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SUBSECRETARIA DE FUNDAMENTOS EDUCATIVOS

DIRECCIÓN NACIONAL DE CURRÍCULO

ANNUAL PLAN CURRICULUM (APC)


-

“EMILIO ISAIAS ABIHANNA” ACADEMIC


YEAR:
SCHOOL 2017 - 2018
ANNUAL PLAN CURRICULUM
1. INFORMATION DATA:
Area: English as a Foreign Language Subject: English
Teacher’s: Lic. Ximena Naula
Grade/course: 3nd BGU Science (B) Education Level: B1.1
2. TIME
Weekly course load No. of working hours Learning evaluation and Total class weeks Total periods
unexpected issues
3 hours 120 hours / 40 weeks 12 hours / 4 weeks 36 weeks 108 hours
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful
Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive and inquisitive manner, maturely, and openly experiencing other cultures and languages
manner, maturely, and openly experiencing other cultures and languages from the secure from the secure standpoint of their own national and cultural identity.
standpoint of their own national and cultural identity. O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different
OG.EFL 2 cultures to comprehend the role of diversity in building an intercultural and multinational
Draw on this established propensity for curiosity and tolerance towards different cultures to society.
comprehend the role of diversity in building an intercultural and multinational society. O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and
OG.EFL 3 critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking perspective of their own L1 and of language use for communication and learning.
skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability
own L1 and of language use for communication and learning. to independently access further (language) learning and practice opportunities. Respect
OG.EFL 4 themselves and others within the communication process, cultivating habits of honesty
Deploy a range of learning strategies, thereby increasing disposition and ability to and integrity into responsible academic behavior.
independently access further (language) learning and practice opportunities. Respect O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written
themselves and others within the communication process, cultivating habits of honesty and dialogue with peers from different L1 backgrounds on work, study, or general topics of
integrity into responsible academic behavior. common interest, expressing ideas and opinions effectively and appropriately.
OG.EFL 5 O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and

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Directly access the main points and important details of up-to date English language texts, such informal social situations with a limited but effective command of the spoken language.
as those published on the web, for professional or general investigation, through the efficient
use of ICT and reference tools where required.
OG.EFL 6
Through selected media, participate in reasonably extended spoken or written dialogue with
peers from different L1 backgrounds on work, study, or general topics of common interest,
expressing ideas and opinions effectively and appropriately.
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a range of formal and informal social
situations with a limited but effective command of the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES:
1. Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, etc.
2. Civic and democratic formation
3. Environmental protection
4. Health care and recreation habits of the students
5. Sexual education for teenagers
5. DEVELOPMENT OF PLANNING UNITS
N. Name of Specific objectives of the Skills and Contents Methodology orientation Evaluation Criteria and Indicators Time in
º the Unit Planning Unit Performance weeks
Criteria
1. Breaking O.EFL 5.4 Deploy a range of Communication and CLIL Communication and Cultural CE.EFL.5.2 Demonstrate an ability to discuss 6 weeks
News learning strategies, thereby Cultural Awareness • Awareness culture by analyzing cultural products and
increasing disposition and EFL 5.1.5 Identify, Newspape • Recognizing instances of referents from Ecuador and other countries
ability to independently discuss and analyze r Sections discrimination or prejudice in one’s while making informed choices about and
access further (language) cultural products from • News daily life and analyzing reasons for taking action on issues of prejudice and
learning and practice Ecuador and beyond Writing them in small groups. discrimination.
opportunities. Respect and use them to and • Inviting a guest speaker from CE.EFL.5.8 Interaction – Interpersonal:
themselves and others explore the Reporting another country to class and asking Respond to and build on other people’s
within the communication perspectives of the • School and answering questions about ideas in extended conversations on familiar
process, cultivating habits of culture. World his/her culture/country. social and academic topics by expressing
honesty and integrity into Oral Communication: Vocabulary • Researching through the Internet opinions and feelings and clarifying
responsible academic (Listening and • Sections about other cultures and ways meaning.
behavior. Speaking) of a of life and presenting them to the CE.EFL.5.12 Engage with a variety of digital

