MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU

NAME OF SCHOOL SCHOOL YEAR

PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Timeframe Duration
Teacher: Area/Subject:
Grade:
Weeks Periods Start End

2. Unit Plan Unit No. 1

Unit Title Unit Specific Objectives

O.EFL.5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
A family affair
O.EFL.5.6 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.

Transversal Axes CLIL: There is no CLIL for this unit

2. UNIT PLAN

1. Communication And Cultural awareness

EFL 5.1.8. Discover and employ alternative ways of saying things in social and classroom interactions.

CE.EFL.5.4. Communicate effectively using a variety of media

and formats, including ICT, by saying things in alternative ways
and applying self-correcting and self-monitoring strategies when
needed. EFL 5.1.9. Communicate information and ideas effectively to diverse audiences using a variety of media and formats.
I.EFL.5.4.1. Learners can communicate effectively using a variety
of media and formats, including ICT, by saying things in
alternative ways and applying self-correcting and self-
monitoring strategies when needed. (I.1, I.3, J.4) EFL 5.1.11. Apply self-correcting and self-monitoring strategies in social and classroom interactions by adjusting presentation and language production to
effectively express opinions and make evaluations. (Example: asking questions, starting over, rephrasing, exploring alternative pronunciations, etc.)

Work in groups. Use the information in the text to plan a seating arrangement at Sophie's wedding reception (using the diagram)

2. Oral Communication

EFL 5.2.3. Follow main ideas in topics covered in other curricular subjects with the help of visual support, using concepts and vocabulary that have been
studied in advance.
CE.EFL.5.6. Listening for Information: Deal with practical,
everyday communication demands in familiar social and
academic contexts, including following directions in class
activities and identifying main ideas in other curricular subjects
when given sufficient support. EFL 5.2.4. Follow oral directions in classroom activities and projects and provide directions to peers in selected interactions.
I.EFL.5.6.1. Learners can deal with practical, everyday
communication demands in familiar social and academic
contexts, such as following directions in class activities and
identifying main ideas in other curricular subjects when given
sufficient support. (I.1, I.3, S.1)
EFL 5.2.13. Deal with practical, everyday communication demands within familiar contexts, effectively and without undue effort. (Example: meeting
people, extending and accepting invitations, exchanging information, giving reasons, asking and answering questions about routines and preferences, etc.)

Listening Part 1

3. Reading

EFL 5.3.2. Identify and use reading strategies to make informative and narrative texts comprehensible and meaningful. (Example: skimming, scanning,
previewing, reading for main ideas and details, using structural and context clues, cognates, format, sequence, etc.)
CE.EFL.5.11. 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.EFL.5.11.1. Learners can 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) EFL 5.3.9. Skim and scan reference materials, in print or online, in order to identify information that might be of practical use for one’s own research and
academic needs.

Reading & Use of English Part 6 - A seat at the table

4. Writing

CE.EFL.5.15. Plan and produce well-constructed informational EFL 5.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., “the writing process”) to produce well-constructed
texts by applying the writing process and while demonstrating informational texts.
an ability to justify one’s position on an argument through
carefully selected information and appropriate language, tone
and evidence.
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 EFL 5.4.3. Apply new and prior knowledge in order to plan and create texts and determine if the new knowledge adds value to or contradicts prior
appropriate language, tone and evidence. (I.2, I.3, I.4, S.3, J.1) information.

Writing Part 1 (essay)

5. Language Through The Arts

EFL 5.5.2. Make predictions, inferences 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.)
CE.EFL.5.17. 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.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)
EFL 5.5.4. Read aloud with confidence, accuracy, fluency and expression to demonstrate understanding and to convey an interpretation of meaning.

Reading & Use of English Part 2 - The housework gap

Methodological Strategies Resources Evaluation Activities / Techniques / Instruments

Unit 1: Guy Brook-Hart, Alice
*Work in pairs. Discuss the questions. Copello, Lucy Passmore,
*Work in pairs. You will hear people talking in eight different Jishan Uddin (2021)
situations. Before you listen, read questions 1 - 8 and underline the Complete First Third
main ideas in each. Edition Student's Book,
*Listen and choose the best answer (A, B, or C). Cambridge University
*Work in pairs. Correct the mistakes in the questionnaire. Press
*Read the extracts from Listening Part 1 and match the highlighted *Jacopo D'Andria Ursoleo,
phrasal verbs (1 - 6) to their definitions (a - f). Kate Gralton (2021)
*Complete the sentences with a phrasal verb from Exercise 1. Complete First Third
*Take turns to ask and answer the questions in Exercise 2. Edition Workbook,
*Work in pairs. You are going to read an article about a wedding. Cambridge University
Before you read, write the adjectives in the correct column below. Press
*Work in groups. Discuss the questions. *Deborah Hobbs (2021)
*Read the article carefully, ignoring the gaps. What is Sophie's Complete First Third
problem? Edition Teacher's Book,
*Practise Reading Part 6. Cambridge University
*Work in groups. Use the information in the text to plan a seating Press
arrangement at Sophie's wedding reception. *Presentation Plus (2021)
*Present your seating arrangement to the class. Justify your Complete First Third
choices. Edition, Cambridge
*Look at the pairs of sentences in italics and answer the questions University Press
that follow.
*Complete the sentences with the present perfect simple or
continuous form of the verbs in brackets.
*Correct one mistake with a verb tense in each of these sentences.
Ignore the gaps.
*Complete the gaps so the sentences are true for you, then discuss
your answers with a partner.
*Work in pairs. You are going to read an article about housework.
Before you read, match the verbs (1 - 7) to the nouns (a - g) to make
phrases for common household chores.
Specification of Education Needs Specification of the adapted material to be applied

Prepared by: Revised by: Approved by:

Teacher: Area Director: Vice-Principal:
signature: Signature: Signature:
Date: Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL: SCHOOL YEAR:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITE
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRITE
1. INFORMATIONAL DATA
Timeframe
Teacher: Area/Subject: Grade:
Weeks

2. Unit Plan
Unit Title Unit Specifi

O.EFL.5.4 Deploy a range of learning strategies, thereby increasing dispositi

practice opportunities. Respect themselves and others within the commu
academic behavior.
O.EFL.5.7 Interact quite clearly, confidently, and appropriately in a range o
command of the spoken language (CEFR B2 level).
Leisure and pleasure

Transversal Axes
2. UNIT PLAN
Evaluation Criteria Skills & Perform

1. Communication And Cultural awareness

EFL 5.1.7. Interpret and demonstrate knowledge of nonverbal and oral com
use of stress, intonation, pace, etc.)

CE.EFL.5.3. Interpret cultural and language

patterns in English, including nonverbal
communication, and apply them in
appropriate contexts.
I.EFL.5.3.1. Learners can interpret cultural
and language patterns in English, including
nonverbal communication, and apply them in
appropriate contexts. (I.3, I.4, S.1, S.2

EFL 5.1.4. Identify and interpret how cultural and language patterns in Eng
level. (Example: slang, idioms, humor, levels of formality, etc.)
 You will hear a girl talking about one of the experiences a - g. Listen and decide w

2. Oral Communication

EFL 5.2.6. Use new words and expressions which occur in conversations in
CE.EFL.5.7. Production – Accuracy and expressions wherever appropriate and necessary.
Intelligibility: Use appropriate vocabulary and
language in a variety of oral interactions for a
range of audiences and level-appropriate
purposes.
I.EFL.5.7.1. Learners can communicate clearly
and effectively by using appropriate EFL 5.2.12. Use appropriate vocabulary, expressions, language, routines an
vocabulary and language in a variety of oral asking permission, thanking someone, apologizing to friends, giving advice
interactions for a range of audiences and
level-appropriate purposes. (I.2, I.3, J.2)

Speaking Part 2 - Talk about the two photograp

3. Reading

CE.EFL.5.10. Find specific information and

identify the main points in simple, EFL 5.3.1. Find specific predictable information in short, simple texts in a ra
straightforward texts on subjects of personal articles, narratives, memoirs and personal accounts, formal letters and em
interest or familiar academic topics while
making informed decisions about one’s own
reaction to the text.
I.EFL.5.10.1. Learners can find specific
information and identify the main points in
simple, straightforward texts on subjects of
personal interest or familiar academic topics EFL 5.3.8. Identify and understand the main points in straightforward texts
while making informed decisions about one’s
own reaction to the text. (I.1, I.2, S.2)

Reading & Use of English Part 5 - View from the

4. Writing

EFL 5.4.1. Critically evaluate information from references, including those f

learners.
CE.EFL.5.14. 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.EFL.5.14.1. Learners can 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.5.14. 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.
EFL 5.4.2. Identify a variety of types and formats of potential resources and
I.EFL.5.14.1. Learners can identify, critically
domain. (Example: audio/video, multimedia, website, database, book, the
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)
EFL 5.4.4. Select and make effective use of a range of digital tools to write,
learning and productivity. (Example: image editing, GoogleDrive, infograph

Write Part 2 (article)

5. Language Through The Arts

EFL 5.5.1. Compare and present personal and formal responses to and inte
details and features of the text. (Example: text structure, plot, ideas, event
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.
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)
EFL 5.5.5. Create original, imaginative stories using appropriate vocabulary

Work in groups. You have decided to create your own video series about learning Englis

Methodological Strategies Resources

 Unit 2: Guy Brook-Hart, Alice Copello,
*Work in pairs. Lucy Passmore, Jishan Uddin
*Complete the sentences about advantages and disadvantages of using (2021) Complete First Third
social media with the words in the box. Edition Student's Book,
*Which sentences in Exercise 1 do you agree with? Why? Cambridge University Press
*Before you listen, read the sentences below and decide which type of *Jacopo D'Andria Ursoleo,
information you need to complete each sentence. Kate Gralton (2021) Complete
*Now listen to the talk. For questions 1 - 10, complete the sentences with a First Third Edition Workbook,
word or short phrase. Cambridge University Press
*Work in groups. You have decided to create your own video series about *Deborah Hobbs (2021)
learning English. Think about the following points and create a plan for your Complete First Third Edition
vlog. Teacher's Book, Cambridge
*Present your plan to the class. University Press
*Choose the correct phrase in italics from Listening Part 2, Exercise 4. Then *Presentation Plus (2021)
listen and check your answers. Complete First Third Edition,
*Correct the mistakes in the sentences. Cambridge University Press
*Complete the sentences with the correct form of the adjectives in
brackets.
*Look at the photos on Page 21 and answer the questions.
*Read and underline the main idea in each of the questions (1 - 6). Do not
read options A - D yet.
*For questions 1 - 6, choose the answers (A, B, C or D) which you think fits
best according to the text.
*Practise Reading Part 5.
*Choose a photograph from Exercise 1. Imagine that you took it. Write a
short article about your experience taking it.
*Find these phrasal verbs and expressions (1 - 10) in the article. Try to work
out their meaning from the context.
*Complete the sentences with the correct form of a phrasal verb or
expression from Exercise 1.
*Work in pairs. Ask and answer the questions.
*Look at the extract from the article and answer the questions.
*Choose the correct adjectives in italics.
*Use the word given in capitals at the end of the sentences to form a word
with -ed or -ing that fits the gap.
*Look at the photos of different activities below and answer the questions.
*You will hear a girl talking about one of the experiences a - g. Listen and
Specification ofdecide
Education
whichNeeds
experience she is talking about. Specification of the adapted m

Prepared by: Revised by:

Teacher: Area Director:
signature: Signature:
Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
 ND PERFORMANCE CRITERIA FOR EGB AND BGU
E OF SCHOOL SCHOOL YEAR
ND PERFORMANCE CRITERIA

Timeframe Duration
Periods Start End

Unit No. 2
Unit Specific Objectives

hereby increasing disposition and ability to independently access further (language) learning and
others within the communication process, cultivating habits of honesty and integrity into responsible

appropriately in a range of formal and informal social situations with a limited but effective
).

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

And Cultural awareness

of nonverbal and oral communication features by applying them in appropriate contexts. (Example:

d language patterns in English are used when exchanging ideas on familiar topics according to a B2
ormality, etc.)
 a - g. Listen and decide which experience she is talking about

ommunication

occur in conversations in the personal and educational domains, and make use of such terms and
y.

ons, language, routines and interaction styles in formal and informal social or academic situations by
g to friends, giving advice, making a suggestion, etc.

about the two photographs

Reading

n short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news
nts, formal letters and emails, etc.)

ts in straightforward texts on subjects of personal interest or familiar academic topics.

sh Part 5 - View from the top

Writing

ferences, including those found on the web, and recommend print and digital sources to other
 of potential resources and the value, purpose and audience of each one for use in the educational
bsite, database, book, thesaurus, scholarly/popular, current/historical, etc.)

ge of digital tools to write, edit, revise and publish written work in a way that supports collaboration,
ng, GoogleDrive, infographic makers, audio and video editing, presentation apps, etc.)

