UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL

BILINGÜE “JOSÉ PEDRO MALDONADO”

Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL SCHOOL YEAR

BILINGÜE “JOSE PEDRO MALDONADO” 2018-2019
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: ENGLISH AS A FOREIGN LANGUAGE Subject: ENGLISH
Teacher(s): Lic. Luis Vinueza
Grade/course: 3rd BGU B1.2 Educational SUBNIVEL BACHILLERATO
level:
2. TIME
Weekly hours Number of weeks of Learning assessment weeks Total weeks of class Total of periods
work
2 HOURS 40 weeks 4 weeks 36 weeks 72 hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 5.1
Encounter socio-cultural aspects of their own and other countries in a Encounter socio-cultural aspects of their own and other countries in a thoughtful and
thoughtful and inquisitive manner, maturely, and openly experiencing other inquisitive manner, maturely, and openly experiencing other cultures and languages from
cultures and languages from the secure standpoint of their own national and the secure standpoint of their own national and cultural identity.
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 comprehend the role of diversity in building an intercultural and multinational society.
different cultures to comprehend the role of diversity in building an O.EFL 5.3
intercultural and multinational society. Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
OG.EFL 3 thinking skills through an appreciation of linguistic differences. Enjoy an enriched
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, perspective of their own L1 and of language use for communication and learning.
and critical thinking skills through an appreciation of linguistic differences. O.EFL 5.4
Enjoy an enriched perspective of their own L1 and of language use for Deploy a range of learning strategies, thereby increasing disposition and ability to
communication and learning. independently access further (language) learning and practice opportunities. Respect
OG.EFL 4 themselves and others within the communication process, cultivating habits of honesty and
Deploy a range of learning strategies, thereby increasing disposition and ability integrity into responsible academic behavior.
to independently access further (language) learning and practice opportunities. O.EFL 5.5
Respect themselves and others within the communication process, cultivating Directly access the main points and important details of up-todate English language texts,
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

habits of honesty and integrity into responsible academic behavior.
OG.EFL 5
Directly access the main points and important details of up-todate English
language texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where
required.
OG.EFL 6
Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study, or general
topics of common interest, expressing ideas and opinions effectively and
appropriately.
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).
such as those published on the web, for professional or general investigation, through the
efficient use of ICT and reference tools where required.
O.EFL 5.6
Through selected media, participate in reasonably extended spoken or written dialogue
with peers from different L1 backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.7
Interact quite clearly, confidently, and appropriately in a range of formal and informal social
situations with a limited but effective command of the spoken language (CEFR B1 level)

4. TRANSVERSAL AXES: Justice, Innovation and Solidarity

5. UNITS TO BE DEVELOPED*
N° Title of the unit Unit Specific Contents/Skills** Methodological Orientations Evaluation*** Weeks
Objectives (Skills and strategies) Duration
1 Let’s talk Movies  Describe and EFL 5.1.1  Use freewriting  CE.EFL.5.1. Display an understanding of the
differentiate Display an understanding of the  Pair work integrity of different cultures by sharing
between movie relationship between the practices and  Group work experiences and by participating in class
genres perspectives of different cultures by  Do self-correct and self- activities and discussions in a way that
 Talk about movies recognizing and sharing cross-cultural monitor shows empathy and respect for others.
