ENGLISH

2nd Bachillerato General Unificado

2017-2018
 SCHOOL YEAR:

2022 - 2023

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject:  English
Teacher’s Name Msc. Mayte Mercado C.,Ing.
Target Group: 2nd Level:  B.1.1
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and Total class weeks Total periods
incidentals
5 4 20 periods 36 180
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
OG.EFL.1. Encounter socio-cultural aspects of their own and other coun- O.EFL 5.1. Encounter socio-cultural aspects of their own and other countries in a
tries in a thoughtful and inquisitive manner, maturely, and openly expe- thoughtful and inquisitive manner, maturely, and openly experiencing other
riencing other cultures and languages from the secure standpoint of cultures and languages from the secure standpoint of their own national and
their own national and cultural identity. cultural identity.
OG.EFL.2. Draw on this established propensity for curiosity and toler- O.EFL 5.2. Draw on this established propensity for curiosity and tolerance towards
ance towards different cultures to comprehend the role of diversity in different cultures to comprehend the role of diversity in building an intercultural
building an intercultural and multinational society. and multinational society.
OG.EFL.3. Access greater flexibility of mind, creativity, enhanced linguis- O.EFL 5.3. Access greater flexibility of mind, creativity, enhanced linguistic
tic intelligence, and critical thinking skills through an appreciation of lin- intelligence, and critical thinking skills through an appreciation of linguistic
guistic differences. Enjoy an enriched perspective of their own L1 and of differences. Enjoy an enriched perspective of their own L1 and of language use for
language use for communication and learning. communication and learning.
OG.EFL.4. Deploy a range of learning strategies, thereby increasing dis- O.EFL 5.4. Deploy a range of learning strategies, thereby increasing disposition and
position and ability to independently access further (language) learning ability to independently access further (language) learning and practice
and practice opportunities. Respect themselves and others within the opportunities. Respect themselves and others within the communication process,
communication process, cultivating habits of honesty and integrity into cultivating habits of honesty and integrity into responsible academic behavior.
responsible academic behavior. O.EFL 5.5. Directly access the main points and important details of up-to date
OG.EFL.5. Directly access the main points and important details of up to English language texts, such as those published on the web, for professional or
date English language texts, such as those published on the web, for general investigation, through the efficient use of ICT and reference tools where
professional or general investigation, through the efficient use of ICT required.
and reference tools where required. O.EFL 5.6. Through selected media, participate in reasonably extended spoken or
OG.EFL.6. Through selected media, participate in reasonably extended written dialogue with peers from different L1 backgrounds on work, study, or
spoken or written dialogue with peers from different L1 backgrounds on general topics of common interest, expressing ideas and opinions effectively and
work, study, or general topics of common interest, expressing ideas and appropriately.
opinions effectively and appropriately. O.EFL 5.7. Interact quite clearly, confidently, and appropriately in a range of formal
OG.EFL .7. Interact quite clearly, confidently, and appropriately in a and informal social situations with a limited but effective command of the spoken
range of formal and informal social situations with a limited but effec- language (CEFR B1 level)
tive 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. DEVELOPMENT OF PLANNING UNITS.

