Annual Plan 2 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: 2do BGU Education Level: B1.1
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

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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)
Communication and
1 Breaking You will learn how to EFL 5.1.7 Cultural Awareness CE.EFL.5.3. 6
News Interpret and Interpret cultural and
talk about news. demonstrate knowledge Participating in short language patterns in
of nonverbal and oral role plays using a English, including nonverbal
announce a piece of communication features range of verbal and communication, and apply
news that by applying them in nonverbal communica- them in appropriate
has happened appropriate contexts. tion. contexts.
recently. (Example: use of
stress, intonation, Listening to a dialogue I.EFL.5.3.1.
pace, etc.) and identifying Learners can interpret
share life examples of humor. cultural and language
experiences. EFL 5.1.8 patterns in English, includ-
Discover and employ Demonstrating ing nonverbal communication,
alternative ways of appropriate language and apply them in
saying things in social use during class, group appropriate contexts. (I.3,
and classroom and pair discussions. I.4, S.1, S.2)
interactions. (Example: correct
intonation, natural CE.EFL.5.4.

EFL 5.2.11 pace, using modals to Communicate effectively

Express opinions on show politeness, etc.) using a variety of media and
abstract topics, such formats, including ICT, by
as film and music, and Practicing the use of saying things in alternative
concrete topics, such expressions of ways and applying self-
as personal politeness during correcting and self-
experiences, while collaborative pair and monitoring strategies when
describing ones small group work. needed.
reactions to them and
others opinions. Writing a short I.EFL.5.4.1.
conversation and Learners can communicate
EFL 5.3.3 including an effectively using a variety
Determine the main appropriate idiom. of media and formats,
conclusion in texts including ICT, by saying
which clearly argue a Participating in short things in alternative ways
point of view in order dialogues and role and applying self-correcting
to make informed plays to practice and self-monitoring
decisions about ones target language. (Exa- strategies when needed.
own opinion and mple: thanking others, (I.1, I.3, J.4)
reaction to the text. apologizing, asking for
help, greeting CE.EFL.5.8.
EFL 5.3.5 authorities, etc.) Interaction Interpersonal:
Assess, compare and Respond to and build on
evaluate the quality of Practicing the language other peoples ideas in
written texts and vi- needed to deal with a extended conversations on
sual presentations need through a mini familiar social and academic
using different role play. topics by expressing
criteria and ICT tools opinions and feelings and
related to the Paraphrasing an idea clarifying meaning.
organization, subject when a peer asks for
area and purpose of a clarification. I.EFL.5.8.1.
text. (Examples of text Learners can respond to and
types: editorials, Using a definition or build on other peoples
letters to the editor, example to explain a ideas in extended
political speeches, concept or word that conversations on familiar
illustrations, charts, one does not yet have social and academic topics
advertisements, etc.) the exact language for. by expressing opinions and

feelings and clarifying

EFL 5.4.4 Completing group work meaning. (I.3, I.4, S.1,
Select and make in a fair and honest J.3, J.4)
effective use of a manner and accepting
range of digital tools the groups decisions. CE.EFL.5.10.
to write, edit, revise Find specific information
and publish written Oral and identify the main points
work in a way that Communication:(Listenin in simple, straightforward
supports collaboration, g and Speaking) texts on subjects of
learning and personal interest or
productivity. (Example: familiar academic topics
image editing, Conducting a role play while making informed
GoogleDrive, between two students on decisions about ones own
infographic makers, a given topic. reaction to the text.
audio and video (Example: talking about
editing, presentation future plans, finding I.EFL. 5.10.1.
apps, etc.) common free time Learners can find specific
activities, playing a information and identify the
EFL 5.5.4 guessing game, etc.) main points in simple,
Read aloud with straightforward texts on
confidence, accuracy, Conducting a class subjects of personal
fluency and expression survey where learners interest or familiar
to demonstrate ask each other about a academic topics while making
understanding and to familiar topic and informed decisions about
convey an record each others ones own reaction to the
interpretation of answers. (Example: text. (I.1, I.2, S.2)
meaning. Whats your favorite
sport? Do you have a
CE.EFL.5.12.
EFL 5.5.9 favorite team? What
Engage with a variety of
Engage in collaborative sports do you play?
digital and print texts and
activities through a Have you ever gotten
resources by evaluating and
variety of student hurt?, etc.) Sharing a
detecting complexities and
groupings to share, few things about their
discrepancies in the
reflect on, express and classmates answers.
information in order to find
interpret opinions and (Example: Marco loves
the most appropriate sources
evaluations of a range soccer. Hes a
to support an idea or
of literary texts. Barcelona fan. He plays
argument.

(Example: small groups, soccer every day in

cooperative learning recess, but last week I.EFL.5.12.1.
groups, literature he sprained his ankle Learners can engage with a
circles, process and he cant play right variety of digital and print
writing groups, etc.) now, etc.) texts and resources by
evaluating and detecting
Reading complexities and
Reading a short text
and showing
to support an idea or
comprehension by
argument. (I.2, I.4, J.3)
completing the
accompanying graphic
organizer. (Example: CE.EFL.5.14.
learners read about Identify, critically
archeological ruins and evaluate and recommend a
complete a Venn variety of potential
diagram, etc.) resources and references,
including digital tools,
Reading a text on a that support collaboration
familiar content area and productivity, for
subject and answering educational and academic
information questions. use.
(Example: learners read
about foodborne I.EFL.5.14.1.
illnesses and then Learners can identify,
write three ways to critically evaluate and
prevent them, etc.) recommend a variety of po-
tential resources and
Identifying unreliable references, including
resources on the digital tools, that support
Internet. collaboration and
productivity, for
Using a rubric to educational and academic
evaluate a print or use. (I.1, I.2, S.3, S.4)
online resource.
CE.EFL.5.17.

