Annual Plan 2

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
CURRICULAR ANNUAL PLAN
ILUSTRE MUNICIPIO DEL DISTRITO METROPOLITANO DE QUITO

SECRETARÍA DE EDUCACIÓN Y CULTURA SHOOL YEAR:
UNIDAD EDUCATIVA MUNICIPAL SEBASTIAN DE BENALCAZAR 2019-2020
ANNUAL CURRICULUM PLAN
1. INFORMATIVE DATA:
AREA: ENGLISH
TEACHERS: Nancy Cardenas
GRADE/COURS SECOND A–B–C–D EDUCATION LEVEL: BGU
E:
2. TIME:
WEEKLY COURSE HOURS LEARNING EVALUATION AND UNEXPECTED TOTAL CLASS WEEKS TOTAL PERIODS
LOAD ISSUES
30 5 20 185
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and
Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other cultures and languages from the secure
inquisitive manner, maturely, and openly experiencing other cultures and languages from standpoint of their own national and cultural identity.
the secure standpoint of their own national and cultural identity. O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to
comprehend the role of diversity in building an intercultural and multinational society.
OG.EFL 2 O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical
Draw on this established propensity for curiosity and tolerance towards different cultures thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of their
to comprehend the role of diversity in building an intercultural and multinational society. own L1 and of language use for communication and learning.
OG.EFL 3 O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical independently access further (language) learning and practice opportunities. Respect themselves and
thinking skills through an appreciation of linguistic differences. Enjoy an enriched others within the communication process, cultivating habits of honesty and integrity into responsible
perspective of their L1 and of language use for communication and learning. academic behavior.
OG.EFL 4 O.EFL 5.5 Directly access the main points and important details of up-to-date English language texts,
Deploy a range of learning strategies, thereby increasing disposition and ability to such as those published on the web, for professional or general investigation, through the efficient use
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
independently access further (language) learning and practice opportunities. Respect of ICT and reference tools where required.
themselves and others within the communication process, cultivating habits of honesty and O.EF 5.6 Through selected media, participate in reasonably extended spoken or written dialogue with
integrity into responsible academic behavior. peers from different L1 backgrounds on work, study, or general topics of common interest, expressing
OG.EFL 5 ideas and opinions effectively and appropriately.
Directly access the main points and important details of up-to date. English language texts, O.EF 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social
such as those published on the web, for professional or general investigation, through the situations with a limited but effective command of the spoken language (CEFR B1 level)
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).
TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
5.UNITS TO BE DEVELOPED*
N Title of Unit Specific Contents/skills ** Methodological Orientations Evaluation Weeks
º the unit Objectives (Skills and strategies) duration
1 You will learn how to Communication and Cultural Communication and Cultural CE.EFL.5.2. Demonstrate
Breaking  Talk about news. Awareness Awareness an ability to discuss culture
News announce a piece of Display an understanding of the  Recognizing instances of by analyzing cultural 6
news that has relationship between the discrimination or prejudice in one’s products and referents from
happened recently. practices and perspectives of daily life and analyzing reasons for Ecuador and other countries
 share life experiences. different cultures in the region by them in small groups. while making informed
recognizing and sharing cross- choices about and taking
cultural experiences and ideas.  Inviting a guest speaker from another action on issues of prejudice
(Example: exclamations, country to class and asking and and discrimination.
interjections, idioms and regional answering questions about his/her
beliefs, customs and traditions in culture/country. I.EFL.5.2.1. Learners can
the region etc.) EFL 5.1.1 exhibit an ability to discuss
 Researching through the Internet culture by analyzing cultural
Oral Communication: about other cultures and ways of life products and referents from