Nº Name of the unit Specific objectives Contents Methodology orientation Evaluation Time in weeks
of the planning
unit
1. BREAKING NEWS  You will be able EFL 5.1.8. Discover  Communication and Cultural Evaluation criteria: 6
to talk about and employ Awareness CE.EFL.5.4.
events that alternative ways of  Creating a poster of class Communicate
have happened saying things in effectively using a
rules.
recently and social and classroom variety of media and
share interactions.  Practicing the use of expres- formats, including ICT,
experiences of EFL 5.1.9. sions of politeness during by saying things in
your school Communicate collaborative pair and small alternative ways and
community. information and applying self-correcting
 You will learn ideas effectively to group work. and self-monitoring
how to diverse audiences  Adding expressions of polite- strategies when
 Talk about using a variety of ness to dialogues. needed.
news. media and formats. CE.EFL.5.8. Interaction –
 Brainstorming ways to help
 Announce a EFL 5.1.11. Apply Interpersonal: Respond
self-correcting and others, at school and in the to and build on other
piece of news
that has self-monitoring community. people’s ideas in
happened strategies in social  Oral Communication: (Listen- extended conversations
recently. and classroom ing and Speaking) on familiar social and
 Share life interactions by  Conducting a class spelling. academic topics by
experiences. adjusting expressing opinions and
 Reading
presentation and feelings and clarifying
language production  Following the steps in a class meaning.
to effectively express game. CE.EFL.5.9. Production –
opinions and make  Writing Fluency: Present
evaluations.  Writing new words and information clearly and
(Example: asking phrases in a vocabulary note- influence an audience
questions, starting effectively through well-
book.
over, rephrasing, developed arguments in
exploring alternative  Brainstorming a list of ques- prepared presentations
pronunciations, etc.) tions and responses learners and other forms of oral
EFL 5.2.9. Build on can use during literature cir- communication.
others’ ideas when cles or small group discus- CE.EFL.5.10. Find
engaged in pair, sions. specific information and
group or whole-class  Idioms and Colloquial Expres- identify the main points
discussions on in simple,
sions
personal, social, straightforward texts on
community and  Project subjects of personal
academic topics.  Discuss interest or familiar
EFL 5.2.11. Express  Word Bank academic topics while
opinions on abstract  Key Expressions making informed
topics, such as film  Vocabulary Strategy decisions about one’s
and music, and own reaction to the
concrete topics, such text.
as personal CE.EFL.5.15. Plan and
experiences, while produce well-
describing one’s constructed
reactions to them informational texts by
and others’ applying the writing
opinions. process and while
EFL 5.2.14. Request demonstrating an
and provide ability to justify one’s
information and position on an
assistance orally for argument through
personal, social and carefully selected
academic purposes information and
in order to clarify appropriate language,
and extend meaning tone and evidence.
in spoken CE.EFL.5.16. Respond to
interactions. and interpret literary
EFL 5.2.7. Present texts, including original
information clearly stories written by peers,
and effectively in a referring to details and
variety of oral forms literary elements of the
for a range of text.
audiences and CE.EFL.5.17.
purposes. (Example: Demonstrate and
summarizing, convey different levels
paraphrasing, of meaning in literary
personal narratives, texts by identifying
research reports, distinguishing features,
essays, articles, interpreting implicit and
posters, charts and explicit messages and
other graphics, etc.) responding in a variety
EFL 5.3.1. Find of ways.
specific predictable
information in short, Indicators for the
simple texts in a performance criteria:
range of age- and I.EFL.5.4.1. Learners can
level-appropriate communicate
topics. (Example: effectively using a
biographies, news variety of media and
articles, narratives, formats, including ICT,
memoirs and by saying things in
personal accounts, alternative ways and
formal letters and applying self-correcting
emails, etc.) and self-monitoring
EFL 5.4.7. Use the strategies when
process of needed. (I.1, I.3, J.4)
prewriting, drafting, I.EFL.5.8.1. Learners can
revising, peer editing respond to and build on
and proofreading other people’s ideas in
(i.e., “the writing extended conversations
process”) to produce on familiar social and
well-constructed academic topics by
informational texts. expressing opinions and
EFL 5.5.1. Compare feelings and clarifying
and present meaning. (I.3, I.4, S.1,
personal and formal J.3, J.4)
responses to and I.EFL.5.9.1. Learners can
interpretations of present information
published literary clearly and influence an
texts and the works audience effectively
of peers, referring to through well-developed
details arguments in prepared
and features of the presentations and other
text. (Example: text forms of oral
structure, plot, communication. (I.2, I.3,
ideas, events, J.2)
vocabulary, etc.) I.EFL. 5.10.1. Learners
EFL 5.5.4. Read can find specific
aloud with information and identify
confidence, the main points in
accuracy, fluency simple, straightforward
and expression to texts on subjects of
demonstrate personal interest or
understanding and familiar academic topics
to convey an while making informed
interpretation of decisions about one’s
meaning. own reaction to the
text. (I.1, I.2, S.2)
I.EFL.5.15.1. Learners
can plan and produce
well-constructed
informational texts by
applying the writing
process and while
demonstrating an
ability to justify one’s
position on an
 argument through
carefully selected
information and
appropriate language,
tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
I.EFL.5.16.1. Learners
can respond to and
interpret literary texts,
including original
stories written by peers,
referring to details and
literary elements of the
text. (S.1, S.4, J.2)
I.EFL.5.17.1. Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways. (I.3, I.4, J.3)