Demonstrate and convey

Using a rubric to different levels of meaning
assess the validity of in literary texts by
a web site, according identifying distinguishing
to ones academic needs features, interpreting
implicit and explicit
Writing messages and responding in a
variety of ways.
Identifying the best
resources for a writing I.EFL.5.17.1.
project in pairs. Learners can demonstrate and
convey different levels of
Using a list of meaning in literary texts by
criteria in order to identifying distinguishing
evaluate a web site. features, interpreting
Analyzing three messages and responding in a
different types of variety of ways. (I.3, I.4,
dictionaries (e.g., J.3)
online, English-
English, English- CE.EFL.5.19.
Spanish) and giving Engage in collaborative
reasons for using each. activities through a variety
of student groupings in
Choosing the best type order to solve problems and
of dictionary to use reflect on literary texts,
for a writing project and produce criteria for
and giving your reasons evaluating the effectiveness
for the choice. of the group.
I.EFL.5.19.1.
Language through the
Arts Learners can engage in
collaborative activities
through a variety of student
Reading a class groupings in order to solve
dialogue in three problems and reflect on
different ways. literary texts, and produce

(Example: reading it as criteria for evaluating the

if you were angry, then effectiveness of the group.
as if you were sad, and (I.1, I.2, S.2, S.3, S.4,
then as if you were J.3, J.4)
extremely bored, etc.)
Appropriately
exhibiting surprise,
joy, sadness, etc., in
a conversation.
Brainstorming features
and conventions of a
genre and then reading
an
Discussing rules and

norms for a group
project before the
project begins.
(Example: Dont
interrupt others, Do
your work on time,
Dont make negative
remarks, etc.)
Creating literature
circles where learners
have the freedom to say
anything they want
about a text from class
or outside of class.
Participating in
classroom games in
which problem-solving
as a team is important.

2 Life, You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Healthy Interpret and Cultural Awareness Interpret cultural and
World speculate about demonstrate knowledge language patterns in
lifestyles in of nonverbal and oral Participating in short English, including nonverbal
the past. communication features role plays using a communication, and apply
by applying them in range of verbal and them in appropriate
express opinion and appropriate contexts. nonverbal communica- contexts.
possibility (Example: use of tion.
stress, intonation, I.EFL.5.3.1.
about past events.
pace, etc.) Listening to a dialogue Learners can interpret
and identifying cultural and language
describe people, EFL 5.1.8 patterns in English, includ-
examples of humor.
objects, and Discover and employ ing nonverbal communication,
events. alternative ways of and apply them in
Demonstrating
saying things in social appropriate language appropriate contexts. (I.3,
and classroom use during class, group I.4, S.1, S.2)
interactions. and pair discussions.
(Example: correct CE.EFL.5.4.
EFL 5.2.11 intonation, natural Communicate effectively
Express opinions on pace, using modals to using a variety of media and
abstract topics, such show politeness, etc.) formats, including ICT, by
saying things in alternative
as film and music, ways and applying self-
Practicing the use of
and concrete topics, correcting and self-
expressions of
such as personal politeness during monitoring strategies when
experiences, while collaborative pair and needed.
describing ones small group work.
reactions to them and I.EFL.5.4.1.
others opinions. Writing a short Learners can communicate
conversation and effectively using a variety
EFL 5.3.3 including an of media and formats,
Determine the main appropriate idiom. including ICT, by saying
conclusion in texts things in alternative ways
which clearly argue a Participating in short
dialogues and role and applying self-correcting
point of view in order
plays to practice and self-monitoring

to make informed target language. (Exa- strategies when needed.

decisions about ones mple: thanking others, (I.1, I.3, J.4)
own opinion and apologizing, asking for
reaction to the text. help, greeting CE.EFL.5.8.
authorities, etc.)
Interaction Interpersonal:
EFL 5.3.5
Respond to and build on
Assess, compare and Practicing the language
other peoples ideas in
evaluate the quality of needed to deal with a
extended conversations on
written texts and vi- need through a mini
familiar social and academic
role play.
sual presentations topics by expressing
using different opinions and feelings and
Paraphrasing an idea
criteria and ICT tools clarifying meaning.
when a peer asks for
related to the clarification. I.EFL.5.8.1.
organization, subject Learners can respond to and
area and purpose of a Using a definition or
example to explain a build on other peoples
text. (Examples of text ideas in extended
concept or word that
types: editorials, conversations on familiar
one does not yet have
letters to the editor, the exact language for. social and academic topics
political speeches, by expressing opinions and
illustrations, charts, Completing group work feelings and clarifying
advertisements, etc.) in a fair and honest
meaning. (I.3, I.4, S.1,
manner and accepting
the groups decisions. J.3, J.4)
EFL 5.4.4
Select and make
Oral CE.EFL.5.10.
effective use of a
Communication:(Listenin Find specific information
range of digital tools
and identify the main points
to write, edit, revise g and Speaking)
in simple, straightforward
and publish written
texts on subjects of
work in a way that Conducting a role play personal interest or
supports collaboration, between two students on familiar academic topics
learning and a given topic. while making informed
productivity. (Example: (Example: talking about decisions about ones own
image editing, future plans, finding reaction to the text.
GoogleDrive, common free time
infographic makers,

audio and video activities, playing a I.EFL. 5.10.1.

