible academic behavior. Write short descriptive and informative texts related to personal information or familiar
OG.EFL 5 topics and use them as a means of communication and written expression of thought.
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec

Directly access the main points and important details of up-to date English language texts, such O.EFL 4.7
as those published on the web, for professional or general investigation, through the efficient Use spoken and written literary text in English such as poems, short stories, comic strips,
use of ICT and reference tools where required. short magazine articles and oral interviews on familiar subjects in order to inspire oral and
OG.EFL 6 written production at an A2.1 level.
Through selected media, participate in reasonably extended spoken or written dialogue with O.EFL 4.8
peers from different L1 backgrounds on work, study, or general topics of common interest, Integrate written and spoken text in order to identify cultural differences and similarities
expressing ideas and opinions effectively and appropriately. within a range of local, national and global contexts familiar to the learner.
OG.EFL 7 O.EFL 4.9
Interact quite clearly, confidently, and appropriately in a range of formal and informal social Create a sense of awareness in terms of accuracy when learners interact in English using
situations with a limited but effective command of the spoken language (CEFR B1 level). high-frequency and level-appropriate expressions in order to reach an effective command
of spoken language.
4. TRANSVERSAL AXES:
1. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
2. Civic and democratic formation
3. Environmental protection
4. Health care and recreation habits of the students
5. Sexual education for teenagers
5. DEVELOPMENT OF PLANNING UNITS
N. Name of Specific objectives of the Skills and Contents Methodology orientation Evaluation Criteria and Indicators Time in
º the Unit Planning Unit Performance weeks
Criteria
1. Inspiration O.EFL 5.3 Access greater Communication and CLIL Communication and Cultural CE.EFL.5.3 Interpret cultural and language 6 weeks
al People flexibility of mind, creativity, Cultural Awareness Personality Awareness patterns in English, including nonverbal
enhanced linguistic EFL 5.1.7 Interpret and Types and • Participating in short role plays communication, and apply them in
intelligence, and critical demonstrate Attitudes. using a range of verbal and appropriate contexts.
thinking skills through an knowledge of Inspiration nonverbal communication. CE.EFL.5.8 Interaction – Interpersonal:
appreciation of linguistic nonverbal and oral al People. • Talking in pairs about a video Respond to and build on other people’s
differences. Enjoy an communication Facebook. learners have watched using only ideas in extended conversations on familiar
enriched perspective of features English. social and academic topics by expressing
their own L1 and of by applying them in Vocabulary • Watching a video and identifying opinions and feelings and clarifying
language use for appropriate contexts. desirable language use. meaning.
communication and (Example: use of stress, Vocabulary • Comparing nonverbal and body CE.EFL.5.12 Engage with a variety of digital
learning. intonation, pace, etc.) related to language between L1 and L2 and print texts and resources by evaluating


O.EFL 5.4 Deploy a range of Oral Communication: teens’ cultures. and detecting complexities and
learning strategies, thereby (Listening and lifestyles • Creating selfie videos for class discrepancies in the information in order to
increasing disposition and Speaking) • Verbs assignments and sharing them on a find the most appropriate
ability to independently EFL 5.2.11 Express related to class blog. sources to support an idea or argument.
access further (language) opinions on abstract starting, Oral Communication: (Listening and CE.EFL.5.14 Identify, critically evaluate and
learning and practice topics, such as film and continuing Speaking) recommend a variety of potential resources
opportunities. Respect music, and concrete and • Playing a conversation game, and references, including digital tools, that
themselves and others topics, such as finishing where learners move their tokens support collaboration and productivity, for
within the communication personal experiences, processes around the board after choosing a educational and
process, cultivating habits of while describing one’s card and answering the question. academic use.
honesty and integrity into reactions to them and Grammar • Working in pairs to complete an CE.EFL.5.15 Plan and produce well-
responsible academic others’ opinions. • Verb information gap activity. constructed informational texts by applying
behavior. Reading patterns, • Doing a mingle activity where the writing process and while
O.EFL 5.6 Through selected EFL 5.3.4 Find the most Time learners ask and answer questions demonstrating an ability to justify one’s
media, participate in important information expression about things they have or haven’t position on an argument through carefully
reasonably extended spoken in print or online s, Adverbs done. selected information and appropriate
or written dialogue with sources in order to of • Observing whether the learners language, tone and evidence.
peers from different L1 support an idea or sequence can interact effectively and whether CE.EFL.5.18 Use a range of criteria to
backgrounds on work, study, argument. (Example: they are able to ask follow up evaluate and recommend literary texts to
or general topics of common Internet search questions in order to extend the others, and recognize how chosen criteria
interest, expressing ideas engines, online exchange. affects evaluation.
and opinions effectively and advertising, online or • Establishing a clear expectation of Communication and Cultural Awareness
appropriately. print timetables, web English use for classroom functions. • Participating in short role plays using a
pages, posters, adverts, Informal assessment could involve range of verbal and nonverbal
catalogues, etc.) personal notes from the teacher to communication.
Writing learners who use L2 regularly. • Talking in pairs about a video learners
EFL 5.4.4 Select and Reading have watched using only
make effective use of a • Reading quickly looking for words English.
range of digital tools to in each paragraph. • Watching a video and identifying desirable
write, edit, revise and • Getting familiar with the topic of a language use.
publish written work in text, taking a quick look at the • Comparing nonverbal and body language
a way that supports vocabulary it contains. between L1 and L2
collaboration, learning • Comparing and contrasting the cultures.
and productivity. opinions of two experts on a topic of • Creating selfie videos for class
(Example: personal interest. assignments and sharing them on a