2. HEALTHY LIFE,  You will be able EFL 5.1.8. Discover  Communication and Cultural Evaluation criteria: 6
HEALTHY WORLD to talk about and employ Awareness CE.EFL.5.4.
lifestyles and alternative ways of  Creating a poster of class Communicate
saying things in effectively using a
speculate rules.
social and classroom variety of media and
about habits  Practicing the use of expres-
 and customs of interactions. sions of politeness during formats, including ICT,
the past. EFL 5.1.9. collaborative pair and small by saying things in
 You will learn Communicate group work. alternative ways and
information and applying self-correcting
how to  Adding expressions of polite-
ideas effectively to and self-monitoring
 Speculate diverse audiences ness to dialogues. strategies when
about lifestyles using a variety of  Brainstorming ways to help needed.
in the past. media and formats. others, at school and in the CE.EFL.5.8. Interaction –
 Express opinion EFL 5.1.11. Apply community. Interpersonal: Respond
and possibility self-correcting and  Oral Communication: (Listen- to and build on other
about past self-monitoring ing and Speaking) people’s ideas in
strategies in social extended conversations
events.  Conducting a class spelling.
and classroom on familiar social and
 Describe peo- interactions by  Reading academic topics by
ple, objects, adjusting  Following the steps in a class expressing opinions and
and events. presentation and game. feelings and clarifying
language production  Writing meaning.
to effectively express CE.EFL.5.9. Production –
 Writing new words and
opinions and make Fluency: Present
phrases in a vocabulary note-
evaluations. information clearly and
(Example: asking book. influence an audience
questions, starting  Brainstorming a list of ques- effectively through well-
over, rephrasing, tions and responses learners developed arguments in
exploring alternative can use during literature cir- prepared presentations
pronunciations, etc.) cles or small group discus- and other forms of oral
EFL 5.2.9. Build on communication.
sions.
others’ ideas when CE.EFL.5.10. Find
engaged in pair,  Idioms and Colloquial Expres- specific information and
group or whole-class sions identify the main points
discussions on  Project in simple,
personal, social,  Discuss straightforward texts on
community and  Word Bank subjects of personal
academic topics.  Key Expressions interest or familiar
EFL 5.2.11. Express academic topics while
 Vocabulary Strategy
opinions on abstract making informed
topics, such as film decisions about one’s
and music, and own reaction to the
concrete topics, such text.
as personal CE.EFL.5.15. Plan and
experiences, while produce well-
describing one’s constructed
reactions to them informational texts by
and others’ applying the writing
opinions. process and while
EFL 5.2.14. Request demonstrating an
and provide ability to justify one’s
information and position on an
assistance orally for argument through
personal, social and carefully selected
academic purposes information and
in order to clarify appropriate language,
and extend meaning tone and evidence.
in spoken CE.EFL.5.16. Respond to
interactions. and interpret literary
EFL 5.2.7. Present texts, including original
information clearly stories written by peers,
and effectively in a referring to details and
variety of oral forms literary elements of the
for a range of text.
audiences and CE.EFL.5.17.
purposes. (Example: Demonstrate and
summarizing, convey different levels
paraphrasing, of meaning in literary
personal narratives, texts by identifying
research reports, distinguishing features,
essays, articles, interpreting implicit and
posters, charts and explicit messages and
other graphics, etc.) responding in a variety
EFL 5.3.1. Find of ways.
specific predictable
information in short, Indicators for the
simple texts in a performance criteria:
range of age- and I.EFL.5.4.1. Learners can
level-appropriate communicate
topics. (Example: effectively using a
biographies, news variety of media and
articles, narratives, formats, including ICT,
memoirs and by saying things in
personal accounts, alternative ways and
formal letters and applying self-correcting
emails, etc.) and self-monitoring
EFL 5.4.7. Use the strategies when
process of needed. (I.1, I.3, J.4)
prewriting, drafting, I.EFL.5.8.1. Learners can
revising, peer editing respond to and build on
and proofreading other people’s ideas in
(i.e., “the writing extended conversations
process”) to produce on familiar social and
well-constructed academic topics by
informational texts. expressing opinions and
EFL 5.5.1. Compare feelings and clarifying
and present meaning. (I.3, I.4, S.1,
personal and formal J.3, J.4)
responses to and I.EFL.5.9.1. Learners can
interpretations of present information
published literary clearly and influence an
texts and the works audience effectively
of peers, referring to through well-developed
details arguments in prepared
and features of the presentations and other
text. (Example: text forms of oral
structure, plot, communication. (I.2, I.3,
ideas, events, J.2)
vocabulary, etc.) I.EFL. 5.10.1. Learners
EFL 5.5.4. Read can find specific
aloud with information and identify
confidence, the main points in
accuracy, fluency simple, straightforward
and expression to texts on subjects of
demonstrate personal interest or
understanding and familiar academic topics
to convey an while making informed
interpretation of decisions about one’s
meaning. own reaction to the
text. (I.1, I.2, S.2)
I.EFL.5.15.1. Learners
can plan and produce
well-constructed
informational texts by
applying the writing
 process and while
demonstrating an
ability to justify one’s
position on an
argument through
carefully selected
information and
appropriate language,
tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
I.EFL.5.16.1. Learners
can respond to and
interpret literary texts,
including original
stories written by peers,
referring to details and
literary elements of the
text. (S.1, S.4, J.2)
I.EFL.5.17.1. Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways. (I.3, I.4, J.3)

