UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA

EXCELENCIA Y CALIDAD EDUCATIVA

CENTRO DE ATENCIÓN TUTORIAL: CAT SAN VICENTE DE PAUL
ANNUAL CURRICULUM PLAN
ACADEMIC YEAR: 2023-2024
1. INFORMATIONAL DATA
AREA: FOREIGN LANGUAGE SUBJECT: ENGLISH
TEACHER’S NAME LEVEL SUBLEVEL: COURSE
Sharon Cedeño
5 BACHILLERATO SECOND BGU

2. TIME
Weekly course load: No. of working hours Learning evaluation and unexpected issues Total class week Total periods

3 42 13 29 87
1. GENERAL OBJECTIVES

OBJECTIVES OF THE AREA

O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely and openly experiencing other cultures and
languages from the secure standpoint of their own national and cultural identity.
O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an inter cultural and
multinational society.
O.EFL 5.3 Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities.
Respect themselves and others within the communication process, cultivating habits of honesty and integrity
O.EFL 5.4 Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for profession al or general
investigation, through the efficient use of ICT and reference tools where required.
O.EFL 5.5 Through selected media, participate in reasonably extended spoken or written dialogue with peers from dif ferent L1 backgrounds on work, study or general topics
of common interest, expressing ideas and opinions effectively and appropriately.
O.EFL 5.6 Interact quite clearly, confidently and appropriately in a range of formal and informal social situations with a limited but effective command of the spoken language
(CEFR B1 level)
OBJECTIVES OF THE LEVEL/COURSE
Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice opportunities. Respect themselves and others
within the communication process, cultivating habits of honesty and integrity into responsible academic behavior.
Directly access the main points and important details of up-to date English language texts, such as those published on the web, for professional or general investigation, through the efficient
use of ICT and reference tools where required.
TRANSVERSAL AXES:
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
 J = Justice Interculturality Training of a democratic citizenship
 I = Innovation Environmental protection To care health and recreation habits of students
 S = Solidarity Sex education in young people
DEVELOPMENT OF PLANNING UNITS
NAME OF SPECIFIC CONTENTS
THE UNIT OBJECTIVES OF EVALUATION CRITERIA AND INDICATORS SKILLS WITH PERFORMANCE
THE PLANNING CRITERIA
UNIT
MODULE 1 • Students will CE.EFL.5.1. Communication and cultural awareness • Simple past,
Where are you Identify and use Display an understanding of the integrity of different cultures, as EFL 5.1. Display an understanding of the relationship present perfect,
from? Simple past, well as nonverbal and oral communication features, by sharing between the practices and perspectives of different and time
present perfect, experiences and by participating in class activities and discussions in sequencers
cultures by recognizing and sharing cross-cultural
and time a way that shows empathy and respect for others. • Family
experiences ad ideas in order to demonstrate
sequencers. CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety vocabulary
• Students will of audio recordings (e.g., interviews, mindfulness, empathy, tolerance and an overall • Identify
be able to radio ads, news reports, etc.) and deduce the meanings of unfamiliar respect for the integrity of cultures and daily diphthongs
demonstrate empathy, phrases and words in familiar classroom activities. • Read a story
tolerance and an contexts, provided speech is clear and visuals help support meaning. and an email
overall respect for the CE.EFL.5.7. Production – Accuracy and Intelligibility: Use appropriate ORAL COMMUNICATION • Write an
integrity of cultures in vocabulary and language in a variety of oral interactions for a range informal email
EFL 5.2.2 Identify the main idea and some details of
daily classroom of audiences and levelappropriate purposes. • DNA and
activities applying the CE.EFL.5.10. Find specific information and identify the main points in recorded news reports, documentaries and heritage
acquired knowledge in simple, straight forward texts on subjects of personal interest or interviews reporting on seasonal festivities, • Family history
the unit. familiar academic topics while making informed decisions about one environmental issues, food and international • History of
´s own reaction to the text. customs, climate, weather, etc., where the visuals piñatas
CE.EFL.5.11. Identify and apply a range of reading strategies in order support the commentary. • Latin American
to make texts meaningful and to select information within a text that EFL 5.2.6 Use new words and expressions which traditions
might be of practical use for one’s own academic needs. • Handling
occur in conversations in the personal and
Emotions
CE.EFL.5.15. Plan and produce wellconstructed informational texts educational domains, and make use of such terms
by applying the writing process and while demonstrating an ability to and expressions wherever appropriate and
justify one’s position on an argument through carefully selected necessary.
information and appropriate language, tone and evidence.
CE.EFL.5.16. Respond to and interpret literary texts, including Reading
original stories written by peers, referring to details and literary EFL 5.3.1. Find specific predictable information in
elements of the text. short, simple texts in a range of age- and level-
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of appropriate topics. (Example: biographies, news
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
potential resources and references, including digital tools that articles, narratives, memoirs and personal accounts,
support collaboration and productivity, for educational and formal letters and emails, etc.)
academic use. EFL 5.3.2. Identify and use reading strategies to
INDICADORES DE EVALUACIÓN make informative and narrative texts
I.EFL.5.1.1. Learners can demonstrate an understanding of the comprehensible and meaningful. (Example:
integrity of different cultures, as well as nonverbal and oral skimming, scanning, previewing, reading for main
communication features, by sharing experiences and by participating ideas and details, using structural and context clues,
in class activities and discussions in a way that shows empathy and cognates, format, sequence, etc.)
respect for others. (I.3, I.4, S.1, S.2, J.1, J.3) EFL 5.3.8. Identify and understand the main points in
I.EFL.5.5.1. Learners can identify the main idea in a variety of audio straightforward texts on subjects of personal
recordings (e.g., interviews, radio ads, news reports, etc.) and interest or familiar academic topics.Writing
deduce the meanings of unfamiliar phrases and words in familiar EFL 5.4.1. Critically evaluate information from
contexts where speech is clear and visuals help support meaning. references, including those found on the web, and
(I.3, I.4) recommend print and digital sources to other
I.EFL.5.6.1. Learners can deal with practical, everyday learners.
communication demands in familiar social and academic contexts, EFL 5.4.7. Use the process of prewriting, drafting,
such as following directions in class activities and identifying main revising, peer editing and proofreading (i.e., “the
ideas in other curricular subjects when given sufficient support. (I.1, writing process”) to produce wellconstructed
I.3, S.1) informational texts. Language through the arts
Learners can communicate clearly and effectively by using new EFL 5.5.5. Create original, imaginative stories using
words and expressions wherever appropriate and necessary. Ref. appropriate vocabulary and elements of the
I.EFL.5.7.1. (I.2, I.3, J.2) literature learners have read or heard.
Learners can find specific in- formation and identify the main points
in simple, straightforward texts on subjects of personal interest or
familiar academic topics.REF. I.EFL. 5.10.1. (I.1, I.2, S.2)
Learners can Identify and apply a range of reading strategies in order
to make texts meaningful and to select information within a text.
(I.1, I.2, I.4, S.3) REF. I.EFL.5.11.1
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)
Learners can produce well-constructed informational texts by
applying the writing process. Ref.I.EFL.5.15.1.(I.2, I.3, I.4, S.3, J.1)
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
Learners can engage with a variety of digital and print texts and
resources by evaluating the information in order to find the most
appropriate sources to support an idea or argument. REF.
I.EFL.5.12.1. (I.2, I.4, J.3)
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)
Learners can demonstrate and convey different levels of meaning in
literary texts, interpreting implicit and explicit messages and
responding in a variety of ways. (I.3, I.4, J.3) Ref. I.EFL.5.17.1.