you have seen experiences and ideas.  Do face to face interactions I.EFL.5.1.1. Learners can demonstrate an
 Ask and answer EFL 5.2.5 (conversations, instructions) understanding of the integrity of different
questions about Understand the main idea of radio and  Listening for gist or details cultures by sharing experiences and by
different movies audio recordings on subjects of personal  Extended listening participating in class activities and 5
 Make inferences interest, provided speech is clear. (assimilation, elision, and discussions in a way that shows empathy
 Write a film review EFL 5.3.1 weak forms) and respect for others. (I.3, S.1, S.2, J.1, J.3)
and a mini biography Find specific predictable information in  Have listening journals  CE.EFL.5.5. Listening for Meaning: Identify
short, simple texts in a range of age- and  Practice intensive and the main idea in a variety of audio
level-appropriate topics. (Example: extensive listening texts recordings (e.g., interviews, radio ads, news
biographies, news articles, narratives, reports, etc.) and deduce the meaning of
 Analyze texts transcriptions
memoirs and personal accounts, formal unfamiliar phrases and words in familiar
 Prediction exercises
letters and emails, etc.) contexts, provided speech is clear and
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
EFL 5.4.6
Produce emails and blog posts describing
personal experiences and feelings.
EFL 5.5.1
Compare and present personal and
formal responses to and interpretations
of published literary texts and the works
of peers, referring to details and features
of the text. (Example: text structure, plot,
ideas, events, vocabulary, etc.)
 Prepare songs
 Record interviews
 Prepare talks
 Use conversational repair
strategies
 Deducing the meaning of new
words using context clues
 Understanding
 explicitly stated information
and that which is implicit
 Interpreting text, extracting
salient points and using them
to form new conclusions or
deductions
 Inferring through the use of
syntactic and logical clues and
using basic reference skills
 Use the schema
 Practice skimming and
scanning strategies
 Jigsaw puzzle activities
 Affective response
 Do learning logs
 Use SQ3R technique
 Use KWL method
 Do board games and realia
 Produce clay animation
 Use graphic organizers
 Practice free writing and
journal writing
 Keep learning logs
 Do collaborative writing
 Brainstorming, drafting and
outlining
 Story boarding
 Produce stop action animation
and digital books
 Introduce extensive reading
visuals help support meaning.
I.EFL.5.5.1. Learners can identify the main
idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.)
and deduce the meanings of unfamiliar
phrases and words in familiar contexts
where speech is clear and visuals help
support meaning. (I.3, I.4)
 CE.EFL.5.10. Find specific information and
identify the main points in simple,
straightforward texts on subjects of
personal interest or familiar academic topics
while making informed decisions about
one’s own reaction to the text.
I.EFL. 5.10.1. Learners can find specific
information and identify the main points in
simple, straightforward texts on subjects of
personal interest or familiar academic topics
while making informed decisions about
one’s own reaction to the text. (I.1, I.2, S.2)
 CE.EFL.5.13. Produce emails, blog posts and
other written texts using an effective voice
and a variety of appropriate writing styles
and conventions.
I.EFL.5.13.1. Learners can produce emails,
blog posts and other written texts using an
effective voice and a variety of appropriate
writing styles and conventions. (I.3, S.3, J.2)
 CE.EFL.5.16. Respond to and interpret
literary texts, including original stories
written by peers, referring to details and
literary elements of the text.
I.EFL.5.16.1. Learners can respond to and
interpret literary texts, including original
stories written by peers, referring to details
and literary elements of the text. (S.1, S.4,
J.2)
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

2 Professions!  Describe and EFL 5.1.2  Use freewriting  CE.EFL.5.1. Display an understanding of the
differentiate Demonstrate mindfulness, empathy,  Pair work integrity of different cultures by sharing
professions tolerance and an overall respect for the  Group work experiences and by participating in class
 Ask and answer integrity of cultures in daily classroom  Do self-correct and self- activities and discussions in a way that
questions about activities. monitor shows empathy and respect for others.