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O.EFL 5.6 Through selected EFL 5.2.11 Express Newspape class using digital tools. and print texts and resources by evaluating
media, participate in opinions on abstract r • Working in small groups to and detecting complexities and
reasonably extended spoken topics, such as film and • Words complete a cultural project discrepancies in the information in order to
or written dialogue with music, and concrete related to find the most appropriate sources to
peers from different L1 topics, such as news Oral Communication: (Listening and support an idea or argument.
backgrounds on personal experiences, writing Speaking) CE.EFL.5.14 Identify, critically evaluate and
work, study, or general while describing one’s and • Playing a conversation game, recommend a variety of potential resources
topics of common interest, reactions to them and reporting where learners move their tokens and references, including digital tools that
expressing ideas and others’ opinions. Grammar around the board after choosing a support collaboration and productivity, for
opinions effectively and Reading • Simple card and answering the question. educational and academic use.
appropriately. EFL 5.3.4 Find the most Present • Listening to another learner’s CE.EFL.5.15 Plan and produce well-
O.EFL 5.7 Interact quite important information and Simple answers in class and responding constructed informational texts by applying
clearly, confidently, and in print or online Past tenses appropriately. the writing process and while
appropriately in a range of sources in order to • Present • Working in pairs to complete an demonstrating an ability to justify one’s
formal and informal social support an idea or Perfect information gap activity. position on an argument through carefully
situations with a limited but argument. (Example: and Past • Doing a mingle activity where selected information and appropriate
effective Internet search Perfect learners ask and answer questions language, tone and evidence.
command of the spoken engines, online tenses about things they have or haven’t CE.EFL.5.19 Engage in collaborative activities
language advertising, online or done, in order to extend the through a variety of student groupings in
print exchange. order to solve problems and reflect on
timetables, web pages, • Establishing a clear expectation of literary texts, and produce criteria for
posters, adverts, English Informal assessment evaluating the effectiveness of the group.
catalogues, etc.) could involve personal notes from
Writing the teacher to learners who use Performance Indicators
EFL 5.4.4 Select and L2 regularly. Communication and Cultural Awareness
make effective use of a Reading I.EFL.5.2.1 Learners can exhibit an ability to
range of digital tools to • Read quickly looking for words discuss culture by analyzing cultural
write, edit, revise and each paragraph. products and referents from Ecuador and
publish written work in • Writing new words and phrases in a other countries while making informed
a way that supports vocabulary notebook and then choices about and taking action on issues of
collaboration, learning writing a text using three words from prejudice and discrimination. (I.1, I.2, S.2,
and productivity. your vocabulary notebook. J.1, J.3)
(Example: image • Identifying unreliable resources on Oral Communication
editing, Google Drive, the Internet. I.EFL.5.12.1 Learners can engage with a
infographic makers, • Reading about a topic and then variety of digital and print texts and

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audio and video identifying reference materials. resources by evaluating and detecting
editing, presentation • Printing out the results of a search complexities and discrepancies in the
apps, etc.) and having learners discuss which information in order to find the most
EFL 5.4.7 Use the results seem the most appropriate appropriate sources to support an idea or
process of prewriting, and why. argument. (I.2, I.4, J.3)
drafting, revising, peer Writing Reading
editing and • Finding a variety of online I.EFL.5.12.1 Learners can engage with a
proofreading (i.e., “the references to practice a grammar variety of digital and print texts and
writing process”) to structure, then recommending the resources by evaluating and detecting
produce well- best one to the class. complexities and discrepancies in the
constructed • Using new words or information information in order to find the most
informational texts. from a class lesson and creating an appropriate sources to support an idea or
Language through the online game to practice them, then argument. (I.2, I.4, J.3)
Arts sharing and playing the Writing
EFL 5.5.9 Engage in game with the rest of the class. I.EFL.5.18.1 Learners can use a variety of
collaborative activities • Reading a dialogue which serves as criteria for evaluating and recommending
through a variety of a model text, then writing a similar literary texts to others, and recognize how
student groupings to dialogue on a different topic while chosen criteria affects evaluation. (S.1, S.4,
share, reflect on, implementing new J.2, J.4) I.EFL.5.18.1 Learners can use a
express and interpret words/expressions from the unit. variety of criteria for evaluating and
opinions and Language through the Arts recommending literary texts to others, and
evaluations of a range • Assigning roles for a group project recognize how chosen criteria affects
of literary texts. • Creating literature circles where evaluation. (S.1, S.4, J.2, J.4) Language
(Example: small learners have the freedom to say through the Arts
groups, cooperative anything they want about a text from I.EFL.5.19.1 Learners can engage in
learning groups, class or outside of class. collaborative activities through a variety of
literature circles, • Reflecting on the effectiveness of student groupings in order to solve
process writing groups, the group’s work after a project problems and reflect on literary texts, and
etc.) and deciding what changes need to produce criteria for evaluating the
be made in order to improve on the effectiveness of the group. (I.1, I.2, S.2, S.3,
next project. S.4, J.3, J.4)

2. Healthy O.EFL 5.2 Draw on this Communication and CLIL Communication and Cultural CE.EFL.5.1 Display an understanding of the 6 weeks
Life, established propensity for Cultural Awareness • Healthy Awareness integrity of different cultures by sharing
Healthy curiosity and tolerance EFL 5.1.1 Display an Habits • Researching schooling from other experiences and by participating in class