Learners can engage in collaborative activities through a variety of

student groupings in order to reflect on literary texts, and produce
criteria for evaluating the effectiveness of the group. Ref. I.EFL.5.19.1
(I.1, I.2, S.2, S.3, S.4, J.3, J.4)

• Students will CE.EFL.5.1. Communication and cultural awareness • Simple past,

Identify and use Display an understanding of the integrity of different cultures, as EFL 5.1. Display an understanding of the relationship present perfect,
Second conditional, well as nonverbal and oral communication features, by sharing between the practices and perspectives of different and time
Past perfect and Past experiences and by participating in class activities and discussions in cultures by recognizing and sharing cross-cultural sequencers
continuous, Simple a way that shows empathy and respect for others. experiences ad ideas in order to demonstrate • Family
past, present perfect CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety mindfulness, empathy, tolerance and an overall vocabulary
• Students will of audio recordings (e.g., interviews, radio ads, news reports, etc.) respect for the integrity of cultures and daily • Identify
be able to and deduce the meanings of unfamiliar phrases and words in familiar classroom activities. diphthongs
demonstrate empathy, contexts, provided speech is clear and visuals help support meaning. • Read a story
tolerance and an CE.EFL.5.6.Listening for Information: Deal with practical, everyday ORAL COMMUNICATION and an email
overall respect for the communication demands in familiar social and academic contexts, Oral communication • Write an
integrity of cultures in including following directions in virtual or face to face class activities EFL 5.2.1 Deduce the meanings of unfamiliar informal email
daily classroom and identifying main ideas in other curricular subjects when given phrases and words from a context containing • DNA and
activities applying the sufficient support. familiar elements. (Example: colloquial greetings, heritage
acquired knowledge in CE.EFL.5.7. Production – Accuracy and Intelligibility: Use appropriate exclamations, interjections, etc.) • Family history
MODULE 2 the unit. vocabulary and language in a variety of oral interactions for a range EFL 5.2.2 Identify the main idea and some details of • History of
of audiences and levelappropriate purposes. recorded news reports, documentaries and piñatas
Why is CE.EFL.5.10. Find specific information and identify the main points in interviews reporting on seasonal festivities, • Latin American
education simple, straight forward texts on subjects of personal interest or environmental issues, food and international traditions
important? familiar academic topics while making informed decisions about one customs, climate, weather, etc., where the visuals •Second
´s own reaction to the text. support the commentary. conditional, Past
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
CE.EFL.5.11. Identify and apply a range of reading strategies in order EFL 5.2.3. Follow main ideas in topics covered in perfect and Past
to make texts meaningful and to select information within a text that other curricular continuous
might be of practical use for one’s own academic needs. subjects with the help of visual support, using • Interview a
CE.EFL.5.12. Engage with a variety of digital and print texts and concepts and famous person
resources by evaluating and detecting complexities and vocabulary that have been studied in advance. • Listen to
discrepancies in the information in order to find the most EFL 5.2.6 Use new words and expressions which teacher´s advice
appropriate sources to support an idea or argument. occur in conversations in the personal and • Read short texts
CE.EFL.5.15. Plan and produce wellconstructed informational texts educational domains, and make use of such terms about education
by applying the writing process and while demonstrating an ability to and expressions wherever appropriate and and slavery
justify one’s position on an argument through carefully selected necessary. • Write an email
information and appropriate language, tone and evidence. and a note
CE.EFL.5.16. Respond to and interpret literary texts, including Reading • Learn about
original stories written by peers, referring to details and literary EFL 5.3.1. Find specific predictable information in scientists and
elements of the text. short, simple texts in a range of age- and level- artists from Latin
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of appropriate topics. (Example: biographies, news American and
potential resources and references, including digital tools that articles, narratives, memoirs and personal accounts, Britain
support collaboration and productivity, for educational and formal letters and emails, etc.) • The first
academic use. EFL 5.3.2. Identify and use reading strategies to Ecuadorian to win
CE.EFL.5.17. Demonstrate and convey different levels of meaning in make informative and narrative texts Giro d´Italia
literary texts by identifying distinguishing features, interpreting comprehensible and meaningful. (Example: • British schools
implicit and explicit messages and responding in a variety of ways. skimming, scanning, previewing, reading for main • Facts about
CE.EFL.5.19. Engage in collaborative activities through a variety of ideas and details, using structural and context clues, Oswaldo
student groupings in order to solve problems and reflect on literary cognates, format, sequence, etc.) Guayasamín
texts, and produce criteria for evaluating the effectiveness of the EFL 5.3.4. Find the most important information in • Malala
group. print or online sources in order to support an idea or Yousafzai´s life
INDICADORES DE EVALUACIÓN argument. (Example: Internet search engines, online story
I.EFL.5.1.1. Learners can demonstrate an understanding of the advertising, online or print timetables, web pages, • Discuss formal
integrity of different cultures, as well as nonverbal and oral posters, adverts, catalogues, etc.) and informal
communication features, by sharing experiences and by participating EFL 5.3.8. Identify and understand the main points in education
in class activities and discussions in a way that shows empathy and straightforward texts on subjects of personal
respect for others. (I.3, I.4, S.1, S.2, J.1, J.3) interest or familiar academic topics.
I.EFL.5.5.1. Learners can identify the main idea in a variety of audio Writing
recordings (e.g., interviews, radio ads, news reports, etc.) and EFL 5.4.1. Critically evaluate information from
deduce the meanings of unfamiliar phrases and words in familiar references, including those found on the web, and
contexts where speech is clear and visuals help support meaning. recommend print and digital sources to other
(I.3, I.4) learners.
I.EFL.5.6.1. Learners can deal with practical, everyday EFL 5.4.7. Use the process of prewriting, drafting,
communication demands in familiar social and academic contexts, revising, peer editing
such as following directions in class activities and identifying main and proofreading (i.e., “the writing process”) to
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
ideas in other curricular subjects when given sufficient support. (I.1, produce wellconstructed informational texts.
I.3, S.1) Language through the arts
Learners can communicate clearly and effectively by using new EFL 5.5.2 Make predictions, inferences and
words and expressions wherever appropriate and necessary. Ref. deductions to demonstrate different levels of
I.EFL.5.7.1. (I.2, I.3, J.2) meaning of literary texts presented orally or in
Learners can find specific in- formation and identify the main points digital form, including literal and implied meanings.
in simple, straightforward texts on subjects of personal interest or (Example: summarizing, explaining and identifying,
familiar academic topics.REF. I.EFL. 5.10.1. (I.1, I.2, S.2) word choice, symbols, points of view, etc.)
Learners can Identify and apply a range of reading strategies in order EFL 5.5.5. Create original, imaginative stories using
to make texts meaningful and to select information within a text. appropriate vocabulary and elements of the
(I.1, I.2, I.4, S.3) REF. I.EFL.5.11.1 literature learners have read or heard.
I.EFL.5.14.1. Learners can identify, critically evaluate and recommend EFL 5.5.7. Collaboratively produce criteria for
a variety of potential resources and references, including digital tools evaluating literary texts and the effectiveness of
that support collaboration and productivity, for educational and group work.
academic use. (I.1, I.2, S.3, S.4) EFL 5.5.9. Engage in collaborative activities through
Learners can produce well-constructed informational texts by a variety of student groupings to share, reflect on,
applying the writing process. Ref.I.EFL.5.15.1.(I.2, I.3, I.4, S.3, J.1) express and interpret opinions and evaluations of a
Learners can engage with a variety of digital and print texts and range of literary texts. (Example: small groups,
resources by evaluating the information in order to find the most cooperative learning groups, literature circles,
appropriate sources to support an idea or argument. REF. process writing groups, etc.)
I.EFL.5.12.1. (I.2, I.4, J.3)
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)
Learners can demonstrate and convey different levels of meaning in
literary texts, interpreting implicit and explicit messages and
responding in a variety of ways. (I.3, I.4, J.3) Ref. I.EFL.5.17.1.