different personality EFL 5.2.2  Do face to face interactions I.EFL.5.1.1. Learners can demonstrate an
types, professions Identify the main idea and some details (conversations, instructions) understanding of the integrity of different
and university of recorded news reports, documentaries  Listening for gist or details cultures by sharing experiences and by
degrees and interviews reporting on seasonal  Extended listening participating in class activities and
 Write a text festivities, environmental issues, food (assimilation, elision, and discussions in a way that shows empathy
comparing two and international customs, climate, weak forms) and respect for others. (I.3, S.1, S.2, J.1, J.3)
professions weather, etc., where the visuals support  Have listening journals  CE.EFL.5.5. Listening for Meaning: Identify
the commentary  Practice intensive and the main idea in a variety of audio
EFL 5.3.2 extensive listening texts recordings (e.g., interviews, radio ads, news
Identify and use reading strategies to reports, etc.) and deduce the meaning of
 Analyze texts transcriptions
make informative and narrative texts unfamiliar phrases and words in familiar
 Prediction exercises
comprehensible and meaningful. contexts, provided speech is clear and
 Prepare songs
(Example: skimming, scanning, visuals help support meaning.
 Record interviews
previewing, reading for main ideas and I.EFL.5.5.1. Learners can identify the main
details, using structural and context  Prepare talks
idea in a variety of audio recordings (e.g.,
clues, cognates, format, sequence, etc.)  Use conversational repair
interviews, radio ads, news reports, etc.) 5
EFL 5.4.2 strategies
and deduce the meanings of unfamiliar
Identify a variety of types and formats of  Deducing the meaning of new phrases and words in familiar contexts
potential resources and the value, words using context clues where speech is clear and visuals help
purpose and audience of each for use in  Understanding support meaning. (I.3, I.4)
the educational domain. (Example:  explicitly stated information  CE.EFL.5.11. Identify and apply a range of
audio/video, multimedia, website, and that which is implicit reading strategies in order to make texts
database, book, thesaurus,  Interpreting text, extracting meaningful and to select information within
scholarly/popular, current/historical, etc.) salient points and using them a text that might be of practical use for
EFL 5.5.2 to form new conclusions or one’s own academic needs.
Make predictions, inferences and deductions I.EFL.5.11.1. Learners can Identify and apply
deductions to demonstrate different  Inferring through the use of a range of reading strategies in order to
levels of meaning of literary texts syntactic and logical clues and make texts meaningful and to select
presented orally or in digital form, using basic reference skills information within a text that might be of
including literal and implied meanings.  Use the schema practical use for one’s own academic needs.
(Example: summarizing, explaining and  Practice skimming and (I.1, I.2, I.4, S.3)
identifying, word choice, symbols, points scanning strategies  CE.EFL.5.14. Identify, critically evaluate and
of view, etc.)  Jigsaw puzzle activities recommend a variety of potential resources
 Affective response and references, including digital tools, which
 Do learning logs support collaboration and productivity, for
 Use SQ3R technique educational and academic use.
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

 Use KWL method I.EFL.5.14.1. Learners can identify, critically

 Do board games and realia evaluate and recommend a variety of
 Produce clay animation potential resources and references,
 Use graphic organizers including digital tools, which support
 Practice free writing and collaboration and productivity, for
journal writing educational and academic use. (I.1, I.2, S.3,
 Keep learning logs S.4)
 Do collaborative writing  CE.EFL.5.17. Demonstrate and convey
 Brainstorming, drafting and different levels of meaning in literary texts
outlining by identifying distinguishing features,
 Story boarding interpreting implicit and explicit messages
 Produce stop action animation and responding in a variety of ways.
and digital books I.EFL.5.17.1. Learners can demonstrate and
convey different levels of meaning in literary
 Introduce extensive reading
texts by identifying distinguishing features,
interpreting implicit and explicit messages
and responding in a variety of ways. (I.3, I.4,
J.3)
3 Environmentally  Describe the effects EFL 5.1.3  Use freewriting  CE.EFL.5.2. Demonstrate an ability to discuss
Friendly! of global warning Find parallels between Ecuadorian  Pair work culture by analyzing cultural products and
 Describe different cultural and political referents and those  Group work referents from Ecuador and other countries
green products and of other countries by talking about  Do self-correct and self- while making informed choices about and
talk about their holidays, symbols, customs and monitor taking action on issues of prejudice and
advantages and schooling.  Do face to face interactions discrimination.