(Listening and Speaking) and presenting them to the class Ecuador and other countries
Identify the main idea and using digital tools. while making informed
supporting details of stuff of choices about and taking
recorded news reports,  Researching through the Internet action on issues of prejudice
documentaries and interviews about other cultures and ways of life and discrimination. (I.1, I.2,
reporting on seasonal festivities, and presenting them to the class S.2, J.1, J.3)
environmental issues, food and using digital tools.
international customs, climate, CE.EFL.5.8. Interaction –
weather, etc., where the visuals Oral Communication: (Listening and Interpersonal: Respond to
support the comment about Speaking) and build on other people’s
regional issues. EFL 5.2.2 ideas in extended
Reading  Playing a conversation game, conversations on familiar
EFL 5.3.8 Identify and understand where learners move their tokens social and academic topics
the main points in straightforward around the board after choosing a by expressing opinions and
texts on subjects of personal card and answering the question feelings and clarifying
interest or familiar academic meaning.
topics.  Listening to another learner’s
Writing answers in class and responding I.EFL.5.8.1. Learners can
Identify a variety of types and appropriately. (Example: giving respond to and build on
formats of potential resources praise, correcting an error, asking other people’s ideas in
and the value, purpose and a follow-up question, etc.) extended conversations on
audience of each for use in the familiar social and academic
educational domain. (Example:  Working in pairs to complete an topics by expressing
audio/video, multimedia, website, information gap activity. opinions and feelings and
database, book, thesaurus, clarifying meaning. (I.3, I.4,
scholarly/popular,  Doing a mingle activity where S.1, J.3, J.4)
current/historical, etc.) EFL 5.4.2 learners ask and answer CE.EFL.5.12. Engage with a
questions about things they have variety of digital and print
EFL 5.4.7 Use the process of or haven’t done. Observing to see texts and resources by
prewriting, drafting, revising, peer whether the learners can interact evaluating and detecting
editing and proofreading (i.e., effectively and whether they are complexities and
“the writing process”) to produce able to ask follow up questions in discrepancies in the
well-constructed informational order to extend the exchange information in order to find
texts. the most appropriate

Language through the Arts  Establishing a clear expectation of sources to support an idea or
English use for classroom argument.
EFL 5.5.8 Contribute to team functions. (Example: greeting,
projects to produce original works requesting, thanking, asking for I.EFL.5.12.1. Learners can
and solve problems while repetition / clarification, giving engage with a variety of
effectively negotiating and instructions, offering help, digital and print texts and re-
managing interactions to comparing answers, taking leave, sources by evaluating and
accomplish social and classroom etc.) Informal assessment could detecting complexities and
tasks groups, literature circles, involve personal notes from the discrepancies in the informa-
process writing groups, etc.) teacher to learners who use L2 tion in order to find the most
regularly appropriate sources to
Reading support an idea or argument.
 Read quickly looking for words (I.2, I.4, J.3)
each paragraph
CE.EFL.5.14. Identify,
critically evaluate and
 Writing new words and phrases
recommend a variety of
in a vocabulary notebook and
potential resources and
then writing a text using three
references, including digital
words from your vocabulary
tools that support
notebook.
collaboration and
productivity, for educational
 Identifying unreliable resources
and academic use.
on the Internet.
 Reading about a topic and then CE.EFL.5.15. Plan and

identifying reference materials produce well-constructed
and sources that could be used informational texts by apply-
to find out more information. ing the writing process and
while demonstrating an
 Printing out the results of a ability to justify one’s po-
search and having learners sition on an argument
discuss which results seem the through carefully selected
most appropriate and why. information and appropriate
Writing

language, tone and

 Finding a variety of online evidence.
references to practice a grammar
structure, then recommending the I.EFL.5.14.1. Learners can
best one to the class. identify, critically evaluate
and recommend a variety of
 Using new words or information potential resources and
from a class lesson and creating references, including digital
an online game to practice them, tools that support
then sharing and playing the collaboration and
game with the rest of the class. productivity, for educational
and academic use. (I.1, I.2,
 Reading a dialogue which serves S.3, S.4)
as a model text, then writing a
I.EFL.5.15.1. Learners can
similar dialogue on a different
plan and produce well-
topic while implementing new
constructed informational
words/expressions from the unit.
texts by applying the writing
Language through the Arts process and while
demonstrating an ability to
justify one’s position on an
 Assigning roles for a group project
argument through carefully
selected information and
 Creating literature circles where
appropriate language, tone
learners have the freedom to say
and evidence. (I.2, I.3, I.4,
anything they want about a text
S.3, J.1)
from class or outside of class.
CE.EFL.5.19. Engage in
 Reflecting on the effectiveness of collaborative activities
the group’s work after a project through a variety of student
and deciding what changes need groupings in order to solve
to be made in order to improve on problems and reflect on
the next project. literary texts, and produce
criteria for evaluating the
effectiveness of the group.

