SCHOOL LOGO

“MARIO COBO BARONA ” HIGH SCHOOL 2016 – 2017

1. INFORMATIVE DATA

Teacher: Lic. Mery Altamirano Area: English as a Foreign Language Grade / Course: FIRST Class: A – B – C

Book: English A2.2 Unit: 1 Inspirational People 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.

O.EFL 5.4 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.

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
Periods: 30, 5 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness 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 features by communication, and apply them in appropriate contexts.
applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)

Oral Communication: (Listening and Speaking) CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.11 Express opinions on abstract topics, such as film and music, and concrete topics, conversations on familiar social and academic topics by expressing opinions and feelings and
such as personal experiences, while describing one’s reactions to them and others’ opinions. clarifying meaning.

Reading CE.EFL.5.12. Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.4 Find the most important information in print or online sources in order to support an detecting complexities and discrepancies in the information in order to find the most appropriate
idea or argument. (Example: Internet search engines, online advertising, online or print sources to support an idea or argument.
timetables, web pages, posters, adverts, catalogues, etc.)
Writing CE.EFL.5.14. Identify, critically evaluate and recommend a variety of potential resources and
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and references, including digital tools that support collaboration and productivity, for educational and
publish written work in a way that supports collaboration, learning and productivity. (Example: academic use.
image editing, Google Drive, info graphic makers, audio and video editing, presentation apps,
etc.) 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 on an argument through carefully
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., selected information and appropriate language, tone and evidence
“the writing process”) to produce well-constructed informational texts.

Language through the Arts CE.EFL.5.18. Use a range of criteria to evaluate and recommend literary texts to others, and
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the basis of a recognize how chosen criteria affects evaluation
variety of criteria, and recognize how chosen criteria affect evaluation. (Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register, originality, visual presentation,
etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural Awareness  New Curriculum EFL Communication and Cultural Awareness ACTIVITIES
for Subnivel BGU I.EFL.5.3.1 Learners can interpret cultural and
 Participating in short role plays using a range of verbal and  Teacher’s Guide language patterns in English, including  Write some sentences about a person you
nonverbal communication. English A2.2 nonverbal communication, and apply them in admire.
 Talking in pairs about a video learners have watched using only (including interactive appropriate contexts. (I.3, I.4, S.1, S.2)  Get in groups and talk about your persons
English. version) Oral Communication to discover things in common.
 Watching a video and identifying desirable language use.  Audio CD I.EFL.5.12.1 Learners can engage with a variety  In groups, select an inspirational person
 Comparing nonverbal and body language between L1 and L2  Teacher’s Guide of digital and print texts and resources by and the aspects of his/her life you want to
cultures.  Posters and pictures evaluating and detecting complexities and talk about.
 Creating selfie videos for class assignments and sharing them on about the topic discrepancies in the information in order to find  Write questions about this person and
a class blog.  Photocopiable the most appropriate sources to support an idea assign responsibilities to investigate the
 worksheets (TG) or argument. (I.2, I.4, J.3) answers to those questions.
Oral Communication: (Listening and Speaking)  Quiz Time (SB) Reading  Organize chronologically the information
 Playing a conversation game, where learners move their tokens I.EFL.5.12.1 Learners can engage with a variety about the person you chose.
around the board after choosing a card and answering the of digital and print texts and resources by  Create a visual presentation for this
question. evaluating and detecting complexities and information.
 Working in pairs to complete an information gap activity. discrepancies in the information in order to find  To create a Web Profile
 Doing a mingle activity where learners ask and answer questions the most appropriate sources to support an idea
about things they have or haven’t done. Observing to see or argument. (I.2, I.4, J.3) TECHNIQUES
whether the learners can interact effectively and whether they are Writing
able to ask follow up questions in order to extend the exchange. I.EFL.5.18.1 Learners can use a variety of  Peer Observation.
 Establishing a clear expectation of English use for classroom criteria for evaluating and recommending literary  Checklist.
functions. Informal assessment could involve personal notes from texts to others, and recognize how chosen  Concept maps.
the teacher to learners who use L2 regularly criteria affects evaluation. (S.1, S.4, J.2, J.4)  Questionnaires.
Language through the Arts  Interviews.
Reading I.EFL.5.18.1 Learners can use a variety of  Dossiers.
criteria for evaluating and recommending literary  Project Assignment.
 Read quickly looking for words each paragraph. texts to others, and recognize how chosen  Unit Game
 To get familiar with the topic of a text, take a quick look at the criteria affects evaluation. (S.1, S.4, J.2, J.4)  Glossary activities.
vocabulary it contains.
 Comparing and contrasting the opinions of two experts on a topic Instruments for oral and written evaluation
of personal interest.
 Rubrics
 Identifying unreliable resources on the Internet.
 Portfolio
 Reading about a topic and then identifying reference materials
 Oral interviews individual/ in pairs
and sources that could be used to find out more information.
 Essay Tests
Writing  Practical Exams.
 Writing Tests
 Finding a variety of online references to practice a grammar  Training Test
structure, then recommending the best one to the class.
 Using new words or information from a class lesson and creating
an online game to practice them, then sharing and playing the
game with the rest of the class.
 Reading a dialogue which serves as a model text, then writing a
similar dialogue on a different topic while implementing new
words/expressions from the unit.