image editing, Google • Identifying unreliable resources on class blog. the most appropriate sources to
Drive, infographic the Internet. support an idea or argument. (I.2, I.4, J.3)
makers, audio and • Reading about a topic and then Reading
video editing, identifying reference materials and I.EFL.5.12.1 Learners can engage with a
presentation apps, sources that could be used to find variety of digital and print texts and
etc.) out more information. resources by evaluating and detecting
EFL 5.4.7 Use the Writing complexities and discrepancies in the
process of prewriting, • Finding a variety of online information in order to find the most
drafting, revising, peer references to practice a grammar appropriate sources to support an idea or
editing and structure, then recommending the argument. (I.2, I.4, J.3)
proofreading (i.e., best one to the class. Writing
“the writing process”) • Using new words or information I.EFL.5.18.1 Learners can use a variety of
to produce well- from a class lesson and creating an criteria for evaluating and recommending
constructed online game to practice them, then literary texts to others, and recognize how
informational texts. sharing and playing the game with chosen criteria affects evaluation. (S.1, S.4,
Language through the the rest of the class. J.2, J.4)
Arts • Reading a dialogue which serves as Language through the Arts
EFL 5.5.6 Evaluate a model text, then writing a similar I.EFL.5.18.1 Learners can use a variety of
one’s own and others’ dialogue on a different topic while criteria for evaluating and recommending
work, individually and implementing new literary texts to others, and recognize how
collaboratively, on the words/expressions from the unit. chosen criteria affects evaluation. (S.1, S.4,
basis of a variety of Language through the Arts J.2, J.4)
criteria, and recognize • Analyzing three different rubrics
how chosen criteria and discussing how each one might
affect evaluation. influence the way it is evaluated.
(Examples of criteria: • Discussing how visual presentation
clarity of ideas, use of can change your response to a
English grammar and literary text.
vocabulary, register,
originality, visual
presentation,
etc.)
2. Experience O.EFL 5.2 Draw on this Communication and CLIL Communication and Cultural CE.EFL.5.2 Demonstrate an ability to discuss 6 weeks
Culture! established propensity for Cultural Awareness Learning Awareness culture by analyzing cultural products and


curiosity and tolerance EFL 5.1.3 Find parallels Experience • Researching how teens in other referents from Ecuador and other countries
towards different cultures to between Ecuadorian s: countries/regions of Ecuador live and while making informed choices about and
comprehend the role of cultural and political traveling, presenting the information to peers. taking action on issues of prejudice and
diversity in building an referents and those of languages, • Brainstorming ways to counter discrimination.
intercultural and other countries by sports, discrimination in one’s daily life. CE.EFL.5.5 Listening for Meaning: Identify
multinational society. talking about holidays, camps and • Researching a cultural or social the main idea in a variety of audio
O.EFL 5.4 Deploy a range of symbols, customs and hobbies. symbol of Ecuadorian culture and recordings (e.g., interviews, dialogues, etc.)
learning strategies, thereby schooling. discussing the findings in small and deduce the meanings of unfamiliar
increasing disposition and Oral Communication: Cultural groups. phrases and words in familiar contexts,
ability to independently (Listening and Literacy: • Choosing pictures that provided speech is clear and visuals help
access further (language) Speaking) going to demonstrate tolerance and empathy support meaning.
learning and practice EFL 5.2.2 Identify the museums, towards groups that are sometimes CE.EFL.5.11 Identify and apply a range of
opportunities. Respect main idea and some attending discriminated and finding ways to reading strategies in order to make texts
themselves and others details of recorded lectures, make sure these groups feel included meaningful and to select information within
within the communication news reports, learning in Ecuadorian society. a text that might be of practical use for
process, cultivating habits of documentaries and dances, • Simulating desirable social and one’s own academic needs.
honesty and integrity into interviews reporting reading cultural behaviors through role play CE.EFL.5.14 Identify, critically evaluate and
responsible academic on seasonal festivities, books, activities. recommend a variety of potential resources
behavior. environmental issues, seeing art Oral Communication: (Listening and and references, including digital tools, that
food and international films and Speaking) support collaboration and productivity, for
customs, climate, going to • Using context clues to deduce the educational and academic use.
weather, etc., where concerts. meaning of an expression in a CE.EFL.5.19 Engage in collaborative activities
the visuals support the conversation between a waiter and a through a variety of student groupings in
commentary. Vocabulary customer. order to solve problems and reflect on
Reading • Listening to a radio ad and literary texts, and produce criteria for
EFL 5.3.2 Identify and Vocabulary identifying the product being sold. evaluating the effectiveness of the group.
use reading strategies related to • Using pictures and other visuals to
to make informative different predict the main idea of a short Performance Indicators
and narrative texts types of conversation. Communication and Cultural Awareness
comprehensible and cultural • Listening for specific words in a I.EFL.5.2.1 Learners can exhibit an ability to
meaningful. (Example: activities conversation and trying to guess the discuss culture by analyzing cultural
skimming, scanning, and meaning from the context. products
previewing, reading for learning Reading and referents from Ecuador and other
main ideas and details, experience • Underlining the cognates in a short countries while making informed choices
using structural and s text. about and taking action on issues of