Part 2 (article)

Through The Arts

mal responses to and interpretations of published literary texts and the works of peers, referring to
ructure, plot, ideas, events, vocabulary, etc.)

ng appropriate vocabulary and elements of the literature that learners have read or heard.

eries about learning English. Create a plan and present it to the class

Evaluation Activities / Techniques / Instruments

 ification of the adapted material to be applied

sed by: Approved by:

Director: Vice-Principal:
ature: Signature:
: Date:
ME OF THE SCHOOL: SCHOOL YEAR:
0168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMA
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMAN
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title

O.EFL.5.2 Draw on this established propensity for curiosity and tolerance

multinational society.
O.EFL.5.5 Directly access the main points and important details of up-to
Happy holidays? investigation, through the efficient use of ICT and reference tools where

Transversal Axes

Evaluation Criteria Skill

1. Communication And Cultural A

EFL 5.1.1. Display an understanding of the relationship between the pra

experiences and ideas.
CE.EFL.5.1. Display an understanding of the
integrity of different cultures by sharing
experiences and by participating in class
activities and discussions in a way that shows
empathy and respect for others.
I.EFL.5.1.1. Learners can demonstrate an
understanding of the integrity of different
cultures by sharing experiences and by EFL 5.1.2. Demonstrate mindfulness, empathy, tolerance and an overall
participating in class activities and discussions in
a way that shows empathy and respect for
others. (I.3, S.1, S.2, J.1, J.3)

Work in pairs. Compare different holiday experiences from the arti

2. Oral Communication
 EFL 5.2.1. Deduce the meanings of unfamiliar phrases and words from a
CE.EFL.5.5. Listening for Meaning: Identify the interjections, etc.)
main idea in a variety of audio recordings (e.g.,
interviews, radio ads, news reports, etc.) and
deduce the meanings of unfamiliar phrases and
words in familiar contexts, provided speech is
clear and visuals help support meaning.
I.EFL.5.5.1. Learners can identify the main idea EFL 5.2.2. Identify the main idea and some details of recorded news repo
in a variety of audio recordings (e.g., interviews, and international customs, climate, weather, etc., where the visuals sup
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)
EFL 5.2.5. Understand the main idea of radio and audio recordings on su

Listening Part 3

3. Reading

CE.EFL.5.12. Engage with a variety of digital and EFL 5.3.4. Find the most important information in print or online sources
print texts and resources by evaluating and online or print timetables, web pages, posters, adverts, catalogues, etc.)
detecting complexities and discrepancies in the
information in order to find the most
appropriate sources to support an idea or
argument.
I.EFL.5.12.1. Learners can engage with a variety
of digital and print texts and resources by
evaluating and detecting complexities and
discrepancies in the information in order to find
the most appropriate sources to support an idea EFL 5.3.5. Assess, compare and evaluate the quality of written texts and
or argument. (I.2, I.4, J.3) area and purpose of a text. (Examples of text types: editorials, letters to

Reading & Use of English Part 7 - The trip was grea

4. Writing

EFL 5.4.1. Critically evaluate information from references, including thos

CE.EFL.5.14. Identify, critically evaluate and
recommend a variety of potential resources and EFL 5.4.2. Identify a variety of types and formats of potential resources a
references, including digital tools, that support audio/video, multimedia, website, database, book, thesaurus, scholarly/
collaboration and productivity, for educational
and academic use.
I.EFL.5.14.1. Learners can 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)
recommend a variety of potential resources and
references, including digital tools, that support
collaboration and productivity, for educational
and academic use.
I.EFL.5.14.1. Learners can identify, critically
evaluate and recommend a variety of potential
resources and references, including digital tools,
that support collaboration and productivity, for EFL 5.4.4. Select and make effective use of a range of digital tools to wri
educational and academic use. (I.1, I.2, S.3, S.4) productivity. (Example: image editing, GoogleDrive, infographic makers,

Writing Part 1 (report)

5. Language through the ar

EFL 5.5.7. Collaboratively produce criteria for evaluating literary texts an

CE.EFL.5.19. 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.EFL.5.19.1. Learners can engage in
collaborative activities through a variety of
student groupings in order to solve problems EFL 5.5.9. Engage in collaborative activities through a variety of student
and reflect on literary texts, and produce criteria literary texts. (Example: small groups, cooperative learning groups, litera
for evaluating the effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4, J.3, J.4)

Speaking Part 3

Methodological Strategies Resources

 Unit 3: Guy Brook-Hart, Alice Copello,
*Work in pairs. Complete the table with the words and phrases in the box. Lucy Passmore, Jishan Uddin
*Look at the photos. Answer the questions in pairs using the words and phrases (2021) Complete First Third
from the table. Edition Student's Book,
*Before you listen, underline the main idea in each statement A - H. Cambridge University Press
*Now listen to the extracts. For questions 1 - 5, choose from the list A - H in *Jacopo D'Andria Ursoleo, Kate
Exercise 1 what each speaker says about their holiday. Gralton (2021) Complete First
*Work in groups. Third Edition Workbook,
*Complete these extracts from Listening Part 3 with the correct form of the verbs in Cambridge University Press
brackets. Then listen and check your answers. *Deborah Hobbs (2021)
*Choose the correct options in italics. Complete First Third Edition
*Work in pairs. Tell each other a story using the sentence frame below. It can be Teacher's Book, Cambridge
true or invented. Ask each other questions to guess if the story is true or invented. University Press
*Match the verb types with the past simple spelling rule A - D. *Presentation Plus (2021)
*Write the past simple form of the verbs in the box. Complete First Third Edition,
*Look at the sentences from Listening Part 3 and complete the definitions below Cambridge University Press
with travel, journey, trip and way.
*Choose the correct options in italics.
*Complete the sentences with an adjective from the box. More than one answer is
possible.
*Complete the questions with travel, trip and way. Then ask and answer the
questions with a partner.
*Look at the photos. Why do people travel in these ways?
*Form adjectives from these nouns and verbs by adding a suffix. Use a dictionary to
help you.
*Use suffixes and prefixes to make positive and negative forms. In some cases,
more than one answer may be possible.
*Practise Reading Part 3.
*Work in pairs.
*Complete the sentences from Listening Part 3 with at, on and in.
*Find and correct the mistakes in these sentences. Some of the sentences are
correct.
*Complete these Speaking Part 1 and 4 questions with the correct preposition.
*Work in groups. Before you read, discuss the problems that people might have on
holiday.
*Read questions 1 - 10 carefully and identify the key words in each questions.
Specification of Education Needs

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
ANNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 3
Unit Specific Objectives

ropensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an intercultural and

oints and important details of up-to-date English language texts, such as those published on the web, for professional or general
se of ICT and reference tools where required.

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

of the relationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural

empathy, tolerance and an overall respect for the integrity of cultures in daily classroom activities.

nt holiday experiences from the article and talk about your own experiences

2. Oral Communication
nfamiliar phrases and words from a context containing familiar elements. (Example: colloquial greetings, exclamations,

some details of recorded news reports, documentaries and interviews reporting on seasonal festivities, environmental issues, food
weather, etc., where the visuals support the commentary.

of radio and audio recordings on subjects of personal interest, provided speech is clear.

Listening Part 3

3. Reading

formation in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising,
s, posters, adverts, catalogues, etc.)

ate the quality of written texts and visual presentations using different criteria and ICT tools related to the organization, subject
s of text types: editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.)

of English Part 7 - The trip was great but…..(mini travel blogs)

4. Writing

tion from references, including those found on the web, and recommend print and digital sources to other learners.

and formats of potential resources and the value, purpose and audience of each one for use in the educational domain. (Example:
atabase, book, thesaurus, scholarly/popular, current/historical, etc.)
use of a range of digital tools to write, edit, revise and publish written work in a way that supports collaboration, learning and
g, GoogleDrive, infographic makers, audio and video editing, presentation apps, etc.)

Writing Part 1 (report)

5. Language through the arts

teria for evaluating literary texts and the effectiveness of group work.

tivities through a variety of student groupings to share, reflect on, express and interpret opinions and evaluations of a range of
, cooperative learning groups, literature circles, process writing groups, etc.)

Speaking Part 3

Resources Evaluation Activities / Techniques / Instruments

 uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
ME-2015-00168-A de 01-12-2015)
 End

y in building an intercultural and

b, for professional or general

CLIL for this unit

sharing cross-cultural
 tings, exclamations,

ities, environmental issues, food

earch engines, online advertising,

d to the organization, subject

nts, etc.)

o other learners.

educational domain. (Example:

collaboration, learning and

nd evaluations of a range of

uments
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRI
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRIT
1. INFORMATIONAL DATA
Timeframe
Teacher: Area/Subject: Grade:
Weeks

2. Unit Plan
Unit Title Unit Specific Ob

O.EFL.5.1 Encounter socio-cultural aspects of their own and other countries in a though
and languages from the secure standpoint of their own national and cultural identity.
O.EFL.5.6 Through selected media, participate in reasonably extended spoken or written
topics of common interest, expressing ideas and opinions effectively and appropriately.
Food, glorious food

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performance

1. Communication And Cultural Awarenes

CE.EFL.5.2. Demonstrate an
ability to discuss culture by EFL 5.1.3. Find parallels between Ecuadorian cultural and political referents and those o
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and
taking action on issues of EFL 5.1.5. Identify, discuss and analyze cultural products from Ecuador and beyond and
prejudice and discrimination.
I.EFL.5.2.1. Learners can exhibit
an ability to discuss culture by
analyzing cultural products and
referents from Ecuador and
other countries while making
informed choices about and EFL 5.1.6. Demonstrate an ability to make informed choices about and take action on is
taking action on issues of
prejudice and discrimination.
(I.1, I.2, S.2, J.1, J.3)

Work in pairs and discuss about streetfood and comparing / talking about Ecu

2. Oral Communication
CE.EFL.5.8. Interaction –
Interpersonal: Respond to and
build on other people’s ideas in EFL 5.2.9. Build on others’ ideas when engaged in pair, group or whole-class discussions
extended conversations on
familiar social and academic
topics by expressing opinions
and feelings and clarifying
meaning. EFL 5.2.11. Express opinions on abstract topics, such as film and music, and concrete top
I.EFL.5.8.1. Learners ca and others’ opinions.
n respond to and build on other
people’s ideas in extended
conversations on familiar social
and academic topics by
expressing opinions and feelings EFL 5.2.14. Request and provide information and assistance orally for personal, social an
and clarifying meaning. (I.3, I.4, interactions.
S.1, J.3, J.4)

Discuss, in groups, with a partner the opening unit pho

3. Reading
CE.EFL.5.10. Find specific
information and identify the
main points in simple,
straightforward texts on subjects
of personal interest or familiar EFL 5.3.1. Find specific predictable information in short, simple texts in a range of age- a
academic topics while making memoirs and personal accounts, formal letters and emails, etc.)
informed decisions about one’s
own reaction to the text.
I.EFL.5.10.1. Learners can find
specific information and identify
the main points in simple,
straightforward texts on subjects
of personal interest or familiar EFL 5.3.8. Identify and understand the main points in straightforward texts on subjects o
academic topics while making
informed decisions about one’s
own reaction to the text. (I.1, I.2,
S.2)
Reading & Use of English Part 6 - What are you printin

4. Writing

CE.EFL.5.14. Identify, critically EFL 5.4.1. Critically evaluate information from references, including those found on the
evaluate and recommend a
variety of potential resources
and references, including digital
tools, that support collaboration
and productivity, for educational
and academic use.
I.EFL.5.14.1. Learners can EFL 5.4.2. Identify a variety of types and formats of potential resources and the value, p
identify, critically evaluate and audio/video, multimedia, website, database, book, thesaurus, scholarly/popular, curren
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)
and productivity, for educational
and academic use.
I.EFL.5.14.1. Learners can
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) EFL 5.4.4. Select and make effective use of a range of digital tools to write, edit, revise a
productivity. (Example: image editing, GoogleDrive, infographic makers, audio and video

Write Part 2 (review)

4. Language Through the Arts

CE.EFL.5.18. Use a range of

criteria to evaluate and
recommend literary texts to
others, and recognize how EFL 5.5.10. Evaluate and recommend a literary text (written, oral, online, in video or in p
chosen criteria affects
evaluation.
I.EFL.5.18.1. Learners can use a
variety of criteria for evaluating
and recommending literary texts
to others, and recognize how
chosen criteria affects
evaluation. (S.1, S.4, J.2, J.4) EFL 5.5.6. Evaluate one’s own and others’ work, individually and collaboratively, on the
evaluation. (Examples of criteria: clarity of ideas, use of English grammar and vocabular

Reading & Use of English Part 1 - A café with a difference. Then discuss in pairs

Methodological Strategies Resources

 Unit 4: Guy Brook-Hart, Alice Copello,
*Look at the photos. Do you know what these kinds of food are? Match Lucy Passmore, Jishan Uddin
the photos A - E with the words in the box. (2021) Complete First Third
*Match the descriptions 1 - 5 with the words in Exercise 1. Edition Student's Book,
*Work in groups. Discuss the questions. Cambridge University Press
*You are going to read an article about 3D-printed food. Before you *Jacopo D'Andria Ursoleo, Kate
read, write three things you would like to know about 3D-printed food. Gralton (2021) Complete First
*Now read the article quickly, ignoring the gaps. Try to find the answers Third Edition Workbook,
to the points you write in Exercise 1. Cambridge University Press
*Practise Reading Part 6. *Deborah Hobbs (2021)
*Complete these sentences from Reading & Use of English Part 6 by Complete First Third Edition
writing one of the words in the correct form in the gaps. Teacher's Book, Cambridge
*Correct the mistake in each sentence. University Press
*Complete the collocations with food, dish or meal. In one case, more *Presentation Plus (2021)
than one answer is correct. Complete First Third Edition,
*Work in pairs. Ask and answer the questions in Exercise 4. Cambridge University Press
*Complete the sentences from Reading & Use of English Part 6 with so,
such or such a.
*Some of the sentences are correct. Find and correct the mistakes.
*For questions 1 - 6, complete the second sentence so that it has a
similar meaning to the first sentence, using the word given.
*Work in pairs. You will hear an interview with a woman called Alina who
runs a catering business. Before you listen, discuss the questions.
*Quickly read questions 1 - 7 and underline the main idea in each one.
*Listen to the interview. For questions 1 - 7, choose the best answers (A,
B or C).
*Work in pairs. Discuss the questions.
*Complete the sentences from Listening Part 4 with too, too many, too
much or enough.
*Work with a partner if you agree or disagree with the sentences.
*Find and correct the mistakes in the sentences. More than one answer
may be possible.
*For questions 1 - 4, complete the sentence second so that it has a
similar meaning to the first sentence, using the word given.
Specification of Education Needs Specification of the adapted mat

Prepared by: Revised by:

Teacher: Area Director:
signature: Signature:
Date: Date:
SCHOOL LOGO: NAME OF THE SCHOOL:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
AND PERFORMANCE CRITERIA FOR EGB AND BGU
OF SCHOOL SCHOOL YEAR
AND PERFORMANCE CRITERIA

Timeframe Duration
Periods Start End

Unit No. 4
Unit Specific Objectives

ther countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other cultures
al and cultural identity.
xtended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general
ctively and appropriately.