editing, presentation guessing game, etc.) Learners can find specific
apps, etc.) information and identify the
Conducting a class main points in simple,
EFL 5.5.4 survey where learners straightforward texts on
Read aloud with ask each other about a subjects of personal
confidence, accuracy, familiar topic and interest or familiar
fluency and expression record each others academic topics while making
to demonstrate answers. (Example: informed decisions about
understanding and to Whats your favorite ones own reaction to the
convey an sport? Do you have a text. (I.1, I.2, S.2)
interpretation of favorite team? What
meaning. sports do you play? CE.EFL.5.12.
Have you ever gotten Engage with a variety of
EFL 5.5.9 hurt?, etc.) Sharing a digital and print texts and
Engage in collaborative few things about their resources by evaluating and
activities through a classmates answers. detecting complexities and
variety of student (Example: Marco loves discrepancies in the
groupings to share, soccer. Hes a information in order to find
reflect on, express and Barcelona fan. He plays the most appropriate sources
interpret opinions and soccer every day in to support an idea or
evaluations of a range recess, but last week argument.
of literary texts. he sprained his ankle
(Example: small groups, and he cant play right I.EFL.5.12.1.
cooperative learning now, etc.) Learners can engage with a
groups, literature variety of digital and print
circles, process Reading texts and resources by
writing groups, etc.)
evaluating and detecting
Reading a short text complexities and
and showing
comprehension by
completing the information in order to find
accompanying graphic the most appropriate sources
organizer. (Example: to support an idea or
learners read about argument. (I.2, I.4, J.3)
archeological ruins and

complete a Venn CE.EFL.5.14.

diagram, etc.) Identify, critically
evaluate and recommend a
Reading a text on a variety of potential
familiar content area resources and references,
subject and answering including digital tools,
information questions. that support collaboration
(Example: learners read and productivity, for
about foodborne educational and academic
illnesses and then use.
write three ways to
prevent them, etc.) I.EFL.5.14.1.
Learners can identify,
Identifying unreliable critically evaluate and
resources on the recommend a variety of po-
Internet. tential resources and
references, including
Using a rubric to digital tools, that support
evaluate a print or collaboration and
online resource. productivity, for
educational and academic
Using a rubric to use. (I.1, I.2, S.3, S.4)
assess the validity of
a web site, according CE.EFL.5.17.
to ones academic needs Demonstrate and convey
different levels of meaning
Writing in literary texts by
identifying distinguishing
features, interpreting
Identifying the best implicit and explicit
resources for a writing messages and responding in a
project in pairs. variety of ways.
Using a list of I.EFL.5.17.1.

criteria in order to Learners can demonstrate and
evaluate a web site. convey different levels of
meaning in literary texts by

Analyzing three features, interpreting
different types of implicit and explicit
dictionaries (e.g., messages and responding in a
online, English- variety of ways. (I.3, I.4,
English, English- J.3)
Spanish) and giving
reasons for using each. CE.EFL.5.19.
Engage in collaborative
Choosing the best type activities through a variety
of dictionary to use of student groupings in
for a writing project order to solve problems and
and giving your reasons reflect on literary texts,
for the choice. and produce criteria for
evaluating the effectiveness
Language through the of the group.
Arts
I.EFL.5.19.1.
Reading a class Learners can engage in
dialogue in three collaborative activities
different ways. through a variety of student
(Example: reading it as groupings in order to solve
if you were angry, then problems and reflect on
as if you were sad, and
literary texts, and produce
then as if you were
extremely bored, etc.) criteria for evaluating the
effectiveness of the group.
Appropriately (I.1, I.2, S.2, S.3, S.4,
exhibiting surprise, J.3, J.4)
joy, sadness, etc., in
a conversation.
and conventions of a
an

Discussing rules and

norms for a group
project before the
project begins.
(Example: Dont
your work on time,
Dont make negative
remarks, etc.)
Creating literature
anything they want
Participating in
classroom games in
3 What Lies You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Within Us Interpret and Cultural Awareness Interpret cultural and
talk about peoples demonstrate knowledge language patterns in
characters of nonverbal and oral Participating in short English, including nonverbal
and personalities. communication features role plays using a communication, and apply
by applying them in range of verbal and them in appropriate
express feelings, appropriate contexts. nonverbal communica- contexts.
attitudes, and (Example: use of tion.
mood.
describe events in EFL 5.1.8 patterns in English, includ-
the life of examples of humor.
Discover and employ ing nonverbal communication,
famous people. alternative ways of and apply them in