context clues, • Skimming online reference web prejudice and discrimination.
cognates, format, Grammar sites for ones that have the (I.1, I.2, S.2, J.1, J.3)
sequence, etc.) • Present information needed for a research Oral Communication
Writing Perfect project. I.EFL.5.5.1 Learners can identify the main
EFL 5.4.2 Identify a tense in • Reading about a topic and then idea in a variety of audio recordings (e.g.,
variety of types and affirmative identifying reference materials and interviews,
formats of potential , negative sources that could be used to find dialogues, etc.) and deduce the meanings of
resources and the and out more information. unfamiliar phrases and words in familiar
value, purpose interrogati • Reading texts from different contexts
and audience of each ve forms subject areas and choosing the best where speech is clear and visuals help
for use in the • Since / title for each. support meaning. (I.3, I.4)
educational domain. for •Underlining main ideas from texts Reading
(Ex-ample: • Yes/no and then using them to write I.EFL.5.11.1 Learners can Identify and apply
audio/video, questions questions the learner has about the a range of reading strategies in order to
multimedia, and wh- topic. make texts meaningful and to select
website, database, questions Writing information within a text that might be of
book, thesaurus, in the • Recommending a web site to practical use for one’s
scholarly/popular, Present another learner. own academic needs. (I.1, I.2, I.4, S.3)
current/historical, etc.) Perfect • Finding a variety of online Writing
EFL 5.4.4 Select and tense references to practice a grammar I.EFL.5.18.1 Learners can use a variety of
make effective use of a structure, then recommending the criteria for evaluating and recommending
range of digital tools to best one to the class. literary
write, edit, re-vise and • Reading an online restaurant texts to others, and recognize how chosen
publish written work in review and identifying common criteria affects evaluation. (S.1, S.4, J.2, J.4)
a way that supports linguistic features, such as use of Language through the Arts
collaboration, learning adjectives and opinions. Learners I.EFL.5.19.1 Learners can engage in
and productivity. use the same features to write their collaborative activities through a variety of
(Example: own review of a movie they’ve student groupings in order to solve
image editing, Google seen. problems and
Drive, infographic Language through the Arts reflect on literary texts, and produce criteria
makers, audio and • Searching for pictures on the for
video editing, Internet or in magazines in order to evaluating the effectiveness of the group.
presentation apps, respond to a peer’s writing. (I.1,
etc.) • Explaining through pictures, I.2, S.2, S.3, S.4, J.3, J.4)
Language through the physical expression, or charts (ICT)