I.EFL.5.19.1. Learners can

engage in collaborative
activities through a variety
of student groupings in
order to solve problems and
reflect on literary texts, and
produce criteria for
evaluating the effectiveness
of the group. (I.1, I.2, S.2,
S.3, S.4, J.3, J.4)
Healthy You will learn how to Communication and Cultural Communication and Cultural CE.EFL.5.1 Display an
life,  Speculate about Awareness Awareness understanding of the 6
2 Healthy lifestyles in the past. Display an understanding of the  Researching schooling from other integrity of different cultures
World  express opinion and relationship between the cultures and presenting them on by sharing experiences and
possibility about past practices and perspectives of a class blog. by participating in class
events. different cultures in the region by activities and discussions in
 describe people, recognizing and sharing cross-  Responding sensitively to a peer’s a way that shows empathy
objects, and events. cultural experiences and ideas. opinion about a text read in class. and respect for others.
(Example: exclamations,
interjections, idioms and regional I.EFL.5.1.1 Learners can
beliefs, costums and traditions in  Watching a video and identifying demonstrate an
the region etc.) EFL 5.1.1. desirable language use. understanding of the
integrity of different cultures
Oral Communication:  Comparing nonverbal and body by sharing experiences and
(Listening and Speaking) language between L1 and L2 by participating in class
EFL 5.2.9Build on others’ ideas cultures. activities and discussions in
when engaged in pair, group or a way that shows empathy
wholeclass discussions on and respect for others. (I.3,
personal, social, community and  Sharing a cross-cultural S.1,
academic topics. experience (such as traveling, S.2, J.1, J.3)
Reading trying a new food, meeting CE.EFL.5.5 Listening for
EFL 5.3.8 Identify and understand someone from another country) Meaning: Identify the main
the main points in straightforward in pairs or as a class. idea in a variety of audio
texts on subjects of personal recordings (e.g., interviews,
interest or familiar academic Oral Communication: (Listening and radio ads, news reports,

topics.. Speaking) etc.) and deduce the

 Using context clues to deduce the meanings of unfamiliar
Writing meaning of an expression in a phrases and words in
Identify a variety of types and conversation between a waiter familiar contexts, provided
formats of potential resources and a customer. speech is clear and visuals
and the value, purpose and help support meaning.
audience of each for use in the  Listening to a radio ad and
educational domain. (Example: identifying the product being sold. I.EFL.5.5.1 Learners can
audio/video, multimedia, website, identify the main idea in a
database, book, thesaurus, variety of audio recordings
scholarly/popular,  Using pictures and other visuals to (e.g., interviews, radio ads,
current/historical, etc.) EFL 5.4. predict the main idea of a short news reports, etc.) and
conversation. deduce the meanings of
Language through the Arts unfamiliar phrases and
EFL 5.5.8 Contribute to team  Establishing a clear expectation of words in familiar contexts
projects to produce original works English use for classroom where speech is clear and
and solve problems while functions. Informal assessment visuals help support
effectively negotiating and could involve personal notes from meaning.
managing interactions to the teacher to learners who use (I.3, I.4)
accomplish social and classroom L2 regularly
tasks. CE.EFL.5.10 Find specific
Reading information and identify the
main points in simple,
 Reading two short simple cross straightforward texts on
curricular texts and using them to subjects of personal interest
support one’s own argument or or familiar academic topics
hypothesis. while making informed
decisions about one’s own
 Agreeing or disagreeing with a reaction to the text.
strong opinion stated in a text and
giving reasons for one’s own I.EFL. 5.10.1 Learners can
response. find specific information and
identify the main points in
simple, straightforward texts
on subjects of personal
interest or familiar academic

 Reading a text and answering topics while making

information questions. informed decisions about
one’s own reaction to the
 Choosing from a list of words to text. (I.1, I.2, S.2)
complete gaps from a reading.
CE.EFL.5.14 Identify,
Writing critically evaluate and
 Finding a variety of online
structure, then recommending the
tools that support
best one to the class.
collaboration and
 Identifying the best resources for
and academic use.
a writing project in pairs.
I.EFL.5.14.1 Learners can
 Using a list of criteria in order to identify, critically evaluate
evaluate a web site. and recommend a variety of
 Analyzing three different types of references, including digital
dictionaries. tools that support
collaboration and
Language through the Arts and academic use. (I.1, I.2,
 Analyzing three different rubrics S.3, S.4)
and discussing how each one
might influence the way it is CE.EFL.5.19 Engage in
evaluated. collaborative activities
through a variety of student
 Reflecting on the effectiveness of groupings in order to solve
the group’s work after a project problems and reflect on
and deciding what changes need literary texts, and produce
to be made in order to improve on criteria for evaluating the
the next project. effectiveness of the group.