disadvantages EFL 5.2.3 (conversations, instructions) I.EFL.5.2.1. Learners can exhibit an ability to
 Talk about the Follow main ideas in topics covered in  Listening for gist or details discuss culture by analyzing cultural
impact that green other curricular subjects with the help of  Extended listening products and referents from Ecuador and
and non.green visual support, using concepts and (assimilation, elision, and other countries while making informed
products on the vocabulary that have been studied in weak forms) choices about and taking action on issues of
environment advance.  Have listening journals prejudice and discrimination. (I.1, I.2, S.2, 5
EFL 5.3.3  Practice intensive and J.1, J.3)
Determine the main conclusion in texts extensive listening texts  CE.EFL.5.6. Listening for Information: Deal
which clearly argue a point of view in with practical, everyday communication
 Analyze texts transcriptions
order to make informed decisions about demands in familiar social and academic
 Prediction exercises
one’s own opinion and reaction to the contexts, including following directions in
 Prepare songs
text. class activities and identifying main ideas in
 Record interviews
EFL 5.4.4 other curricular subjects when given
Select and make effective use of a range  Prepare talks
sufficient support.
of digital tools to write, edit, revise and  Use conversational repair
I.EFL.5.6.1. Learners can deal with practical,
publish written work in a way that strategies
everyday communication demands in
supports collaboration, learning and  Deducing the meaning of new familiar social and academic contexts, such
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
productivity. (Example: image editing,
GoogleDrive, infographic makers, audio
and video editing, presentation apps,
etc.)
EFL 5.5.4
Read aloud with confidence, accuracy,
fluency and expression to demonstrate
understanding and to convey an
interpretation of meaning.
words using context clues
 Understanding
 explicitly stated information
and that which is implicit
 Interpreting text, extracting
salient points and using them
to form new conclusions or
deductions
 Inferring through the use of
syntactic and logical clues and
using basic reference skills
 Use the schema
 Practice skimming and
scanning strategies
 Jigsaw puzzle activities
 Affective response
 Do learning logs
 Use SQ3R technique
 Use KWL method
 Do board games and realia
 Produce clay animation
 Use graphic organizers
 Practice free writing and
journal writing
 Keep learning logs
 Do collaborative writing
 Brainstorming, drafting and
outlining
 Story boarding
 Produce stop action animation
and digital books
 Introduce extensive reading
as following directions in class activities and
identifying main ideas in other curricular
subjects when given sufficient support. (I.1,
I.3, S.1)
 CE.EFL.5.10. Find specific information and
identify the main points in simple,
straightforward texts on subjects of
personal interest or familiar academic topics
while making informed decisions about
one’s own reaction to the text.
I.EFL. 5.10.1. Learners can find specific
information and identify the main points in
simple, straightforward texts on subjects of
personal interest or familiar academic topics
while making informed decisions about
one’s own reaction to the text. (I.1, I.2, S.2)
 CE.EFL.5.14. Identify, critically evaluate and
recommend a variety of potential resources
and references, including digital tools, which
support collaboration and productivity, for
educational and academic use.
I.EFL.5.14.1. Learners can identify, critically
evaluate and recommend a variety of
potential 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.5.17. 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)
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
4 Imagine that!  Describe imaginary EFL 5.1.1
situations Display an understanding of the
 Express wishes relationship between the practices and
perspectives of different cultures by
recognizing and sharing cross-cultural
experiences and ideas.
EFL 5.2.5
Understand the main idea of radio and
audio recordings on subjects of personal
interest, provided speech is clear.
EFL 5.3.1
Find specific predictable information in
short, simple texts in a range of age- and
level-appropriate topics. (Example:
biographies, news articles, narratives,
memoirs and personal accounts, formal
letters and emails, etc.)
EFL 5.4.6
Produce emails and blog posts describing
personal experiences and feelings.