saying things in social Demonstrating appropriate contexts. (I.3,

and classroom appropriate language I.4, S.1, S.2)
interactions. use during class, group
and pair discussions. CE.EFL.5.4.
EFL 5.2.5 (Example: correct Communicate effectively
Understand the main intonation, natural using a variety of media and
idea of radio and audio pace, using modals to formats, including ICT, by
recordings on subjects show politeness, etc.) saying things in alternative
of personal interest, ways and applying self-
provided speech is Practicing the use of correcting and self-
clear. expressions of monitoring strategies when
politeness during needed.
EFL 5.3.3 collaborative pair and
Determine the main small group work. I.EFL.5.4.1.
conclusion in texts Learners can communicate
which clearly argue a Writing a short effectively using a variety
point of view in order conversation and of media and formats,
to make informed including an
including ICT, by saying
decisions about ones appropriate idiom.
things in alternative ways
own opinion and
Participating in short and applying self-correcting
reaction to the text.
dialogues and role and self-monitoring
EFL 5.3.5 plays to practice strategies when needed.
Assess, compare and target language. (Exa- (I.1, I.3, J.4)
mple: thanking others,
evaluate the quality of
apologizing, asking for
written texts and vi- CE.EFL.5.5.
help, greeting
sual presentations Listening for Meaning:
authorities, etc.)
using different Identify the main idea in a
variety of audio recordings
criteria and ICT tools Practicing the language
(e.g., interviews, radio
related to the needed to deal with a
ads, news reports, etc.) and
organization, subject need through a mini
deduce the meanings of
role play.
area and purpose of a unfamiliar phrases and words
text. (Examples of text in familiar contexts,
Paraphrasing an idea
types: editorials, provided speech is clear and
when a peer asks for
visuals help support
letters to the editor, clarification.

political speeches, meaning.

illustrations, charts, Using a definition or
advertisements, etc.) example to explain a I.EFL.5.5.1.
concept or word that Learners can identify the
one does not yet have main idea in a variety of
EFL 5.4.4 the exact language for. audio recordings (e.g.,
Select and make interviews, radio ads, news
effective use of a Completing group work reports, etc.) and deduce
range of digital tools in a fair and honest the meanings of unfamiliar
to write, edit, revise manner and accepting phrases and words in
and publish written the groups decisions. familiar contexts where
work in a way that speech is clear and visuals
supports collaboration, help support meaning. (I.3,
Oral
learning and I.4)
productivity. (Example: Communication:(Listenin
image editing, g and Speaking)
CE.EFL.5.10.
GoogleDrive,
Find specific information
infographic makers, Using pictures and and identify the main points
audio and video other visuals to in simple, straightforward
editing, presentation predict the main idea texts on subjects of
apps, etc.) of a short personal interest or
conversation. familiar academic topics
EFL 5.5.4 while making informed
Read aloud with Listening to a short decisions about ones own
confidence, accuracy, conversation between reaction to the text.
fluency and expression two speakers and
to demonstrate deciding who is spea- I.EFL. 5.10.1.
understanding and to king, where they are Learners can find specific
convey an and how they feel. information and identify the
interpretation of (Example: two siblings, main points in simple,
meaning. at home, talking about straightforward texts on
household chores, etc.) subjects of personal
EFL 5.5.9 interest or familiar
Engage in collaborative Listening for specific academic topics while making
activities through a words in a conversation informed decisions about
variety of student and trying to guess the ones own reaction to the
groupings to share, meaning from the text. (I.1, I.2, S.2)

reflect on, express and context. (Example:

interpret opinions and understanding that CE.EFL.5.12.
evaluations of a range Thats too bad is an Engage with a variety of
of literary texts. expression that means digital and print texts and
(Example: small groups, Im sorry, etc.) resources by evaluating and
cooperative learning detecting complexities and
groups, literature Reading discrepancies in the
circles, process information in order to find
writing groups, etc.) the most appropriate sources
and showing to support an idea or
comprehension by argument.
completing the
accompanying graphic I.EFL.5.12.1.
organizer. (Example: Learners can engage with a
learners read about variety of digital and print
archeological ruins and texts and resources by
complete a Venn evaluating and detecting
diagram, etc.) complexities and
Reading a text on a
familiar content area information in order to find
subject and answering the most appropriate sources
information questions. to support an idea or
(Example: learners read argument. (I.2, I.4, J.3)
about foodborne
illnesses and then CE.EFL.5.14.
write three ways to Identify, critically
prevent them, etc.) evaluate and recommend a
variety of potential
Identifying unreliable resources and references,
resources on the including digital tools,
Internet. that support collaboration
and productivity, for
evaluate a print or use.
online resource.

I.EFL.5.14.1.
Using a rubric to Learners can identify,
assess the validity of critically evaluate and
a web site, according recommend a variety of po-
to ones academic needs tential resources and
Writing digital tools, that support
collaboration and
productivity, for
Identifying the best
use. (I.1, I.2, S.3, S.4)
resources for a writing
project in pairs.
CE.EFL.5.17.
Using a list of Demonstrate and convey
criteria in order to different levels of meaning
evaluate a web site. in literary texts by
Analyzing three features, interpreting
different types of implicit and explicit
dictionaries (e.g., messages and responding in a
online, English- variety of ways.
English, English-
Spanish) and giving I.EFL.5.17.1.
reasons for using each. Learners can demonstrate and
Choosing the best type meaning in literary texts by
of dictionary to use identifying distinguishing
for a writing project features, interpreting
and giving your reasons implicit and explicit
for the choice. messages and responding in a
variety of ways. (I.3, I.4,
Language through the J.3)
Arts
CE.EFL.5.19.
Reading a class activities through a variety
dialogue in three of student groupings in

different ways. order to solve problems and

(Example: reading it as reflect on literary texts,
if you were angry, then and produce criteria for
as if you were sad, and evaluating the effectiveness
then as if you were of the group.
extremely bored, etc.)
I.EFL.5.19.1.
Appropriately Learners can engage in
exhibiting surprise, collaborative activities
joy, sadness, etc., in through a variety of student
a conversation.
groupings in order to solve
Brainstorming features problems and reflect on
and conventions of a literary texts, and produce
genre and then reading criteria for evaluating the
an effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,
Discussing rules and J.3, J.4)
norms for a group
project before the
project begins.
(Example: Dont
your work on time,
Dont make negative
remarks, etc.)
Creating literature
anything they want
Participating in
classroom games in