Arts how a text makes the learner feel.
EFL 5.5.9 Engage in
collaborative activities
through a variety of
student groupings to
share,
reflect on, express and
interpret opinions and
evaluations of a range
of literary text.
3. Story O.EFL 5.3 Access greater Communication and CLIL Communication and Cultural CE.EFL.5.3 Interpret cultural and language 6 weeks
Time! flexibility of mind, creativity, Cultural Awareness Mysteries Awareness patterns in English, including nonverbal
enhanced linguistic EFL 5.1.7 Interpret and Greek • Listening to a dialogue and Communication, and apply them in
intelligence, and critical demonstrate Myths identifying examples of humor. appropriate contexts.
thinking skills through an knowledge of Fairy Tales • Talking in pairs about a video CE.EFL.5.9 Production – Fluency: Present
appreciation of nonverbal and oral Fantasy learners have watched using only information clearly and influence an
linguistic differences. Enjoy communication English. audience
an enriched perspective of features Vocabulary • Demonstrating appropriate effectively through well-developed
their own L1 and of by applying them in Words language use during class, group and arguments in prepared presentations and
language use for appropriate contexts. related to pair discussions. other forms of oral communication.
communication and (Example: use of stress, fantasy • Practicing the use of expressions of CE.EFL.5.11 Identify and apply a range of
learning. intonation, pace, etc.) and politeness during collaborative reading strategies in order to make texts
O.EFL 5.4 Deploy a range of Oral Communication: mystery, pair and small group work. meaningful and
learning strategies, thereby (Listening and adverbs Oral Communication: (Listening and to select information within a text that
increasing disposition and Speaking) Speaking) might be of practical use for one’s own
ability to independently EFL 5.2.7 Present Grammar • Sharing opinions in a way that academic needs.
access further (language) information clearly and Past encourages others to perform a CE.EFL.5.15 Plan and produce well-
learning effectively in a variety Perfect vs. specific action. constructed informational texts by applying
and practice opportunities. of oral forms for a Simple • Using intonation to convince a the writing process
Respect themselves and range of Past tense partner to take action. and while demonstrating an ability to justify
others within the audiences and First and • Summarizing a peer’s opinion one’s position on an argument through
communication process, purposes. (Example: second about a video seen in class. carefully selected information and


cultivating habits of honesty summarizing, conditional • Using a digital presentation to raise appropriate language, tone and evidence.
and integrity into paraphrasing, personal sentences awareness about a local issue. CE.EFL.5.14 Identify, critically evaluate and
responsible academic narratives, research • Listening to a talk on a subject of recommend a variety of potential resources
behavior. reports, essays, interest and paraphrasing the and references, including digital tools, that
articles, posters, charts main points for a partner. support collaboration and productivity, for
and another graphics, Reading educational and
etc.) • Reading a short story from the academic use.
Reading Internet and highlighting interesting CE.EFL.5.16 Respond to and interpret
EFL 5.3.2 Identify and facts, then comparing them with literary texts, including original stories
use reading strategies those of a partner. written by peers, referring to details and
to make informative • Using an online digital tool such as literary elements of the text.
and narrative texts Work flowy to map out the most
comprehensible and important ideas from a reading, and Performance Indicators
meaningful. (Example: then adding appropriate
skimming, scanning, subheadings to each section of the Communication and Cultural Awareness
previewing, reading for text. I.EFL.5.3.1 Learners can interpret cultural
main • Using an interesting idea from a and
ideas and details, using text to inspire extra research. language patterns in English, including
structural and context • Predicting main ideas by reading nonverbal communication, and apply them
clues, cognates, the title and using other in appropriate contexts. (I.3, I.4, S.1, S.2)
format, sequence, etc.) contextual clues (e.g., illustrations, Oral Communication
Writing subheadings, etc.). I.EFL.5.9.1 Learners can present information
EFL 5.4.7 Use the • Underlining the cognates in a short clearly and influence an audience effectively
process of prewriting, text. through well-developed arguments in
drafting, revising, peer •Skimming online reference web prepared
editing and sites for ones that have the presentations and other forms of oral
proofreading (i.e., information needed for a research communication. (I.2, I.3, J.2)
“the writing process”) project. Reading
to produce well- • Scanning a text for the main I.EFL.5.11.1 Learners can Identify and apply
constructed characters. a range of reading strategies in order to
informational texts. Writing make texts meaningful and to select
EFL 5.4.8 Create an ▪ Direct students’ attention to the information within
effective voice, using a grammar and have them choose a text that might be of practical use for
variety of writing styles the correct option to form the rules one’s own academic needs. (I.1, I.2, I.4, S.3)
appropriate to and complete the examples. Writing