Learners can engage in collaborative activities through a variety of

student groupings in order to reflect on literary texts, and produce
criteria for evaluating the effectiveness of the group. Ref. I.EFL.5.19.1
(I.1, I.2, S.2, S.3, S.4, J.3, J.4)
• Students will CE.EFL.5.1. Communication and cultural awareness • Traditions,
identify and use Display an understanding of the integrity of different cultures, as EFL 5.1. Display an understanding of the relationship customs, and
Passive voice well as nonverbal and oral communication features, by sharing between the practices and perspectives of different festivities
with simple experiences and by participating in class activities and discussions in cultures by recognizing and sharing cross-cultural vocabulary
present and past and a way that shows empathy and respect for others. experiences ad ideas in order to demonstrate • Indefinite
use to. CE.EFL.5.5. Listening for Meaning: Identify the main idea in a variety mindfulness, empathy, tolerance and an overall pronouns
• Students will of audio recordings (e.g., interviews, radio ads, news reports, etc.) respect for the integrity of cultures and daily • Used to
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
be able to and deduce the meanings of unfamiliar phrases and words in familiar classroom activities. • Passive voice
demonstrate empathy, contexts, provided speech is clear and visuals help support meaning. with simple
tolerance and an CE.EFL.5.6.Listening for Information: Deal with practical, everyday ORAL COMMUNICATION present and past
overall respect for the communication demands in familiar social and academic contexts, Oral communication • Day of the Dead
MODULE 3 integrity of cultures in including following directions in virtual or face to face class activities EFL 5.2.1 Deduce the meanings of unfamiliar • New Year’s Eve
daily classroom and identifying main ideas in other curricular subjects when given phrases and words from a context containing • Celebration in
Why Should we activities applying the sufficient support. familiar elements. (Example: colloquial greetings, Ecuador
Travel acquired knowledge in CE.EFL.5.7. Production – Accuracy and Intelligibility: Use appropriate exclamations, interjections, etc.) • Ecuadorian
the unit. vocabulary and language in a variety of oral interactions for a range EFL 5.2.2 Identify the main idea and some details of Artist Endara
of audiences and levelappropriate purposes. recorded news reports, documentaries and Crow
CE.EFL.5.10. Find specific information and identify the main points in interviews reporting on seasonal festivities, • The Life of Pi
simple, straight forward texts on subjects of personal interest or environmental issues, food and international • Human beings
familiar academic topics while making informed decisions about one customs, climate, weather, etc., where the visuals and the
´s own reaction to the text. support the commentary. environment
CE.EFL.5.11. Identify and apply a range of reading strategies in order EFL 5.2.3. Follow main ideas in topics covered in • People,
to make texts meaningful and to select information within a text that other curricular nationalities
might be of practical use for one’s own academic needs. subjects with the help of visual support, using and cultural
CE.EFL.5.12. Engage with a variety of digital and print texts and concepts and identity
resources by evaluating and detecting complexities and vocabulary that have been studied in advance.
discrepancies in the information in order to find the most EFL 5.2.6 Use new words and expressions which
appropriate sources to support an idea or argument. occur in conversations in the personal and
CE.EFL.5.15. Plan and produce wellconstructed informational texts educational domains, and make use of such terms
by applying the writing process and while demonstrating an ability to and expressions wherever appropriate and
justify one’s position on an argument through carefully selected necessary.
information and appropriate language, tone and evidence.
CE.EFL.5.16. Respond to and interpret literary texts, including Reading
original stories written by peers, referring to details and literary EFL 5.3.1. Find specific predictable information in
elements of the text. short, simple texts in a range of age- and level-
CE.EFL.5.14. Identify, critically evaluate and recommend a variety of appropriate topics. (Example: biographies, news
potential resources and references, including digital tools that articles, narratives, memoirs and personal accounts,
support collaboration and productivity, for educational and formal letters and emails, etc.)
academic use. EFL 5.3.2. Identify and use reading strategies to
CE.EFL.5.17. Demonstrate and convey different levels of meaning in make informative and narrative texts
literary texts by identifying distinguishing features, interpreting comprehensible and meaningful. (Example:
implicit and explicit messages and responding in a variety of ways. skimming, scanning, previewing, reading for main
CE.EFL.5.19. Engage in collaborative activities through a variety of ideas and details, using structural and context clues,
student groupings in order to solve problems and reflect on literary cognates, format, sequence, etc.)
texts, and produce criteria for evaluating the effectiveness of the EFL 5.3.4. Find the most important information in
group. print or online sources in order to support an idea or
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
INDICADORES DE EVALUACIÓN argument. (Example: Internet search engines, online
I.EFL.5.1.1. Learners can demonstrate an understanding of the advertising, online or print timetables, web pages,
integrity of different cultures, as well as nonverbal and oral posters, adverts, catalogues, etc.)
communication features, by sharing experiences and by participating EFL 5.3.8. Identify and understand the main points in
in class activities and discussions in a way that shows empathy and straightforward texts on subjects of personal
respect for others. (I.3, I.4, S.1, S.2, J.1, J.3) interest or familiar academic topics.
I.EFL.5.5.1. Learners can identify the main idea in a variety of audio Writing
recordings (e.g., interviews, radio ads, news reports, etc.) and EFL 5.4.1. Critically evaluate information from
deduce the meanings of unfamiliar phrases and words in familiar references, including those found on the web, and
contexts where speech is clear and visuals help support meaning. recommend print and digital sources to other
(I.3, I.4) learners.
I.EFL.5.6.1. Learners can deal with practical, everyday EFL 5.4.7. Use the process of prewriting, drafting,
communication demands in familiar social and academic contexts, revising, peer editing
such as following directions in class activities and identifying main and proofreading (i.e., “the writing process”) to
ideas in other curricular subjects when given sufficient support. (I.1, produce wellconstructed informational texts.
I.3, S.1) Language through the arts
Learners can communicate clearly and effectively by using new EFL 5.5.2 Make predictions, inferences and
words and expressions wherever appropriate and necessary. Ref. deductions to demonstrate different levels of
I.EFL.5.7.1. (I.2, I.3, J.2) meaning of literary texts presented orally or in
Learners can find specific in- formation and identify the main points digital form, including literal and implied meanings.
in simple, straightforward texts on subjects of personal interest or (Example: summarizing, explaining and identifying,
familiar academic topics.REF. I.EFL. 5.10.1. (I.1, I.2, S.2) word choice, symbols, points of view, etc.)
Learners can Identify and apply a range of reading strategies in order EFL 5.5.5. Create original, imaginative stories using
to make texts meaningful and to select information within a text. appropriate vocabulary and elements of the
(I.1, I.2, I.4, S.3) REF. I.EFL.5.11.1 literature learners have read or heard.
I.EFL.5.14.1. Learners can identify, critically evaluate and recommend EFL 5.5.7. Collaboratively produce criteria for
a variety of potential resources and references, including digital tools evaluating literary texts and the effectiveness of
that support collaboration and productivity, for educational and group work.
academic use. (I.1, I.2, S.3, S.4) EFL 5.5.9. Engage in collaborative activities through
Learners can produce well-constructed informational texts by a variety of student groupings to share, reflect on,
applying the writing process. Ref.I.EFL.5.15.1.(I.2, I.3, I.4, S.3, J.1) express and interpret opinions and evaluations of a
Learners can engage with a variety of digital and print texts and range of literary texts. (Example: small groups,
resources by evaluating the information in order to find the most cooperative learning groups, literature circles,
appropriate sources to support an idea or argument. REF. process writing groups, etc.)
I.EFL.5.12.1. (I.2, I.4, J.3)
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)
Learners can demonstrate and convey different levels of meaning in
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
literary texts, interpreting implicit and explicit messages and
responding in a variety of ways. (I.3, I.4, J.3) Ref. I.EFL.5.17.1.