4 For Old You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Times' Interpret and Cultural Awareness Interpret cultural and
Sake talk about changes demonstrate knowledge language patterns in
over time. of nonverbal and oral Participating in short English, including nonverbal
communication features role plays using a communication, and apply
share experiences and by applying them in range of verbal and them in appropriate
accomplishments. appropriate contexts. nonverbal communica- contexts.
(Example: use of tion.
discuss traditions. pace, etc.) Listening to a dialogue Learners can interpret
EFL 5.1.8 examples of humor. patterns in English, includ-
alternative ways of Demonstrating and apply them in
Identify the main idea pace, using modals to using a variety of media and
and some details of show politeness, etc.) formats, including ICT, by
recorded news reports, saying things in alternative
documentaries and Practicing the use of ways and applying self-
interviews reporting on expressions of correcting and self-
seasonal festivities, politeness during monitoring strategies when
environmental issues, collaborative pair and needed.
food and international small group work.
customs, climate, I.EFL.5.4.1.
weather, etc., where Writing a short Learners can communicate
the visuals support the conversation and effectively using a variety
commentary. including an of media and formats,
appropriate idiom.
including ICT, by saying
EFL 5.3.3 things in alternative ways
Participating in short

Determine the main dialogues and role and applying self-correcting

conclusion in texts plays to practice and self-monitoring
which clearly argue a target language. (Exa- strategies when needed.
point of view in order mple: thanking others,
(I.1, I.3, J.4)
to make informed apologizing, asking for
decisions about ones help, greeting
own opinion and authorities, etc.) CE.EFL.5.5.
reaction to the text. Listening for Meaning:
Practicing the language Identify the main idea in a
EFL 5.3.5 needed to deal with a variety of audio recordings
Assess, compare and need through a mini (e.g., interviews, radio
evaluate the quality of role play. ads, news reports, etc.) and
written texts and vi- deduce the meanings of
sual presentations Paraphrasing an idea unfamiliar phrases and words
using different when a peer asks for in familiar contexts,
criteria and ICT tools clarification. provided speech is clear and
related to the visuals help support
organization, subject Using a definition or meaning.
area and purpose of a example to explain a
text. (Examples of text concept or word that I.EFL.5.5.1.
types: editorials, one does not yet have Learners can identify the
letters to the editor, the exact language for. main idea in a variety of
political speeches, audio recordings (e.g.,
illustrations, charts, Completing group work interviews, radio ads, news
advertisements, etc.) in a fair and honest reports, etc.) and deduce
manner and accepting
the meanings of unfamiliar
EFL 5.4.1 the groups decisions.
Critically evaluate phrases and words in
information from Oral familiar contexts where
references, including Communication:(Listenin speech is clear and visuals
those found on the web, g and Speaking) help support meaning. (I.3,
and recommend print and I.4)
digital sources to
other learners. Using pictures and
other visuals to CE.EFL.5.10.
predict the main idea Find specific information
EFL 5.5.4
of a short and identify the main points
Read aloud with

confidence, accuracy, conversation. in simple, straightforward

fluency and expression texts on subjects of
to demonstrate Listening to a short personal interest or
understanding and to conversation between familiar academic topics
convey an two speakers and while making informed
interpretation of deciding who is spea- decisions about ones own
meaning. king, where they are reaction to the text.
and how they feel.
EFL 5.5.9 (Example: two siblings, I.EFL. 5.10.1.
Engage in collaborative at home, talking about Learners can find specific
activities through a household chores, etc.) information and identify the
variety of student main points in simple,
groupings to share, Listening for specific straightforward texts on
reflect on, express and words in a conversation subjects of personal
interpret opinions and and trying to guess the interest or familiar
evaluations of a range meaning from the academic topics while making
of literary texts. context. (Example: informed decisions about
(Example: small groups, understanding that ones own reaction to the
cooperative learning Thats too bad is an text. (I.1, I.2, S.2)
groups, literature expression that means
circles, process Im sorry, etc.) CE.EFL.5.12.
writing groups, etc.) Engage with a variety of
Reading digital and print texts and
resources by evaluating and
Reading a short text detecting complexities and
and showing discrepancies in the
comprehension by information in order to find
completing the the most appropriate sources
accompanying graphic to support an idea or
organizer. (Example: argument.
learners read about
archeological ruins and I.EFL.5.12.1.
complete a Venn Learners can engage with a
diagram, etc.) variety of digital and print
texts and resources by
Reading a text on a evaluating and detecting