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

n And Cultural Awareness

tical referents and those of other countries by talking about holidays, symbols, customs and schooling.

Ecuador and beyond and use them to explore the perspectives of the culture.

bout and take action on issues of prejudice and discrimination.

paring / talking about Ecuadorian food versus other countries

Communication
or whole-class discussions on personal, social, community and academic topics.

nd music, and concrete topics, such as personal experiences, while describing one’s reactions to them

rally for personal, social and academic purposes in order to clarify and extend meaning in spoken

ner the opening unit photos about food

3. Reading

e texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives,
c.)

orward texts on subjects of personal interest or familiar academic topics.

t 6 - What are you printing for dinner?

4. Writing

uding those found on the web, and recommend print and digital sources to other learners.

esources and the value, purpose and audience of each one for use in the educational domain. (Example:
scholarly/popular, current/historical, etc.)
ools to write, edit, revise and publish written work in a way that supports collaboration, learning and
c makers, audio and video editing, presentation apps, etc.)

Part 2 (review)

ge Through the Arts

ral, online, in video or in print) or a favorite activity to a peer.

nd collaboratively, on the basis of a variety of criteria, and recognize how chosen criteria affect
h grammar and vocabulary, register, originality, visual presentation, etc.)

nce. Then discuss in pairs the follow-up questions on the topic

Evaluation Activities / Techniques / Instruments

ation of the adapted material to be applied

by: Approved by:

rector: Vice-Principal:
re: Signature:
Date:
OF THE SCHOOL: SCHOOL YEAR:
0168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRI
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific O

O.EFL.5.5 Directly access the main points and important details of up-to-date English la
investigation, through the efficient use of ICT and reference tools where required.
Study time O.EFL.5.7 Interact quite clearly, confidently, and appropriately in a range of formal and
language (CEFR B2 level).

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performan

1. Communication And Cultural Awarene

EFL 5.1.8. Discover and employ alternative ways of saying things in social and classroom
CE.EFL.5.4. Communicate
effectively using a variety of
media and formats, including ICT,
by saying things in alternative
ways and applying self-correcting
and self-monitoring strategies
when needed. EFL 5.1.9. Communicate information and ideas effectively to diverse audiences using a
I.EFL.5.4.1. Learners can
communicate effectively using a
variety of media and formats,
including ICT, by saying things in
alternative ways and applying EFL 5.1.11. Apply self-correcting and self-monitoring strategies in social and classroom
self-correcting and self- express opinions and make evaluations. (Example: asking questions, starting over, reph
monitoring strategies when
needed. (I.1, I.3, J.4)

Work in pairs. Discuss the questions (studying

2. Oral Communication

CE.EFL.5.6. Listening for

Information: Deal with practical,
everyday communication EFL 5.2.3. Follow main ideas in topics covered in other curricular subjects with the help
demands in familiar social and advance.
academic contexts, including
following directions in class
activities and identifying main
ideas in other curricular subjects
when given sufficient support.
I.EFL.5.6.1. Learners can deal
with practical, everyday
communication demands in
familiar social and academic
CE.EFL.5.6. Listening for
Information: Deal with practical,
everyday communication
demands in familiar social and
academic contexts, including
following directions in class
activities and identifying main
ideas in other curricular subjects
when given sufficient support.
I.EFL.5.6.1. Learners can deal EFL 5.2.4. Follow oral directions in classroom activities and projects and provide directi
with practical, everyday
communication demands in
familiar social and academic
contexts, such as following
directions in class activities and
identifying main ideas in other EFL 5.2.13. Deal with practical, everyday communication demands within familiar conte
curricular subjects when given and accepting invitations, exchanging information, giving reasons, asking and answerin
sufficient support. (I.1, I.3, S.1)

Listening Part 1

3. Reading

CE.EFL.5.12. Engage with a EFL 5.3.4. Find the most important information in print or online sources in order to sup
variety of digital and print texts online or print timetables, web pages, posters, adverts, catalogues, etc.)
and resources by evaluating and
detecting complexities and
discrepancies in the information
in order to find the most
appropriate sources to support
an idea or argument.
I.EFL.5.12.1. Learners can engage
with a variety of digital and print
texts and resources by evaluating
and detecting complexities and
discrepancies in the information
in order to find the most EFL 5.3.5. Assess, compare and evaluate the quality of written texts and visual presenta
appropriate sources to support area and purpose of a text. (Examples of text types: editorials, letters to the editor, pol
an idea or argument. (I.2, I.4, J.3)

Reading & Use of English Part 3 - Mobile phones in t

4. Writing

CE.EFL.5.13. Produce emails, blog

posts and other written texts
using an effective voice and a EFL 5.4.6. Produce emails and blog posts describing personal experiences and feelings.
variety of appropriate writing
styles and conventions.
I.EFL.5.13.1. Learners can
produce emails, blog posts and
other written texts using an
effective voice and a variety of EFL 5.4.9. Use a variety of oral, print and electronic forms for writing to others or for w
appropriate writing styles and invitations, emails, blog entries and comments, notes to self, etc.)
conventions. (I.3, S.3, J.2)

Write a email to your English-speaking friend

5. Language Through the Arts

CE.EFL.5.19. Engage in
collaborative activities through a
variety of student groupings in
order to solve problems and
reflect on literary texts, and EFL 5.5.7. Collaboratively produce criteria for evaluating literary texts and the effective
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 EFL 5.5.9. Engage in collaborative activities through a variety of student groupings to sh
produce criteria for evaluating literary texts. (Example: small groups, cooperative learning groups, literature circles, pr
the effectiveness of the group.
(I.1, I.2, S.2, S.3, S.4, J.3, J.4)

Read the brochure. In pairs or small groups, try to agree on the two be

Methodological Strategies Resources

Unit 5: Guy Brook-Hart, Alice Copello,
*Work in groups. Discuss the questions. Lucy Passmore, Jishan Uddin
*You are going to hear people talking in eight different situations connected (2021) Complete First Third
with studying. Before you listen, match these words and phrases (1 - 9) with Edition Student's Book,
their definitions (a - i). Cambridge University Press
*Read the questions and underline the main idea in each question. *Jacopo D'Andria Ursoleo, Kate
*Listen and choose the best answer (A, B, or C). Gralton (2021) Complete First
*Match these phrasal verbs with their definitions (a - h) Third Edition Workbook,
*Complete the sentences with a phrasal verb from Exercise 1 in the correct Cambridge University Press
form. *Deborah Hobbs (2021)
*Read the brochure below, which outlines the reasons for studying at a Complete First Third Edition
university abroad. Choose the option in italics. Teacher's Book, Cambridge
*Work in pairs. Try to agree on the two best things about studying abroad. University Press
Give reasons for your answers. *Presentation Plus (2021)
*Complete these sentences with the correct form of the a word from Complete First Third Edition,
Exercise 3. Cambridge University Press
*Read the sentences (1 - 6) below. Which ones.....
*Match the beginnings and endings of these sentences.
*Complete the sentences with the correct form of the verb in brackets.
*Complete the sentences so it has a similar meaning to the first sentence,
using the word given.
*Work in pairs. Discuss the questions.
*Work in pairs. You are going to read extracts from four reports written by
international university students. Read questions 1 - 10 and underline the
main idea in each one.
*Practise Reading Part 7.
*You have received this email from your English-speaking friend Simi. Write
your email in response to Simi's questions.
*Form nouns from these verbs.
*Read the text below. Use the word given in capitals at the end of some of
the lines to form a word that fits in the gap in the same line.
*Practise Reading Part 3.
*Work in two teams. Some people believe that mobile phones should be
banned in the classroom. Do you agree?
*Work in pairs. Complete this extract of two exam candidates doing Speaking
Part 1. Then listen and check your answers.
Specification of Education Needs

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 5
Unit Specific Objectives

important details of up-to-date English language texts, such as those published on the web, for professional or general
and reference tools where required.
nd appropriately in a range of formal and informal social situations with a limited but effective command of the spoken

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

ays of saying things in social and classroom interactions.

s effectively to diverse audiences using a variety of media and formats.

nitoring strategies in social and classroom interactions by adjusting presentation and language production to effectively
mple: asking questions, starting over, rephrasing, exploring alternative pronunciations, etc.)

in pairs. Discuss the questions (studying abroad)

2. Oral Communication

in other curricular subjects with the help of visual support, using concepts and vocabulary that have been studied in
activities and projects and provide directions to peers in selected interactions.

munication demands within familiar contexts, effectively and without undue effort. (Example: meeting people, extending
ation, giving reasons, asking and answering questions about routines and preferences, etc.)

Listening Part 1

3. Reading

n in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising,
s, adverts, catalogues, etc.)

quality of written texts and visual presentations using different criteria and ICT tools related to the organization, subject
types: editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.)

Use of English Part 3 - Mobile phones in the classroom

4. Writing

ribing personal experiences and feelings.

tronic forms for writing to others or for writing for self, applying the conventions of social writing. (Example: notes,
s, notes to self, etc.)

te a email to your English-speaking friend Simi

5. Language Through the Arts

evaluating literary texts and the effectiveness of group work.

rough a variety of student groupings to share, reflect on, express and interpret opinions and evaluations of a range of
ative learning groups, literature circles, process writing groups, etc.)

small groups, try to agree on the two best things about studying abroad

Resources Evaluation Activities / Techniques / Instruments

uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
 Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
DUC-ME-2015-00168-A de 01-12-2015)
 End

rofessional or general

ommand of the spoken

for this unit

oduction to effectively

ave been studied in

eeting people, extending

ngines, online advertising,

e organization, subject
.)

(Example: notes,
uations of a range of

ents
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CRITERIA
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific Objec

O.EFL.5.2 Draw on this established propensity for curiosity and tolerance towards
an intercultural and multinational society.
O.EFL.5.4 Deploy a range of learning strategies, thereby increasing disposition an
practice opportunities. Respect themselves and others within the communicatio
Good job! responsible academic behavior.

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performance D

1. Communication And Cultural Awareness

CE.EFL.5.3. Interpret cultural and

language patterns in English, including EFL 5.1.7. Interpret and demonstrate knowledge of nonverbal and oral communic
nonverbal communication, and apply use of stress, intonation, pace, etc.)
them in appropriate contexts.
I.EFL.5.3.1. Learners can interpret
cultural and language patterns in
English, including nonverbal
communication, and apply them in
appropriate contexts. (I.3, I.4, S.1, S.2) EFL 5.1.4. Identify and interpret how cultural and language patterns in English are
level. (Example: slang, idioms, humor, levels of formality, etc.)

Pronunciation - Decide which words are stressed in these sentences.

2. Oral Communication
CE.EFL.5.9. Production – Fluency:
Present information clearly and
influence an audience effectively EFL 5.2.7. Present information clearly and effectively in a variety of oral forms for
through well-developed arguments in paraphrasing, personal narratives, research reports, essays, articles, posters, char
prepared presentations and other
forms of oral communication.
I.EFL.5.9.1. Learners can present
information clearly and influence an
audience effectively through well- EFL 5.2.8. Influence an audience effectively through persuasion, argument or neg
developed arguments in prepared precise vocabulary, pronunciation, intonation, presentation strategies, etc.)
presentations and other forms of oral
communication. (I.2, I.3, J.2)
Speaking Part 2

3. Reading

CE.EFL.5.11. Identify and apply a range

of reading strategies in order to make
texts meaningful and to select
information within a text that might be EFL 5.3.2. Identify and use reading strategies to make informative and narrative t
of practical use for one’s own academic scanning, previewing, reading for main ideas and details, using structural and con
needs.
I.EFL.5.11.1. Learners can Identify and
apply a range of reading strategies in
order to make texts meaningful and to
select information within a text that EFL 5.3.9. Skim and scan reference materials, in print or online, in order to identif
might be of practical use for one’s own and academic needs.
academic needs. (I.1, I.2, I.4, S.3)

Reading & Use of English Part 5 - Chasing a storm

4. Writing

EFL 5.4.6. Produce emails and blog posts describing personal experiences and fee
CE.EFL.5.13. Produce emails, blog posts
and other written texts using an
effective voice and a variety of
appropriate writing styles and
conventions. EFL 5.4.8. Create an effective voice, using a variety of writing styles appropriate to
I.EFL.5.13.1. Learners can produce as necessary.
emails, blog posts and other written
texts using an effective voice and a
variety of appropriate writing styles
and conventions. (I.3, S.3, J.2)
EFL 5.4.9. Use a variety of oral, print and electronic forms for writing to others or
(Example: notes, invitations, emails, blog entries and comments, notes to self, etc
 Writing Part 2 (an email)

5. Language through the arts

CE.EFL.5.17. Demonstrate and convey

different levels of meaning in literary
texts by identifying distinguishing EFL 5.5.2. Make predictions, inferences and deductions to demonstrate different
features, interpreting implicit and form, including literal and implied meanings. (Example: summarizing, explaining a
explicit messages and responding in a
variety of ways.
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 EFL 5.5.4. EFL 5.5.4. Read aloud with confidence, accuracy, fluency and expressio
responding in a variety of ways. (I.3, I.4, meaning.
J.3)