Learners can engage in collaborative activities through a variety of

student groupings in order to reflect on literary texts, and produce
criteria for evaluating the effectiveness of the group. Ref. I.EFL.5.19.1
(I.1, I.2, S.2, S.3, S.4, J.3, J.4)
1. METHODOLOGY ORIENTATION
METHODS TECHNICAL INSTRUMENTS

T.B.L.Task Basic Learning METHOD Singing songs that practice helpful language. TECHNIQUE Observation
LEXICAL APPROACH Answering a set of questions. (GROUP WORK/HOMEWOK)
The Direct Method. Participating in short dialogues and role plays to
INSTRUMENT Numeric Scale
Grammar-Translation. practice target language
Audio-Lingual. Pronunciation models Descriptive Scale Rubrics
The Structural Approach. Modelling exercises TECHNIQUE Interview (ROLE
Suggestopedia. Listening for scanning PLAY) INSTRUMENT
Total Physical Response (TPR) Listening for skimming Structured Or Semi structure
Communicative Language Teaching (CLT) Listening for details Drill
Guide of Questions
Writing models
Decoding Guessing the meaning of unknown words TECHNIQUE Test (oral and
Reading for gist Reading for skimming written) INSTRUMENT
Reading for details Reading for scanning Questionnaire
Copying
Filling in

2. RESOURCES
STUDENTS TEACHER

Student´s book Teacher´s book.

Notebook Speaker
Worksheets Curricular guidelines
Pens Charts
Pencils Flashcards
Eraser Songs
Big CDs.
Dictionaries
Markers and eraser
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
3. BIBLIOGRAPHY/WEBGRAPHY: 4. OBSERVATIONS:

- English Student´s book/Workbook - Ministerio de Educación.

- Dictionary English/Spanish - UNIVERSITY of Chicago.
Curriculum Guidelines Ministerio de Educación
DONE BY: REVISED BY: APPROVED BY:

MSc. Sharon Cedeño

English Teacher

MSc. Cecilia Caiza

Vicerrectora

DATE: 21-05 - 2023 DATE: 21-05 - 2023