familiar content area complexities and

subject and answering discrepancies in the
information questions. information in order to find
about foodborne
illnesses and then to support an idea or
write three ways to argument. (I.2, I.4, J.3)
prevent them, etc.)
CE.EFL.5.14.
Identifying unreliable Identify, critically
resources on the evaluate and recommend a
Internet. variety of potential
resources and references,
Using a rubric to including digital tools,
evaluate a print or that support collaboration
online resource. and productivity, for
Using a rubric to use.
a web site, according I.EFL.5.14.1.
to ones academic needs Learners can identify,
critically evaluate and
Writing recommend a variety of po-
tential resources and
Recommending a web site references, including
to another learner. digital tools, that support
collaboration and
Finding a variety of productivity, for
online references to educational and academic
practice a grammar use. (I.1, I.2, S.3, S.4)
structure, then recom-
mending the best one to CE.EFL.5.17.
the class. Demonstrate and convey
different levels of meaning
Language through the in literary texts by
Arts identifying distinguishing


Reading a class messages and responding in a
dialogue in three variety of ways.
different ways.
(Example: reading it as I.EFL.5.17.1.
if you were angry, then Learners can demonstrate and
as if you were sad, and convey different levels of
then as if you were meaning in literary texts by
extremely bored, etc.) identifying distinguishing
Appropriately implicit and explicit
exhibiting surprise, messages and responding in a
joy, sadness, etc., in variety of ways. (I.3, I.4,
a conversation. J.3)
Brainstorming features CE.EFL.5.19.

and conventions of a Engage in collaborative
genre and then reading activities through a variety
an of student groupings in
order to solve problems and
Discussing rules and reflect on literary texts,
norms for a group and produce criteria for
project before the evaluating the effectiveness
project begins. of the group.
(Example: Dont
interrupt others, Do I.EFL.5.19.1.
your work on time, Learners can engage in
Dont make negative collaborative activities
remarks, etc.) through a variety of student
groupings in order to solve
Creating literature
circles where learners problems and reflect on
have the freedom to say literary texts, and produce
anything they want criteria for evaluating the
about a text from class effectiveness of the group.
or outside of class. (I.1, I.2, S.2, S.3, S.4,

Participating in J.3, J.4)

classroom games in
5 Getting You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Away Interpret and Cultural Awareness Interpret cultural and
check for demonstrate knowledge language patterns in
information. of nonverbal and oral Participating in short English, including nonverbal
communication features role plays using a communication, and apply
ask for agreement. by applying them in range of verbal and them in appropriate
appropriate contexts. nonverbal communica- contexts.
report what someone stress, intonation, I.EFL.5.3.1.
has said. pace, etc.) Listening to a dialogue Learners can interpret
EFL 5.1.8 examples of humor. patterns in English, includ-
alternative ways of Demonstrating and apply them in
Deal with practical, pace, using modals to using a variety of media and
everyday communication show politeness, etc.) formats, including ICT, by
demands within familiar saying things in alternative
contexts, effectively Practicing the use of ways and applying self-
and without undue expressions of correcting and self-
effort. (Example: politeness during monitoring strategies when
meeting people, collaborative pair and needed.
extending and accepting small group work.
invitations, exchanging I.EFL.5.4.1.
information, giving Writing a short Learners can communicate
reasons, asking and conversation and effectively using a variety
answering questions including an

about routines and appropriate idiom. of media and formats,

preferences, etc.) including ICT, by saying
Participating in short things in alternative ways
EFL 5.3.3 dialogues and role
and applying self-correcting
Determine the main plays to practice
target language. (Exa- and self-monitoring
conclusion in texts
which clearly argue a mple: thanking others, strategies when needed.
point of view in order apologizing, asking for (I.1, I.3, J.4)
to make informed help, greeting
decisions about ones authorities, etc.) CE.EFL.5.6.
own opinion and Listening for Information:
reaction to the text. Practicing the language Deal with practical,
needed to deal with a everyday communication
EFL 5.3.5 need through a mini demands in familiar social
Assess, compare and role play. and academic contexts,
evaluate the quality of including following
written texts and vi- Paraphrasing an idea directions in class
sual presentations when a peer asks for activities and identifying
using different clarification. main ideas in other
criteria and ICT tools curricular subjects when
related to the Using a definition or given sufficient support.
organization, subject example to explain a
area and purpose of a concept or word that I.EFL.5.6.1.
text. (Examples of text one does not yet have Learners can deal with prac-
types: editorials, the exact language for. tical, everyday
letters to the editor, communication demands in
political speeches, Completing group work familiar social and academic
illustrations, charts, in a fair and honest contexts, such as following
advertisements, etc.) manner and accepting directions in class
the groups decisions. activities and identifying
EFL 5.4.1 main ideas in other
Critically evaluate Oral curricular subjects when
information from Communication:(Listenin given sufficient support.
references, including g and Speaking) (I.1, I.3, S.1)
those found on the web,
and recommend print and CE.EFL.5.10.
Listening to a set of
digital sources to Find specific information