EFL 5.5.1
Compare and present personal and
formal responses to and interpretations
of published literary texts and the works
of peers, referring to details and features
of the text. (Example: text structure, plot,
ideas, events, vocabulary, etc.)
 Use freewriting
 Pair work
 Group work
 Do self-correct and self-
monitor
 Do face to face interactions
(conversations, instructions)
 Listening for gist or details
 Extended listening
(assimilation, elision, and
weak forms)
 Have listening journals
 Practice intensive and
extensive listening texts
 Analyze texts transcriptions
 Prediction exercises
 Prepare songs
 Record interviews
 Prepare talks
 Use conversational repair
strategies
 Deducing the meaning of new
words using context clues
 Understanding
 explicitly stated information
and that which is implicit
 Interpreting text, extracting
salient points and using them
to form new conclusions or
deductions
 Inferring through the use of
syntactic and logical clues and
using basic reference skills
 Use the schema
 Practice skimming and
scanning strategies
 Jigsaw puzzle activities
 Affective response
 Do learning logs
 Use SQ3R technique
 CE.EFL.5.1. Display an understanding of the
integrity of different cultures by sharing
experiences and by participating in class
activities and discussions in a way that
shows empathy and respect for others.
I.EFL.5.1.1. Learners can demonstrate an
understanding of the integrity of different
cultures by sharing experiences and by
participating in class activities and
discussions in a way that shows empathy
and respect for others. (I.3, S.1, S.2, J.1, J.3)
 CE.EFL.5.5. Listening for Meaning: Identify
the main idea in a variety of audio
recordings (e.g., interviews, radio ads, news
reports, etc.) and deduce the meaning of
unfamiliar phrases and words in familiar
contexts, provided speech is clear and
visuals help support meaning.
I.EFL.5.5.1. Learners can identify the main
idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.) 5
and deduce the meanings of unfamiliar
phrases and words in familiar contexts
where speech is clear and visuals help
support meaning. (I.3, I.4)
 CE.EFL.5.10. Find specific information and
identify the main points in simple,
straightforward texts on subjects of
personal interest or familiar academic topics
while making informed decisions about
one’s own reaction to the text.
I.EFL. 5.10.1. Learners can find specific
information and identify the main points in
simple, straightforward texts on subjects of
personal interest or familiar academic topics
while making informed decisions about
one’s own reaction to the text. (I.1, I.2, S.2)
 CE.EFL.5.13. Produce emails, blog posts and
other written texts using an effective voice
and a variety of appropriate writing styles
and conventions.
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
 Use KWL method
 Do board games and realia
 Produce clay animation
 Use graphic organizers
 Practice free writing and
journal writing
 Keep learning logs
 Do collaborative writing
 Brainstorming, drafting and
outlining
 Story boarding
 Produce stop action animation
and digital books
 Introduce extensive reading
5 In the News  Report what was EFL 5.1.2  Use freewriting
state Demonstrate mindfulness, empathy,  Pair work
 Report what was tolerance and an overall respect for the  Group work
requested integrity of cultures in daily classroom  Do self-correct and self-
 Understand meaning activities. monitor
from context EFL 5.2.2  Do face to face interactions
Identify the main idea and some details (conversations, instructions)
of recorded news reports, documentaries  Listening for gist or details
and interviews reporting on seasonal  Extended listening
festivities, environmental issues, food (assimilation, elision, and
and international customs, climate, weak forms)
weather, etc., where the visuals support  Have listening journals
the commentary  Practice intensive
EFL 5.3.2 extensive listening texts
Identify and use reading strategies to
 Analyze texts transcriptions
make informative and narrative texts
 Prediction exercises
comprehensible and meaningful.