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World towards different cultures to understanding of the • Earth cultures and presenting them on a activities and discussions in a way that
comprehend the role of relationship between Resources class blog. shows empathy and respect for others.
diversity in building an the practices and Vocabulary • Responding sensitively to a peer’s CE.EFL.5.5 Listening for Meaning: Identify
intercultural and perspectives of • Words opinion about a text read in class. the main idea in a variety of audio
multinational society. different cultures by related to • Watching a video and identifying recordings (e.g., interviews, radio ads, news
O.EFL 5.6 Through selected recognizing and healthy desirable language use. reports, etc.) and deduce the meanings of
media, participate in sharing cross-cultural habits, • Comparing nonverbal and body unfamiliar phrases and words in familiar
reasonably extended spoken experiences and ideas. earth language between L1 and L2 contexts, provided speech is clear and
or written dialogue with Oral Communication: resources, cultures. visuals help support meaning.
peers from different L1 (Listening and and • Sharing a cross-cultural experience CE.EFL.5.10 Find specific information and
backgrounds on Speaking) environme (such as traveling, trying a identify the main points in simple,
work, study, or general EFL 5.2.2 Identify the ntal new food, meeting someone from straightforward texts on subjects of
topics of common interest, main idea and some degradatio another country) in pairs or as a personal interest or familiar academic topics
expressing ideas and details of recorded n class. while making informed decisions about
opinions effectively and news reports, Grammar Oral Communication: (Listening and one’s own reaction to the text.
appropriately. documentaries and • Past Speaking) CE.EFL.5.14 Identify, critically evaluate and
O.EFL 5.7 Interact quite interviews reporting on Modals: • Using context clues to deduce the recommend a variety of potential resources
clearly, confidently, and seasonal festivities, must / meaning of an expression in a and references, including digital tools that
appropriately in a range of environmental issues, could / conversation between a waiter and a support collaboration and productivity, for
formal and informal social food and international might / customer. educational and academic use.
situations with a limited but customs, climate, • Relative • Listening to a radio ad and CE.EFL.5.19 Engage in collaborative activities
effective command of the weather, etc., where clauses: identifying the product being sold. through a variety of student groupings in
spoken language. the visuals support the who / • Using pictures and other visuals to order to solve problems and reflect on
commentary. where / predict the main idea of a short literary texts, and produce criteria for
Reading that conversation evaluating the effectiveness of the group.
EFL 5.3.8 Identify and • Establishing a clear expectation of
understand the main English use for classroom functions. Performance Indicators
points in Informal assessment could involve Communication and Cultural Awareness
straightforward texts personal notes from the teacher to I.EFL.5.1.1 Learners can demonstrate an
on subjects of personal learners who use L2 regularly. understanding of the integrity of different
interest or familiar Reading cultures by sharing experiences and by
academic topics. • Reading two short simple cross participating in class activities and
Writing curricular texts and using them to discussions in a way that shows empathy
EFL 5.4.2 Identify a support one’s own argument or and respect for others. (I.3, S.1, S.2, J.1, J.3)
variety of types and hypothesis. Oral Communication

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formats of potential • Agreeing or disagreeing with a I.EFL.5.5.1 Learners can identify the main
resources and the strong opinion stated in a text and idea in a variety of audio recordings (e.g.,
value, purpose and giving reasons for one’s own interviews, radio ads, news reports, etc.)
audience of each for response. and deduce the meanings of unfamiliar
use in the educational • Reading a text and answering phrases and words in familiar contexts
domain. (Example: information questions. where speech is clear and visuals help
audio/video, • Choosing from a list of words to support meaning. (I.3, I.4)
multimedia, website, complete gaps from a reading. Reading
database, book, Writing I.EFL. 5.10.1 Learners can find specific
thesaurus, • Finding a variety of online information and identify the main points in
scholarly/popular, references to practice a grammar simple, straightforward texts on subjects of
current/historical, etc.) structure, then recommending the personal interest or familiar academic topics
Language through the best one to the class. while making informed decisions about
Arts • Identifying the best resources for a one’s own reaction to the text. (I.1, I.2, S.2)
EFL 5.5.8 Contribute to writing project in pairs. Writing
team projects to • Using a list of criteria in order to I.EFL.5.14.1 Learners can identify, critically
produce original works evaluate a web site. evaluate and recommend a variety of
and solve problems • Analyzing three different types of potential resources and references,
while effectively dictionaries. including digital tools, that support
negotiating and Language through the Arts collaboration and productivity, for
managing interactions • Analyzing three different rubrics educational and academic use. (I.1, I.2, S.3,
to accomplish social and discussing how each one might S.4) Language through the Arts
and classroom tasks. influence the way it is evaluated. I.EFL.5.19.1 Learners can engage in
• Reflecting on the effectiveness of collaborative activities through a variety of
the group’s work after a project and student groupings in order to solve
deciding what changes need to be problems and reflect on literary texts, and
made in order to improve produce criteria for evaluating the
on the next project. effectiveness of the group. (I.1, I.2, S.2, S.3,
• Participating in classroom games in S.4, J.3, J.4)
which problem-solving as a team is
important.
3. What Lies O.EFL 5.2 Draw on this Communication and CLIL Communication and Cultural CE.EFL.5.1 Display an understanding of the 6 weeks
Within Us established propensity for Cultural Awareness • Awareness integrity of different cultures by sharing
curiosity and tolerance EFL 5.1.1 Display an Character • Writing a weekly journal entry experiences and by participating in class
towards different cultures to understanding of the and about a cross-cultural experience activities and discussions in a way that