other learners. instructions and and identify the main points

putting them in order. in simple, straightforward
EFL 5.5.4 texts on subjects of
Read aloud with Listening to and personal interest or
confidence, accuracy, following class familiar academic topics
fluency and expression commands. while making informed
to demonstrate decisions about ones own
understanding and to Listening to reaction to the text.
convey an instructions for a
interpretation of short project and I.EFL. 5.10.1.
meaning. carrying them out. Learners can find specific
(Example: First cut a information and identify the
EFL 5.5.9 piece off of a wooden main points in simple,
Engage in collaborative pole. Next smooth the straightforward texts on
activities through a edges. Then draw a subjects of personal
variety of student simple picture on a interest or familiar
groupings to share, piece of foam. Cut the academic topics while making
reflect on, express and picture out of the foam informed decisions about
interpret opinions and and glue it to the ones own reaction to the
evaluations of a range bottom of the wood. text. (I.1, I.2, S.2)
of literary texts. Stamp the image, etc.)
(Example: small groups, CE.EFL.5.12.
cooperative learning Reading Engage with a variety of
groups, literature digital and print texts and
circles, process Reading a short text resources by evaluating and
writing groups, etc.) and showing detecting complexities and
comprehension by discrepancies in the
completing the information in order to find
accompanying graphic the most appropriate sources
organizer. (Example: to support an idea or
learners read about argument.
archeological ruins and
complete a Venn I.EFL.5.12.1.
diagram, etc.) Learners can engage with a
variety of digital and print
Reading a text on a texts and resources by

familiar content area evaluating and detecting

subject and answering complexities and
information questions. discrepancies in the
about foodborne
illnesses and then the most appropriate sources
write three ways to to support an idea or
prevent them, etc.) argument. (I.2, I.4, J.3)
Identifying unreliable CE.EFL.5.14.

resources on the Identify, critically
Internet. evaluate and recommend a
Using a rubric to resources and references,
evaluate a print or including digital tools,
online resource. that support collaboration
assess the validity of use.
a web site, according
to ones academic needs I.EFL.5.14.1.
Learners can identify,
Writing critically evaluate and
recommend a variety of po-
Recommending a web site tential resources and
to another learner. references, including
digital tools, that support
Finding a variety of collaboration and
online references to productivity, for
practice a grammar educational and academic
structure, then recom- use. (I.1, I.2, S.3, S.4)
mending the best one to
the class. CE.EFL.5.17.
Demonstrate and convey
Language through the different levels of meaning
Arts in literary texts by

Reading a class implicit and explicit
dialogue in three messages and responding in a
different ways. variety of ways.
(Example: reading it as
if you were angry, then I.EFL.5.17.1.
as if you were sad, and Learners can demonstrate and
then as if you were convey different levels of
extremely bored, etc.) meaning in literary texts by
Appropriately features, interpreting
exhibiting surprise, implicit and explicit
joy, sadness, etc., in messages and responding in a
a conversation. variety of ways. (I.3, I.4,
J.3)
and conventions of a CE.EFL.5.19.
genre and then reading Engage in collaborative
an activities through a variety
of student groupings in
Discussing rules and order to solve problems and
norms for a group reflect on literary texts,
project before the and produce criteria for
project begins. evaluating the effectiveness
(Example: Dont of the group.
your work on time, I.EFL.5.19.1.
Dont make negative Learners can engage in
remarks, etc.) collaborative activities
through a variety of student
Creating literature groupings in order to solve
problems and reflect on
anything they want literary texts, and produce
about a text from class criteria for evaluating the
or outside of class. effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4,

Participating in J.3, J.4)

classroom games in
6 Teenage You will learn how to EFL 5.1.7 Communication and CE.EFL.5.3. 6
Matters Interpret and Cultural Awareness Interpret cultural and
talk about what you demonstrate knowledge language patterns in
will of nonverbal and oral Participating in short English, including nonverbal
normally do in real- communication features role plays using a communication, and apply
life by applying them in range of verbal and them in appropriate
situations. appropriate contexts. nonverbal communica- contexts.
talk about what you
would
generally do in EFL 5.1.8 patterns in English, includ-
unreal examples of humor.
situations. alternative ways of and apply them in
Demonstrating
express regrets and and classroom use during class, group I.4, S.1, S.2)
wishes. interactions. and pair discussions.
Deal with practical, pace, using modals to using a variety of media and
everyday communication show politeness, etc.) formats, including ICT, by
demands within familiar saying things in alternative
contexts, effectively Practicing the use of ways and applying self-
and without undue expressions of correcting and self-
effort. (Example: politeness during monitoring strategies when
meeting people, collaborative pair and needed.
extending and accepting small group work.
invitations, exchanging I.EFL.5.4.1.
information, giving Writing a short Learners can communicate
reasons, asking and conversation and effectively using a variety

answering questions including an of media and formats,

about routines and appropriate idiom. including ICT, by saying
preferences, etc.) things in alternative ways
Participating in short
and applying self-correcting
EFL 5.3.3 dialogues and role
plays to practice and self-monitoring
Determine the main
conclusion in texts target language. (Exa- strategies when needed.
which clearly argue a mple: thanking others, (I.1, I.3, J.4)
point of view in order apologizing, asking for
to make informed help, greeting CE.EFL.5.6.
decisions about ones authorities, etc.) Listening for Information:
own opinion and Deal with practical,
reaction to the text. Practicing the language everyday communication
needed to deal with a demands in familiar social
EFL 5.3.5 need through a mini and academic contexts,
Assess, compare and role play. including following
evaluate the quality of directions in class
Paraphrasing an idea activities and identifying
written texts and vi-
when a peer asks for main ideas in other
sual presentations clarification. curricular subjects when
using different
given sufficient support.
criteria and ICT tools Using a definition or
related to the example to explain a I.EFL.5.6.1.
organization, subject concept or word that Learners can deal with prac-
area and purpose of a one does not yet have tical, everyday
the exact language for.
text. (Examples of text communication demands in
types: editorials, Completing group work familiar social and academic
letters to the editor, in a fair and honest contexts, such as following
political speeches, manner and accepting directions in class
illustrations, charts, the groups decisions. activities and identifying
advertisements, etc.) main ideas in other
Oral curricular subjects when
EFL 5.4.1 Communication:(Listenin given sufficient support.
Critically evaluate g and Speaking) (I.1, I.3, S.1)
information from

references, including Listening to a set of CE.EFL.5.10.