3. WHAT LIES WITHIN  You will be able EFL 5.1.8. Discover  Communication and Cultural Evaluation criteria: 6
US to describe and employ Awareness CE.EFL.5.4.
people’s char- alternative ways of  Creating a poster of class Communicate
acters, feelings saying things in rules. effectively using a
social and classroom variety of media and
and emotions.  Practicing the use of expres-
interactions. formats, including ICT,
 You will learn EFL 5.1.9. sions of politeness during by saying things in
how to Communicate collaborative pair and small alternative ways and
 Talk about peo- information and group work. applying self-correcting
ple’s characters ideas effectively to  Adding expressions of polite- and self-monitoring
and personali- diverse audiences ness to dialogues. strategies when
ties. using a variety of needed.
 Brainstorming ways to help
media and formats. CE.EFL.5.8. Interaction –
 Express feel- others, at school and in the
EFL 5.1.11. Apply Interpersonal: Respond
ings, attitudes, self-correcting and community. to and build on other
and mood. self-monitoring  Oral Communication: (Listen- people’s ideas in
 Describe events strategies in social ing and Speaking) extended conversations
in the life of fa- and classroom  Conducting a class spelling. on familiar social and
mous people. interactions by  Reading academic topics by
adjusting expressing opinions and
 Following the steps in a class
presentation and feelings and clarifying
language production game. meaning.
to effectively express  Writing CE.EFL.5.9. Production –
opinions and make  Writing new words and Fluency: Present
evaluations. phrases in a vocabulary note- information clearly and
(Example: asking book. influence an audience
questions, starting effectively through well-
 Brainstorming a list of ques-
over, rephrasing, developed arguments in
exploring alternative tions and responses learners prepared presentations
pronunciations, etc.) can use during literature cir- and other forms of oral
EFL 5.2.9. Build on cles or small group discus- communication.
others’ ideas when sions. CE.EFL.5.10. Find
engaged in pair,  Idioms and Colloquial Expres- specific information and
group or whole-class sions identify the main points
discussions on in simple,
 Project
personal, social, straightforward texts on
community and  Discuss subjects of personal
academic topics.  Word Bank interest or familiar
EFL 5.2.11. Express  Key Expressions academic topics while
opinions on abstract  Vocabulary Strategy making informed
topics, such as film decisions about one’s
and music, and own reaction to the
concrete topics, such text.
as personal CE.EFL.5.15. Plan and
experiences, while produce well-
describing one’s constructed
reactions to them informational texts by
and others’ applying the writing
opinions. process and while
EFL 5.2.14. Request demonstrating an
and provide ability to justify one’s
information and position on an
assistance orally for argument through
personal, social and carefully selected
academic purposes information and
in order to clarify appropriate language,
and extend meaning tone and evidence.
in spoken CE.EFL.5.16. Respond to
interactions. and interpret literary
EFL 5.2.7. Present texts, including original
information clearly stories written by peers,
and effectively in a referring to details and
variety of oral forms literary elements of the
for a range of text.
audiences and CE.EFL.5.17.
purposes. (Example: Demonstrate and
summarizing, convey different levels
paraphrasing, of meaning in literary
personal narratives, texts by identifying
research reports, distinguishing features,
essays, articles, interpreting implicit and
posters, charts and explicit messages and
other graphics, etc.) responding in a variety
EFL 5.3.1. Find of ways.
specific predictable
information in short, Indicators for the
simple texts in a performance criteria:
range of age- and I.EFL.5.4.1. Learners can
level-appropriate communicate
topics. (Example: effectively using a
biographies, news variety of media and
articles, narratives, formats, including ICT,
memoirs and by saying things in
personal accounts, alternative ways and
formal letters and applying self-correcting
emails, etc.) and self-monitoring
EFL 5.4.7. Use the strategies when
process of needed. (I.1, I.3, J.4)
prewriting, drafting, I.EFL.5.8.1. Learners can
revising, peer editing respond to and build on
and proofreading other people’s ideas in
(i.e., “the writing extended conversations
process”) to produce on familiar social and
well-constructed academic topics by
informational texts. expressing opinions and
EFL 5.5.1. Compare feelings and clarifying
and present meaning. (I.3, I.4, S.1,
personal and formal J.3, J.4)
responses to and I.EFL.5.9.1. Learners can
interpretations of present information
published literary clearly and influence an
texts and the works audience effectively
of peers, referring to through well-developed
details arguments in prepared
and features of the presentations and other
text. (Example: text forms of oral
structure, plot, communication. (I.2, I.3,
ideas, events, J.2)
vocabulary, etc.) I.EFL. 5.10.1. Learners
EFL 5.5.4. Read can find specific
aloud with information and identify
confidence, the main points in
accuracy, fluency simple, straightforward
and expression to texts on subjects of
demonstrate personal interest or
understanding and familiar academic topics
to convey an while making informed
interpretation of decisions about one’s
meaning. own reaction to the
text. (I.1, I.2, S.2)
I.EFL.5.15.1. Learners
can plan and produce
well-constructed
informational texts by
applying the writing
process and while
demonstrating an
ability to justify one’s
position on an
argument through
carefully selected
information and
appropriate language,
tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
I.EFL.5.16.1. Learners
can respond to and
interpret literary texts,
including original
stories written by peers,
referring to details and
literary elements of the
text. (S.1, S.4, J.2)
I.EFL.5.17.1. Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
 responding in a variety
of ways. (I.3, I.4, J.3)