Language through the Arts

 Analyzing three different rubrics and discussing how each one

might influence the way it is evaluated.
 Discussing how visual presentation can change your response to
a literary text.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to
get the students attention could be very important if they are sitting down in places near the board.

CLIL Components Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your solidarity, etc.
life activities.

Prepared by Revised by Approved by

Teacher: Teacher: Lic. Mery Altamirano Teacher: Lic. Paulina Bonilla. Teacher: Mg. Flor Guillén

Signature: Signature: Signature:

Date: November 2016 Date: November 2016 Date: November 2016

SCHOOL LOGO
“MARIO COBO BARONA ” HIGH SCHOOL 2016 - 2017
1. INFORMATIVE DATA

Area: English as a Foreign Language Grade / Course: FIRST Class: A – B – C

Teacher: Lic. Mery Altamirano
Book: English A2.2 Unit: 2 O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in
Experience Culture! building an intercultural and multinational society.
O.EFL 5.4 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.
Periods: 30, 5 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.3 Find parallels between Ecuadorian cultural and political referents and those of other from Ecuador and other countries while making informed choices about and taking action on
countries by talking about holidays, symbols, customs and schooling. issues of prejudice and discrimination.

Oral Communication: (Listening and Speaking) CE.EFL.5.5 Listening for Meaning: Identify the main idea in a variety of audio recordings (e.g.,
EFL 5.2.2 Identify the main idea and some details of recorded news reports, documentaries and interviews, dialogues, etc.) and deduce the meanings of unfamiliar phrases and words in familiar
interviews reporting on seasonal festivities, environmental issues, food and international contexts, provided speech is clear and visuals help support meaning.
customs, climate, weather, etc., where the visuals support the commentary.
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts to select information within a text that might be of practical use for one’s own academic needs.
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main
ideas and details, using structural and context clues, cognates, format, sequence, etc.)
Writing 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 and the value, purpose references, including digital tools, that support collaboration and productivity, for educational and
and audience of each for use in the educational domain. (Ex-ample: audio/video, multimedia, academic use.
website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, re-vise and
publish written work in a way that supports collaboration, learning and productivity. (Example:
image editing, Google Drive, infographic makers, audio and video editing, presentation apps,etc)

Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.9 Engage in collaborative activities through a variety of student groupings to share, solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
reflect on, express and interpret opinions and evaluations of a range of literary text. the group.

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /

Instruments

 New Curriculum EFL Communication and Cultural Awareness ACTIVITIES

for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an ability to
Communication and Cultural Awareness  Teacher’s Guide discuss culture by analyzing cultural products Get in groups and talk about bad behaviors
• Researching how teens in other countries/regions of Ecuador live English A2.2 and referents from Ecuador and other countries in teens.
and presenting the information to peers. (including interactive while making informed choices about and taking • Each group thinks an idea to promote an
• Brainstorming ways to counter discrimination in one’s daily life. version) action on issues of prejudice and discrimination. educational campaign against that behavior.
• Researching a cultural or social symbol of Ecuadorian culture and (I.1, I.2, S.2, J.1, J.3) • Prepare a set of recommendations.
discussing the findings in small groups.  Audio CD Oral Communication • Assign responsibilities: designing flyers or
• Choosing pictures that demonstrate tolerance and empathy  Teacher’s Guide I.EFL.5.5.1 Learners can identify the main idea posters, preparing speeches and slogans.
towards groups that are sometimes discriminated and finding ways  Posters and pictures in a variety of audio recordings (e.g., interviews, • Rehearse the presentation.
to make sure these groups feel included in Ecuadorian society. about the topic dialogues, etc.) and deduce the meanings of • Carry out the campaign.
• Simulating desirable social and cultural behaviors through role play  Photocopiable unfamiliar phrases and words in familiar contexts
activities.  worksheets (TG) where speech is clear and visuals help support Reading
 Quiz Time (SB) meaning. (I.3, I.4) • Scan the text for the main idea.
Oral Communication: (Listening and Speaking) Reading • Find supporting ideas for better
Using context clues to deduce the meaning of an expression in a I.EFL.5.11.1 Learners can Identify and apply a comprehension.
conversation between a waiter and a customer. range of reading strategies in order to make Listening
• Listening to a radio ad and identifying the product being sold. texts meaningful and to select information within • Listen to the audio with the eyes close.
• Using pictures and other visuals to predict the main idea of a short a text that might be of practical use for one’s • Pay attention to key words to identify relevant
conversation. own academic needs. (I.1, I.2, I.4, S.3) details in the speech.
• Listening for specific words in a conversation and trying to guess Writing Speaking
the meaning from the context. I.EFL.5.18.1 Learners can use a variety of • Share an amazing experience with the class.
criteria for evaluating and recommending literary • Support your ideas giving reasons.
Reading texts to others, and recognize how chosen Writing
• Underlining the cognates in a short text. criteria affects evaluation. (S.1, S.4, J.2, J.4) • Use connectors to join your ideas.
• Skimming online reference web sites for ones that have the Language through the Arts
information needed for a research project. I.EFL.5.19.1 Learners can engage in Instruments for oral and written evaluation
• Reading about a topic and then identifying reference materials and collaborative activities through a variety of
sources that could be used to find out more information. student groupings in order to solve problems and • Rubrics
• Reading texts from different subject areas and choosing the best reflect on literary texts, and produce criteria for • Portfolio
title for each. evaluating the effectiveness of the group. (I.1, • Oral interviews individual/ in pairs
•Underlining main ideas from texts and then using them to write I.2, S.2, S.3, S.4, J.3, J.4) • Essay Tests
questions the learner has about the topic. • Practical Exams.
• Writing Tests
Writing • Training Test
• Recommending a web site to another learner.
• Finding a variety of online references to practice a grammar
structure, then recommending the best one to the class.
• Reading an online restaurant review and identifying common
linguistic features, such as use of adjectives and opinions. Learners
use the same features to write their own review of a movie they’ve
seen.
Language through the Arts
• Searching for pictures on the Internet or in magazines in order to
respond to a peer’s writing.
• Explaining through pictures, physical expression, or charts (ICT)
how a text makes the learner feel.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to
get the students attention could be very important if they are sitting down in places near the board.

CLIL Components Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your solidarity, etc.
life activities.
Prepared by Revised by Approved by

Teacher: Lic. Mery Altamirano Teacher: Lic. Paulina Bonilla. Teacher: Mg. Flor Guillén

Signature: Signature: Signature:

Date: November 2016 Date: November 2016 Date: November 2016

“JOAQUIN LALAMA” HIGH SCHOOL

2016 - 2017
1. INFORMATIVE DATA

Teacher: Lic. Diana Cruz Area: English as a Foreign Language Grade / Course: FIRST Class:"A", "B"

Book: English A2.2 Unit: 3 Objectives:

Story Time! 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.
O.EFL 5.4 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.

Periods: 30, 5 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness 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 features by communication, and apply them in appropriate contexts.
applying them in appropriate contexts. (Example: use of stress, intonation, pace, etc.)

Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of effectively through well-developed arguments in prepared presentations and other forms of oral
audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research communication.
reports, essays, articles, posters, charts and another graphics, etc.)
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful
Reading and
EFL 5.3.2 Identify and use reading strategies to make informative and narrative texts to select information within a text that might be of practical use for one’s own academic needs.
comprehensible and meaningful. (Example: skimming, scanning, previewing, reading for main
ideas and details, using structural and context clues, cognates, format, sequence, etc.)
Writing
EFL 5.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading (i.e., CE.EFL.5.15 Plan and produce well-constructed informational texts by applying the writing process
“the writing process”) to produce well-constructed informational texts. and while demonstrating an ability to justify one’s position on an argument through carefully
EFL 5.4.8 Create an effective voice, using a variety of writing styles appropriate to different selected information and appropriate language, tone and evidence.
audiences, purposes and settings, and adjust these styles as necessary. 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.
Language through the Arts CE.EFL.5.16 Respond to and interpret literary texts, including original stories written by peers,
EFL 5.5.5 Create original, imaginative stories using appropriate vocabulary and elements of the referring to details and literary elements of the text.
literature learners have read or heard.