 Prepare songs
(Example: skimming, scanning,
 Record interviews
previewing, reading for main ideas and
details, using structural and context  Prepare talks
clues, cognates, format, sequence, etc.)  Use conversational repair
EFL 5.4.2 strategies
Identify a variety of types and formats of  Deducing the meaning of new
potential resources and the value, words using context clues
purpose and audience of each for use in  Understanding
the educational domain. (Example:  explicitly stated information
audio/video, multimedia, website, and that which is implicit
I.EFL.5.13.1. Learners can produce emails,
blog posts and other written texts using an
effective voice and a variety of appropriate
writing styles and conventions. (I.3, S.3, J.2)
 CE.EFL.5.16. Respond to and interpret
literary texts, including original stories
written by peers, referring to details and
literary elements of the text.
I.EFL.5.16.1. Learners can respond to and
interpret literary texts, including original
stories written by peers, referring to details
and literary elements of the text. (S.1, S.4,
J.2)
 CE.EFL.5.1. Display an understanding of the
integrity of different cultures by sharing
experiences and by participating in class
activities and discussions in a way that
shows empathy and respect for others.
I.EFL.5.1.1. Learners can demonstrate an
understanding of the integrity of different
cultures by sharing experiences and by
participating in class activities and
discussions in a way that shows empathy
and respect for others. (I.3, S.1, S.2, J.1, J.3)
 CE.EFL.5.5. Listening for Meaning: Identify
and the main idea in a variety of audio
recordings (e.g., interviews, radio ads, news 5
reports, etc.) and deduce the meaning of
unfamiliar phrases and words in familiar
contexts, provided speech is clear and
visuals help support meaning.
I.EFL.5.5.1. Learners can identify the main
idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.)
and deduce the meanings of unfamiliar
phrases and words in familiar contexts
where speech is clear and visuals help
support meaning. (I.3, I.4)
 CE.EFL.5.11. Identify and apply a range of
reading strategies in order to make texts
UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com
database, book, thesaurus,
scholarly/popular, current/historical, etc.)
EFL 5.5.2
Make predictions, inferences and
deductions to demonstrate different
levels of meaning of literary texts
presented orally or in digital form,
including literal and implied meanings.
(Example: summarizing, explaining and
identifying, word choice, symbols, points
of view, etc.)
 Interpreting text, extracting
salient points and using them
to form new conclusions or
deductions
 Inferring through the use of
syntactic and logical clues and
using basic reference skills
 Use the schema
 Practice skimming and
scanning strategies
 Jigsaw puzzle activities
 Affective response
 Do learning logs
 Use SQ3R technique
 Use KWL method
 Do board games and realia
 Produce clay animation
 Use graphic organizers
 Practice free writing and
journal writing
 Keep learning logs
 Do collaborative writing
 Brainstorming, drafting and
outlining
 Story boarding
 Produce stop action animation
and digital books
 Introduce extensive reading
meaningful and to select information within
a text that might be of practical use for
one’s own academic needs.
I.EFL.5.11.1. Learners can Identify and apply
a range of reading strategies in order to
make texts meaningful and to select
information within a text that might be of
practical use for one’s own academic needs.
(I.1, I.2, I.4, S.3)
 CE.EFL.5.14. Identify, critically evaluate and
recommend a variety of potential resources
and references, including digital tools, which
support collaboration and productivity, for
educational and academic use.
I.EFL.5.14.1. Learners can identify, critically
evaluate and recommend a variety of
potential resources and references,
including digital tools, which support
collaboration and productivity, for
educational and academic use. (I.1, I.2, S.3,
S.4)
 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)
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

6 Going Back on time  Give basic details EFL 5.1.3  Use freewriting  CE.EFL.5.2. Demonstrate an ability to discuss
about different Find parallels between Ecuadorian  Pair work culture by analyzing cultural products and
inventions and cultural and political referents and those  Group work referents from Ecuador and other countries
important events of other countries by talking about  Do self-correct and self- while making informed choices about and
from the past holidays, symbols, customs and monitor taking action on issues of prejudice and
 Speculate about schooling.  Do face to face interactions discrimination.