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comprehend the role of relationship between Personality • Sharing a cross-cultural experience shows empathy and respect for others.
diversity in building an the practices and • Feelings (such as traveling, trying a new food, CE.EFL.5.8 Interaction – Interpersonal:
intercultural and perspectives of and meeting someone from another Respond to and build on other people’s
multinational society. different cultures by Emotions country) in pairs or as a class. ideas in extended conversations on familiar
O.EFL 5.3 Access greater recognizing and Vocabulary • Finding recipes from other cultures social and academic topics by expressing
flexibility of mind, creativity, sharing cross-cultural • and regions and then sharing them in opinions and feelings and clarifying
enhanced linguistic experiences and ideas. Descriptor class. meaning.
intelligence, and critical Oral Communication: s of Reading two legends from different CE.EFL.5.12 Engage with a variety of digital
thinking skills through an (Listening and character regions in Ecuador and and print texts and resources by evaluating
appreciation of Speaking) and completing a chart to show the and detecting complexities and
linguistic differences. Enjoy EFL 5.2.9 Build on personality differences. discrepancies in the information in order to
an enriched perspective of others’ ideas when • Words • Brainstorming features and find the most appropriate sources to
their own L1 and of engaged in pair, group related to conventions of a genre and then support an idea or argument.
language use for or whole-class feelings reading an example in order to locate CE.EFL.5.15 Plan and produce well-
communication and discussions on and each one constructed informational texts by applying
learning. personal, social, emotions •Underlining and discussing the writing process and while
O.EFL 5.7 Interact quite community and Grammar examples of implied meanings in a demonstrating an ability to justify one’s
clearly, confidently, and academic topics. • Phrasal story position on an argument through carefully
appropriately in a range of Reading verbs Oral Communication: (Listening and selected information and appropriate
formal and informal social EFL 5.3.4 Find the most • Gerunds Speaking) language, tone and evidence.
situations with a limited but important information and • Comparing and contrasting the CE.EFL.5.17 Demonstrate and convey
effective in print or online infinitives opinions of two experts on a topic of different levels of meaning in literary texts
command of the spoken sources in order to • Prefixes personal interest. by identifying distinguishing features,
language. (CEFR B1 level). support an idea or and • Working in pairs to complete an interpreting implicit and explicit messages
argument. (Example: suffixes information gap activity. and responding in a variety of ways.
Internet search • Doing a mingle activity where Performance Indicators
engines, online learners ask and answer questions Communication and Cultural Awareness
advertising, online or about things they have or haven’t I.EFL.5.3.1 Learners can interpret cultural
print timetables, web done. and language patterns in English, including
pages, posters, adverts, • Establishing a clear expectation of nonverbal communication, and apply them
catalogues, etc.) English use for classroom in appropriate contexts. (I.3, I.4, S.1, S.2)
EFL 5.3.5 Assess, functions. Oral Communication
compare and evaluate Reading I.EFL.5.12.1 Learners can engage with a
the quality of written • To get familiar with the topic of a variety of digital and print texts and
texts and visual text, take a quick look at the resources by evaluating and detecting