4. FOR OLD TIMES’  You will be able EFL 5.1.8. Discover  Communication and Cultural Evaluation criteria: 6
SAKE to talk about and employ Awareness CE.EFL.5.4.
old traditions alternative ways of  Creating a poster of class Communicate
saying things in effectively using a
and remarkable rules.
social and classroom variety of media and
people’s interactions.  Practicing the use of expres- formats, including ICT,
achievements. EFL 5.1.9. sions of politeness during by saying things in
 You will learn Communicate collaborative pair and small alternative ways and
how to information and group work. applying self-correcting
 Talk about ideas effectively to  Adding expressions of polite- and self-monitoring
changes over diverse audiences strategies when
ness to dialogues.
using a variety of needed.
time.  Brainstorming ways to help
media and formats. CE.EFL.5.8. Interaction –
 Share experi- EFL 5.1.11. Apply others, at school and in the Interpersonal: Respond
ences and ac- self-correcting and community. to and build on other
complishments. self-monitoring  Oral Communication: (Listen- people’s ideas in
strategies in social ing and Speaking) extended conversations
and classroom  Conducting a class spelling. on familiar social and
interactions by academic topics by
 Reading
adjusting expressing opinions and
presentation and  Following the steps in a class feelings and clarifying
language production game. meaning.
to effectively express  Writing CE.EFL.5.9. Production –
opinions and make  Writing new words and Fluency: Present
evaluations. phrases in a vocabulary note- information clearly and
(Example: asking influence an audience
book.
questions, starting effectively through well-
 Brainstorming a list of ques-
over, rephrasing, tions and responses learners developed arguments in
exploring alternative can use during literature cir- prepared presentations
pronunciations, etc.) cles or small group discus- and other forms of oral
EFL 5.2.9. Build on communication.
sions.
others’ ideas when CE.EFL.5.10. Find
engaged in pair,  Idioms and Colloquial Expres- specific information and
group or whole-class sions identify the main points
discussions on  Project in simple,
personal, social,  Discuss straightforward texts on
community and  Word Bank subjects of personal
academic topics. interest or familiar
 Key Expressions
EFL 5.2.11. Express academic topics while
opinions on abstract  Vocabulary Strategy making informed
topics, such as film decisions about one’s
and music, and own reaction to the
concrete topics, such text.
as personal CE.EFL.5.15. Plan and
experiences, while produce well-
describing one’s constructed
reactions to them informational texts by
and others’ applying the writing
opinions. process and while
EFL 5.2.14. Request demonstrating an
and provide ability to justify one’s
information and position on an
assistance orally for argument through
personal, social and carefully selected
academic purposes information and
in order to clarify appropriate language,
and extend meaning tone and evidence.
in spoken CE.EFL.5.16. Respond to
interactions. and interpret literary
EFL 5.2.7. Present texts, including original
information clearly stories written by peers,
and effectively in a referring to details and
variety of oral forms literary elements of the
for a range of text.
audiences and CE.EFL.5.17.
purposes. (Example: Demonstrate and
summarizing, convey different levels
paraphrasing, of meaning in literary
personal narratives, texts by identifying
research reports, distinguishing features,
essays, articles, interpreting implicit and
posters, charts and explicit messages and
other graphics, etc.) responding in a variety
EFL 5.3.1. Find of ways.
specific predictable
information in short, Indicators for the
simple texts in a performance criteria:
range of age- and I.EFL.5.4.1. Learners can
level-appropriate communicate
topics. (Example: effectively using a
biographies, news variety of media and
articles, narratives, formats, including ICT,
memoirs and by saying things in
personal accounts, alternative ways and
formal letters and applying self-correcting
emails, etc.) and self-monitoring
EFL 5.4.7. Use the strategies when
process of needed. (I.1, I.3, J.4)
prewriting, drafting, I.EFL.5.8.1. Learners can
revising, peer editing respond to and build on
and proofreading other people’s ideas in
(i.e., “the writing extended conversations
process”) to produce on familiar social and
well-constructed academic topics by
informational texts. expressing opinions and
EFL 5.5.1. Compare feelings and clarifying
and present meaning. (I.3, I.4, S.1,
personal and formal J.3, J.4)
responses to and I.EFL.5.9.1. Learners can
interpretations of present information
published literary clearly and influence an
texts and the works audience effectively
of peers, referring to through well-developed
details arguments in prepared
and features of the presentations and other
text. (Example: text forms of oral
structure, plot, communication. (I.2, I.3,
ideas, events, J.2)
vocabulary, etc.) I.EFL. 5.10.1. Learners
EFL 5.5.4. Read can find specific
aloud with information and identify
confidence, the main points in
accuracy, fluency simple, straightforward
and expression to texts on subjects of
demonstrate personal interest or
understanding and familiar academic topics
to convey an while making informed
interpretation of decisions about one’s
meaning. own reaction to the
text. (I.1, I.2, S.2)
I.EFL.5.15.1. Learners
can plan and produce
well-constructed
informational texts by
applying the writing
process and while
demonstrating an
ability to justify one’s
position on an
argument through
carefully selected
information and
appropriate language,
tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
I.EFL.5.16.1. Learners
can respond to and
interpret literary texts,
including original
stories written by peers,
referring to details and
literary elements of the
text. (S.1, S.4, J.2)
I.EFL.5.17.1. Learners
can demonstrate and
convey different levels
of meaning in literary
 texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways. (I.3, I.4, J.3)