 Participating in classroom games engage in collaborative

in which problem-solving as a activities through a variety of
team is important. student groupings in order to
solve problems and reflect
on literary texts, and
of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
What Lies You will learn how to Communication and Cultural Communication and Cultural CE.EFL.5.1. Display an 6
Within Us  talk about people’s Awareness Awareness understanding of the
3 characters and Display an understanding of the integrity of different cultures
personalities. relationship between the  Writing a weekly journal entry by sharing experiences and
 express feelings, practices and perspectives of about a cross-cultural experience. by participating in class
attitudes, and different cultures in the region by activities and discussions in
mood. recognizing and sharing cross-  Sharing a cross-cultural a way that shows empathy
 describe events in cultural experiences and ideas. experience (such as traveling, and respect for others.
the life of famous (Example: exclamations, trying a new food, meeting
people. interjections, idioms and regional someone from another country) in I.EFL.5.1.1. Learners can
beliefs, costums and traditions in pairs or as a class. demonstrate an un-
the region etc.) EFL 5.1.1 derstanding of the integrity
Oral Communication:  Finding recipes from other of different cultures by
(Listening and Speaking) cultures and regions and then sharing experiences and by
EFL 5.2.9 Build on others’ ideas sharing them in class. participating in class
when engaged in pair, group or activities and discussions in
whole-class discussions on  Reading two legends from a way that shows empathy
personal, social, community and different regions in Ecuador and and respect for others. (I.3,
academic topics. completing a chart to show the S.1, S.2, J.1, J.3)
differences.
Reading CE.EFL.5.8. Interaction –
 Brainstorming features and Interpersonal: Respond to
conventions of a genre and then and build on other people’s
EFL 5.3.4 Find the most important ideas in extended
information in print or online reading an example in order to
locate each one. conversations on familiar
sources in order to support an social and academic topics
idea or an argument(example:

internet search engines, online  Underlining and discussing by expressing opinions and
advertising, online or print examples of implied meaning in a feelings and clarifying
timetables, web pages, posters, story. meaning.
adverbs, catalogues, etc. Oral Communication: (Listening and
Speaking) I.EFL.5.8.1. Learners can
Writing  Comparing and contrasting the respond to and build on
opinions of two experts on a topic other people’s ideas in
of personal interest. extended conversations on
EFL 5.4.3 Apply new and prior
knowledge in order to plan and familiar social and academic
create texts and determine if the  Working in pairs to complete an topics by expressing
information gap activity. opinions and feelings and
new knowledge adds value to or
contradicts prior information. clarifying meaning. (I.3, I.4,
 Doing a mingle activity where S.1, J.3, J.4)
learners ask and answer
Language through the Arts questions about things they have CE.EFL.5.12. Engage with a
Make inferences to demonstrate or haven’t done. Observing to see variety of digital and print
different levels of meaning of whether the learners can interact texts and resources by
literary texts EFL 5.5.2 effectively and whether they are evaluating and detecting
able to ask follow up questions in complexities and
order to extend the exchange. discrepancies in the
information in order to find
 Establishing a clear expectation of the most appropriate
English use for classroom sources to support an idea or
functions. argument.
Reading I.EFL.5.12.1. Learners can

 To get familiar with the topic of a engage with a variety of
text, take a quick look at the digital and print texts and re-
vocabulary it contains. sources by evaluating and
detecting complexities and
discrepancies in the informa-
 Comparing and contrasting the
tion in order to find the most
opinions of two experts on a topic
appropriate sources to
of personal interest.
support an idea or argument.
(I.2, I.4, J.3)