different ▪ Activate the vocabulary, invite I.EFL.5.14.1 Learners can identify, critically
audiences, purposes students to describe magical evaluate and recommend a variety of
and settings, and characters, people and places. Model potential resources and references,
adjust these styles as an example: Fairies can fly. including digital tools,
necessary. ▪ Encourage students to predict the that support collaboration and productivity,
Language through the meaning of these idioms and for educational and academic use. (I.1, I.2,
Arts use clues in the context to guess S.3, S.4)
EFL 5.5.5 Create their meaning. I.EFL.5.15.1 Learners can plan and produce
original, imaginative • Recommending a web site to well-constructed informational texts by
stories using another learner. applying
appropriate vocabulary • Finding a variety of online the writing process and while
and elements of the references to practice a grammar demonstrating an ability to justify one’s
literature learners have structure, then recommending the position on an argument
read or heard. best one to the class. through carefully selected information and
Language through the Arts appropriate language, tone and evidence.
• Producing short, creative texts (I.2, I.3, I.4, S.3, J.1)
using digital storytelling. Language through the Arts
• Writing questions the learners I.EFL.5.16.1 Learners can respond to and
would like to ask a character in the interpret literary texts, including original
story and using the imagined stories written by peers, referring to details
answers to write the next scene. and literary
•Rewriting a fairy tale from a modern elements of the text. (S.1, S.4, J.2)
point of view, using simple ideas and
phrases or illustrations.
4. Traveling O.EFL 5.1 Encounter socio- Communication and CLIL Communication and Cultural CE.EFL.5.4 Communicate effectively using a 6 weeks
the World cultural aspects of their own Cultural Awareness Types of Awareness variety of media and formats, including ICT,
and other countries in a EFL 5.1.11 Apply self- Travelers • Participating in short dialogues and by saying things in alternative ways and
thoughtful and inquisitive correcting and self- Going role plays. applying self-correcting and self-monitoring
manner, maturely, and monitoring strategies Green • Practicing and deal with a need strategies when needed.
openly experiencing other in social and classroom A Tour of through a mini role play. CE.EFL.5.8 Interaction – Interpersonal:
cultures and languages from interactions by Brasilia • Communicating with an “e-pal” Respond to and build on other people’s
the secure standpoint of adjusting presentation Finding from another country or city. ideas in extended
their own national and and language Your Way • Paraphrasing an idea when a peer conversations on familiar social and
cultural identity. production to asks for clarification. academic topics by expressing opinions and
O.EFL 5.2 Draw on this effectively express Vocabulary • Using a definition or example to feelings and clarifying meaning.


established propensity for opinions and make Vocabulary explain a concept or word that one CE.EFL.5.12 Engage with a variety of digital
curiosity and tolerance evaluations. (Example: related to does not yet have the exact language and print texts and resources by evaluating
towards different cultures to asking questions, trips, for. and detecting complexities and
comprehend the role of starting over, travelers, Oral Communication: (Listening and discrepancies in the information in order to
diversity in building an rephrasing, exploring travel Speaking) find the most appropriate sources to
intercultural and alternative activities • Comparing answers in pairs or support an idea or argument.
multinational society. pronunciations, etc.) and the small groups. CE.EFL.5.14 Identify, critically evaluate and
O.EFL 5.4 Deploy a range of Oral Communication: environme • Conducting a role-play between recommend a variety of potential resources
learning strategies, thereby (Listening and nt two students on a given topic. and references, including digital tools, that
increasing disposition and Speaking) Collocation • Working in pairs to complete an support collaboration and productivity, for
ability to independently EFL 5.2.14 Request and s with “go” information gap activity. educational and academic use.
access further (language) provide information • Doing a mingle activity where CE.EFL.5.18 Use a range of criteria to
learning and practice and assistance orally Grammar learners ask and answer questions evaluate and recommend literary texts to
opportunities. Respect for personal, social and Tag about things they have or haven’t others, and recognize how chosen criteria
themselves and others academic purposes in questions done. affects evaluation.
within the communication order to clarify and Indirect • Observing to see whether the Performance Indicators Communication and
process, cultivating habits of extend meaning in questions learners can interact effectively and Cultural Awareness
honesty and integrity into spoken interactions. Placing whether they are able to ask follow I.EFL.5.4.1 Learners can communicate
responsible academic Reading emphasis up questions. effectively using a variety of media and
behavior. EFL 5.3.6 Display an using Reading formats, including ICT, by saying things in
appreciation of the much and • Recommending an informational alternative ways and applying self-
language by interacting very web site to another learner. correcting and self-monitoring strategies
and engaging with a • Reading two articles on the when needed. (I.1, I.3, J.4)
variety of digital and same topic and recording Oral Communication
print texts and discrepancies in the information. I.EFL.5.8.1 Learners can respond to and
resources and by • Reading about a topic and then build on other people’s ideas in
selecting and identifying reference materials and extended conversations on familiar social
evaluating these sources that could be used to find and academic topics by expressing opinions
materials as a means out more information. and feelings and clarifying meaning. (I.3, I.4,
to promote and • Reading a range of texts from S.1, J.3, J.4) Reading
strengthen literacy subject areas and finding and I.EFL.5.12.1 Learners can engage with a
skills and language defining common themes across variety of digital and print texts and
acquisition. content areas. resources by evaluating and detecting
EFL 5.3.7 Detect Writing complexities and discrepancies in the
complexities and • Identifying the best resources for a information in order to find the most


discrepancies in writing project in pairs. appropriate sources to support an idea or
information presented • Using a list of criteria in order to argument. (I.2, I.4, J.3)
in both print and evaluate a web site. Writing
online references and • Analyzing three different types of I.EFL.5.14.1 Learners can identify, critically
resources. dictionaries (e.g., online, English- evaluate and recommend a variety of
Writing English, English-Spanish) and giving potential resources and references,
EFL 5.4.2 Identify a reasons for using each. including digital tools, that support
variety of types and • Recommending a reference article collaboration and productivity, for
formats of potential to a friend, giving specific reasons educational and academic use. (I.1, I.2, S.3,
resources and the for the recommendation. S.4) Language through the Arts
value, purpose and Language through the Arts I.EFL.5.18.1 Learners can use a variety of
audience of each for • Using a checklist to evaluate the criteria for evaluating and recommending
use in the educational work of a performing artist, then literary texts to others, and recognize how
domain. (Example: recommending his/her work to a chosen criteria affects evaluation. (S.1, S.4,
audio/video, peer. J.2, J.4)
multimedia, website, • Using a rubric as a model to write
database, book, one’s own rubric.
thesaurus, • Brainstorming your favorite free
scholarly/popular, time activities, then selecting and
current/historical, etc.) recommending one for a peer in a
EFL 5.4.4 Select and video blog.
make effective use of a
range of digital tools to
write, edit, revise and
publish written work in
a way that supports
collaboration, learning
and productivity.
(Example: image
editing, Google Drive,
infographic makers,
audio and video
editing, presentation
apps, etc.)
Language through the


Arts
EFL 5.5.6 Evaluate
one’s own and others’
work, individually and
collaboratively, on the
basis of a variety of
criteria, and recognize
how chosen criteria
affect evaluation.
(Examples of criteria:
clarity of ideas, use of
English grammar and
vocabulary, register,
originality, visual
presentation, etc.)
5. News O.EFL 5.2 Draw on this Communication and CLIL Communication and Cultural CE.EFL.5.2 Demonstrate an ability to discuss 6 weeks
Media established propensity for Cultural Awareness • Local Awareness culture by analyzing cultural products and
curiosity and tolerance EFL 5.1.6 Demonstrate News • Inviting a guest speaker from referents
towards different cultures to an ability to make • Disasters another country to class and asking from Ecuador and other countries while
comprehend the role of informed choices • School and answering questions about making informed choices about and taking
diversity in building an about and take action News his/her culture/country. action on issues of prejudice and
intercultural and on issues of prejudice • Adding expressions of politeness to discrimination.
multinational society. and discrimination. Vocabulary dialogues. CE.EFL.5.9 Production – Fluency: Present
O.EFL 5.3 Access greater Oral Communication: Vocabulary • Writing survey questions about information clearly and influence an
flexibility of mind, creativity, (Listening and related to socially and culturally responsible audience effectively through well-developed
enhanced linguistic Speaking) local news, behaviors and surveying classmates. arguments in prepared presentations and
intelligence, and critical EFL 5.2.7 Present disasters Publishing the results in an online other forms of oral communication.
thinking skills through an information clearly and and chart. CE.EFL.5.10 Find specific information and
appreciation of effectively in a variety emergenci • Brainstorming ways to counter identify the main points in simple,
linguistic differences. Enjoy of oral forms for a es discrimination in one’s daily life. straightforward texts on subjects of
an enriched perspective of range of audiences and Oral Communication: (Listening and personal interest or familiar academic topics
their own L1 and of purposes. (Example: Grammar Speaking) while making informed decisions about
language use for summarizing, • Passive • Researching a topic and preparing a one’s own reaction to the text.
communication and paraphrasing, personal Voice presentation for the class. CE.EFL.5.15 Plan and produce well-
learning. narratives, research • Wh- and • Recording a video about one’s constructed informational texts by applying