5. GETTING AWAY  You will be able EFL 5.1.8. Discover  Communication and Cultural Evaluation criteria: 6
to talk about and employ Awareness CE.EFL.5.4.
activities and alternative ways of  Creating a poster of class Communicate
saying things in effectively using a
places visited rules.
social and classroom variety of media and
while on vaca- interactions.  Practicing the use of expres- formats, including ICT,
tion. EFL 5.1.9. sions of politeness during by saying things in
 You will learn Communicate collaborative pair and small alternative ways and
how to information and group work. applying self-correcting
 Check for infor- ideas effectively to  Adding expressions of polite- and self-monitoring
mation. diverse audiences strategies when
ness to dialogues.
using a variety of needed.
 Ask for agree-  Brainstorming ways to help
media and formats. CE.EFL.5.8. Interaction –
ment. EFL 5.1.11. Apply others, at school and in the Interpersonal: Respond
 Report what self-correcting and community. to and build on other
someone has self-monitoring  Oral Communication: (Listen- people’s ideas in
said. strategies in social ing and Speaking) extended conversations
and classroom  Conducting a class spelling. on familiar social and
interactions by academic topics by
 Reading
adjusting expressing opinions and
presentation and  Following the steps in a class feelings and clarifying
language production game. meaning.
to effectively express CE.EFL.5.9. Production –
opinions and make  Writing Fluency: Present
evaluations.  Writing new words and information clearly and
(Example: asking phrases in a vocabulary note- influence an audience
questions, starting effectively through well-
book.
over, rephrasing, developed arguments in
exploring alternative  Brainstorming a list of ques- prepared presentations
pronunciations, etc.) tions and responses learners and other forms of oral
EFL 5.2.9. Build on can use during literature cir- communication.
others’ ideas when cles or small group discus- CE.EFL.5.10. Find
engaged in pair, sions. specific information and
group or whole-class identify the main points
 Idioms and Colloquial Expres-
discussions on in simple,
sions
personal, social, straightforward texts on
community and  Project subjects of personal
academic topics.  Discuss interest or familiar
EFL 5.2.11. Express  Word Bank academic topics while
opinions on abstract  Key Expressions making informed
topics, such as film decisions about one’s
 Vocabulary Strategy
and music, and own reaction to the
concrete topics, such text.
as personal CE.EFL.5.15. Plan and
experiences, while produce well-
describing one’s constructed
reactions to them informational texts by
and others’ applying the writing
opinions. process and while
EFL 5.2.14. Request demonstrating an
and provide ability to justify one’s
information and position on an
assistance orally for argument through
personal, social and carefully selected
academic purposes information and
in order to clarify appropriate language,
and extend meaning tone and evidence.
in spoken CE.EFL.5.16. Respond to
interactions. and interpret literary
EFL 5.2.7. Present texts, including original
information clearly stories written by peers,
and effectively in a referring to details and
variety of oral forms literary elements of the
for a range of text.
audiences and CE.EFL.5.17.
purposes. (Example: Demonstrate and
summarizing, convey different levels
paraphrasing, of meaning in literary
personal narratives, texts by identifying
research reports, distinguishing features,
essays, articles, interpreting implicit and
posters, charts and explicit messages and
other graphics, etc.) responding in a variety
EFL 5.3.1. Find of ways.
specific predictable
information in short, Indicators for the
simple texts in a performance criteria:
range of age- and I.EFL.5.4.1. Learners can
level-appropriate communicate
topics. (Example: effectively using a
biographies, news variety of media and
articles, narratives, formats, including ICT,
memoirs and by saying things in
personal accounts, alternative ways and
formal letters and applying self-correcting
emails, etc.) and self-monitoring
EFL 5.4.7. Use the strategies when
process of needed. (I.1, I.3, J.4)
prewriting, drafting, I.EFL.5.8.1. Learners can
revising, peer editing respond to and build on
and proofreading other people’s ideas in
(i.e., “the writing extended conversations
process”) to produce on familiar social and
well-constructed academic topics by
informational texts. expressing opinions and
EFL 5.5.1. Compare feelings and clarifying
and present meaning. (I.3, I.4, S.1,
personal and formal J.3, J.4)
responses to and I.EFL.5.9.1. Learners can
interpretations of present information
published literary clearly and influence an
texts and the works audience effectively
of peers, referring to through well-developed
details arguments in prepared
and features of the presentations and other
text. (Example: text forms of oral
structure, plot, communication. (I.2, I.3,
ideas, events, J.2)
vocabulary, etc.) I.EFL. 5.10.1. Learners
EFL 5.5.4. Read can find specific
aloud with information and identify
confidence, the main points in
accuracy, fluency simple, straightforward
and expression to texts on subjects of
demonstrate personal interest or
understanding and familiar academic topics
to convey an while making informed
interpretation of decisions about one’s
meaning. own reaction to the
text. (I.1, I.2, S.2)
I.EFL.5.15.1. Learners
can plan and produce
well-constructed
informational texts by
applying the writing
process and while
demonstrating an
ability to justify one’s
position on an
argument through
carefully selected
information and
appropriate language,
tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
I.EFL.5.16.1. Learners
can respond to and
interpret literary texts,
including original
stories written by peers,
referring to details and
literary elements of the
text. (S.1, S.4, J.2)
 I.EFL.5.17.1. Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways. (I.3, I.4, J.3)