 Identifying unreliable resources CE.EFL.5.15. Plan and

on the Internet. produce well-constructed
informational texts by apply-
 Reading about a topic and then ing the writing process and
identifying reference materials while demonstrating an
and sources that could be used ability to justify one’s po-
to find out more information. sition on an argument
through carefully selected
Writing information and appropriate
language, tone and
 Finding a variety of online evidence.
structure, then recommending the I.EFL.5.15.1. Learners can
best one to the class. plan and produce well-
 Using a rubric to assess the texts by applying the writing
validity of a web site, according to process and while
one’s academic needs. demonstrating an ability to
justify one’s position on an
 Reading a dialogue which serves argument through carefully
as a model text, then writing a selected information and
similar dialogue on a different appropriate language, tone
topic while implementing new and evidence. (I.2, I.3, I.4,
words/expressions from the unit. S.3, J.1)
Language through the Arts CE.EFL.5.17. Demonstrate

and convey different levels
 Completing a chart with literary of meaning in literary texts
elements from a text. (Example: by identifying distinguishing
main character, setting, theme, features, interpreting implicit
etc.) and explicit messages and
responding in a variety of
 Using feelings and gestures to ways.
read a dialogue.

 Reading a class dialogue in three I.EFL.5.17.1. Learners can

different ways. demonstrate and convey
different levels of meaning
 Appropriately exhibiting surprise, in literary texts by identifying
joy, sadness, etc., in a distinguishing features,
conversation. interpreting implicit and
explicit messages and
 Brainstorming features and responding in a variety of
conventions of a genre and then ways. (I.3, I.4, J.3)
reading an example in order to
locate each one
For Old You will learn how to Communication and Cultural Communication and Cultural CE.EFL.5.2 Demonstrate an
Times’  talk about changes Awareness Awareness ability to discuss culture by
4 Sake over time. EFL 5.1.5 Identify, discuss and  Recognizing instances of analyzing cultural products
analyze cultural products from discrimination or prejudice in and referents from Ecuador
 share experiences Ecuador and beyond and use one’s daily life and analyzing and other countries while
and them to explore the perspectives reasons for them in small groups. making informed choices
accomplishments. of the culture. Understand the about and taking action on
main idea of radio and audio  Inviting a guest speaker from issues of prejudice and
. recordings on subjects another country to class and discrimination.
 discuss traditions. of personal interest, provided asking and answering questions
speech is clear. about his/her culture/country. I.EFL.5.2.1 Learners can
Oral Communication: exhibit an ability to discuss
(Listening and Speaking)  Researching through the Internet culture by analyzing cultural
EFL 5.2.14 about other cultures and ways of products and referents from
Request and provide information life and presenting them to the Ecuador and other countries
and assistance orally for class using digital tools. while making informed
personal, social and academic choices about and taking
purposes in order to clarify and action on issues of prejudice
extend meaning in spoken  Working in small groups to and discrimination. (I.1, I.2,
interactions. complete a cultural project. S.2, J.1, J.3)
Reading
EFL 5.3.3 Determine the main CE.EFL.5.8 Interaction –

conclusion in texts which clearly  Reading a list of actions people Interpersonal: Respond to
argue a point of view in order to take and evaluating and and build on other people’s
make informed decisions about discussing the consequences on ideas in extended
one’s own opinion and reaction to others (including on the conversations on familiar
the text. environment). social and academic topics
by expressing opinions and
EFL 5.3.8 Identify and understand Oral Communication: (Listening and feelings and clarifying
the main points in straightforward Speaking) meaning.
texts on subjects of personal  Showing a movie trailer and
interest or familiar academic asking learners to share their I.EFL.5.8.1 Learners can
topics. opinions in pairs and say whether respond to and build on
they would go see that movie or other people’s ideas in
Writing not. extended conversations on
EFL 5.4.5 familiar social and academic
Justify and explain the rationale  Establishing a clear expectation of topics by expressing
for a position on an argument, English use for classroom opinions and feelings and
using persuasive language, tone, functions. clarifying meaning. (I.3, I.4,
evidence and well-developed S.1, J.3, J.4)
arguments through essays,  Informal assessment could
editorials, movie and book involve personal notes from the CE.EFL.5.10 Find specific
reviews, position papers and teacher to learners who use L2 information and identify the
brochures., audio and video regularly. main points in simple,
editing, presentation apps, etc.) straightforward texts on
 Comparing answers in pairs or subjects of personal interest
EFL 5.4.7 Use the process of small groups. or familiar academic topics
prewriting, drafting, revising, peer while making informed
editing and proofreading (i.e., “the  Conducting a role play between decisions about one’s own
writing process”) to produce well- two students on a given topic. reaction to the text.
constructed informational texts.
I.EFL. 5.10.1 Learners can
Language through the Arts Reading find specific
Present personal and formal  Reading a biography and putting information and identify the
responses to and interpretations events on a timeline. main points in simple,
of published literary texts and the straightforward texts on
works of peers, referring to details  Reading a blog post and writing a subjects of personal interest
EFL 5.5.1 comment. or familiar academic topics