what would have EFL 5.2.3 (conversations, instructions) I.EFL.5.2.1. Learners can exhibit an ability to
happened if things Follow main ideas in topics covered in  Listening for gist or details discuss culture by analyzing cultural
had been different in other curricular subjects with the help of  Extended listening products and referents from Ecuador and
the past visual support, using concepts and (assimilation, elision, and other countries while making informed
vocabulary that have been studied in weak forms) choices about and taking action on issues of
advance.  Have listening journals prejudice and discrimination. (I.1, I.2, S.2,
EFL 5.3.3  Practice intensive and J.1, J.3)
Determine the main conclusion in texts extensive listening texts  CE.EFL.5.6. Listening for Information: Deal
which clearly argue a point of view in with practical, everyday communication
 Analyze texts transcriptions
order to make informed decisions about demands in familiar social and academic
 Prediction exercises
one’s own opinion and reaction to the contexts, including following directions in
 Prepare songs
text. class activities and identifying main ideas in
 Record interviews
EFL 5.4.4 other curricular subjects when given
Select and make effective use of a range  Prepare talks
sufficient support.
of digital tools to write, edit, revise and  Use conversational repair
I.EFL.5.6.1. Learners can deal with practical, 5
publish written work in a way that strategies
everyday communication demands in
supports collaboration, learning and  Deducing the meaning of new familiar social and academic contexts, such
productivity. (Example: image editing, words using context clues as following directions in class activities and
Google Drive, info graphic makers, audio  Understanding identifying main ideas in other curricular
and video editing, presentation apps,  explicitly stated information subjects when given sufficient support. (I.1,
etc.) and that which is implicit I.3, S.1)
EFL 5.5.4  Interpreting text, extracting  CE.EFL.5.10. Find specific information and
Read aloud with confidence, accuracy, salient points and using them identify the main points in simple,
fluency and expression to demonstrate to form new conclusions or straightforward texts on subjects of
understanding and to convey an deductions personal interest or familiar academic topics
interpretation of meaning.  Inferring through the use of while making informed decisions about
syntactic and logical clues and one’s own reaction to the text.
using basic reference skills I.EFL. 5.10.1. Learners can find specific
 Use the schema information and identify the main points in
 Practice skimming and simple, straightforward texts on subjects of
scanning strategies personal interest or familiar academic topics
 Jigsaw puzzle activities while making informed decisions about
 Affective response one’s own reaction to the text. (I.1, I.2, S.2)
 Do learning logs  CE.EFL.5.14. Identify, critically evaluate and
 Use SQ3R technique recommend a variety of potential resources
 UNIDAD EDUCATIVA COMUNITARIA INTERCULTURAL
BILINGÜE “JOSÉ PEDRO MALDONADO”
Teléf. 3016998/3016995 Email: colegiotecnicopedromaldonado@gmail.com

 Use KWL method and references, including digital tools, which

 Do board games and realia
 Produce clay animation
 Use graphic organizers
 Practice free writing and
journal writing
 Keep learning logs
 Do collaborative writing
 Brainstorming, drafting and
outlining
 Story boarding
 Produce stop action animation
and digital books
 Introduce extensive reading
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition)
 Villalba, J. & Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc. Obtenido de
http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
 Nuñez, P.A (2015). TEACHER´S BOOK - LEVEL 6. Quito: Norma. Blog: Ismara-ismara.blogspot.com
ELABORATED BY REVISED BY
TEACHER: LIC. LUIS VINUEZA NAME: LIC. JUAN MUÑOZ
Signature: Signature:
Date: September 30th, 2018 Date:
support collaboration and productivity, for
educational and academic use.
I.EFL.5.14.1. Learners can identify, critically
evaluate and recommend a variety of
potential 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.5.17. 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)
7. OBSERVATIONS
APPROVED BY
NAME: LIC. MERCEDES CAÑAMAR
Signature:
Date: