Annual Plan 1 Bachi

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
CURRICULAR ANNUAL PLAN

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher(s):
Grade/ Course: 1ro BGU Education Level: A2.2
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.
OG.EFL 2 O.EFL 5.2

Draw on this established propensity for curiosity and Draw on this established propensity for curiosity and tolerance
tolerance towards different cultures to comprehend the role towards different cultures to comprehend the role of diversity in
of diversity in building an intercultural and multinational building an intercultural and multinational society.
society.
O.EFL 5.3
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
Access greater flexibility of mind, creativity, enhanced 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)
1 Inspirati You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
onal Demonstrate Cultural Awareness Display an understanding of
People talk about goals, mindfulness, empathy, the integrity of different
obstacles, tolerance and an Hearing a song from cultures by sharing
important decisions overall respect for the another country and experiences and by
finding similarities
and integrity of cultures participating in class
with a song from
achievements. in daily classroom Ecuador. activities and discussions
activities. in a way that shows empathy
describe inspirational Oral and respect for others.
peoples EFL 5.2.4 Communication:(Listenin
lifestyles. Follow oral directions g and Speaking) I.EFL.5.1.1.
in classroom activities Learners can demonstrate an
talk about a persons and projects and Listening to a set of understanding of the
experiences. provide directions to instructions and integrity of different cul-
putting them in order.
peers in selected tures by sharing experiences

interactions. Listening to and and by participating in

following class class activities and
EFL 5.2.6 commands. discussions in a way that
Use new words and shows empathy and respect
Singing songs that
expressions which occur practice helpful for others. (I.3, S.1, S.2,
in conversations in the language. J.1, J.3)
personal and
educational domains, Giving learners CE.EFL.5.6.
and make use of such language prompts to use Listening for Information:
terms and expressions during pair/group work. Deal with practical,
(Example: What do you
wherever appropriate everyday communication
think? I
and necessary. agree/disagree. I think demands in familiar social
we need to, Its your and academic contexts,
EFL 5.3.1 turn, etc.) including following
Find specific directions in class
predictable information Playing games that activities and identifying
in short, simple texts practice classroom main ideas in other
language, turn-taking,
in a range of age- and curricular subjects when
being polite, etc.
level-appropriate given sufficient support.
topics. (Example: Reading
biographies, news I.EFL.5.6.1.
articles, narratives, Reading a short text Learners can deal with prac-
memoirs and personal and showing tical, everyday
accounts, formal comprehension by communication demands in
letters and emails, completing the familiar social and academic
etc.) accompanying graphic contexts, such as following
organizer. (Example:
directions in class
learners read about
EFL 5.4.7 archeological ruins and activities and identifying
Use the process of complete a Venn main ideas in other
prewriting, drafting, diagram, etc.) curricular subjects when
revising, peer editing given sufficient support.
and proofreading (i.e., Reading a text on a (I.1, I.3, S.1)

the writing process) familiar content area

to produce well-con- subject and answering CE.EFL.5.7.
structed informational information questions. Production Accuracy and
(Example: learners read
texts. Intelligibility: Use
about foodborne
illnesses and then appropriate vocabulary and
EFL 5.5.7 write three ways to language in a variety of
Collaboratively produce prevent them, etc.) oral interactions for a
criteria for evaluating range of audiences and
literary texts and the Reading a text and level-appropriate purposes.
effectiveness of group answering information
questions.
work. I.EFL.5.7.1.
Choosing from a list of Learners can communicate
words to complete gaps clearly and effectively by
from a reading. using appropriate vocabulary
and language in a variety of
Reading a paragraph oral interactions for a
about a familiar range of audiences and
content area subject
level-appropriate purposes.
and then correcting
incorrect sentences. (I.2, I.3, J.2)
(Example: In northern
India, the monsoon CE.EFL.5.10.
season lasts for six Find specific information
months every year - and identify the main points
three, etc.)
in simple, straightforward
texts on subjects of
Writing
personal interest or
familiar academic topics
Completing an online
graphic organizer in while making informed
order to help plan a decisions about ones own
piece of writing. reaction to the text.
Reading a text and I.EFL. 5.10.1.

using a checklist to Learners can find specific

talk about how it is information and identify the
organized. (Example: Is main points in simple,
there a title? Does it
straightforward texts on
have an opening
sentence?, etc.) subjects of personal
interest or familiar
Recording synonyms and academic topics while making
antonyms of words in informed decisions about
the margins of reading ones own reaction to the
texts. text. (I.1, I.2, S.2)
Writing new words and
phrases in a vocabulary CE.EFL.5.15.
notebook and then Plan and produce well-
writing a text using constructed informational
three words from your texts by applying the
vocabulary notebook. writing process and while
demonstrating an ability to
Exchanging writing in
justify ones position on an
pairs in order to make
suggestions about argument through carefully
things that could be selected information and
improved. appropriate language, tone
and evidence.
Language through the
Arts I.EFL.5.15.1.
Learners can plan and pro-
Evaluating and duce well-constructed
assessing the informational texts by
effectiveness of group
applying the writing process
work by answering a set
of questions. (Example: and while demonstrating an
Who always ability to justify ones
participates? Who gets position on an argument
the things the group through carefully selected

needs? Who asks good information and appropriate

questions?, etc.) language, tone and evidence.
(I.2, I.3, I.4, S.3, J.1)
Selecting desirable
behaviors for group
work from a list and CE.EFL.5.19.
reaching a consensus as Engage in collaborative
a group for the three activities through a variety
most important. of student groupings in
order to solve problems and
Writing a checklist in reflect on literary texts,
pairs to use to
and produce criteria for
evaluate another
groups project. evaluating the effectiveness
of the group.
Discussing rules and
norms for a group I.EFL.5.19.1.
project before the Learners can engage in
project begins. collaborative activities
(Example: Dont
through a variety of student
interrupt others, Do
your work on time, groupings in order to solve
Dont make negative problems and reflect on
remarks, etc.) literary texts, and produce
criteria for evaluating the
effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
J.3, J.4)
2 Experienc You will learn how to EFL 5.1.1 Communication and CE.EFL.5.1. 6
e Display an Cultural Awareness Display an understanding of
Culture! ask and answer understanding of the the integrity of different
questions relationship between Writing a weekly cultures by sharing
about experiences. the practices and journal entry about a experiences and by

perspectives of cross-cultural participating in class

talk about the length different cultures by experience. activities and discussions
of recognizing and sharing in a way that shows empathy
experiences. cross-cultural Oral and respect for others.
Communication:(Listenin
experiences and ideas.
g and Speaking)
recommend cultural I.EFL.5.1.1.
activities EFL 5.1.2 Listening to a set of Learners can demonstrate an
like reading and going Demonstrate instructions and understanding of the
to mindfulness, empathy, putting them in order. integrity of different cul-
museums. tolerance and an tures by sharing experiences
overall respect for the Listening to and and by participating in
integrity of cultures following class class activities and
commands.
in daily classroom discussions in a way that
activities. shows empathy and respect
Singing songs that
practice helpful for others. (I.3, S.1, S.2,
EFL 5.1.3 language. J.1, J.3)
Find parallels between
Ecuadorian cultural and Giving learners CE.EFL.5.2.
political referents and language prompts to use Demonstrate an ability to
those of other during pair/group work. discuss culture by analyzing
(Example: What do you
countries by talking cultural products and
think? I
about holidays, agree/disagree. I think referents from Ecuador and
symbols, customs and we need to, Its your other countries while making
schooling. turn, etc.) informed choices about and
taking action on issues of
EFL 5.2.4 Playing games that prejudice and discrimina-
practice classroom
Follow oral directions tion.
language, turn-taking,
in classroom activities being polite, etc.
and projects and I.EFL.5.2.1.
provide directions to Reading Learners can exhibit an
peers in selected ability to discuss culture
interactions. Reading a short text by analyzing cultural pro-

and showing ducts and referents from

EFL 5.2.6 comprehension by Ecuador and other countries
Use new words and completing the while making informed
accompanying graphic
expressions which occur choices about and taking
organizer. (Example:
in conversations in the learners read about action on issues of preju-
personal and archeological ruins and dice and discrimination.
educational domains, complete a Venn (I.1, I.2, S.2, J.1, J.3)
and make use of such diagram, etc.)
terms and expressions CE.EFL.5.6.
wherever appropriate Reading a text on a Listening for Information:
familiar content area
and necessary. Deal with practical,
subject and answering
information questions. everyday communication
EFL 5.3.1 (Example: learners read demands in familiar social
Find specific about foodborne and academic contexts,
predictable information illnesses and then including following
in short, simple texts write three ways to directions in class
in a range of age- and prevent them, etc.) activities and identifying
level-appropriate main ideas in other
Reading a text and
topics. (Example: answering information curricular subjects when
biographies, news questions. given sufficient support.
articles, narratives,
memoirs and personal Choosing from a list of I.EFL.5.6.1.
accounts, formal words to complete gaps Learners can deal with prac-
from a reading.
letters and emails, tical, everyday
etc.) Reading a paragraph communication demands in
about a familiar familiar social and academic
EFL 5.4.7 content area subject contexts, such as following
Use the process of and then correcting directions in class
prewriting, drafting, incorrect sentences. activities and identifying
revising, peer editing (Example: In northern main ideas in other
India, the monsoon
and proofreading (i.e., curricular subjects when
season lasts for six
the writing process) months every year - given sufficient support.

to produce well-con- three, etc.) (I.1, I.3, S.1)

structed informational
texts. Writing CE.EFL.5.7.
Production Accuracy and
EFL 5.5.7 Completing an online Intelligibility: Use
Collaboratively produce graphic organizer in appropriate vocabulary and
order to help plan a
criteria for evaluating language in a variety of
piece of writing.
literary texts and the oral interactions for a
effectiveness of group Reading a text and range of audiences and
work. using a checklist to level-appropriate purposes.
talk about how it is
organized. (Example: Is I.EFL.5.7.1.
there a title? Does it Learners can communicate
have an opening
clearly and effectively by
sentence?, etc.)
using appropriate vocabulary
Recording synonyms and and language in a variety of
antonyms of words in oral interactions for a
the margins of reading range of audiences and
texts. level-appropriate purposes.
(I.2, I.3, J.2)
phrases in a vocabulary
notebook and then CE.EFL.5.10.
writing a text using Find specific information
three words from your and identify the main points
vocabulary notebook. in simple, straightforward
Exchanging writing in
personal interest or
suggestions about familiar academic topics
things that could be while making informed
improved. decisions about ones own
reaction to the text.

Arts I.EFL. 5.10.1.

Learners can find specific
Evaluating and information and identify the
assessing the main points in simple,
effectiveness of group straightforward texts on
work by answering a set
subjects of personal
of questions. (Example:
Who always interest or familiar
participates? Who gets academic topics while making
the things the group informed decisions about
needs? Who asks good ones own reaction to the
questions?, etc.) text. (I.1, I.2, S.2)
Selecting desirable
CE.EFL.5.15.
behaviors for group
work from a list and Plan and produce well-
reaching a consensus as constructed informational
a group for the three texts by applying the
most important. writing process and while
demonstrating an ability to
Writing a checklist in justify ones position on an
pairs to use to
argument through carefully
evaluate another
groups project. selected information and
appropriate language, tone
Discussing rules and and evidence.
norms for a group
project before the I.EFL.5.15.1.
project begins.
(Example: Dont
interrupt others, Do duce well-constructed
your work on time, informational texts by
Dont make negative applying the writing process
remarks, etc.) and while demonstrating an
ability to justify ones
position on an argument

through carefully selected

information and appropriate
language, tone and evidence.
(I.2, I.3, I.4, S.3, J.1)
CE.EFL.5.19.
Engage in collaborative
activities through a variety
of student groupings in
order to solve problems and
reflect on literary texts,
evaluating the effectiveness
of the group.
I.EFL.5.19.1.
Learners can engage in
collaborative activities
through a variety of student
groupings in order to solve
problems and reflect on
literary texts, and produce
criteria for evaluating the
effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
J.3, J.4)
3 Story You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
Time! Demonstrate Cultural Awareness Display an understanding of
narrate stories and mindfulness, empathy, the integrity of different
Reading two legends
events in tolerance and an cultures by sharing
from different regions

the past. overall respect for the in Ecuador and experiences and by
integrity of cultures completing a chart to participating in class
convey attitudes in daily classroom show the differences. activities and discussions
related to the activities. in a way that shows empathy
Reading a myth from
events of a story. another region/culture and respect for others.
EFL 5.2.4 and sharing a similar
talk about imaginary Follow oral directions experience. I.EFL.5.1.1.
situations. in classroom activities Learners can demonstrate an
and projects and Oral understanding of the
react to a story in provide directions to Communication:(Listenin integrity of different cul-
different peers in selected g and Speaking) tures by sharing experiences
ways. interactions. and by participating in
Listening to a set of
class activities and
instructions and
EFL 5.2.6 putting them in order. discussions in a way that
Use new words and shows empathy and respect
expressions which occur Listening to and for others. (I.3, S.1, S.2,
in conversations in the following class J.1, J.3)
personal and commands.
educational domains, CE.EFL.5.6.
and make use of such Singing songs that Listening for Information:
practice helpful
terms and expressions Deal with practical,
language.
wherever appropriate everyday communication
and necessary. Giving learners demands in familiar social
language prompts to use and academic contexts,
EFL 5.3.1 during pair/group work. including following
Find specific (Example: What do you directions in class
think? I
predictable information activities and identifying
agree/disagree. I think
in short, simple texts we need to, Its your main ideas in other
in a range of age- and turn, etc.) curricular subjects when
level-appropriate given sufficient support.
topics. (Example: Playing games that
biographies, news practice classroom I.EFL.5.6.1.

articles, narratives, language, turn-taking, Learners can deal with prac-

memoirs and personal being polite, etc. tical, everyday
accounts, formal communication demands in
letters and emails, Reading familiar social and academic
etc.) contexts, such as following
Reading a short text directions in class
EFL 5.4.7 and showing
activities and identifying
comprehension by
Use the process of completing the main ideas in other
prewriting, drafting, accompanying graphic curricular subjects when
revising, peer editing organizer. (Example: given sufficient support.
and proofreading (i.e., learners read about (I.1, I.3, S.1)
the writing process) archeological ruins and
to produce well-con- complete a Venn CE.EFL.5.7.
diagram, etc.)
structed informational Production Accuracy and
texts. Reading a text on a Intelligibility: Use
familiar content area appropriate vocabulary and
EFL 5.5.7 subject and answering language in a variety of
Collaboratively produce information questions. oral interactions for a
criteria for evaluating (Example: learners read range of audiences and
literary texts and the about foodborne level-appropriate purposes.
illnesses and then
effectiveness of group
write three ways to
work. prevent them, etc.) I.EFL.5.7.1.
Learners can communicate
Reading a text and clearly and effectively by
answering information using appropriate vocabulary
questions. and language in a variety of
oral interactions for a
Choosing from a list of
words to complete gaps range of audiences and
from a reading. level-appropriate purposes.
(I.2, I.3, J.2)
Reading a paragraph
about a familiar CE.EFL.5.10.

content area subject Find specific information

and then correcting and identify the main points
incorrect sentences. in simple, straightforward
(Example: In northern
India, the monsoon
season lasts for six personal interest or
months every year - familiar academic topics
three, etc.) while making informed
decisions about ones own
Writing reaction to the text.
Completing an online I.EFL. 5.10.1.

graphic organizer in Learners can find specific
order to help plan a information and identify the
piece of writing.
main points in simple,
Reading a text and straightforward texts on
using a checklist to subjects of personal
talk about how it is interest or familiar
organized. (Example: Is academic topics while making
there a title? Does it informed decisions about
have an opening ones own reaction to the
sentence?, etc.)
text. (I.1, I.2, S.2)
Recording synonyms and
antonyms of words in CE.EFL.5.15.
the margins of reading Plan and produce well-
texts. constructed informational
texts by applying the
writing process and while
phrases in a vocabulary
notebook and then demonstrating an ability to
writing a text using justify ones position on an
three words from your argument through carefully
vocabulary notebook. selected information and
appropriate language, tone

Exchanging writing in and evidence.

suggestions about I.EFL.5.15.1.
things that could be
improved.
duce well-constructed
Language through the informational texts by
Arts applying the writing process
and while demonstrating an
Evaluating and ability to justify ones
assessing the position on an argument
effectiveness of group through carefully selected
work by answering a set information and appropriate
of questions. (Example: language, tone and evidence.
Who always (I.2, I.3, I.4, S.3, J.1)
participates? Who gets
the things the group
needs? Who asks good CE.EFL.5.19.
questions?, etc.) Engage in collaborative
activities through a variety
Selecting desirable of student groupings in
behaviors for group order to solve problems and
work from a list and reflect on literary texts,
reaching a consensus as
a group for the three
most important. evaluating the effectiveness
of the group.
Writing a checklist in
pairs to use to I.EFL.5.19.1.
evaluate another Learners can engage in
groups project.
collaborative activities
Discussing rules and through a variety of student
norms for a group groupings in order to solve
project before the problems and reflect on
project begins. literary texts, and produce

(Example: Dont criteria for evaluating the

interrupt others, Do effectiveness of the group.
your work on time, (I.1, I.2, S.2, S.3, S.4,
Dont make negative
J.3, J.4)
remarks, etc.)
4 Traveling You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
the World Demonstrate Cultural Awareness Display an understanding of
give and ask for mindfulness, empathy, the integrity of different
Reflecting on
directions and tolerance and an cultures by sharing
differences between
information in a overall respect for the people from other experiences and by
polite way. integrity of cultures countries and regions. participating in class
in daily classroom activities and discussions
ask people to agree activities. Watching a video about in a way that shows empathy
with you. how people live in and respect for others.
EFL 5.2.3 Ecuador or another
country, and taking
give emphasis to Follow main ideas in I.EFL.5.1.1.
notes on the cultural
descriptions topics covered in other practices mentioned, Learners can demonstrate an
and comparisons. curricular subjects then leading a understanding of the
with the help of visual discussion in small integrity of different cul-
support, using concepts groups. tures by sharing experiences
and vocabulary that and by participating in
have been studied in Oral class activities and
advance. Communication:(Listenin discussions in a way that
g and Speaking)
shows empathy and respect
EFL 5.2.14 for others. (I.3, S.1, S.2,
Request and provide Listening to a short J.1, J.3)
information and dialogue and then
assistance orally for writing and acting out CE.EFL.5.6.
personal, social and a similar dialogue, Listening for Information:
academic purposes in using some of the same Deal with practical,
phrases and
order to clarify and everyday communication

extend meaning in expressions. (Example: demands in familiar social

spoken interactions. a dialogue between two and academic contexts,
friends asking about including following
EFL 5.3.6 each others future
directions in class
vacation plans, etc.)
Display an appreciation activities and identifying
of the language by Asking and answering main ideas in other
interacting and en- questions about unique curricular subjects when
gaging with a variety or interesting things given sufficient support.
of digital and print one has experienced.
texts and resources and I.EFL.5.6.1.
by selecting and Learners can deal with prac-
Comparing answers in
evaluating these pairs or small groups. tical, everyday
materials as a means to communication demands in
promote and strengthen Conducting a role play familiar social and academic
literacy skills and between two students on contexts, such as following
language acquisition. a given topic. directions in class
(Example: talking about activities and identifying
future plans, finding
EFL 5.4.9 main ideas in other
common free time
Use a variety of oral, activities, playing a curricular subjects when
print and electronic guessing game, etc.) given sufficient support.
forms for writing to (I.1, I.3, S.1)
others or for writing Conducting a class
for self, applying the survey where learners CE.EFL.5.8.
ask each other about a
conventions of social Interaction Interpersonal:
familiar topic and
writing. (Example: record each others Respond to and build on
notes, invitations, answers. (Example: other peoples ideas in
emails, blog entries Whats your favorite extended conversations on
and comments, notes to sport? Do you have a familiar social and academic
self, etc.) favorite team? What topics by expressing
sports do you play? opinions and feelings and
Have you ever gotten
EFL 5.5.10 clarifying meaning.
hurt?, etc.) Sharing a
Evaluate and recommend few things about their

a literary text classmates answers. I.EFL.5.8.1.

(written, oral, online, (Example: Marco loves Learners can respond to and
in video or in print) soccer. Hes a build on other peoples
Barcelona fan. He plays
or a favorite activity ideas in extended
soccer every day in
to a peer. recess, but last week conversations on familiar
he sprained his ankle social and academic topics
and he cant play right by expressing opinions and
now, etc.) feelings and clarifying
meaning. (I.3, I.4, S.1,
J.3, J.4)
Working in pairs to
complete an information
gap activity. CE.EFL.5.12.
Engage with a variety of
digital and print texts and
Listening to another resources by evaluating and
learners answers in detecting complexities and
class and responding discrepancies in the
appropriately. (Exa-
information in order to find
mple: giving praise,
correcting an error, the most appropriate sources
asking a follow-up to support an idea or
question, etc.) argument.
Reading I.EFL.5.12.1.
Learners can engage with a
Recommending an
informational web site variety of digital and print
to another learner. texts and resources by
evaluating and detecting
Creating a class list complexities and
of reliable sources of discrepancies in the
information and information in order to find
publishing it online or
the most appropriate sources
displaying it on a
poster in class. to support an idea or

argument. (I.2, I.4, J.3)

Identifying unreliable
resources on the CE.EFL.5.13.
Internet.
Produce emails, blog posts
Writing and other written texts
using an effective voice and
Looking at a map or GPS a variety of appropriate
and writing the writing styles and
directions to get from conventions.
one place to another.
I.EFL.5.13.1.
Arts Learners can produce emails,
blog posts and other written
Using a rubric as a texts using an effective
model to write ones voice and a variety of
own rubric. appropriate writing styles
and conventions. (I.3, S.3,
Discussing how visual
J.2)
presentation can change
your response to a
literary text. CE.EFL.5.18.
(Example: listening to Use a range of criteria to
a song and then evaluate and recommend
watching the video and literary texts to others,
discussing how/if your
and recognize how chosen
response changed, etc.)
criteria affects evaluation.
Reading a classmates
writing and offering a I.EFL.5.18.1.
positive observation. Learners can use a variety
of criteria for evaluating
and recommending literary
texts to others, and
recognize how chosen


(S.1, S.4, J.2, J.4)
5 News You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
Media Demonstrate Cultural Awareness Display an understanding of
tell and react to mindfulness, empathy, the integrity of different
news. tolerance and an cultures by sharing
Reading a story about
overall respect for the experiences and by
another culture and
describe natural integrity of cultures responding to the main participating in class
disasters and in daily classroom ideas with a short activities and discussions
extreme weather. activities. opinion. in a way that shows empathy
and respect for others.
talk about inventors, EFL 5.2.3 Oral
inventions, artists Follow main ideas in Communication:(Listenin I.EFL.5.1.1.
and artwork. topics covered in other g and Speaking) Learners can demonstrate an
curricular subjects understanding of the
with the help of visual integrity of different cul-
Listening to a short
support, using concepts dialogue and then tures by sharing experiences
and vocabulary that writing and acting out and by participating in
have been studied in a similar dialogue, class activities and
advance. using some of the same discussions in a way that
phrases and shows empathy and respect
EFL 5.2.14 expressions. (Example: for others. (I.3, S.1, S.2,
a dialogue between two
Request and provide J.1, J.3)
friends asking about
information and each others future
assistance orally for vacation plans, etc.) CE.EFL.5.6.
personal, social and Listening for Information:
academic purposes in Asking and answering Deal with practical,
order to clarify and questions about unique everyday communication
or interesting things
extend meaning in demands in familiar social
one has experienced.
spoken interactions. and academic contexts,

Comparing answers in including following

EFL 5.3.6 pairs or small groups. directions in class
Display an appreciation activities and identifying
Conducting a role play
of the language by main ideas in other
between two students on
interacting and en- a given topic. curricular subjects when
gaging with a variety (Example: talking about given sufficient support.
of digital and print future plans, finding
texts and resources and common free time I.EFL.5.6.1.
by selecting and activities, playing a Learners can deal with prac-
evaluating these guessing game, etc.) tical, everyday
materials as a means to communication demands in
Conducting a class
promote and strengthen survey where learners familiar social and academic
literacy skills and ask each other about a contexts, such as following
language acquisition. familiar topic and directions in class
record each others activities and identifying
EFL 5.4.9 answers. (Example: main ideas in other
Use a variety of oral, Whats your favorite curricular subjects when
sport? Do you have a
print and electronic given sufficient support.
favorite team? What
forms for writing to sports do you play? (I.1, I.3, S.1)
others or for writing Have you ever gotten
for self, applying the hurt?, etc.) Sharing a CE.EFL.5.8.
conventions of social few things about their Interaction Interpersonal:
writing. (Example: classmates answers. Respond to and build on
(Example: Marco loves
notes, invitations, other peoples ideas in
soccer. Hes a
emails, blog entries Barcelona fan. He plays extended conversations on
and comments, notes to soccer every day in familiar social and academic
self, etc.) recess, but last week topics by expressing
he sprained his ankle opinions and feelings and
EFL 5.5.10 and he cant play right clarifying meaning.
Evaluate and recommend now, etc.)
a literary text I.EFL.5.8.1.
(written, oral, online, Working in pairs to Learners can respond to and

in video or in print) complete an information build on other peoples

or a favorite activity gap activity. ideas in extended
to a peer. conversations on familiar
social and academic topics
Listening to another
learners answers in by expressing opinions and
class and responding feelings and clarifying
appropriately. (Exa- meaning. (I.3, I.4, S.1,
mple: giving praise, J.3, J.4)
correcting an error,
asking a follow-up CE.EFL.5.12.
question, etc.)
Engage with a variety of
digital and print texts and
Reading
resources by evaluating and
Recommending an detecting complexities and
informational web site discrepancies in the
to another learner. information in order to find
the most appropriate sources
Creating a class list to support an idea or
of reliable sources of
argument.
information and
publishing it online or
displaying it on a I.EFL.5.12.1.
poster in class. Learners can engage with a
variety of digital and print
Identifying unreliable texts and resources by
resources on the evaluating and detecting
Internet.
complexities and
Writing discrepancies in the
information in order to find
Watching a video about the most appropriate sources
a natural disaster and to support an idea or
writing a blog entry argument. (I.2, I.4, J.3)
asking for people to

help with donations. CE.EFL.5.13.

Produce emails, blog posts
Making a poster for a and other written texts
school campaign to
increase awareness
about earthquake a variety of appropriate
safety. writing styles and
conventions.
Arts I.EFL.5.13.1.
Learners can produce emails,
Using a rubric as a blog posts and other written
model to write ones
texts using an effective
own rubric.
voice and a variety of
Discussing how visual appropriate writing styles
presentation can change and conventions. (I.3, S.3,
your response to a J.2)
literary text.
(Example: listening to CE.EFL.5.18.
a song and then
Use a range of criteria to
watching the video and
discussing how/if your evaluate and recommend
response changed, etc.) literary texts to others,
Reading a classmates criteria affects evaluation.
writing and offering a
positive observation. I.EFL.5.18.1.
Learners can use a variety
(S.1, S.4, J.2, J.4)

6 A Tech- You will learn how to EFL 5.1.2 Communication and CE.EFL.5.1. 6
World Demonstrate Cultural Awareness Display an understanding of
talk about Internet mindfulness, empathy, the integrity of different
habits and tolerance and an Reading a story about cultures by sharing
another culture and
wishes. overall respect for the experiences and by
responding to the main
integrity of cultures ideas with a short participating in class
give instructions to in daily classroom opinion. activities and discussions
use activities. in a way that shows empathy
technology. Oral and respect for others.
EFL 5.2.3 Communication:(Listenin
give opinions about Follow main ideas in g and Speaking) I.EFL.5.1.1.
technology. topics covered in other Learners can demonstrate an
Listening to a short
curricular subjects understanding of the
dialogue and then
with the help of visual writing and acting out integrity of different cul-
support, using concepts a similar dialogue, tures by sharing experiences
and vocabulary that using some of the same and by participating in
have been studied in phrases and class activities and
advance. expressions. (Example: discussions in a way that
a dialogue between two shows empathy and respect
friends asking about
EFL 5.2.14 for others. (I.3, S.1, S.2,
each others future
Request and provide vacation plans, etc.) J.1, J.3)
information and
assistance orally for Asking and answering CE.EFL.5.6.
personal, social and questions about unique Listening for Information:
academic purposes in or interesting things Deal with practical,
one has experienced. everyday communication
order to clarify and
extend meaning in demands in familiar social
Comparing answers in
spoken interactions. and academic contexts,
pairs or small groups.
including following
EFL 5.3.6 Conducting a role play directions in class

Display an appreciation between two students on activities and identifying

of the language by a given topic. main ideas in other
interacting and en- (Example: talking about curricular subjects when
future plans, finding
gaging with a variety given sufficient support.
common free time
of digital and print activities, playing a
texts and resources and guessing game, etc.) I.EFL.5.6.1.
by selecting and Learners can deal with prac-
evaluating these Conducting a class tical, everyday
materials as a means to survey where learners communication demands in
promote and strengthen ask each other about a familiar social and academic
familiar topic and
literacy skills and contexts, such as following
record each others
language acquisition. answers. (Example: directions in class
Whats your favorite activities and identifying
EFL 5.4.9 sport? Do you have a main ideas in other
Use a variety of oral, favorite team? What curricular subjects when
print and electronic sports do you play? given sufficient support.
forms for writing to Have you ever gotten (I.1, I.3, S.1)
hurt?, etc.) Sharing a
others or for writing
few things about their
for self, applying the classmates answers. CE.EFL.5.8.
conventions of social (Example: Marco loves Interaction Interpersonal:
writing. (Example: soccer. Hes a Respond to and build on
notes, invitations, Barcelona fan. He plays other peoples ideas in
emails, blog entries soccer every day in extended conversations on
recess, but last week familiar social and academic
and comments, notes to
he sprained his ankle
self, etc.) topics by expressing
and he cant play right
now, etc.) opinions and feelings and
EFL 5.5.10 clarifying meaning.
Evaluate and recommend Working in pairs to
a literary text complete an information I.EFL.5.8.1.
(written, oral, online, gap activity. Learners can respond to and
in video or in print) build on other peoples
Listening to another
or a favorite activity ideas in extended
learners answers in

to a peer. class and responding conversations on familiar

appropriately. (Exa- social and academic topics
mple: giving praise, by expressing opinions and
correcting an error,
feelings and clarifying
asking a follow-up
question, etc.) meaning. (I.3, I.4, S.1,
J.3, J.4)
Reading
CE.EFL.5.12.
Recommending an Engage with a variety of
informational web site digital and print texts and
to another learner. resources by evaluating and
detecting complexities and
Creating a class list
of reliable sources of discrepancies in the
information and information in order to find
publishing it online or the most appropriate sources
displaying it on a to support an idea or
poster in class. argument.
Identifying unreliable
I.EFL.5.12.1.
resources on the
Internet. Learners can engage with a
variety of digital and print
Writing texts and resources by
evaluating and detecting
Researching and writing complexities and
a short paragraph about discrepancies in the
a new topic and using information in order to find
appropriate references the most appropriate sources
to support your ideas.
to support an idea or
Making posters in small argument. (I.2, I.4, J.3)
groups of new phrases
and expressions in CE.EFL.5.13.
order to display in the Produce emails, blog posts

classroom. and other written texts

Language through the a variety of appropriate
Arts
writing styles and
Using a rubric as a conventions.
model to write ones
own rubric. I.EFL.5.13.1.
Learners can produce emails,
Discussing how visual blog posts and other written
presentation can change texts using an effective
your response to a
voice and a variety of
literary text.
(Example: listening to appropriate writing styles
a song and then and conventions. (I.3, S.3,
watching the video and J.2)
discussing how/if your
response changed, etc.) CE.EFL.5.18.
Use a range of criteria to
Reading a classmates
evaluate and recommend
writing and offering a
positive observation. literary texts to others,
I.EFL.5.18.1.
Learners can use a variety
(S.1, S.4, J.2, J.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

Herrera, S. (2011). Crossing the Vocabulary Bridge. New York, United States: Teachers
College Press.
Herrera, S. (2011). Mastering ESL/EFL Methods. Kansas, United States: Pearson
Education.
MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum
for Educacin General Bsica Elemental. Quito, Ecuador: MinEdu.
Munoz, J. (2016). English A2.2. Quito, Ecuador: Grupo Editorial Norma SA
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:
Signature: Signature: Signature:
Date: September 30th, 2016 Date: Date:


Annual Plan 1 Bachi

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Annual Plan 1 Bachi

Enviado por

Direitos autorais:

Formatos disponíveis

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

CURRICULAR ANNUAL PLAN

OG.EFL 2 O.EFL 5.2

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

interactions. Listening to and and by participating in

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

the writing process) familiar content area

Reading a text and I.EFL. 5.10.1.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

using a checklist to Learners can find specific

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

needs? Who asks good information and appropriate

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

perspectives of cross-cultural participating in class

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

and showing ducts and referents from

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

to produce well-con- three, etc.) (I.1, I.3, S.1)

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Arts I.EFL. 5.10.1.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

through carefully selected

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

articles, narratives, language, turn-taking, Learners can deal with prac-

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

content area subject Find specific information

Completing an online I.EFL. 5.10.1.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Exchanging writing in and evidence.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

(Example: Dont criteria for evaluating the

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

extend meaning in expressions. (Example: demands in familiar social

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

a literary text classmates answers. I.EFL.5.8.1.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

argument. (I.2, I.4, J.3)

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

criteria affects evaluation.