Reading & Use of English Part 2 - Volunteers wanted

Methodological Strategies Resources

 Unit 6: Guy Brook-Hart, Alice Copello,
*Look at the photos and answer the questions in pairs. Lucy Passmore, Jishan Uddin
*Work in pairs. You will hear five people who work in tourism talk about their jobs. (2021) Complete First Third
For each speaker (1 - 5), choose which feelings or opinions they express from the Edition Student's Book,
list of options (A - H). Cambridge University Press
*You will hear five short extracts. For questions 1 - 5, choose from the list (A - H) *Jacopo D'Andria Ursoleo, Kate
what each speaker says about their job. Gralton (2021) Complete First
*Work in groups. Third Edition Workbook,
*Read these sentences from Listening Part 3 and choose the correct option in Cambridge University Press
italics. *Deborah Hobbs (2021)
*Complete the sentences with a word from the box in the correct form. Complete First Third Edition
*Complete the diagram with the words in the box. In some cases, more than one Teacher's Book, Cambridge
answer is possible. University Press
*Work in pairs. Imagine you do one of the jobs in the list below. Write a funny *Presentation Plus (2021)
story about something that happened at work. Use at least five adjectives in Complete First Third Edition,
Exercise 3. Cambridge University Press
*Look at the photos below and answer the questions.
*Read the questions and find the parts of the text which provide the answers.
*Choose the answer (A, B, C or D) which you think fits best according to the text.
*Work in pairs. When you compare the photos, you can say what the photos have
in common as well as what is different about them.
*How could you use these words or phrases to talk about the photos.
*Listen to Nikolai and Antonia doing this part of the test. Which words and phrases
from Exercise 2 does Nikolai use to talk about each picture?
*Which of these strategies (a or b) does Nikolai use when doing the task?
*Listen again. Which of these phrases does Nikolai use?
*Listen to the sentence and underline the stressed words.
*Decide which words are stressed in these sentences. Listen and check your
answers.
*Work alone. Write three sentences to compare the photos on Page 66 and say
which job you think is more difficult.
*Work in pairs.
*Choose the correct option in italics.
*Underline the countable nouns in each list.
*Complete the sentences with the words in the box. In some cases, more than one
answer may be possible.
Specification of Education Needs

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
KILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
ILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 6
Unit Specific Objectives

y for curiosity and tolerance towards different cultures to comprehend the role of diversity in building

s, thereby increasing disposition and ability to independently access further (language) learning and
nd others within the communication process, cultivating habits of honesty and integrity into

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

cation And Cultural Awareness

dge of nonverbal and oral communication features by applying them in appropriate contexts. (Example:

and language patterns in English are used when exchanging ideas on familiar topics according to a B1.2
of formality, etc.)

ds are stressed in these sentences. Listen and check

Oral Communication
ectively in a variety of oral forms for a range of audiences and purposes. (Example: summarizing,
eports, essays, articles, posters, charts and other graphics, etc.)

hrough persuasion, argument or negotiation using conventions and features of English. (Example:
, presentation strategies, etc.)

Speaking Part 2

3. Reading

to make informative and narrative texts comprehensible and meaningful. (Example: skimming,
and details, using structural and context clues, cognates, format, sequence, etc.)

in print or online, in order to identify information that might be of practical use for one’s own research

of English Part 5 - Chasing a storm

4. Writing

ribing personal experiences and feelings.

ariety of writing styles appropriate to different audiences, purposes and settings, and adjust these styles

tronic forms for writing to others or for writing for self, applying the conventions of social writing.
ies and comments, notes to self, etc.)
iting Part 2 (an email)

nguage through the arts

eductions to demonstrate different levels of meaning of literary texts presented orally or in digital
(Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.)

nce, accuracy, fluency and expression to demonstrate understanding and to convey an interpretation of

English Part 2 - Volunteers wanted!

Resources Evaluation Activities / Techniques / Instruments

 uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
ME-2015-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMAN
SCHOOL LOGO NAME OF SCHO
PLANNING BY SKILLS AND PERFORMAN
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title U

O.EFL.5.3 Access greater flexibility of mind, creativity, enhanced linguistic

Enjoy an enriched perspective of their own L1 and of language use for co
O.EFL.5.5 Directly access the main points and important details of up-to-
investigation, through the efficient use of ICT and reference tools where
High adventure

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills &

1. Communication And Cultural Aw

EFL 5.1.8. Discover and employ alternative ways of saying things in social

CE.EFL.5.4. Communicate effectively using a

variety of media and formats, including ICT, by
saying things in alternative ways and applying
self-correcting and self-monitoring strategies
when needed.
I.EFL.5.4.1. Learners can communicate EFL 5.1.9. Communicate information and ideas effectively to diverse aud
effectively using a variety of media and
formats, including ICT, by saying things in
alternative ways and applying self-correcting
and self-monitoring strategies when needed.
(I.1, I.3, J.4)

EFL 5.1.11. Apply self-correcting and self-monitoring strategies in social a

express opinions and make evaluations. (Example: asking questions, starti

Read the instructions below and discuss your

2. Oral Communication
CE.EFL.5.5. Listening for Meaning: Identify the EFL 5.2.1. Deduce the meanings of unfamiliar phrases and words from a
main idea in a variety of audio recordings (e.g., interjections, etc.)
interviews, radio ads, news reports, etc.) and
deduce the meanings of unfamiliar phrases and
words in familiar contexts, provided speech is
clear and visuals help support meaning. EFL 5.2.2. Identify the main idea and some details of recorded news repo
I.EFL.5.5.1. Learners can identify the main idea food and international customs, climate, weather, etc., where the visuals
in a variety of audio recordings (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) EFL 5.2.5. Understand the main idea of radio and audio recordings on sub

Listening Part 2

3. Reading

CE.EFL.5.10. Find specific information and

identify the main points in simple,
straightforward texts on subjects of personal EFL 5.3.1. Find specific predictable information in short, simple texts in a
interest or familiar academic topics while memoirs and personal accounts, formal letters and emails, etc.)
making informed decisions about one’s own
reaction to the text.
I.EFL.5.10.1. Learners can find specific
information and identify the main points in
simple, straightforward texts on subjects of EFL 5.3.8. Identify and understand the main points in straightforward tex
personal interest or familiar academic topics
while making informed decisions about one’s
own reaction to the text. (I.1, I.2, S.2)

Reading & Use of English Part 6 - Looking for something a litt

4. Writing

CE.EFL.5.15. Plan and produce well-constructed EFL 5.4.7. Use the process of prewriting, drafting, revising, peer editing a
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. EFL 5.4.3. Apply new and prior knowledge in order to plan and create tex
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, EFL 5.4.5. Justify and explain the rationale for a position on an argument,
tone and evidence. (I.2, I.3, I.4, S.3, J.1) editorials, movie and book reviews, position papers and brochures.
 Writing Part 2 (article)

5. Language through the art

CE.EFL.5.19. Engage in collaborative activities EFL 5.5.7. Collaboratively produce criteria for evaluating literary texts and
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.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) EFL 5.5.9. Engage in collaborative activities through a variety of student g
literary texts. (Example: small groups, cooperative learning groups, litera

Speaking Part 3

Methodological Strategies Resources

Unit 7: Guy Brook-Hart, Alice Copello
*Match these adventure activities with the photos. Lucy Passmore, Jishan Uddin
*Work in groups. Discuss the questions. (2021) Complete First Third
*Practise Listening Part 2. Edition Student's Book,
*Listen and complete the sentences with a word or short phrase. Cambridge University Press
*Read the instructions below and discuss ideas in pairs. *Jacopo D'Andria Ursoleo, Ka
*Complete the sentences with a word from the box in the correc form. There may be more Gralton (2021) Complete Firs
than one possible answer. Third Edition Workbook,
*Complete the sentences with a verb from the table below. More than one answer may be Cambridge University Press
possible. *Deborah Hobbs (2021)
*Work in pairs. Complete First Third Edition
*Read the article carefully and make a short note in the margin about the subject of each Teacher's Book, Cambridge
paragraph. University Press
*Practise Reading Part 6. *Presentation Plus (2021)
*Read the sentences below and underline words and phrases which refer to a specific part Complete First Third Edition,
of the text. Cambridge University Press
*Work in pairs. Answer the questions.
*Work in groups.
*Match the sentences (a - j) with the rules (1 - 10) below. Some sentences match more
than one rule.
*Complete the sentences with the correct form of the verb in brackets.
*Choose the correct options in italics.
*Work in pairs. Ask and answer the questions in Exercise 3, giving your opinions.
*Find and correct the mistakes in the sentences. Some sentences are correct.
*Work in pairs. For questions 1 and 2, choose the answer A - D. Why are the other answers
incorrect?
*Now do these Paert 4 questions. Use the clues below each question to help you.
*For questions 1 - 6, complete the second sentence so that is has a similar meaning to the
first sentence, using the word given.
*Check your answers by looking at these clues for each of the questions in Exercise 3.
*Work in pairs. Look at the photo and discuss the questions.
*Before you listen, read and underline the main idea in each question.
*Practise Listening Part 4.
*Complete these sentences from Listening Part 4 with these words in the correct form.
*Choose the correct option in italics.
*Work in pairs. Read the examiner's instructions and the speaking task below. Then match
Specification of Education
the exam candidate's Needs(a - e) with the five ideas.
responses

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signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
Y SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
Y SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 7
Unit Specific Objectives

eativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences.
1 and of language use for communication and learning.
important details of up-to-date English language texts, such as those published on the web, for professional or general
and reference tools where required.

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

munication And Cultural Awareness

ays of saying things in social and classroom interactions.

s effectively to diverse audiences using a variety of media and formats.

nitoring strategies in social and classroom interactions by adjusting presentation and language production to effectively
mple: asking questions, starting over, rephrasing, exploring alternative pronunciations, etc.)

ons below and discuss your ideas (mind map)

2. Oral Communication
 phrases and words from a context containing familiar elements. (Example: colloquial greetings, exclamations,

tails of recorded news reports, documentaries and interviews reporting on seasonal festivities, environmental issues,
ther, etc., where the visuals support the commentary.

and audio recordings on subjects of personal interest, provided speech is clear.

Listening Part 2

3. Reading

n in short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives,
s and emails, etc.)

oints in straightforward texts on subjects of personal interest or familiar academic topics.

Looking for something a little different? Try a tough Mudder

4. Writing

ing, revising, peer editing and proofreading (i.e., “the writing process”) to produce well-constructed informational texts.

order to plan and create texts and determine if the new knowledge adds value to or contradicts prior information.

a position on an argument, using persuasive language, tone, evidence and well-developed arguments through essays,
papers and brochures.
 Writing Part 2 (article)

. Language through the arts

evaluating literary texts and the effectiveness of group work.

rough a variety of student groupings to share, reflect on, express and interpret opinions and evaluations of a range of
ative learning groups, literature circles, process writing groups, etc.)

Speaking Part 3

Resources Evaluation Activities / Techniques / Instruments

 uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
-00168-A de 01-12-2015)
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRI
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific O

O.EFL.5.6 Through selected media, participate in reasonably extended spoken or writte

topics of common interest, expressing ideas and opinions effectively and appropriately
O.EFL.5.7 Interact quite clearly, confidently, and appropriately in a range of formal and
Dream of the stars language (CEFR B2 level).

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performan

1. Communication And Cultural Awarene

CE.EFL.5.3. Interpret cultural and

language patterns in English,
including nonverbal EFL 5.1.7. Interpret and demonstrate knowledge of nonverbal and oral communication
communication, and apply them intonation, pace, etc.)
in appropriate contexts.
I.EFL.5.3.1. Learners can
interpret cultural and language
patterns in English, including
nonverbal communication, and EFL 5.1.4. Identify and interpret how cultural and language patterns in English are used
apply them in appropriate slang, idioms, humor, levels of formality, etc.)
contexts. (I.3, I.4, S.1, S.2)

Pronunciation - grouping words and paus

CE.EFL.5.7. Production – Accuracy 2. Oral Communication

and Intelligibility: Use
appropriate vocabulary and
language in a variety of oral
interactions for a range of EFL 5.2.6. Use new words and expressions which occur in conversations in the persona
audiences and level-appropriate wherever appropriate and necessary.
purposes.
I.EFL.5.7.1. Learners can
communicate clearly and EFL 5.2.12. Use appropriate vocabulary, expressions, language, routines and interaction
effectively by using appropriate thanking someone, apologizing to friends, giving advice, making a suggestion, etc.
vocabulary and language in a
variety of oral interactions for a
range of audiences and level-
appropriate purposes. (I.2, I.3,
J.2)
 Speaking Part 4

CE.EFL.5.12. Engage with a 3. Reading

variety of digital and print texts
and resources by evaluating and
detecting complexities and
discrepancies in the information EFL 5.3.4. Find the most important information in print or online sources in order to sup
in order to find the most online or print timetables, web pages, posters, adverts, catalogues, etc.)
appropriate sources to support
an idea or argument.
I.EFL.5.12.1. Learners can engage
with a variety of digital and print
texts and resources by evaluating EFL 5.3.5. Assess, compare and evaluate the quality of written texts and visual presenta
and detecting complexities and area and purpose of a text. (Examples of text types: editorials, letters to the editor, pol
discrepancies in the information
in order to find the most
appropriate sources to support
an idea or argument. (I.2, I.4, J.3) Reading & Use of English Part 7 - Describe your taste in fi

4. Writing

CE.EFL.5.15. Plan and produce

well-constructed informational
texts by applying the writing EFL 5.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreadin
process and while demonstrating
an ability to justify one’s position
on an argument through carefully
selected information and
appropriate language, tone and
evidence. EFL 5.4.3. Apply new and prior knowledge in order to plan and create texts and determ
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 EFL 5.4.5. Justify and explain the rationale for a position on an argument, using persuas
information and appropriate editorials, movie and book reviews, position papers and brochures.
language, tone and evidence. (I.2,
I.3, I.4, S.3, J.1)

Writing Part 1 (essay)

5. Language through the arts

CE.EFL.5.18. Use a range of

criteria to evaluate and EFL 5.5.10. Evaluate and recommend a literary text (written, oral, online, in video or in
recommend literary texts to
others, and recognize how
chosen criteria affects evaluation.
I.EFL.5.18.1. Learners can use a
variety of criteria for evaluating
and recommending literary texts EFL 5.5.6. Evaluate one’s own and others’ work, individually and collaboratively, on the
to others, and recognize how (Examples of criteria: clarity of ideas, use of English grammar and vocabulary, register,
chosen criteria affects evaluation.
(S.1, S.4, J.2, J.4)
 Imagine you are a chef and you have been asked to cook a three-course meal f