6. TEENAGE MATTERS  You will be able EFL 5.1.8. Discover  Communication and Cultural Evaluation criteria: 6
to talk about and employ Awareness CE.EFL.5.4.
teen problem- alternative ways of  Creating a poster of class Communicate
saying things in effectively using a
atic situations. rules.
social and classroom variety of media and
 You will learn interactions.  Practicing the use of expres- formats, including ICT,
how to EFL 5.1.9. sions of politeness during by saying things in
 Talk about what Communicate collaborative pair and small alternative ways and
you will nor- information and group work. applying self-correcting
mally do in ideas effectively to  Adding expressions of polite- and self-monitoring
real-life situa- diverse audiences strategies when
ness to dialogues.
using a variety of needed.
tions.  Brainstorming ways to help
media and formats. CE.EFL.5.8. Interaction –
 Talk about what EFL 5.1.11. Apply others, at school and in the Interpersonal: Respond
you would gen- self-correcting and community. to and build on other
erally do in un- self-monitoring  Oral Communication: (Listen- people’s ideas in
real situations. strategies in social ing and Speaking) extended conversations
 Express regrets and classroom  Conducting a class spelling. on familiar social and
interactions by academic topics by
and wishes. adjusting  Reading expressing opinions and
presentation and  Following the steps in a class feelings and clarifying
language production game. meaning.
to effectively express CE.EFL.5.9. Production –
 Writing
opinions and make Fluency: Present
evaluations.  Writing new words and information clearly and
(Example: asking phrases in a vocabulary note- influence an audience
questions, starting book. effectively through well-
over, rephrasing,  Brainstorming a list of ques- developed arguments in
exploring alternative tions and responses learners prepared presentations
pronunciations, etc.) and other forms of oral
can use during literature cir-
EFL 5.2.9. Build on communication.
others’ ideas when cles or small group discus- CE.EFL.5.10. Find
engaged in pair, sions. specific information and
group or whole-class  Idioms and Colloquial Expres- identify the main points
discussions on sions in simple,
personal, social,  Project straightforward texts on
community and subjects of personal
 Discuss
academic topics. interest or familiar
EFL 5.2.11. Express  Word Bank academic topics while
opinions on abstract  Key Expressions making informed
topics, such as film  Vocabulary Strategy decisions about one’s
and music, and own reaction to the
concrete topics, such text.
as personal CE.EFL.5.15. Plan and
experiences, while produce well-
describing one’s constructed
reactions to them informational texts by
and others’ applying the writing
opinions. process and while
EFL 5.2.14. Request demonstrating an
and provide ability to justify one’s
information and position on an
assistance orally for argument through
personal, social and carefully selected
academic purposes information and
in order to clarify appropriate language,
and extend meaning tone and evidence.
in spoken CE.EFL.5.16. Respond to
interactions. and interpret literary
EFL 5.2.7. Present texts, including original
information clearly stories written by peers,
and effectively in a referring to details and
variety of oral forms literary elements of the
for a range of text.
audiences and CE.EFL.5.17.
purposes. (Example: Demonstrate and
summarizing, convey different levels
paraphrasing, of meaning in literary
personal narratives, texts by identifying
research reports, distinguishing features,
essays, articles, interpreting implicit and
posters, charts and explicit messages and
other graphics, etc.) responding in a variety
EFL 5.3.1. Find of ways.
specific predictable
information in short, Indicators for the
simple texts in a performance criteria:
range of age- and I.EFL.5.4.1. Learners can
level-appropriate communicate
topics. (Example: effectively using a
biographies, news variety of media and
articles, narratives, formats, including ICT,
memoirs and by saying things in
personal accounts, alternative ways and
formal letters and applying self-correcting
emails, etc.) and self-monitoring
EFL 5.4.7. Use the strategies when
process of needed. (I.1, I.3, J.4)
prewriting, drafting, I.EFL.5.8.1. Learners can
revising, peer editing respond to and build on
and proofreading other people’s ideas in
(i.e., “the writing extended conversations
process”) to produce on familiar social and
well-constructed academic topics by
informational texts. expressing opinions and
EFL 5.5.1. Compare feelings and clarifying
and present meaning. (I.3, I.4, S.1,
personal and formal J.3, J.4)
responses to and I.EFL.5.9.1. Learners can
interpretations of present information
published literary clearly and influence an
texts and the works audience effectively
of peers, referring to through well-developed
details arguments in prepared
and features of the presentations and other
text. (Example: text forms of oral
structure, plot, communication. (I.2, I.3,
ideas, events, J.2)
vocabulary, etc.) I.EFL. 5.10.1. Learners
EFL 5.5.4. Read can find specific
aloud with information and identify
confidence, the main points in
accuracy, fluency simple, straightforward
and expression to texts on subjects of
demonstrate personal interest or
understanding and familiar academic topics
to convey an while making informed
interpretation of decisions about one’s
meaning. own reaction to the
text. (I.1, I.2, S.2)
I.EFL.5.15.1. Learners
can plan and produce
well-constructed
informational texts by
applying the writing
process and while
demonstrating an
ability to justify one’s
position on an
argument through
carefully selected
information and
appropriate language,
tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
I.EFL.5.16.1. Learners
can respond to and
interpret literary texts,
including original
 stories written by peers,
referring to details and
literary elements of the
text. (S.1, S.4, J.2)
I.EFL.5.17.1. Learners
can demonstrate and
convey different levels
of meaning in literary
texts by identifying
distinguishing features,
interpreting implicit and
explicit messages and
responding in a variety
of ways. (I.3, I.4, J.3)

6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

MINISTERIO DE EDUCACION DEL ECUADOR. (2016). English as a Foreign Language Curriculum for
Educación General Básica Elemental. Quito, Ecuador:

DONE BY: REVISED BY: APPROVED BY:

TEACHER(S): Msc. Mayte Mercado C.,Ing. NAME: Msc. Mayte Mercado C.,Ing. NAME: Msc. Virny Dávila
Signature: English Signature: English Signature: Rectora (e)

Date: 13th March, 2023 Date: 13th March, 2023 Date: 13th March, 2023

2022 - 2023
 PLAN OF SKILLS WITH PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Teacher’s   Msc. Mayte Mercado Area/Subject: English Target 2nd Parallel: A,B,C
Name Group:
 You will be able to talk
about events that have
happened recently and
share experiences of your
Specific objectives school community.
Nº planning
1 Name of the unit BREAKING NEWS of the planning  You will learn how to
unit
unit  Talk about news.
 Announce a piece of news
that has happened recently.
 Share life experiences.