reports, essays, yes/no- opinion of a story read in class. the writing process and while
articles, posters, charts questions • Sharing opinions in a way that demonstrating an ability to justify one’s
and another graphics, in the encourages others to perform a position on an argument through carefully
etc.). Passive specific action. selected information and appropriate
Reading Voice • Using intonation to convince a language, tone and evidence.
EFL 5.3.4 Find specific • Past partner to take action. CE.EFL.5.17 Demonstrate and convey
predictable tense and • Summarizing a peer’s opinion different levels of meaning in literary texts
information in short, past about a video seen in class. by identifying distinguishing features,
simple texts in a range participle • Using a digital presentation to raise interpreting implicit and explicit messages
of age- and level- forms of awareness about a local issue. and responding in a variety of ways.
appropriate topics. regular Reading
(Example: biographies, and • Identifying unreliable resources on Performance Indicators
news articles, irregular the Internet. Communication and Cultural Awareness
narratives, memoirs verbs • Using a rubric to evaluate a print or I.EFL.5.2.1 Learners can exhibit an ability to
and personal accounts, online resource. discuss culture by analyzing cultural
formal letters and • Using a rubric to assess the validity products and referents from Ecuador and
emails, etc.) of a web site, according to one’s other countries while making informed
Writing academic needs choices about and taking action on issues of
EFL 5.4.3 Apply new • Reading about a topic and then prejudice and discrimination. (I.1, I.2, S.2,
and prior knowledge in identifying reference materials and J.1, J.3)
order to plan and sources that could be used to find Oral Communication
create texts and out more information. I.EFL.5.9.1 Learners can present information
determine if the new Writing clearly and influence an audience effectively
knowledge adds value • Writing new words and phrases in a through well-developed arguments in
to or contradicts prior vocabulary notebook and then prepared presentations and other forms of
information. writing a text using three words from oral communication. (I.2, I.3, J.2)
Language through the your vocabulary notebook. I.EFL.5.12.1 Learners can engage with a
Arts • Writing a brochure about your variety of digital and print texts and
EFL 5.5.2 Make opinion on a topic and underlining resources by evaluating and detecting
predictions, inferences examples of persuasive language. complexities and discrepancies in the
and deductions to • Watching a video about a information in order to find the most
demonstrate different controversial topic and writing a appropriate sources to support an idea or
levels of meaning of short essay agreeing or disagreeing argument. (I.2, I.4, J.3)
literary texts presented with the content presented. Writing
orally or in digital form, • Exchanging writing in pairs in order I.EFL.5.15.1 Learners can plan and produce


including literal and to make suggestions about things well-constructed informational texts by
implied meanings. that could be improved. applying the writing process and while
(Example: Language through the Arts demonstrating an ability to justify one’s
summarizing, • Predicting the content of a story position on an argument through carefully
explaining and using the title and pictures. selected information and appropriate
identifying, word • Summarizing the main idea. language, tone and evidence. (I.2, I.3, I.4,
choice, symbols, points • Underlining the words in a text that S.3, J.1)
of view, etc.) influence the reader. Language through the Arts
• Participating in a performance, I.EFL.5.17.1 Learners can demonstrate and
such as a lip-synching contest or play, convey different levels of meaning in
and using nonverbal and body literary texts by identifying distinguishing
language to emphasize features, interpreting implicit and explicit
comprehension of the subject. messages and responding in a variety of
ways. (I.3, I.4, J.3)
6. A Tech- O.EFL 5.6 Through selected Communication and CLIL Communication and Cultural CE.EFL.5.4 Communicate effectively using a 6 weeks
World media, participate in Cultural Awareness Smartphon Awareness variety of media and formats, including ICT,
reasonably extended spoken EFL 5.1.9 Communicate es • Creating a “live” video on Facebook by
or written dialogue with information and ideas Phantom to give an opinion on a unit topic. saying things in alternative ways and
peers from different L1 effectively to diverse Energy • Using social media to network with applying self-correcting and self-monitoring
backgrounds on audiences using a teens across the globe. strategies when needed.
work, study, or general variety of media and Vocabulary • Rating one’s self after a speaking CE.EFL.5.9 Production – Fluency: Present
topics of common interest, formats. related to activity, according to a set rubric. information clearly and influence an
expressing ideas and Oral Communication: computers • Practicing a specific self-correcting audience effectively through well-developed
opinions effectively and (Listening and and cell strategy during a pair work activity. arguments in prepared presentations and
appropriately. Speaking) phones • Recording student interactions in other forms of oral communication.
O.EFL 5.7 Interact quite EFL 5.2.7 Present class and watching them later in CE.EFL.5.11 Identify and apply a range of
clearly, confidently, and information clearly and Compound order to identify behaviors the reading strategies in order to make texts
appropriately in a range of effectively in a variety nouns learners need to increase and those meaningful and to select information within
formal and informal social of oral forms for a they need to decrease. a text that might be of practical use for
situations with a limited but range of audiences and Antonyms Oral Communication: (Listening and one’s own academic needs.
effective command of the purposes. (Example: and Speaking) CE.EFL.5.15 Plan and produce well-
spoken language. summarizing, synonyms • Researching a topic and preparing a constructed informational texts by applying
paraphrasing, personal presentation for the class. the writing process and while
narratives, research Grammar • Using a digital presentation to raise demonstrating an ability to justify one’s
reports, essays, • Making awareness about a local issue. position on an argument through carefully