Methodological Strategies Resources

Unit 8: Guy Brook-Hart, Alice Copello,
*Work in groups. Look at the photos and compare these different types of Lucy Passmore, Jishan Uddin
celebrities. (2021) Complete First Third
*You are going to read a forum thread where users talk about the different Edition Student's Book,
types of films they watch. Before you read, discuss the questions in pairs. Cambridge University Press
*Practise Reading Part 7. *Jacopo D'Andria Ursoleo, Kate
*Complete the table with the adjectives from Reading and Use of English Part Gralton (2021) Complete First
7 in the box. Third Edition Workbook,
*Look at the list below and choose something you enjoyed and something Cambridge University Press
you didn't enjoy. Use the adjectives in Exercise 1 to describe them to your *Deborah Hobbs (2021)
partner. Complete First Third Edition
*Match the words and phrases in bold (1 - 9) with the definitions (a - i). Teacher's Book, Cambridge
*Work in pairs. Ask and answer the questions in Exercise 3. University Press
*Choose the correct options in italics in each of these sentences. Then check *Presentation Plus (2021)
your answers by looking at the texts on page 85 again. Complete First Third Edition,
*Look at the photos. Then complete the sentences with a word from the box. Cambridge University Press
Use each word only once.
*Work in pairs. The photographs show people performing in different
locations. Take turns comparing the photos and say what the people are
enjoying about performing in these locations.
*Complete the sentences from Reading and Use of English Part 7 with the
correct preposition.
*Complete the sentences with at, in or on.
*Work in pairs. You will hear a man called Mark King talking about his work
as a personal chef for celebrities. Before you listen, read the sentences and
decide....
*Now listen. For questions 1 - 10 complete the sentences with a short word
or phrase.
*Practise Listening Part 2.
*Work in groups. Discuss the questions.
*Now imagine you are a personal chef. You have been asked to cook a three-
course meal for a celebrity. Read the profile below. In pairs, design a menu
that would be suitable for the celebrity.
*Compare your menu with another pair. Decide who has created the best
menu.
*Look at the two sentences from Listening Part 2. What do you think the
Specification of Education
actor and Mark's Needs
exact words were, a or b?

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 8
Unit Specific Objectives

e in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general
nd opinions effectively and appropriately.
nd appropriately in a range of formal and informal social situations with a limited but effective command of the spoken

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

dge of nonverbal and oral communication features by applying them in appropriate contexts. (Example: use of stress,

and language patterns in English are used when exchanging ideas on familiar topics according to a B1.2 level. (Example:

Pronunciation - grouping words and pausing

2. Oral Communication

ich occur in conversations in the personal and educational domains, and make use of such terms and expressions

essions, language, routines and interaction styles in formal and informal social or academic situations by asking permission,
ing advice, making a suggestion, etc.
 Speaking Part 4

3. Reading

n in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising,
s, adverts, catalogues, etc.)

quality of written texts and visual presentations using different criteria and ICT tools related to the organization, subject
types: editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.)

f English Part 7 - Describe your taste in films (online forum)

4. Writing

ing, revising, peer editing and proofreading (i.e., “the writing process”) to produce well-constructed informational texts.

order to plan and create texts and determine if the new knowledge adds value to or contradicts prior information.

a position on an argument, using persuasive language, tone, evidence and well-developed arguments through essays,
papers and brochures.

Writing Part 1 (essay)

5. Language through the arts

y text (written, oral, online, in video or in print) or a favorite activity to a peer.

rk, individually and collaboratively, on the basis of a variety of criteria, and recognize how chosen criteria affect evaluation.
nglish grammar and vocabulary, register, originality, visual presentation, etc.)
been asked to cook a three-course meal for a celebrity. Compare menus in pairs

Resources Evaluation Activities / Techniques / Instruments

uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
DUC-ME-2015-00168-A de 01-12-2015)
 End

n work, study, or general

ommand of the spoken

for this unit

ample: use of stress,

a B1.2 level. (Example:

and expressions

ons by asking permission,

ngines, online advertising,

e organization, subject
.)

ed informational texts.

rior information.

ments through essays,

criteria affect evaluation.

ents
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRI
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific O

O.EFL.5.1 Encounter socio-cultural aspects of their own and other countries in a though
and languages from the secure standpoint of their own national and cultural identity.
O.EFL.5.4 Deploy a range of learning strategies, thereby increasing disposition and abili
opportunities. Respect themselves and others within the communication process, culti
The power of the mind

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performan

1. Communication And Cultural Awarene

CE.EFL.5.1. Display an
understanding of the integrity of EFL 5.1.1. Display an understanding of the relationship between the practices and persp
different cultures by sharing experiences and ideas.
experiences and by participating
in class activities and discussions
in a way that shows empathy and
respect for others.
I.EFL.5.1.1. Learners can
demonstrate an understanding of
the integrity of different cultures
by sharing experiences and by EFL 5.1.2. Demonstrate mindfulness, empathy, tolerance and an overall respect for the
participating in class activities
and discussions in a way that
shows empathy and respect for
others. (I.3, S.1, S.2, J.1, J.3)

Speaking Part 2

2. Oral Communication

CE.EFL.5.8. Interaction – EFL 5.2.9. Build on others’ ideas when engaged in pair, group or whole-class discussion
Interpersonal: Respond to and
build on other people’s ideas in
extended conversations on
familiar social and academic
topics by expressing opinions and
feelings and clarifying meaning.
I.EFL.5.8.1. Learners ca
n respond to and build on other
people’s ideas in extended
CE.EFL.5.8. Interaction –
Interpersonal: Respond to and
build on other people’s ideas in
extended conversations on
familiar social and academic
topics by expressing opinions and
feelings and clarifying meaning. EFL 5.2.11. Express opinions on abstract topics, such as film and music, and concrete to
I.EFL.5.8.1. Learners ca others’ opinions.
n respond to and build on other
people’s ideas in extended
conversations on familiar social
and academic topics by
expressing opinions and feelings
and clarifying meaning. (I.3, I.4, EFL 5.2.14. Request and provide information and assistance orally for personal, social a
S.1, J.3, J.4) interactions.

Work in pairs. Look at the three pictures. Use may, might, must,

CE.EFL.5.10. Find specific 3. Reading

information and identify the main
points in simple, straightforward
texts on subjects of personal
interest or familiar academic EFL 5.3.1. Find specific predictable information in short, simple texts in a range of age-
topics while making informed memoirs and personal accounts, formal letters and emails, etc.)
decisions about one’s own
reaction to the text.
I.EFL.5.10.1. Learners can find
specific information and identify
the main points in simple, EFL 5.3.8. Identify and understand the main points in straightforward texts on subjects
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) Reading & Use of English Part 5 - The secret of h

CE.EFL.5.14. Identify, critically

evaluate and recommend a 4. Writing
variety of potential resources and
references, including digital tools,
that support collaboration and EFL 5.4.1. Critically evaluate information from references, including those found on the
productivity, for educational and
academic use.
I.EFL.5.14.1. Learners can EFL 5.4.2. Identify a variety of types and formats of potential resources and the value, p
identify, critically evaluate and audio/video, multimedia, website, database, book, thesaurus, scholarly/popular, curren
recommend a variety of potential
resources and references, EFL 5.4.4. Select and make effective use of a range of digital tools to write, edit, revise a
including digital tools, that productivity. (Example: image editing, GoogleDrive, infographic makers, audio and vide
support collaboration and
productivity, for educational and Writing Part 2 (report)
academic use. (I.1, I.2, S.3, S.4)

CE.EFL.5.19. Engage in 5. Language through the arts

collaborative activities through a
variety of student groupings in
order to solve problems and
reflect on literary texts, and EFL 5.5.7. Collaboratively produce criteria for evaluating literary texts and the effective
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)
CE.EFL.5.19. 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.EFL.5.19.1. Learners can engage
in collaborative activities through
a variety of student groupings in EFL 5.5.9. Engage in collaborative activities through a variety of student groupings to sh
order to solve problems and literary texts. (Example: small groups, cooperative learning groups, literature circles, pr
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) Work in groups. Discuss the questions.

Methodological Strategies Resources

Unit 9: Guy Brook-Hart, Alice Copello,
*Work in pairs. Match the words and phrases to find eight things which Lucy Passmore, Jishan Uddin
might make people happy. (2021) Complete First Third
*Which of these things in Exercise 1 do you think are essential for happiness? Edition Student's Book,
*Work in pairs. Take turns to do the task below. Cambridge University Press
*Practise Reading Part 5. *Jacopo D'Andria Ursoleo, Kate
*Work in groups. Discuss the questions. Gralton (2021) Complete First
*Based on what you have read and discussed, write your own definition of Third Edition Workbook,
happiness. Cambridge University Press
*Complete these sentences from Reading and Use of English Part 5 with the *Deborah Hobbs (2021)
correct form of achieve, carry out or devote. Complete First Third Edition
*Match the nouns in the box with the verbs (1 - 3) they can form collocations Teacher's Book, Cambridge
with. University Press
*Complete the sentences with collocations from Exercise 2 in the correct *Presentation Plus (2021)
form. In some cases, more than one answer is possible. Complete First Third Edition,
*Choose the correct option in italics. Cambridge University Press
*Complete the sentences with the correct form of stay, spend, pass, make
cause or have.
*Which verb cause, have or make, forms a collocation with each of these
nouns?
*Complete the sentences with a collocation from Exercise 6. In some cases,
more than one answer is possible.
*Work in groups. You are going to hear people talking in eight different
situations. Before you listen, discuss these questions.
*Work in pairs. Read questions 1 and 2 and underline the key words in each
each question that will help you listen for the correct answer.
*Practise Listening Part 1.
*Now listen and for questions 1 and 2, choose the best answer A, B or C.
*Work in pairs. Ask and answer the questions.
*Read these extracts from Listening Part 1 and look at the underlined modal
verbs. Then answer the questions.
*Find and correct the mistakes in the sentences. One of the sentences is
correct.
*Complete the sentences with a modal verb and the correct form of the verb
in brackets. In some cases, more than one answer may be possible.
*Work in pairs. Look at the three pictures. Use may, might, must, could and
Specification of Education Needs
can't to say......

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 9
Unit Specific Objectives

their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other cultures
their own national and cultural identity.
s, thereby increasing disposition and ability to independently access further (language) learning and practice
s within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

ationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural

y, tolerance and an overall respect for the integrity of cultures in daily classroom activities.

Speaking Part 2

2. Oral Communication

d in pair, group or whole-class discussions on personal, social, community and academic topics.
s, such as film and music, and concrete topics, such as personal experiences, while describing one’s reactions to them and

and assistance orally for personal, social and academic purposes in order to clarify and extend meaning in spoken

he three pictures. Use may, might, must, could and can't to say…..

3. Reading

n in short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives,
s and emails, etc.)

oints in straightforward texts on subjects of personal interest or familiar academic topics.

g & Use of English Part 5 - The secret of happiness

4. Writing

references, including those found on the web, and recommend print and digital sources to other learners.

ats of potential resources and the value, purpose and audience of each one for use in the educational domain. (Example:
book, thesaurus, scholarly/popular, current/historical, etc.)
ange of digital tools to write, edit, revise and publish written work in a way that supports collaboration, learning and
Drive, infographic makers, audio and video editing, presentation apps, etc.)

Writing Part 2 (report)

5. Language through the arts

evaluating literary texts and the effectiveness of group work.

rough a variety of student groupings to share, reflect on, express and interpret opinions and evaluations of a range of
ative learning groups, literature circles, process writing groups, etc.)

Work in groups. Discuss the questions.

Resources Evaluation Activities / Techniques / Instruments

uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
DUC-ME-2015-00168-A de 01-12-2015)
 End

riencing other cultures

and practice
academic behavior.

for this unit

cross-cultural
e’s reactions to them and

eaning in spoken

ws articles, narratives,

r learners.

onal domain. (Example:

ration, learning and

uations of a range of

ents
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRI
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific O

O.EFL.5.2 Draw on this established propensity for curiosity and tolerance towards diffe
multinational society.
O.EFL.5.6 Through selected media, participate in reasonably extended spoken or writte
topics of common interest, expressing ideas and opinions effectively and appropriately

Spend, spend, spend

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performan

1. Communication And Cultural Awarene

EFL 5.1.3. Find parallels between Ecuadorian cultural and political referents and those o

CE.EFL.5.2. Demonstrate an
ability to discuss culture by
analyzing cultural products and
referents from Ecuador and other
countries while making informed
choices about and taking action
on issues of prejudice and EFL 5.1.5. Identify, discuss and analyze cultural products from Ecuador and beyond and
discrimination.
I.EFL.5.2.1. Learners can exhibit
an ability to discuss culture by
analyzing cultural products and
referents from Ecuador and other
countries while making informed
choices about and taking action
on issues of prejudice and
discrimination. (I.1, I.2, S.2, J.1, EFL 5.1.6. Demonstrate an ability to make informed choices about and take action on is
J.3)
 Work in groups and discuss the questions (compare working abroa

2. Oral Communication
CE.EFL.5.5. Listening for Meaning:
Identify the main idea in a variety EFL 5.2.1. Deduce the meanings of unfamiliar phrases and words from a context contai
of audio recordings (e.g., interjections, etc.)
interviews, radio ads, news
reports, etc.) and deduce the
meanings of unfamiliar phrases
and words in familiar contexts,
provided speech is clear and EFL 5.2.2. Identify the main idea and some details of recorded news reports, document
visuals help support meaning. and international customs, climate, weather, etc., where the visuals support the comm
I.EFL.5.5.1. Learners can identify
the main idea in a variety of
audio recordings (e.g., interviews,
radio ads, news reports, etc.) and
deduce the meanings of
unfamiliar phrases and words in EFL 5.2.5. Understand the main idea of radio and audio recordings on subjects of perso
familiar contexts where speech is
clear and visuals help support
meaning. (I.3, I.4)
Listening Part 4

CE.EFL.5.10. Find specific 3. Reading

information and identify the main
points in simple, straightforward
texts on subjects of personal
interest or familiar academic
topics while making informed EFL 5.3.1. Find specific predictable information in short, simple texts in a range of age-
decisions about one’s own memoirs and personal accounts, formal letters and emails, etc.)
reaction to the text.
I.EFL.5.10.1. Learners can find
specific information and identify
the main points in simple, EFL 5.3.8. Identify and understand the main points in straightforward texts on subjects
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, Reading & Use of English Part 5 - A journey of self
S.2)

4. Writing

CE.EFL.5.14. Identify, critically

evaluate and recommend a
variety of potential resources and EFL 5.4.1. Critically evaluate information from references, including those found on the
references, including digital tools,
that support collaboration and
productivity, for educational and
academic use.
I.EFL.5.14.1. Learners can EFL 5.4.2. Identify a variety of types and formats of potential resources and the value, p
identify, critically evaluate and audio/video, multimedia, website, database, book, thesaurus, scholarly/popular, curren
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)
references, including digital tools,
that support collaboration and
productivity, for educational and
academic use.
I.EFL.5.14.1. Learners can
identify, critically evaluate and
recommend a variety of potential
resources and references,
including digital tools, that
support collaboration and EFL 5.4.4. Select and make effective use of a range of digital tools to write, edit, revise a
productivity, for educational and productivity. (Example: image editing, GoogleDrive, infographic makers, audio and vide
academic use. (I.1, I.2, S.3, S.4)

Writing Part 2 (review)

5. Language through the arts

CE.EFL.5.17. Demonstrate and

convey different levels of
meaning in literary texts by
identifying distinguishing EFL 5.5.2. Make predictions, inferences and deductions to demonstrate different levels
features, interpreting implicit and and implied meanings. (Example: summarizing, explaining and identifying, word choice
explicit messages and responding
in a variety of ways.
I.EFL.5.17.1. Learners can
demonstrate and convey
different levels of meaning in
literary texts by identifying EFL 5.5.4. Read aloud with confidence, accuracy, fluency and expression to demonstrat
distinguishing features,
interpreting implicit and explicit
messages and responding in a
variety of ways. (I.3, I.4, J.3)

Reading & Use of English Part 2 - A new way t

Methodological Strategies
Unit 10: Guy Brook-Hart, Alice Copello,
*Look at these pictures. Would you prefer to buy these items online or in a Lucy Passmore, Jishan Uddin
shop? Give your reasons. (2021) Complete First Third
*Look at the percentage and decide which you think match the reasons 1 - 9 Edition Student's Book,
below. Compare your answers in pairs. Cambridge University Press
*You are going to read an article about a new way to shop. Before you read, *Jacopo D'Andria Ursoleo, Kate
discuss the questions below in pairs. Give examples to support your answers. Gralton (2021) Complete First
*Look at the picture below. Discuss with a partner what the new way to shop Third Edition Workbook,
might be. Then read the article, ignoring the gaps, to check your ideas. Cambridge University Press
*Practise Reading Part 2. *Deborah Hobbs (2021)
*Work in pairs. Discuss the questions. Complete First Third Edition
*Look at sentences a - c and answer the questions below. Teacher's Book, Cambridge
*Complete the sentences with as or like. University Press
*Work alone. You are going to read an extract from a book called 'A Journey *Presentation Plus (2021)
of Self-Discovery'. Before you read, look at the sentences and write agree or Complete First Third Edition,
disagree next to each one . Cambridge University Press
*Compare your answers in pairs. Give reasons for your answers.
*Practise Reading Part 5.
*Which noun phrase (a or b) does each of these words / phrases refer to?
*Work in groups. Discuss the questions.
*Choose the correct option in italics.
*Complete the sentences with the correct form of arrive, get or reach.
*Complete the sentences with arrive and an adverb or adverbial phrase in
the box.
*Before you listen, think about what might be involved in publishing a
successful magazine. Make a list of your ideas.
*Listen to the interview once without reading the questions below. How
many of your ideas in Exercise 1 are mentioned?
*Read questions 1 - 7. How many can you answer already?
*Practise Listening Part 4.
*Work in groups. Discuss the questions.
*Match the phrasal verbs (1 - 12) with their definitions (a - l).
*Complete the sentences with the correct form of the phrasal verb in
Exercise 1.
*Work in pairs. Choose the correct option in italics, then discuss the
questions.
Specification of Education Needs

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 10
Unit Specific Objectives

y for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an intercultural and

e in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or general
nd opinions effectively and appropriately.

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

cultural and political referents and those of other countries by talking about holidays, symbols, customs and schooling.

al products from Ecuador and beyond and use them to explore the perspectives of the culture.

ormed choices about and take action on issues of prejudice and discrimination.
ss the questions (compare working abroad with working in Ecuador)

2. Oral Communication

phrases and words from a context containing familiar elements. (Example: colloquial greetings, exclamations,

tails of recorded news reports, documentaries and interviews reporting on seasonal festivities, environmental issues, food
etc., where the visuals support the commentary.

and audio recordings on subjects of personal interest, provided speech is clear.

Listening Part 4

3. Reading

n in short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives,
s and emails, etc.)

oints in straightforward texts on subjects of personal interest or familiar academic topics.

& Use of English Part 5 - A journey of self-discovery

4. Writing

references, including those found on the web, and recommend print and digital sources to other learners.

ats of potential resources and the value, purpose and audience of each one for use in the educational domain. (Example:
book, thesaurus, scholarly/popular, current/historical, etc.)
ange of digital tools to write, edit, revise and publish written work in a way that supports collaboration, learning and
Drive, infographic makers, audio and video editing, presentation apps, etc.)

Writing Part 2 (review)

5. Language through the arts

eductions to demonstrate different levels of meaning of literary texts presented orally or in digital form, including literal
g, explaining and identifying, word choice, symbols, points of view, etc.)

acy, fluency and expression to demonstrate understanding and to convey an interpretation of meaning.

ing & Use of English Part 2 - A new way to shop

Evaluation Activities / Techniques / Instruments

 uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
DUC-ME-2015-00168-A de 01-12-2015)
 End

10

ding an intercultural and

n work, study, or general

for this unit

ustoms and schooling.

xclamations,

nvironmental issues, food

ws articles, narratives,

r learners.

onal domain. (Example:

ration, learning and

al form, including literal

aning.

ents
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRI
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific O

O.EFL.5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence,

an enriched perspective of their own L1 and of language use for communication and le
O.EFL.5.5 Directly access the main points and important details of up-to-date English la
investigation, through the efficient use of ICT and reference tools where required.

Medical matters

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performan

1. Communication And Cultural Awarene

EFL 5.1.8. Discover and employ alternative ways of saying things in social and classroom

CE.EFL.5.4. Communicate
effectively using a variety of
media and formats, including ICT,
by saying things in alternative
ways and applying self-correcting
and self-monitoring strategies EFL 5.1.9. Communicate information and ideas effectively to diverse audiences using a
when needed.
I.EFL.5.4.1. Learners can
communicate effectively using a
variety of media and formats,
including ICT, by saying things in
alternative ways and applying
self-correcting and self-
monitoring strategies when
needed. (I.1, I.3, J.4) EFL 5.1.11. Apply self-correcting and self-monitoring strategies in social and classroom
express opinions and make evaluations. (Example: asking questions, starting over, reph
 Use the photos (and online) to discuss the questions

2. Oral Communication
CE.EFL.5.7. Production – Accuracy
and Intelligibility: Use
appropriate vocabulary and EFL 5.2.6. Use new words and expressions which occur in conversations in the persona
language in a variety of oral wherever appropriate and necessary.
interactions for a range of
audiences and level-appropriate
purposes.
I.EFL.5.7.1. Learners can
communicate clearly and EFL 5.2.12. Use appropriate vocabulary, expressions, language, routines and interaction
effectively by using appropriate thanking someone, apologizing to friends, giving advice, making a suggestion, etc.
vocabulary and language in a
variety of oral interactions for a
range of audiences and level-
appropriate purposes. (I.2, I.3,
J.2)
Work in pairs. What advice would you give to someone who is stressed

3. Reading

CE.EFL.5.12. Engage with a

variety of digital and print texts EFL 5.3.4. Find the most important information in print or online sources in order to sup
and resources by evaluating and online or print timetables, web pages, posters, adverts, catalogues, etc.)
detecting complexities and
discrepancies in the information
in order to find the most
appropriate sources to support
an idea or argument. EFL 5.3.5. Assess, compare and evaluate the quality of written texts and visual presenta
I.EFL.5.12.1. Learners can engage area and purpose of a text. (Examples of text types: editorials, letters to the editor, pol
with a variety of digital and print
texts and resources by evaluating
and detecting complexities and
discrepancies in the information EFL 5.3.6. Display an appreciation of the language by interacting and engaging with a va
in order to find the most these materials as a means to promote and strengthen literacy skills and language acqu
appropriate sources to support
an idea or argument. (I.2, I.4, J.3)

Reading & Use of English Part 6 - #VerifyHealthcare and the Association of

4. Writing
CE.EFL.5.15. Plan and produce
well-constructed informational
texts by applying the writing
process and while demonstrating
an ability to justify one’s position EFL 5.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreadin
on an argument through carefully
selected information and
appropriate language, tone and
evidence.
I.EFL.5.15.1. Learners can plan EFL 5.4.3. Apply new and prior knowledge in order to plan and create texts and determ
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)
on an argument through carefully
selected information and
appropriate language, tone and
evidence.
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 EFL 5.4.5. Justify and explain the rationale for a position on an argument, using persuas
through carefully selected editorials, movie and book reviews, position papers and brochures.
information and appropriate
language, tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
Writing Part 1 (essay)

5. Language through the arts

CE.EFL.5.16. Respond to and

interpret literary texts, including EFL 5.5.1. Compare and present personal and formal responses to and interpretations o
original stories written by peers, features of the text. (Example: text structure, plot, ideas, events, vocabulary, etc.)
referring to details and literary
elements of the text.
I.EFL.5.16.1. Learners can
respond to and interpret literary
texts, including original stories
written by peers, referring to EFL 5.5.5. Create original, imaginative stories using appropriate vocabulary and elemen
details and literary elements of
the text. (S.1, S.4, J.2)

Write concluding paragraphs and compare / discuss w

Methodological Strategies
Unit 11: Guy Brook-Hart, Alice Copello,
*Look at the sentences below. Check any unknown vocabulary, then tick the Lucy Passmore, Jishan Uddin
sentences that are true for you. Compare your answers with a partner. (2021) Complete First Third
*Work in pairs. Use the words in bold in Exercise 1 to guess what happened Edition Student's Book,
to the people in pictures 1 - 5. Give as much detail as you can. Cambridge University Press
*Listen and check your answers. *Jacopo D'Andria Ursoleo, Kate
*Work with a different partner. Gralton (2021) Complete First
*Work in groups. You are going to read an article about a new health Third Edition Workbook,
initiative called #VerifyHealthcare. Before your read, discuss the questions. Cambridge University Press
*Read the article carefully, ignoring the gaps. Note the subject of each *Deborah Hobbs (2021)
paragraph in the margin as you read. Complete First Third Edition
*Practise Reading Part 6. Teacher's Book, Cambridge
*Work in pairs. Has the text changed your view of online health advice? University Press
*Complete these sentences from Reading and Use of English Part 6 with one *Presentation Plus (2021)
word in each gap. Complete First Third Edition,
*Read sentences A and B and answer the questions. Cambridge University Press
*Read the sentences. Write D for defining and ND for non-defining after each
sentence. Then add the relative pronouns, using that when possible.
*In which sentences could you omit who or which?
*Each of these sentences contains one wrong word or one extra word. Find
and correct the mistakes.
*Join the sentences using a relative clause.
*Look at the photos. What might these people like and dislike about their
jobs?
*You are going to hear five people talking about their job as a doctor. Before
you listen, underline the main idea in each statement A - H.
*Practise Listening Part 3.
*Work in pairs.
*Match the underlined expressions (1 - 6) in these extracts from Listening
Part with their definitions (a - g) below.
*Complete each gap with an idiom in Exercise 1 in the correct form.
*Work in pairs. What advice would you give to someone who is stressed at
work?
*Read this sentence from Reading and Use of English Part 6 and answer the
question below.
*Now read these two sentences and answer the questions.
Specification of Education Needs

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 11
Unit Specific Objectives

eativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences. Enjoy
of language use for communication and learning.
important details of up-to-date English language texts, such as those published on the web, for professional or general
and reference tools where required.

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

ays of saying things in social and classroom interactions.

s effectively to diverse audiences using a variety of media and formats.

nitoring strategies in social and classroom interactions by adjusting presentation and language production to effectively
mple: asking questions, starting over, rephrasing, exploring alternative pronunciations, etc.)
otos (and online) to discuss the questions about health

2. Oral Communication

ich occur in conversations in the personal and educational domains, and make use of such terms and expressions

essions, language, routines and interaction styles in formal and informal social or academic situations by asking permission,
ing advice, making a suggestion, etc.

uld you give to someone who is stressed at work? (idiomatic expressions)

3. Reading

n in print or online sources in order to support an idea or argument. (Example: Internet search engines, online advertising,
s, adverts, catalogues, etc.)

quality of written texts and visual presentations using different criteria and ICT tools related to the organization, subject
types: editorials, letters to the editor, political speeches, illustrations, charts, advertisements, etc.)

uage by interacting and engaging with a variety of digital and print texts and resources and by selecting and evaluating
trengthen literacy skills and language acquisition.