while making informed

 Reading a short text and showing decisions about one’s own
comprehension by completing the reaction to the text. (I.1, I.2,
accompanying graphic organizer. S.2)
 Comparing and contrasting the CE.EFL.5.15 Plan and

opinions of two experts on a topic produce well-constructed
of personal interest. informational texts by
applying the writing process
 Identifying unreliable resources and while demonstrating an
on the Internet. ability to justify one’s
position on an argument
 Reading about a topic and then through carefully selected
identifying reference materials information and appropriate
and sources that could be used to language, tone and
find out more information. evidence.

Writing plan and produce well-
 Reading a dialogue which serves texts by applying the writing
as a model text, then writing a process and while
similar dialogue on a different demonstrating an ability to
topic while implementing new justify one’s position on an
words/expressions from the unit. argument through carefully
selected information and
 Completing an online graphic appropriate language, tone
organizer in order to help plan a and evidence. (I.2, I.3, I.4,
piece of writing. S.3, J.1)
 Reading a dialogue which serves CE.EFL.5.5 Listening for

as a model text, then writing a Meaning: Identify the main
similar dialogue on a different idea in a variety of audio
topic while implementing new recordings (e.g., interviews,
words/expressions from the unit. radio ads, news reports,
etc.) and deduce the

meanings of unfamiliar
phrases and words in
Language through the Arts familiar contexts, provided
 Explaining through pictures, physical speech is clear and visuals
expression or charts (ICT) how a text help support meaning
makes the learner feel.
 Using ICT to research about a topic of identify the main idea in a
learners’ choice and writing a short, variety of audio recordings
creative story with the findings. (e.g., interviews, radio ads,
news reports, etc.) and
deduce the meanings of
unfamiliar phrases and
words in familiar contexts
where speech is clear and
visuals help support
meaning. (I.3, I.4)
Getting Communication and Cultural Communication and Cultural CE.EFL.5.2 Demonstrate an
Away Awareness Awareness ability to discuss culture by
Find parallels between regional Making a video blog to record analyzing cultural products
5 culture of the stuff of countries comparisons and ideas from class and referents
according state associations and lessons. from Ecuador and other
political referents by talking about • Researching and writing a short countries while making
holidays, symbols, customs and paragraph about a new topic and informed choices about and
schooling ,visual support, using using appropriate references to support taking action on
concepts and vocabulary that your ideas. issues of prejudice and
have been studied in advance • Watching a video and identifying discrimination
covering core contents EFL 5.1.3 desirable language use.
Oral Communication: • Comparing nonverbal and body I.EFL.5.2.1 Learners can
(Listening and Speaking) language between L1 and L2 cultures. exhibit an ability to
Identify the main idea and • Creating selfie videos for class discuss culture by analyzing
supporting details of stuff of assignments and sharing them on a class cultural products
recorded news reports, blog. and referents from Ecuador
documentaries and interviews • Writing a letter to your future self and other countries
reporting on seasonal festivities, while making informed
choices about and taking

environmental issues, food and Oral Communication: (Listening and action on issues of prejudice
international customs, climate, Speaking) and discrimination.
weather, etc., where the visuals Using context clues to deduce the (I.1, I.2, S.2, J.1, J.3)
support the comment about meaning of an expression in a
regional issues .EFL 5.2.2 conversation between a waiter and a CE.EFL.5.5 Listening for
Reading customer. Meaning: Identify the main
EFL 5.3.2 Identify and use idea in a variety of audio
reading strategies to make Reading recordings: interviews,
informative and narrative texts radio ads, news reports and
comprehensible and meaningful. deduce the meanings of
(Example: skimming, scanning, Using different texts in contexts to get unfamiliar phrases and
reviewing, reading for main information. words in familiar
ideas and details, using structural contexts, provided speech is
and context clues, cognates, Writing clear and visuals help
format, sequence, etc.) Language through the Arts support meaning.
Writing Ss create different topics using the
EFL 5.4.4 Select and make vocabulary learned so far. I.EFL.5.5.1 Learners can
effective use of a range of digital identify the main idea
tools to write, edit, revise and in a variety of audio
publish written work in a way that recordings (e.g., interviews,
supports collaboration, learning radio ads, news reports,
and productivity. (Example: etc.) and deduce the
image editing, Google Drive, meanings of unfamiliar
infographic makers, audio and phrases and words in
video editing, presentation familiar contexts where
apps,etc.) speech is clear and
Language through the Arts visuals help support
EFL 5.5.5 Create original, meaning. (I.3, I.4)
imaginative stories using
appropriate vocabulary and CE.EFL.5.11 Identify and
elements of the literature learners apply a range of reading
have read or heard. strategies in order to make
texts meaningful and
to select information within a
text that might be of practical

use for one’s own academic

needs.

Identify and apply a
range of reading strategies
in order to make
texts meaningful and to
select information within a
text that might be of practical
use for one’s own academic
needs. (I.1, I.2, I.4, S.3)
CE.EFL.5.14 Identify,
critically evaluate and
tools, that support
collaboration and
and
academic use.

identify, critically
evaluate and recommend a
variety of potential resources
and references, including
digital tools, that support
collaboration and
productivity, for
educational and academic
use. (I.1, I.2, S.3, S.4)

CE.EFL.5.16 Respond to
and interpret literary texts,
including original stories
written by peers, referring to
details and literary elements
of the text.

respond to and
interpret literary texts,
including original stories
written by peers, referring to
details and literary
elements of the text. (S.1,
S.4, J.2)
Teenagers Communication and Cultural Communication and Cultural CE.EFL.5.3 Interpret cultural
Matters Awareness Awareness and language patterns in
6 EFL 5.1.4 Identify and interpret • Participating in short role plays using a English, including nonverbal
how cultural and language range of verbal and communication,
patterns in English are used when nonverbal communication. and apply them in
exchanging ideas on familiar • Talking in pairs about a video learners appropriate contexts.
topics according to a B1.2 level. have watched using only I.EFL.5.3.1 Learners can
(Example: slang, idioms, humor, English. interpret cultural and
levels of formality, etc.) Follow • Demonstrating appropriate language use language patterns in
oral directions in classroom during class, group and English, including
activities and projects and provide pair discussions nonverbal communication,
directions to peers in selected • Watching a video and identifying and apply them in
interactions. desirable language use. appropriate contexts. (I.3,
Oral Communication: • Comparing nonverbal and body I.4, S.1, S.2)
(Listening and Speaking) language between L1 and L2
Use new words and expressions cultures. CE.EFL.5.7 Production –
which occur in conversations in • Creating selfie videos for class Accuracy and Intelligibility:
the personal and educational assignments and sharing them on a class Use appropriate vocabulary
domains, and make use of such blog. and language in a
terms and expressions wherever Oral Communication: (Listening and variety of oral interactions for

appropriate and necessary. Speaking) a range of audiences and

Demonstrate an ability to make Recording in-class conversations and level-appropriate purposes.
informed choices about and take dialogues in order to make I.EFL.5.7.1 Learners can
action on issues of prejudice and note of correct and appropriate language communicate clearly
discrimination. Use new words usage and intelligibility. and effectively by using
and expressions which occur in • Having learners make a selfie video to appropriate vocabulary
conversations in the personal and say what they know about a topic before and language in a variety of
educational domains, and make coming to class. Observing that they can oral interactions for
use of such terms and say what a range of audiences and
expressions wherever they want without too many long pauses. level-appropriate
appropriate and necessary. EFL • Asking the learners to read a dialogue in purposes. (I.2, I.3, J.2)
5.2.6 pairs. Learners record CE.EFL.5.12 Engage with a
Reading themselves and then listen to the variety of digital and print
EFL 5.3.6 Display an recording in order to assess texts and resources by
appreciation of the language by clarity of sounds, production of phonemes, evaluating and
interacting and engaging with a rhythm and intonation. detecting complexities and
variety of discrepancies in the
digital and print texts and Reading information in order to find
resources and by selecting and the most appropriate
evaluating these materials as a sources to support an idea or
means argument.
to promote and strengthen Recommending an informational web site I.EFL.5.12.1 Learners can
literacy skills and language to another learner. engage with a variety
acquisition. • Creating a class list of reliable sources of of digital and print texts and
information and resources by evaluating and
Writing publishing it online or displaying it on a detecting complexities and
EFL 5.4.1 Critically evaluate poster in class. discrepancies in the
information from references, • Reading two articles on the same topic information in order to find
including those found on the and recording the most appropriate
web, and recommend print and discrepancies in the information. sources to support an idea
digital sources to other learners. • Comparing and contrasting the opinions or argument. (I.2, I.4, J.3)
Language through the Arts of two experts on a topic CE.EFL.5.4 Communicate
Collaborate in stuff of activities of personal interest. effectively using a variety of
through a variety of student • Identifying unreliable resources on the media and formats, including
groupings to interpret opinions of Internet. ICT, by saying
a range of literary texts. things in alternative ways

(Example: small groups, Writing and applying self-correcting

cooperative learning groups, Using new words or information from a and self-monitoring
literature circles, process writing class lesson and creating strategies when needed.
groups, etc.) EFL 5.5.9 an online game to practice them, then I.EFL.5.4.1 Learners can
sharing and playing the communicate
game with the rest of the class. effectively using a variety of
• Using social media to network with teens media and formats,
across the globe. including ICT, by saying
• Rating one’s self after a speaking things in alternative
activity, according to a set rubric. ways and applying self-
• Practicing a specific self-correcting correcting and
strategy during a pair work activity. selfmonitoring
• Recording student interactions in class strategies when needed.
and watching them later in (I.1, I.3, J.4)
order to identify behaviors the learners CE.EFL.5.19 Engage in
need to increase and those they need to collaborative activities
decrease. through a variety of student
Language through the Arts groupings in order to solve
Analyzing three different rubrics and problems and reflect on
discussing how each one literary texts, and produce
might influence the way it is evaluated. criteria for evaluating the
• Discussing how visual presentation can effectiveness of the group.
change your response to a
literary text. I.EFL.5.19.1 Learners can
engage in
collaborative activities
through a variety of
student groupings in order to
solve problems and
reflect on literary texts, and
of the group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS


Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador -MinEduc.

Obtenido del http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-
Curriculum-Guidelines-EFL-Agosto-2017.pdf
 Nuñez, P.A (2015). TEACHER´S BOOK -LEVEL 2. Quito: Norma.
Blog: Ismara-ismara.blogspot.com
ELABORATED BY REVISED BY APPROVED BY
Teacher: Nancy Cardenas Teacher: Nancy Cardenas Dra. Cecilia Navarrete
Signature: Signature: Signature:

Date: 23/08/2019 Date: 23/08/2019 Date: 23/08/2019



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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

CURRICULAR ANNUAL PLAN

ILUSTRE MUNICIPIO DEL DISTRITO METROPOLITANO DE QUITO

Educamos para tener Patria

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Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Educamos para tener Patria

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 Reading about a topic and then CE.EFL.5.15. Plan and

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language, tone and

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I.EFL.5.19.1. Learners can

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topics.. Speaking) etc.) and deduce the

Educamos para tener Patria

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 Reading a text and answering topics while making

I.EFL.5.19.1 Learners can

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 Participating in classroom games engage in collaborative

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Reading I.EFL.5.12.1. Learners can

Educamos para tener Patria

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 Identifying unreliable resources CE.EFL.5.15. Plan and

Language through the Arts CE.EFL.5.17. Demonstrate

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 Reading a class dialogue in three I.EFL.5.17.1. Learners can

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Educamos para tener Patria

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while making informed

 Comparing and contrasting the CE.EFL.5.15 Plan and

I.EFL.5.15.1 Learners can

 Reading a dialogue which serves CE.EFL.5.5 Listening for

Educamos para tener Patria

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Educamos para tener Patria

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Educamos para tener Patria

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use for one’s own academic

I.EFL.5.11.1 Learners can

I.EFL.5.14.1 Learners can

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I.EFL.5.16.1 Learners can

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appropriate and necessary. Speaking) a range of audiences and

Educamos para tener Patria

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(Example: small groups, Writing and applying self-correcting