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presentations using vocabulary it contains. complexities and discrepancies in the
different criteria and • Comparing and contrasting the information in order to find the most
ICT tools related to the opinions of two experts on a topic of appropriate sources to support an idea or
organization, subject personal interest. argument. (I.2, I.4, J.3)
area and purpose of a • Identifying unreliable resources on Reading
text. (Examples of text the Internet. I.EFL.5.12.1 Learners can engage with a
types: editorials, letters • Reading about a topic and then variety of digital and print texts and
to the editor, political identifying reference materials and resources by evaluating and detecting
speeches, illustrations, sources that could be used to find complexities and discrepancies in the
charts, advertisements, out more information. information in order to find the most
etc.) Writing appropriate sources to support an idea or
Writing • Finding a variety of online argument. (I.2, I.4, J.3)
EFL 5.4.3 Apply new references to practice a grammar Writing
and prior knowledge in structure, then recommending the I.EFL.5.15.1 Learners can plan and produce
order to plan and best one to the class. well-constructed informational texts by
create texts and • Using a rubric to assess the validity applying the writing process and while
determine if the new of a web site, according to one’s demonstrating an ability to justify one’s
knowledge adds value academic needs position on an argument through carefully
to or contradicts prior • Reading a dialogue which serves as selected information and appropriate
information. a model text, then writing a language, tone and evidence. (I.2, I.3, I.4,
EFL 5.4.5 Justify and similar dialogue on a different topic S.3, J.1)
explain the rationale while implementing new Language through the Arts
for a position on an words/expressions from the unit. I.EFL.5.17.1 Learners can demonstrate and
argument, using Language through the Arts convey different levels of meaning in literary
persuasive • Completing a chart with literary texts by identifying distinguishing features,
language, tone, elements from a text. interpreting implicit and explicit messages
evidence and well- • Using feelings and gestures to read and responding in a variety of ways. (I.3, I.4,
developed arguments a dialogue. J.3)
through essays, • Reading a class dialogue in three
editorials, movie and different ways.
book reviews, position • Appropriately exhibiting surprise,
papers and brochures. joy, sadness, etc., in a conversation.
Language through the • Brainstorming features and
Arts conventions of a genre and then
EFL 5.5.2 Make reading an example in order to locate

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predictions, inferences each one.
and deductions to
demonstrate different
levels of
meaning of literary
texts presented orally
or in digital form,
including literal and
implied meanings.
(Example:
summarizing,
explaining and
identifying, word
choice, symbols, points
of view, etc.)
4. For Old O.EFL 5.4 Deploy a range of Communication and CLIL Communication and Cultural CE.EFL.5.2 Demonstrate an ability to discuss 6 weeks
Times’ learning strategies, thereby Cultural Awareness • Old Awareness culture by analyzing cultural products and
Sake increasing disposition and EFL 5.1.5 Identify, Traditions • Recognizing instances of referents from Ecuador and other countries
ability to independently discuss and analyze and discrimination or prejudice in one’s while making informed choices about and
access further (language) cultural products from Customs daily taking action on issues of prejudice and
learning and practice Ecuador and beyond • life and analyzing reasons for them in discrimination.
opportunities. Respect and use them to Remarkabl small groups. CE.EFL.5.8 Interaction – Interpersonal:
themselves and others explore the e People • Inviting a guest speaker from Respond to and build on other people’s
within the communication perspectives of the and Events another country to class and asking ideas in extended conversations on familiar
process, cultivating habits of culture. • Old and answering questions about social and academic topics by expressing
honesty and integrity into Oral Communication: Times and his/her culture/country. opinions and feelings and clarifying
responsible academic (Listening and the • Researching through the Internet meaning.
behavior. Speaking) Modern about other cultures and ways of CE.EFL.5.10 Find specific information and
O.EFL 5.6 Through selected EFL 5.2.14 Request and World life and presenting them to the class identify the main points in simple,
media, participate in provide information Vocabulary using digital tools. straightforward texts on subjects of
reasonably extended spoken and assistance orally • Words • Working in small groups to personal interest or familiar academic topics
or written dialogue with for personal, social and related to complete a cultural project. while making informed decisions about
peers from different L1 academic purposes in customs, • Reading a list of actions people one’s own reaction to the text.
backgrounds on order to clarify and traditions, take and evaluating and discussing CE.EFL.5.15 Plan and produce well-
work, study, or general extend meaning in remarkabl the consequences on others constructed informational texts by applying

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topics of common interest, spoken interactions. e (including on the environment). the writing process and while
expressing ideas and Reading experience Oral Communication: (Listening and demonstrating an ability to justify one’s
opinions effectively and EFL 5.3.3 Determine s and Speaking) position on an argument through carefully
appropriately. the main conclusion in accomplish • Comparing answers in pairs or selected information and appropriate
texts which clearly ments small groups. language, tone and evidence.
argue a point of view in Grammar • Conducting a role play between CE.EFL.5.5 Listening for Meaning: Identify
order to make • Passive two students on a given topic. the main idea in a variety of audio
informed decisions Voice • Showing a movie trailer and asking recordings (e.g., interviews, radio ads, news
about one’s own • Used to learners to share their reports, etc.) and deduce the meanings of
opinion and reaction to opinions in pairs and say whether unfamiliar phrases and words in familiar
the text. they would go see that movie or not. contexts, provided speech is clear and
EFL 5.3.8 Identify and • Establishing a clear expectation of visuals help support meaning.
understand the main English use for classroom
points in functions. Performance Indicators
straightforward texts • Informal assessment could involve Communication and Cultural Awareness
on subjects of personal personal notes from the teacher to I.EFL.5.2.1 Learners can exhibit an ability to
interest or familiar learners who use L2 regularly. discuss culture by analyzing cultural
academic topics. Reading products and referents from Ecuador and
Writing • Reading a biography and putting other countries while making informed
EFL 5.4.5 Select and events on a timeline. choices about and taking action on issues of
make effective use of a • Reading a blog post and writing a prejudice and discrimination. (I.1, I.2, S.2,
range of digital tools to comment. J.1, J.3)
write, edit, revise and • Reading a short text and showing Oral Communication
publish written work in comprehension by completing the I.EFL.5.8.1 Learners can respond to and
a way that supports accompanying graphic organizer. build on other people’s ideas in extended
collaboration, learning • Comparing and contrasting the conversations on familiar social and
and productivity. opinions of two experts on a topic academic topics by expressing opinions and
(Example: image of personal interest. feelings and clarifying meaning. (I.3, I.4, S.1,
editing, Google Drive, • Identifying unreliable resources on J.3, J.4)
infographic makers, the Internet. Reading
audio and video • Reading about a topic and then I.EFL. 5.10.1 Learners can find specific
editing, presentation identifying reference materials and information and identify the main points in
apps, etc.) sources that could be used to find simple, straightforward texts on subjects of
EFL 5.4.7 Use the out more information. personal interest or familiar academic topics
process of prewriting, Writing while making informed decisions about

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drafting, revising, peer • Reading a dialogue which serves as one’s own reaction to the text. (I.1, I.2, S.2)
editing and a model text, then writing a similar Writing
proofreading (i.e., “the dialogue on a different topic while I.EFL.5.15.1 Learners can plan and produce
writing process”) to implementing new well-constructed informational texts by
produce well- words/expressions from the unit. applying the writing process and while
constructed • Completing an online graphic demonstrating an ability to justify one’s
informational texts. organizer in order to help plan a position on an argument through carefully
Language through the piece of writing. selected information and appropriate
Arts • Reading a dialogue which serves as language, tone and evidence. (I.2, I.3, I.4,
EFL 5.5.1 Compare and a model text, then writing a similar S.3, J.1)
present personal and dialogue on a different topic while Language through the Arts
formal responses to implementing new I.EFL.5.5.1 Learners can identify the main
and interpretations of words/expressions from the unit. idea in a variety of audio recordings (e.g.,
published literary texts Language through the Arts interviews, radio ads, news reports, etc.)
and the works of peers, • Explaining through pictures, and deduce the meanings of unfamiliar
referring to details and physical expression or charts (ICT) phrases and words in familiar contexts
features of the text. how a text makes the learner feel. where speech is clear and visuals help
(Example: text • Using ICT to research about a topic support meaning. (I.3, I.4)
structure, plot, ideas, of learners’ choice and writing a
events, vocabulary, short, creative story with the
etc.) findings.
5. Getting O.EFL 5.1 Encounter socio- Communication and CLIL Communication and Cultural CE.EFL.5.2 Demonstrate an ability to discuss 6 weeks
Away cultural aspects of their own Cultural Awareness • Awareness culture by analyzing cultural products and
and other countries in a EFL 5.1.3 I Find Landscape • Making a video blog to record referents from Ecuador and other countries
thoughtful and inquisitive parallels between s• comparisons and ideas from class while making informed choices about and
manner, maturely, and Ecuadorian cultural Outdoor lessons. taking action on issues of prejudice and
openly and political referents Activities • Researching and writing a short discrimination.
experiencing other cultures and those of other Vocabulary paragraph about a new topic and CE.EFL.5.5 Listening for Meaning: Identify
and languages from the countries by talking • Words using appropriate references to the main idea in a variety of audio
secure standpoint of their about holidays, related to support your ideas. recordings: interviews, radio ads, news
own national and cultural symbols, customs and holiday • Watching a video and identifying reports and deduce the meanings of
identity. schooling. destination desirable language use. unfamiliar phrases and words in familiar
O.EFL 5.6 Through selected Oral Communication: s, • Comparing nonverbal and body contexts, provided speech is clear and
media, participate in (Listening and weather, language between L1 and L2 visuals help support meaning.
reasonably extended spoken Speaking) typical cultures. CE.EFL.5.11 Identify and apply a range of