2. PLANNING
SKILLS TO BE DEVELOPED PERFORMANCE CRITERIA ESSENTIAL INDICATORS OF
EVALUATION:
EFL 5.1.8. Discover and employ alternative ways of saying things in social and classroom interactions. I.EFL.5.4.1. Learners can
EFL 5.1.9. Communicate information and ideas effectively to diverse audiences using a variety of media and communicate effectively using a
formats. variety of media and formats,
EFL 5.1.11. Apply self-correcting and self-monitoring strategies in social and classroom interactions by adjusting including ICT, by saying things in
presentation and language production to effectively express opinions and make evaluations. (Example: asking alternative ways and applying
questions, starting over, rephrasing, exploring alternative pronunciations, etc.) self-correcting and self-
EFL 5.2.9. Build on others’ ideas when engaged in pair, group or whole-class discussions on personal, social, monitoring strategies when
community and academic topics. needed. (I.1, I.3, J.4)
EFL 5.2.11. Express opinions on abstract topics, such as film and music, and concrete topics, such as personal I.EFL.5.8.1. Learners can
experiences, while describing one’s reactions to them and others’ opinions. respond to and build on other
EFL 5.2.14. Request and provide information and assistance orally for personal, social and academic purposes in people’s ideas in extended
order to clarify and extend meaning in spoken interactions. conversations on familiar social
EFL 5.2.7. Present information clearly and effectively in a variety of oral forms for a range of audiences and and academic topics by
purposes. (Example: summarizing, paraphrasing, personal narratives, research reports, essays, articles, posters, expressing opinions and
charts and other graphics, etc.) feelings and clarifying meaning.
EFL 5.3.1. Find specific predictable information in short, simple texts in a range of age- and level-appropriate (I.3, I.4, S.1, J.3, J.4)
topics. (Example: biographies, news articles, narratives, memoirs and personal accounts, formal letters and emails, I.EFL.5.9.1. Learners can
etc.) present information clearly and
EFL 5.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing influence an audience
process”) to produce effectively through well-
well-constructed informational texts. developed arguments in
EFL 5.5.1. Compare and present personal and formal responses to and interpretations of published literary texts prepared presentations and
and the works of peers, referring to details other forms of oral
and features of the text. (Example: text structure, plot, ideas, events, vocabulary, etc.) communication. (I.2, I.3, J.2)
EFL 5.5.4. Read aloud with confidence, accuracy, fluency and expression to demonstrate understanding and to I.EFL. 5.10.1. Learners can find
convey an interpretation of meaning. specific information and
identify the main points in
simple, straightforward texts on
subjects of personal interest or
familiar academic topics while
making informed decisions
about one’s own reaction to the
text. (I.1, I.2, S.2)
I.EFL.5.15.1. Learners can plan
and produce well-constructed
informational texts by applying
the writing process and while
demonstrating an ability to
justify one’s position on an
argument through carefully
selected information and
 appropriate language, tone and
evidence. (I.2, I.3, I.4, S.3, J.1)
I.EFL.5.16.1. Learners can
respond to and interpret
literary texts, including original
stories written by peers,
referring to details and literary
elements of the text. (S.1, S.4,
J.2)
I.EFL.5.17.1. Learners can
demonstrate and convey
different levels of meaning in
literary texts by identifying
distinguishing features,
interpreting implicit and explicit
messages and responding in a
variety of ways. (I.3, I.4, J.3)

TRANSVERSE AXES: The interculturality. PERIODS: 30 WEEK OF Week 1

BEGINNING
Activities of evaluation /
Methodological strategies Resources Achievement indicators
Skills / instruments
 Communication and Cul-  English book 1. Talk about events that have happened Diagnostic evaluation
tural Awareness  Colors recently and share experiences of your Instrument: Written tests
 Creating a poster of class  Pencil school community.
 Dictionary 2. Talk about news. Technique: Observation
rules.
 Pictures according 3. Announce a piece of news that has Technique: Self-assessment and
 Practicing the use of ex- happened recently. Coevaluación
the topic
pressions of politeness dur- 4. Share life experiences.
ing collaborative pair and 5. Know the difference between Simple Evaluation summative
 small group work. Present and Simple Past tenses. Instrument: Written tests
 Adding expressions of po- 6. Know the difference between Present
liteness to dialogues. Perfect and Past Perfect tenses.
7. Know some idioms.
 Brainstorming ways to help
others, at school and in the
community.
 Oral Communication: (Lis-
tening and Speaking)
 Conducting a class spelling.
 Reading
 Following the steps in a
class game.
 Writing
 Writing new words and
phrases in a vocabulary
notebook.
 Brainstorming a list of
questions and responses
learners can use during lit-
erature circles or small
group discussions.
 Idioms and Colloquial Ex-
pressions
 Project
 Discuss
 Word Bank
  Key Expressions
 Vocabulary Strategy

3. ADAPTED CURRICULUM
Specification of Educational Needs Specification of the adapted material to be applied
 

PREPARED BY: REVISED BY: APPROVED BY:

Teacher: Msc. Mayte Mercado C.,Ing. Coordinator: Msc. Mayte Mercado C.,Ing. Principal: Msc. Virny Davila
Signature: Englih Signature: English Signature: Rectora (e)
Date: 13th, march 2023 Date: 13th, march 2023 Date: 13th, march 2023