#VerifyHealthcare and the Association of Healthcare Social Media (web page)

4. Writing

ing, revising, peer editing and proofreading (i.e., “the writing process”) to produce well-constructed informational texts.

order to plan and create texts and determine if the new knowledge adds value to or contradicts prior information.
 a position on an argument, using persuasive language, tone, evidence and well-developed arguments through essays,
papers and brochures.

Writing Part 1 (essay)

5. Language through the arts

formal responses to and interpretations of published literary texts and the works of peers, referring to details and
plot, ideas, events, vocabulary, etc.)

using appropriate vocabulary and elements of the literature that learners have read or heard.

uding paragraphs and compare / discuss with a partner

Evaluation Activities / Techniques / Instruments

 uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
DUC-ME-2015-00168-A de 01-12-2015)
 End

11

guistic differences. Enjoy

rofessional or general

for this unit

oduction to effectively
and expressions

ons by asking permission,

ngines, online advertising,

e organization, subject
.)

ecting and evaluating

ed informational texts.

rior information.
ments through essays,

ing to details and

ents
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRI
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific O

O.EFL.5.1 Encounter socio-cultural aspects of their own and other countries in a though
and languages from the secure standpoint of their own national and cultural identity.
O.EFL.5.7 Interact quite clearly, confidently, and appropriately in a range of formal and
language (CEFR B2 level).

Animal kingdom

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performan

1. Communication And Cultural Awarene

EFL 5.1.1. Display an understanding of the relationship between the practices and persp
experiences and ideas.

CE.EFL.5.1. Display an
understanding of the integrity of
different cultures by sharing
experiences and by participating
in class activities and discussions
in a way that shows empathy and EFL 5.1.2. Demonstrate mindfulness, empathy, tolerance and an overall respect for the
respect for others.
I.EFL.5.1.1. Learners can
demonstrate an understanding of
the integrity of different cultures
by sharing experiences and by
participating in class activities
and discussions in a way that
shows empathy and respect for
others. (I.3, S.1, S.2, J.1, J.3) EFL 5.1.10. Take initiative in a discussion in a positive way by being sensitive to the nua
 Work in pairs. Would you like to visit Aoshima? Is there anyth

2. Oral Communication

CE.EFL.5.8. Interaction – EFL 5.2.9. Build on others’ ideas when engaged in pair, group or whole-class discussion
Interpersonal: Respond to and
build on other people’s ideas in
extended conversations on
familiar social and academic
topics by expressing opinions and EFL 5.2.11. Express opinions on abstract topics, such as film and music, and concrete to
feelings and clarifying meaning. others’ opinions.
I.EFL.5.8.1. Learners ca
n respond to and build on other
people’s ideas in extended
conversations on familiar social
and academic topics by
expressing opinions and feelings
and clarifying meaning. (I.3, I.4, EFL 5.2.14. Request and provide information and assistance orally for personal, social a
S.1, J.3, J.4) interactions.

Speaking Parts 3 & 4

3. Reading
CE.EFL.5.11. Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within a EFL 5.3.2. Identify and use reading strategies to make informative and narrative texts c
text that might be of practical use reading for main ideas and details, using structural and context clues, cognates, format
for one’s own academic needs.
I.EFL.5.11.1. Learners can
Identify and apply a range of
reading strategies in order to
make texts meaningful and to EFL 5.3.9. Skim and scan reference materials, in print or online, in order to identify info
select information within a text needs.
that might be of practical use for
one’s own academic needs. (I.1,
I.2, I.4, S.3)
Reading & Use of English Part 7 - Surviving an ani

4. Writing

CE.EFL.5.13. Produce emails, blog EFL 5.4.6. Produce emails and blog posts describing personal experiences and feelings.
posts and other written texts
using an effective voice and a
variety of appropriate writing
styles and conventions.
I.EFL.5.13.1. Learners can EFL 5.4.8. Create an effective voice, using a variety of writing styles appropriate to diffe
produce emails, blog posts and
other written texts using an
effective voice and a variety of
appropriate writing styles and
conventions. (I.3, S.3, J.2)
posts and other written texts
using an effective voice and a
variety of appropriate writing
styles and conventions.
I.EFL.5.13.1. Learners can
produce emails, blog posts and
other written texts using an
effective voice and a variety of
appropriate writing styles and
conventions. (I.3, S.3, J.2) EFL 5.4.9. Use a variety of oral, print and electronic forms for writing to others or for w
invitations, emails, blog entries and comments, notes to self, etc.)

Writing Part 2 (email or letter)

5. Language through the arts

CE.EFL.5.17. Demonstrate and

convey different levels of
meaning in literary texts by
identifying distinguishing EFL 5.5.2. Make predictions, inferences and deductions to demonstrate different levels
features, interpreting implicit and and implied meanings. (Example: summarizing, explaining and identifying, word choice
explicit messages and responding
in a variety of ways.
I.EFL.5.17.1. Learners can
demonstrate and convey
different levels of meaning in
literary texts by identifying EFL 5.5.4. Read aloud with confidence, accuracy, fluency and expression to demonstrat
distinguishing features,
interpreting implicit and explicit
messages and responding in a
variety of ways. (I.3, I.4, J.3)

Reading and Use of English Part 1

Methodological Strategies
Unit 12: Guy Brook-Hart, Alice Copello,
*Work in pairs. Lucy Passmore, Jishan Uddin
*Work in pairs. Look at the exam task in Exercise 2 and decide what the main (2021) Complete First Third
idea in each question is. Edition Student's Book,
*Praciste Listening Part 1. Cambridge University Press
*Choose the correct option in italics in the extracts from Listening Part 1. *Jacopo D'Andria Ursoleo, Kate
*Complete the sentences with a word or phrase from Exercise 1 in the Gralton (2021) Complete First
correct form. In some cases, more than one answer may be possible. Third Edition Workbook,
*Complete the sentences with an adverb + verb collocation from the box in Cambridge University Press
the correct form. *Deborah Hobbs (2021)
*Look at this sentences from Listening Part 1 (extract 8) and then decide Complete First Third Edition
whether the statements (1 - 3) are true or false. Teacher's Book, Cambridge
*Now look at these sentences and answer the questions below. University Press
*Complete the sentences with the correct form of verb in brackets. *Presentation Plus (2021)
*Work in pairs. Ask and answer the questions. Complete First Third Edition,
*Complete the second sentence with the correct form of the verb in brackets Cambridge University Press
(second or third conditional) so it means the same as the first sentence.
*For questions 1 - 4, complete the second sentence so that is has a similar
meaning to the first sentence, using the word given.
*Work in pairs. You are going to read a short article about an island in Japan
with lost of cats. Before you read, discuss these questions.
*Scan the text quickly. What do the numbers below refer to?
*Practise Reading Part 1.
*Work in pairs.
*Read the sentences (a - f) and answer the questions below.
*Read the sentences and decide when wish is used correctly and when you
should use hope instead.
*For questions 1 - 5, complete the second sentence so that is has a similar
meaning to the first sentence, using the word given.
*Work in groups. You are going to read a magazine article about people who
have been attacked by animals. Before you read, discuss the questions.
*Read questions 1 - 10 and underline the main idea in each.
*Practise Reading Part 7.
*Work in pairs. Look at the speaking task below, then listen to Sophia and
Javier doing the task and answer the questions.
*Now listen to Sophia and Javier doing the task again. What phrases does
Specification
Sophia use to of Education Needs
interrupt?

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 12
Unit Specific Objectives

their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other cultures
their own national and cultural identity.
nd appropriately in a range of formal and informal social situations with a limited but effective command of the spoken

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

ationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural

y, tolerance and an overall respect for the integrity of cultures in daily classroom activities.

positive way by being sensitive to the nuances of peers’ comments, reactions and responses (both verbal and nonverbal).
d you like to visit Aoshima? Is there anything similar in Ecuador?

2. Oral Communication

d in pair, group or whole-class discussions on personal, social, community and academic topics.

s, such as film and music, and concrete topics, such as personal experiences, while describing one’s reactions to them and

and assistance orally for personal, social and academic purposes in order to clarify and extend meaning in spoken

Speaking Parts 3 & 4

3. Reading

to make informative and narrative texts comprehensible and meaningful. (Example: skimming, scanning, previewing,
ctural and context clues, cognates, format, sequence, etc.)

in print or online, in order to identify information that might be of practical use for one’s own research and academic

& Use of English Part 7 - Surviving an animal attack

4. Writing

ribing personal experiences and feelings.

ariety of writing styles appropriate to different audiences, purposes and settings, and adjust these styles as necessary.
tronic forms for writing to others or for writing for self, applying the conventions of social writing. (Example: notes,
s, notes to self, etc.)

Writing Part 2 (email or letter)

5. Language through the arts

eductions to demonstrate different levels of meaning of literary texts presented orally or in digital form, including literal
g, explaining and identifying, word choice, symbols, points of view, etc.)

acy, fluency and expression to demonstrate understanding and to convey an interpretation of meaning.

Reading and Use of English Part 1

Evaluation Activities / Techniques / Instruments

 uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
DUC-ME-2015-00168-A de 01-12-2015)
 End

12

riencing other cultures

ommand of the spoken

for this unit

cross-cultural

h verbal and nonverbal).

e’s reactions to them and

eaning in spoken

anning, previewing,

earch and academic

styles as necessary.
 (Example: notes,

al form, including literal

aning.

ents
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRI
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific O

O.EFL.5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence,

an enriched perspective of their own L1 and of language use for communication and le
O.EFL.5.4 Deploy a range of learning strategies, thereby increasing disposition and abili
opportunities. Respect themselves and others within the communication process, culti

House space

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performan

1. Communication And Cultural Awarene

CE.EFL.5.3. Interpret cultural and EFL 5.1.7. Interpret and demonstrate knowledge of nonverbal and oral communication
language patterns in English, intonation, pace, etc.)
including nonverbal
communication, and apply them
in appropriate contexts.
I.EFL.5.3.1. Learners can
interpret cultural and language
patterns in English, including EFL 5.1.4. Identify and interpret how cultural and language patterns in English are used
nonverbal communication, and slang, idioms, humor, levels of formality, etc.)
apply them in appropriate
contexts. (I.3, I.4, S.1, S.2)

Pronuciation - Listen to extracts from Peter's answer. In the highlighted phrases, wh

2. Oral Communication
CE.EFL.5.6. Listening for
Information: Deal with practical, EFL 5.2.3. Follow main ideas in topics covered in other curricular subjects with the help
everyday communication advance.
demands in familiar social and
academic contexts, including
following directions in class
activities and identifying main
ideas in other curricular subjects
when given sufficient support.
I.EFL.5.6.1. Learners can deal
with practical, everyday
CE.EFL.5.6. Listening for
Information: Deal with practical,
everyday communication
demands in familiar social and
academic contexts, including
following directions in class
activities and identifying main
ideas in other curricular subjects
when given sufficient support. EFL 5.2.4. Follow oral directions in classroom activities and projects and provide directi
I.EFL.5.6.1. Learners can deal
with practical, everyday
communication demands in
familiar social and academic
contexts, such as following
directions in class activities and EFL 5.2.13. Deal with practical, everyday communication demands within familiar conte
identifying main ideas in other and accepting invitations, exchanging information, giving reasons, asking and answerin
curricular subjects when given
sufficient support. (I.1, I.3, S.1)
Listening Part 2

3. Reading

CE.EFL.5.10. Find specific

information and identify the main
points in simple, straightforward EFL 5.3.1. Find specific predictable information in short, simple texts in a range of age-
texts on subjects of personal memoirs and personal accounts, formal letters and emails, etc.)
interest or familiar academic
topics while making informed
decisions about one’s own
reaction to the text. EFL 5.3.3. Determine the main conclusion in texts which clearly argue a point of view in
I.EFL.5.10.1. Learners can find text.
specific information and identify
the main points in simple,
straightforward texts on subjects
of personal interest or familiar
academic topics while making
EFL 5.3.8. Identify and understand the main points in straightforward texts on subjects
informed decisions about one’s
own reaction to the text. (I.1, I.2,
S.2)

Reading & Use of English Part 5 - My new home in V

4. Writing
CE.EFL.5.15. Plan and produce
well-constructed informational
texts by applying the writing
process and while demonstrating
an ability to justify one’s position EFL 5.4.7. Use the process of prewriting, drafting, revising, peer editing and proofreadin
on an argument through carefully
selected information and
appropriate language, tone and
evidence.
I.EFL.5.15.1. Learners can plan EFL 5.4.3. Apply new and prior knowledge in order to plan and create texts and determ
and produce well-constructed
informational texts by applying
the writing process and while
demonstrating an ability to justify
one’s position on an argument EFL 5.4.5. Justify and explain the rationale for a position on an argument, using persuas
through carefully selected editorials, movie and book reviews, position papers and brochures.
information and appropriate
language, tone and evidence. (I.2,
I.3, I.4, S.3, J.1)
 Writing Part 2 (article)

5. Language through the arts

CE.EFL.5.16. Respond to and

interpret literary texts, including EFL 5.5.1. Compare and present personal and formal responses to and interpretations o
original stories written by peers, features of the text. (Example: text structure, plot, ideas, events, vocabulary, etc.)
referring to details and literary
elements of the text.
I.EFL.5.16.1. Learners can
respond to and interpret literary
texts, including original stories
written by peers, referring to EFL 5.5.5. Create original, imaginative stories using appropriate vocabulary and elemen
details and literary elements of
the text. (S.1, S.4, J.2)