articles, posters, charts wishes • Recording a video about one’s selected information and appropriate
and other graphics, • Phrasal opinion of a story read in class. language, tone and evidence.
etc.) verbs • Sharing opinions in a way that CE.EFL.5.19 Engage in collaborative activities
EFL 5.2.8 Influence an encourages others to perform a through a variety of student groupings in
audience effectively specific action. order to solve problems and reflect on
through persuasion, • Using intonation to convince a literary texts, and produce criteria for
argument or partner to take action. evaluating the effectiveness of the group.
negotiation using • Summarizing a peer’s opinion Performance Indicators
conventions and about a video seen in class. Communication and Cultural Awareness
features of English. Reading I.EFL.5.4.1 Learners can communicate
(Example: precise • Using a list to choose the best effectively using a variety of media and
vocabulary, sources for finding information on a formats, including ICT, by saying things in
pronunciation, topic. alternative ways and applying self-correcting
intonation, • Reading texts from different and self- monitoring strategies when
presentation subject areas and choosing the best needed. (I.1, I.3, J.4) Oral Communication
strategies, etc.) title for each. I.EFL.5.9.1 Learners can present
Reading • Underlining main ideas from texts information clearly and influence an
EFL 5.3.9 Skim and and then using them to write audience effectively through well-developed
scan reference questions the learner has about the arguments in prepared presentations and
materials, in print or topic. other forms of oral communication. (I.2, I.3,
online, in order to • Identifying the correct format for J.2)
identify information an academic text. Reading
that might be of • Finding online resources that can I.EFL.5.11.1 Learners can Identify and apply
practical use for one’s be used for a range of research a range of reading strategies in order to
own research and projects. make texts meaningful and to select
academic needs. Writing information within a text that might be of
Writing • Watching a video about a practical use for one’s own academic needs.
EFL 5.4.5 Justify and controversial topic and writing a (I.1, I.2, I.4, S.3)
explain the rationale short essay agreeing or disagreeing Writing
for a position on an with the content presented. I.EFL.5.15.1 Learners can plan and produce
argument, using • Exchanging writing in pairs in order well-constructed informational texts by
persuasive language, to make suggestions about things applying the writing process and while
tone, evidence and that could be improved. demonstrating an ability to justify one’s
well-developed • Reading an article and position on an argument through carefully
arguments through underlining examples of evidence selected information and appropriate


essays, editorials, the author gives to support his/her language, tone and evidence. (I.2, I.3, I.4,
movie and book position, then writing a similar S.3, J.1)
reviews, position position piece while implementing Language through the Arts
papers and brochures. your own examples and evidence. I.EFL.5.19.1 Learners can engage in
Language through the Language through the Arts collaborative activities through a variety of
Arts • Searching the Internet for student groupings in order to solve
EFL 5.5.8 Contribute to illustrations and examples of problems and reflect on literary texts, and
team projects to effective group collaborations and produce criteria for evaluating the
produce original works then sharing why they are effective. effectiveness of the group. (I.1, I.2, S.2, S.3,
and solve problems • Discussing rules and norms for a S.4, J.3, J.4)
while effectively group project before the project
negotiating and begins.
managing interactions • Participating in teambuilding
to accomplish social activities.
and classroom tasks.- • Comparing answers in pairs in
order to help each other understand
errors or concepts.
• Teaching a story, grammar point,
vocabulary word or topic to a group
of peers.
6. BIBLIOGRAPHY/WEBGRAPHY: 7. OBSERVATIONS:
Ministry of Education. (2016, Septiembre 03). Currículo. English as a Foreign Language. Retrieved from Ministerio de Educación:
http://educacion.gob.ec/wp-content/uploads/downloads/2016/03/EFL2.2pdf
Nuñez, P. A. (2016). Teacher's book English 2.2. Quito: Norma.

DONE BY: REVISED BY: APROVED BY:
TEACHER(S): Lic. Ximena Naula NAME: NAME: Econ. Hugo Donoso
Signature: Signature: Signature:
Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017


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SUBSECRETARIA DE FUNDAMENTOS EDUCATIVOS

DIRECCIÓN NACIONAL DE CURRÍCULO

ANNUAL PLAN CURRICULUM (APC)

“EMILIO ISAIAS ABIHANNA” ACADEMIC

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Educamos para tener Patria

ANNUAL PLAN CURRICULUM (APC)

Nuñez, P. A. (2016). Teacher's book English 2.2. Quito: Norma.

Educamos para tener Patria

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