those found on the web, instructions and Find specific information
and recommend print and putting them in order. and identify the main points
in simple, straightforward
digital sources to
Listening to and texts on subjects of
other learners. following class personal interest or
commands. familiar academic topics
EFL 5.5.4 while making informed
Read aloud with Listening to decisions about ones own
confidence, accuracy, instructions for a reaction to the text.
fluency and expression short project and
to demonstrate carrying them out. I.EFL. 5.10.1.
understanding and to (Example: First cut a Learners can find specific
convey an piece off of a wooden information and identify the
interpretation of pole. Next smooth the main points in simple,
meaning. edges. Then draw a straightforward texts on
simple picture on a subjects of personal
EFL 5.5.9 piece of foam. Cut the interest or familiar
Engage in collaborative picture out of the foam academic topics while making
activities through a and glue it to the informed decisions about
variety of student bottom of the wood. ones own reaction to the
groupings to share, Stamp the image, etc.) text. (I.1, I.2, S.2)
reflect on, express and
interpret opinions and Reading CE.EFL.5.12.
evaluations of a range Engage with a variety of
of literary texts. digital and print texts and
(Example: small groups, resources by evaluating and
and showing
cooperative learning detecting complexities and
comprehension by
groups, literature discrepancies in the
completing the
circles, process information in order to find
accompanying graphic
writing groups, etc.) the most appropriate sources
organizer. (Example:
learners read about to support an idea or
archeological ruins and argument.
complete a Venn
diagram, etc.) I.EFL.5.12.1.
Learners can engage with a

Reading a text on a variety of digital and print

familiar content area texts and resources by
subject and answering evaluating and detecting
information questions.
complexities and
about foodborne discrepancies in the
illnesses and then information in order to find
write three ways to the most appropriate sources
prevent them, etc.) to support an idea or
argument. (I.2, I.4, J.3)
Identifying unreliable
resources on the
CE.EFL.5.14.
Internet.
Identify, critically
evaluate and recommend a
Using a rubric to
evaluate a print or
resources and references,
online resource.
including digital tools,
that support collaboration
Using a rubric to
a web site, according
use.
to ones academic needs
I.EFL.5.14.1.
Writing Learners can identify,
critically evaluate and
Recommending a web site recommend a variety of po-
to another learner. tential resources and
Finding a variety of digital tools, that support
online references to collaboration and
practice a grammar productivity, for
structure, then recom- educational and academic
mending the best one to use. (I.1, I.2, S.3, S.4)
the class.
CE.EFL.5.17.
Language through the Demonstrate and convey

Arts different levels of meaning

in literary texts by
Reading a class identifying distinguishing
dialogue in three features, interpreting
different ways. implicit and explicit
(Example: reading it as messages and responding in a
if you were angry, then variety of ways.
as if you were sad, and
then as if you were I.EFL.5.17.1.
extremely bored, etc.) Learners can demonstrate and
Appropriately meaning in literary texts by
exhibiting surprise, identifying distinguishing
joy, sadness, etc., in features, interpreting
a conversation. implicit and explicit
messages and responding in a
Brainstorming features variety of ways. (I.3, I.4,
and conventions of a J.3)
an CE.EFL.5.19.
Discussing rules and activities through a variety
norms for a group of student groupings in
project before the order to solve problems and
project begins. reflect on literary texts,
(Example: Dont and produce criteria for
interrupt others, Do evaluating the effectiveness
your work on time, of the group.
Dont make negative
remarks, etc.) I.EFL.5.19.1.
Learners can engage in
Creating literature collaborative activities
circles where learners through a variety of student
have the freedom to say groupings in order to solve
anything they want
problems and reflect on
or outside of class. literary texts, and produce

criteria for evaluating the

Participating in effectiveness of the group.
classroom games in (I.1, I.2, S.2, S.3, S.4,
J.3, 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 B1.1. 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:



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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

EFL 5.2.11 pace, using modals to Communicate effectively

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

feelings and clarifying

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

(Example: small groups, soccer every day in

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Demonstrate and convey

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

(Example: reading it as criteria for evaluating the

Discussing rules and

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

to make informed target language. (Exa- strategies when needed.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

audio and video activities, playing a I.EFL. 5.10.1.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

complete a Venn CE.EFL.5.14.

Using a list of I.EFL.5.17.1.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Discussing rules and

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

saying things in social Demonstrating appropriate contexts. (I.3,

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

political speeches, meaning.

Educamos para tener Patria

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reflect on, express and context. (Example:

Educamos para tener Patria

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Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

different ways. order to solve problems and

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Determine the main dialogues and role and applying self-correcting

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

confidence, accuracy, conversation. in simple, straightforward