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or written dialogue with EFL 5.2.2 Identify the food, • Creating selfie videos for class reading strategies in order to make texts
peers from different L1 main idea and some activities assignments and sharing them on a meaningful and to select information within
backgrounds on work, study, details of recorded and class blog. a text that might be of practical use for
or general topics of common news reports, attractions • Writing a letter to your future self one’s own academic needs.
interest, expressing ideas documentaries and Grammar Oral Communication: (Listening and CE.EFL.5.14 Identify, critically evaluate and
and opinions effectively and interviews reporting on • Tag Speaking) recommend a variety of potential resources
appropriately. seasonal festivities, questions • Using context clues to deduce the and references, including digital tools, that
O.EFL 5.7 Interact quite environmental issues, • Reported meaning of an expression in a support collaboration and productivity, for
clearly, confidently, and food and international speech conversation between a waiter and a educational and academic use.
appropriately in a range of customs, climate, • customer. CE.EFL.5.16 Respond to and interpret
formal and informal social weather, etc., where Compound • Listening to a radio ad and literary texts, including original stories
situations with a limited but the visuals support the adjectives identifying the product being sold. written by peers, referring to details and
effective commentary. •Using pictures and other visuals to literary elements of the text.
command of the spoken Reading predict the main idea of a short
language. EFL 5.3.2 Identify and conversation. Performance Indicators
use reading strategies • Listening to a straightforward Communication and Cultural Awareness
to make informative article and correcting false I.EFL.5.2.1 Learners can exhibit an ability to
and narrative texts statements discuss culture by analyzing cultural
comprehensible and • Listening to a dialogue and products
meaningful. (Example: completing a chart with key and referents from Ecuador and other
skimming, scanning, information. (Example: problem and countries while making informed choices
previewing, reading for proposed solution, city and about and taking
main ideas and details, transportation problem action on issues of prejudice and
using structural and Reading discrimination. (I.1, I.2, S.2, J.1, J.3)
context clues, • Skimming online reference web Oral Communication
cognates, format, sites for ones that have the I.EFL.5.5.1 Learners can identify the main
sequence, etc.) information needed for a research idea in a variety of audio recordings (e.g.,
Writing project. interviews, radio ads, news reports, etc.)
EFL 5.4.4 Select and • Scanning a text for the main and deduce the meanings of unfamiliar
make effective use of a characters. phrases and words in familiar contexts
range of digital tools to • Reading about a topic and then where speech is clear and visuals help
write, edit, revise and identifying reference materials and support meaning. (I.3, I.4)
publish written work in sources that could be used to find Performance Indicators
a way that supports out more information. Communication and Cultural Awareness
collaboration, learning • Using a list to choose the best I.EFL.5.2.1 Learners can exhibit an ability to

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and productivity. sources for finding information on a discuss culture by analyzing cultural
(Example: image topic. products
editing, Google Drive, • Reading texts from different and referents from Ecuador and other
infographic makers, subject areas and choosing the best countries while making informed choices
audio and video title for each. about and taking action on issues of
editing, presentation • Underlining main ideas from texts prejudice and discrimination. (I.1, I.2, S.2,
apps, etc.) and then using them to write J.1, J.3)
Language through the questions the learner has about the Oral Communication
Arts topic. I.EFL.5.5.1 Learners can identify the main
EFL 5.5.5 Create Writing idea in a variety of audio recordings (e.g.,
original, imaginative • Finding a variety of online interviews, radio ads, news reports, etc.)
stories using references to practice a grammar and deduce the meanings of unfamiliar
appropriate vocabulary structure, then recommending the phrases and words in familiar contexts
and elements of the best one to the class. where speech is clear and visuals help
literature learners have • Collaborating on a brainstorm support meaning. (I.3, I.4)
read or heard. through the use of an online bulletin
board such as padlet.com.
• Adding pictures to a group
presentation.
• Creating a group presentation using
biteslide.com.
Language through the Arts
• Using a web site such as
storybird.com in order to produce
and share creative writing ventures.
• Writing questions the learners
would like to ask a character in the
story and using the imagined
answers to write the next scene.

6. Teenagers O.EFL 5.4 Deploy a range of Communication and CLIL Communication and Cultural CE.EFL.5.3 Interpret cultural and language 6 weeks
Matters learning strategies, thereby Cultural Awareness • Real Awareness patterns in English, including nonverbal
increasing disposition and EFL 5.1.4 Interpret and Teen • Participating in short role plays communication, and apply them in
ability to independently demonstrate Problemati using a range of verbal and appropriate contexts.
access further (language) knowledge of c nonverbal communication. CE.EFL.5.7 Production – Accuracy and