Work in groups. Design and present your plans for a tiny home. As a class, deci

Methodological Strategies
Unit 13: Guy Brook-Hart, Alice Copello,
*Work in pairs. Take turns to choose a picture and describe the type of Lucy Passmore, Jishan Uddin
person who might like to live in each home. Your partner will guess the (2021) Complete First Third
home. Edition Student's Book,
*Choose the two most and least important features of your ideal home from Cambridge University Press
the list (1 - 10). Then compare your answers with a partner and match *Jacopo D'Andria Ursoleo, Kate
features to pictures A - F. Gralton (2021) Complete First
*Work in pairs. You are going to read an extract from a historical novel Third Edition Workbook,
about a house in Venice. Before you read, look at the picture. Do you think Cambridge University Press
you would have enjoyed life in 18th-century Venice? *Deborah Hobbs (2021)
*Read the extract quickly. Why does the writer think the house is in a good Complete First Third Edition
location? Teacher's Book, Cambridge
*Practise Reading Part 5. University Press
*Work in pairs. Take turns to describe a house which you have really enjoyed *Presentation Plus (2021)
living in or visiting. You should each speak for about one minute. Complete First Third Edition,
*Choose the correct option in italics in the sentences from Reading and Use Cambridge University Press
of English Part 5.
*Choose the correct options in italics.
*Work in pairs. Write area, place, room or space in the gaps to form
collocations. Then discuss what each of them means.
*Complete the sentences with a collocation from Exercise 3.
*Work in pairs. You are going to hear a student called Jason giving a talk
about a conference on smart homes that he attended. Before you listen, look
at the picture. How do you think a home can be 'smart'.
*Read the sentences in Exercise 3 and think about the kind of word or phrase
required to complete them.
*Practise Listening Part 2.
*Work in groups. Which smart technologies would your ideal house feature?
*In Listening Part 2, Jason describes two changes he made to his house. Look
at the sentences below and answer the questions (1 - 3).
*Complete the sentences with the correct form of have or get and a verb
from the box.
*For questions 1 - 4, complete the second sentence so that is has a similar
meaning to the first sentence, using the word given.
*Work in pairs. Look at the photos and discuss the questions.
*Practise Reading Part 2.
Specification of Education Needs

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 13
Unit Specific Objectives

eativity, enhanced linguistic intelligence, and critical thinking skills through an appreciation of linguistic differences. Enjoy
of language use for communication and learning.
s, thereby increasing disposition and ability to independently access further (language) learning and practice
s within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

dge of nonverbal and oral communication features by applying them in appropriate contexts. (Example: use of stress,

and language patterns in English are used when exchanging ideas on familiar topics according to a B1.2 level. (Example:

's answer. In the highlighted phrases, what consonant is used in the extracts to link…..

2. Oral Communication

in other curricular subjects with the help of visual support, using concepts and vocabulary that have been studied in
activities and projects and provide directions to peers in selected interactions.

munication demands within familiar contexts, effectively and without undue effort. (Example: meeting people, extending
ation, giving reasons, asking and answering questions about routines and preferences, etc.)

Listening Part 2

3. Reading

n in short, simple texts in a range of age- and level-appropriate topics. (Example: biographies, news articles, narratives,
s and emails, etc.)

exts which clearly argue a point of view in order to make informed decisions about one’s own opinion and reaction to the

oints in straightforward texts on subjects of personal interest or familiar academic topics.

Use of English Part 5 - My new home in Venice, 1733

4. Writing

ing, revising, peer editing and proofreading (i.e., “the writing process”) to produce well-constructed informational texts.

order to plan and create texts and determine if the new knowledge adds value to or contradicts prior information.

a position on an argument, using persuasive language, tone, evidence and well-developed arguments through essays,
papers and brochures.
 Writing Part 2 (article)

5. Language through the arts

formal responses to and interpretations of published literary texts and the works of peers, referring to details and
plot, ideas, events, vocabulary, etc.)

using appropriate vocabulary and elements of the literature that learners have read or heard.

our plans for a tiny home. As a class, decide who has created the best tiny house

Evaluation Activities / Techniques / Instruments

uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press
 Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
DUC-ME-2015-00168-A de 01-12-2015)
 End

13

guistic differences. Enjoy

and practice
academic behavior.

for this unit

ample: use of stress,

a B1.2 level. (Example:

ave been studied in

eeting people, extending

ws articles, narratives,

nion and reaction to the

ed informational texts.

rior information.

ments through essays,

ing to details and

ents
 MICROCURRICULAR PLANNING BY SKILLS AND PERFORMANCE CR
SCHOOL LOGO NAME OF SCHOOL
PLANNING BY SKILLS AND PERFORMANCE CRI
1. INFORMATIONAL DATA
Teacher: Area/Subject: Grade:

2. Unit Plan
Unit Title Unit Specific O

O.EFL.5.1 Encounter socio-cultural aspects of their own and other countries in a though
and languages from the secure standpoint of their own national and cultural identity.
O.EFL.5.7 Interact quite clearly, confidently, and appropriately in a range of formal and
language (CEFR B2 level).

Fiesta!

Transversal Axes

2. UNIT PLAN

Evaluation Criteria Skills & Performan

1. Communication And Cultural Awarene

EFL 5.1.1. Display an understanding of the relationship between the practices and persp
CE.EFL.5.2. Demonstrate an experiences and ideas.
ability to discuss culture by
analyzing cultural products and
referents from Ecuador and other
countries while making informed
choices about and taking action
on issues of prejudice and
discrimination. EFL 5.1.2. Demonstrate mindfulness, empathy, tolerance and an overall respect for the
I.EFL.5.2.1. Learners can exhibit
an ability to discuss culture by
analyzing cultural products and
referents from Ecuador and other
countries while making informed
choices about and taking action
on issues of prejudice and
discrimination. (I.1, I.2, S.2, J.1,
J.3) EFL 5.1.10. Take initiative in a discussion in a positive way by being sensitive to the nua

Take turns to talk about a festival in your town o

 2. Oral Communication
CE.EFL.5.7. Production – Accuracy
and Intelligibility: Use
appropriate vocabulary and EFL 5.2.6. Use new words and expressions which occur in conversations in the persona
language in a variety of oral wherever appropriate and necessary.
interactions for a range of
audiences and level-appropriate
purposes.
I.EFL.5.7.1. Learners can
communicate clearly and EFL 5.2.12. Use appropriate vocabulary, expressions, language, routines and interaction
effectively by using appropriate thanking someone, apologizing to friends, giving advice, making a suggestion, etc.
vocabulary and language in a
variety of oral interactions for a
range of audiences and level-
appropriate purposes. (I.2, I.3,
J.2)
Speaking Parts 3 & 4

3. Reading
CE.EFL.5.11. Identify and apply a
range of reading strategies in
order to make texts meaningful
and to select information within a EFL 5.3.2. Identify and use reading strategies to make informative and narrative texts c
text that might be of practical use reading for main ideas and details, using structural and context clues, cognates, format
for one’s own academic needs.
I.EFL.5.11.1. Learners can
Identify and apply a range of
reading strategies in order to
make texts meaningful and to EFL 5.3.9. Skim and scan reference materials, in print or online, in order to identify info
select information within a text needs.
that might be of practical use for
one’s own academic needs. (I.1,
I.2, I.4, S.3)
Reading & Use of English Part 6 - Keeping festivals cle

4. Writing

CE.EFL.5.14. Identify, critically

evaluate and recommend a
variety of potential resources and EFL 5.4.1. Critically evaluate information from references, including those found on the
references, including digital tools,
that support collaboration and
productivity, for educational and
academic use.
I.EFL.5.14.1. Learners can EFL 5.4.2. Identify a variety of types and formats of potential resources and the value, p
identify, critically evaluate and audio/video, multimedia, website, database, book, thesaurus, scholarly/popular, curren
recommend a variety of potential
resources and references,
including digital tools, that
support collaboration and EFL 5.4.4. Select and make effective use of a range of digital tools to write, edit, revise a
productivity, for educational and productivity. (Example: image editing, GoogleDrive, infographic makers, audio and vide
academic use. (I.1, I.2, S.3, S.4)

Writing Part 1 (essay)

 5. Language through the arts

EFL 5.5.2. Make predictions, inferences and deductions to demonstrate different levels
CE.EFL.5.17. Demonstrate and and implied meanings. (Example: summarizing, explaining and identifying, word choice
convey different levels of
meaning in literary texts by
identifying distinguishing
features, interpreting implicit and
explicit messages and responding
in a variety of ways.
EFL 5.5.3. Identify and explain the distinguishing features of diverse literary genres, per
I.EFL.5.17.1. Learners can
and discussion of literary texts.
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)
EFL 5.5.4. Read aloud with confidence, accuracy, fluency and expression to demonstrat

Reading and Use of English Part 3 - My neighbourhoo

Methodological Strategies
Unit 14: Guy Brook-Hart, Alice Copello,
*Work in pairs. Complete the descriptions of the festivals and celebrations Lucy Passmore, Jishan Uddin
with the words in the box. (2021) Complete First Third
*Which words and phrases in bold in Exercise 1 can you see in photos A - F? Edition Student's Book,
*Work in pairs. Look at the photos again and discuss the questions. Cambridge University Press
*Talk turns to talk about a festival in your town or country. *Jacopo D'Andria Ursoleo, Kate
*Work in pairs. You will hear a radio interview with Harry McDonald, a stand- Gralton (2021) Complete First
up comedian, talkig about his career. Before you listen, discuss these Third Edition Workbook,
questions. Cambridge University Press
*Practise Listening Part 4. *Deborah Hobbs (2021)
*Work in pairs. Would you like to have a job like Harry's? Why / why not? Complete First Third Edition
*Underline the passive verbs in these extracts from Listening Part 4. Teacher's Book, Cambridge
*Work in pairs. In which extracts in Exercise 1 does the speaker do the University Press
following? *Presentation Plus (2021)
*Rewrite the sentences in the passive, starting with the words given. Complete First Third Edition,
*Correct the mistake in each of these sentences. Cambridge University Press
*Read the text on Page 153 quickly. What happes at the Egyptian festival of
Sham el Nessim?
*For questions 1 - 10, read the text again and think of a word which best fist
the gap. Use only one word in each gap.
*Look at this sentence from the text about Sham el Nessim and answer the
questions.
*Rewrite the following sentences beginning with the words given.
*For questions 1 - 6, complete the second sentence so that it has a similar
meaning to the first sentence, using the word given.
*You are going to read an article about how festivals can be made more
environmentally friendly. Before you read, work in groups and complete the
quiz. When you have finished, scan the article and check your answers.
*Practise Reading Part 6.
*Quickly read the article again with your answers and check that it makes
sense.
*Work in pairs. Discuss the questions.
*Look at these extracts from Reading and Use of English Part 6 and use the
word given in capitals at the end to form a word that fits the gap. Then check
your answer by looking at the text.
*Complete the table with the correct nouns for people.
Specification of Education Needs

Prepared by:
Teacher:
signature:
Date:
SCHOOL LOGO:
DINCU-Coordinaciòn de Lengua Extranjera (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)
NNING BY SKILLS AND PERFORMANCE CRITERIA FOR EGB AND BGU
NAME OF SCHOOL SCHOOL YEAR
NNING BY SKILLS AND PERFORMANCE CRITERIA

Timeframe Duration
Weeks Periods Start End

Unit No. 14
Unit Specific Objectives

their own and other countries in a thoughtful and inquisitive manner, maturely, and openly experiencing other cultures
their own national and cultural identity.
nd appropriately in a range of formal and informal social situations with a limited but effective command of the spoken

CLIL: There is no CLIL for this unit

Skills & Performance Descriptors

1. Communication And Cultural Awareness

ationship between the practices and perspectives of different cultures by recognizing and sharing cross-cultural

y, tolerance and an overall respect for the integrity of cultures in daily classroom activities.

positive way by being sensitive to the nuances of peers’ comments, reactions and responses (both verbal and nonverbal).

rns to talk about a festival in your town or country

 2. Oral Communication

ich occur in conversations in the personal and educational domains, and make use of such terms and expressions

essions, language, routines and interaction styles in formal and informal social or academic situations by asking permission,
ing advice, making a suggestion, etc.

Speaking Parts 3 & 4

3. Reading

to make informative and narrative texts comprehensible and meaningful. (Example: skimming, scanning, previewing,
ctural and context clues, cognates, format, sequence, etc.)

in print or online, in order to identify information that might be of practical use for one’s own research and academic

Use of English Part 6 - Keeping festivals clean and green

4. Writing

references, including those found on the web, and recommend print and digital sources to other learners.

ats of potential resources and the value, purpose and audience of each one for use in the educational domain. (Example:
book, thesaurus, scholarly/popular, current/historical, etc.)

ange of digital tools to write, edit, revise and publish written work in a way that supports collaboration, learning and
Drive, infographic makers, audio and video editing, presentation apps, etc.)

Writing Part 1 (essay)

 5. Language through the arts

eductions to demonstrate different levels of meaning of literary texts presented orally or in digital form, including literal
g, explaining and identifying, word choice, symbols, points of view, etc.)

ng features of diverse literary genres, periods and traditions, and use those features to aid comprehension, interpretation

cy, fluency and expression to demonstrate understanding and to convey an interpretation of meaning.

Use of English Part 3 - My neighbourhood street party

Evaluation Activities / Techniques / Instruments

 uy Brook-Hart, Alice Copello,
ucy Passmore, Jishan Uddin
2021) Complete First Third
dition Student's Book,
ambridge University Press
Jacopo D'Andria Ursoleo, Kate
ralton (2021) Complete First
hird Edition Workbook,
ambridge University Press
Deborah Hobbs (2021)
omplete First Third Edition
eacher's Book, Cambridge
niversity Press
Presentation Plus (2021)
omplete First Third Edition,
ambridge University Press

Specification of the adapted material to be applied

Revised by: Approved by:

Area Director: Vice-Principal:
Signature: Signature:
Date: Date:
NAME OF THE SCHOOL: SCHOOL YEAR:
DUC-ME-2015-00168-A de 01-12-2015)
 End

14

riencing other cultures

ommand of the spoken

for this unit

cross-cultural

h verbal and nonverbal).

and expressions

ons by asking permission,

anning, previewing,

earch and academic

r learners.

onal domain. (Example:

ration, learning and

al form, including literal

rehension, interpretation

aning.

ents