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learning and practice nonverbal and oral Situations • Talking in pairs about a video Intelligibility: Use appropriate vocabulary
opportunities. Respect communication • The learners have watched using only and language in a variety of oral interactions
themselves and others features by applying Teenage English. for a range of audiences and level-
within the communication them in appropriate Brain • Demonstrating appropriate appropriate purposes.
process, cultivating habits of contexts. (Example: use Vocabulary language use during class, group and CE.EFL.5.12 Engage with a variety of digital
honesty and integrity into of stress, intonation, • Words pair discussions and print texts and resources by evaluating
responsible academic pace, etc.) related to • Watching a video and identifying and
behavior. Oral Communication: teen life desirable language use. detecting complexities and discrepancies in
O.EFL 5.5 Directly access the (Listening and events • Comparing nonverbal and body the information in order to find the most
main points and important Speaking) Grammar language between L1 and L2 appropriate
details of up-to-date English EFL 5.2.6 Use new • First and cultures. sources to support an idea or argument.
language texts, such as words and expressions second • Creating selfie videos for class CE.EFL.5.4 Communicate effectively using a
those published on the web, which occur in conditional assignments and sharing them on a variety of media and formats, including ICT,
for conversations in the • Third class blog. by saying things in alternative ways and
professional or general personal and conditional Oral Communication: (Listening and applying self-correcting and self-monitoring
investigation, through the educational domains, • Wish Speaking) strategies when needed.
efficient use of ICT and and make use of such • Recording in-class conversations CE.EFL.5.19 Engage in collaborative activities
reference tools where terms and expressions and dialogues in order to make note through a variety of student groupings in
required. wherever appropriate of correct and appropriate language order to solve problems and reflect on
O.EFL 5.7 Interact quite and necessary. usage and intelligibility. literary texts, and produce criteria for
clearly, confidently, and Reading • Having learners make a selfie video evaluating the effectiveness of the group.
appropriately in a range of EFL 5.3.6 Display an to say what they know about a
formal and informal social appreciation of the topic before coming to class. Performance Indicators
situations with a limited but language by interacting Observing that they can say what Communication and Cultural Awareness
effective and engaging with a they want without too many long I.EFL.5.3.1 Learners can interpret cultural
command of the spoken variety of digital and pauses. and language patterns in English, including
language. print texts and • Asking the learners to read a nonverbal communication, and apply them
resources and by dialogue in pairs. Learners record in appropriate contexts. (I.3, I.4, S.1, S.2)
selecting and themselves and then listen to the Oral Communication
evaluating these recording in order to assess clarity of I.EFL.5.7.1 Learners can communicate
materials as a means sounds, production of phonemes, clearly and effectively by using appropriate
to promote and rhythm and intonation. vocabulary and language in a variety of oral
strengthen literacy Reading interactions for a range of audiences and
skills and language • Recommending an informational level-appropriate purposes. (I.2, I.3, J.2)
acquisition. web site to another learner. Reading

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Writing • Creating a class list of reliable I.EFL.5.12.1 Learners can engage with a
EFL 5.4.1 Critically sources of information and variety of digital and print texts and
evaluate information publishing it online or displaying it on resources by evaluating and detecting
from references, a poster in class. complexities and discrepancies in the
including those found • Reading two articles on the same information in order to find the most
on the web, and topic and recording discrepancies in appropriate sources to support an idea or
recommend print and the information. argument. (I.2, I.4, J.3)
digital sources to other • Comparing and contrasting the Writing
learners. opinions of two experts on a topic I.EFL.5.4.1 Learners can communicate
Language through the of personal interest. effectively using a variety of media and
Arts • Identifying unreliable resources on formats, including ICT, by saying things in
EFL 5.5.9 Engage in the Internet. alternative ways and applying self-correcting
collaborative activities .Writing and self- monitoring strategies when
through a variety of • Using new words or information needed. (I.1, I.3, J.4) Language through the
student groupings to from a class lesson and creating an Arts
share, reflect on, online game to practice them, then I.EFL.5.19.1 Learners can engage in
express and interpret sharing and playing the game with collaborative activities through a variety of
opinions and the rest of the class. student groupings in order to solve
evaluations of a range • Using social media to network with problems and reflect on literary texts, and
of literary texts. teens across the globe. produce criteria for evaluating the
(Example: small • Rating one’s self after a speaking effectiveness of the group. (I.1, I.2, S.2, S.3,
groups, cooperative activity, according to a set rubric. S.4, J.3, J.4)
learning groups, • Practicing a specific self-correcting
literature circles, strategy during a pair work activity.
process writing groups, • Recording student interactions in
etc.) class and watching them later in
order to identify behaviors the
learners need to increase and those
they need to decrease.
Language through the Arts
• Analyzing three different rubrics
and discussing how each one might
influence the way it is evaluated.
• Discussing how visual presentation
can change your response to a

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literary text.
6. BIBLIOGRAPHY/WEBGRAPHY: 7. OBSERVATIONS:
Ministry of Education. (2016, Septiembre 03). Currículo. English as a Foreign Language. Retrieved from Ministerio de Educación:
http://educacion.gob.ec/wp-content/uploads/downloads/2016/03/EFL2.2pdf

Nuñez, P. A. (2016). Teacher's book English B1.1. Quito: Norma.


DONE BY: REVISED BY: APROVED BY:
TEACHER(S): Lic. Ximena Naula NAME: NAME: Econ. Hugo Donoso
Signature: Signature: Signature:

Date: May 22, 2017 Date: May 22, 2017 Date: May 22, 2017

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