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /

Instruments

Communication and Cultural Awareness  New Curriculum EFL Communication and Cultural Awareness Activities
• Listening to a dialogue and identifying examples of humor. for Subnivel BGU I.EFL.5.3.1 Learners can interpret cultural and Talk about the kinds of stories you like.
• Talking in pairs about a video learners have watched using only  Teacher’s Guide language patterns in English, including • Choose one story. Explain why!
English. English A2.2 nonverbal communication, and apply them in • Create a new version of the story you chose.
• Demonstrating appropriate language use during class, group and (including interactive appropriate contexts. (I.3, I.4, S.1, S.2) • Select two endings and discuss the best
pair discussions. version) Oral Communication possible results.
• Practicing the use of expressions of politeness during collaborative  Audio CD I.EFL.5.9.1 Learners can present information • Map your story.
pair and small group work. clearly and influence an audience effectively • Write a summary.
Oral Communication: (Listening and Speaking)  Teacher’s Guide through well-developed arguments in prepared • Create or recreate a story and tell it in a
• Sharing opinions in a way that encourages others to perform a  Posters and pictures presentations and other forms of oral storytelling show.
specific action. about the topic communication. (I.2, I.3, J.2) Techniques
• Using intonation to convince a partner to take action.  Photocopiable Reading
• Summarizing a peer’s opinion about a video seen in class.  worksheets (TG) I.EFL.5.11.1 Learners can Identify and apply a Reading
• Using a digital presentation to raise awareness about a local issue.  Quiz Time (SB) range of reading strategies in order to make • Identify the most important elements in a
texts meaningful and to select information within story: characters, setting, conflict, resolution.
Listening to a talk on a subject of interest and paraphrasing the a text that might be of practical use for one’s • Scan the story for unknown vocabulary. Try
main points for a partner. own academic needs. (I.1, I.2, I.4, S.3) to find their meaning through the text.
Reading Writing Listening
• Reading a short story from the Internet and highlighting interesting I.EFL.5.14.1 Learners can identify, critically • Identify key expressions in the dialogues.
facts, then comparing them with those of a partner. evaluate and recommend a variety of potential • Listen to the contractions carefully.
• Using an online digital tool such as Work flowy to map out the most resources and references, including digital tools, Speaking
important ideas from a reading, and then adding appropriate that support collaboration and productivity, for • Read a story aloud.
subheadings to each section of the text. educational and academic use. (I.1, I.2, S.3, S.4) • Talk about your favorite kind of stories.
• Using an interesting idea from a text to inspire extra research. I.EFL.5.15.1 Learners can plan and produce Writing
• Predicting main ideas by reading the title and using other well-constructed informational texts by applying • Write down simple sentences with the new
contextual clues (e.g., illustrations, subheadings, etc.). the writing process and while demonstrating an vocabulary.
• Underlining the cognates in a short text. ability to justify one’s position on an argument • Summarize a story identifying the most
•Skimming online reference web sites for ones that have the through carefully selected information and important information.
information needed for a research project. appropriate language, tone and evidence. (I.2,
• Scanning a text for the main characters. I.3, I.4, S.3, J.1) Instruments for oral and written evaluation
Writing Language through the Arts • Rubrics
▪ Direct students’ attention to the grammar and have them choose I.EFL.5.16.1 Learners can respond to and • Portfolio
the correct option to form the rules and complete the examples. interpret literary texts, including original stories • Oral interviews individual/ in pairs
▪ Activate the vocabulary, invite students to describe magical written by peers, referring to details and literary • Essay Tests
characters, people and places. Model an example: Fairies can fly. elements of the text. (S.1, S.4, J.2) • Practical Exams.
▪ Encourage students to predict the meaning of these idioms and • Writing Tests
use clues in the context to guess their meaning. • Training Test
• Recommending a web site to another learner.
• Finding a variety of online references to practice a grammar
structure, then recommending the best one to the class.
Language through the Arts
• Producing short, creative texts using digital storytelling.
• Writing questions the learners would like to ask a character in the
story and using the imagined answers to write the next scene.
•Rewriting a fairy tale from a modern point of view, using simple
ideas and phrases or illustrations.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to
get the students attention could be very important if they are sitting down in places near the board.

CLIL Components Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your solidarity, etc.
life activities.

Prepared by Revised by Approved by

Teacher: Lic. Diana Cruz S. Coordinator: Lic.Diana Hidalgo Viceprincipral: Dr. Carlos Freire
Signature: Signature: Signature:

Date: Date: Date:

unidad educatia teresa flor school year: 2016 - 2017

1. INFORMATIVE DATA

Teacher: Lic. Mayra Cisneros. Area: English as a Foreign Language Grade / Course: FIRST Class: "A" "B"
Book: English A2.2 Unit: 4 and 5 Objectives:
Traveling the World O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely, and openly
News Media 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 intercultural and multinational society.
O.EFL 5.4 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.

Periods: 30, 5 class periods per lesson Weeks: 6

2. UNIT PLAN

Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by
Communication and Cultural Awareness saying things in alternative ways and applying self-correcting and self-monitoring strategies when
EFL 5.1.11 Apply self-correcting and self-monitoring strategies in social and classroom needed.
interactions by adjusting presentation and language production to effectively express opinions
and make evaluations. (Example: asking questions, starting over, rephrasing, exploring
alternative pronunciations, etc.)
Oral Communication: (Listening and Speaking) CE.EFL.5.8. Interaction – Interpersonal: Respond to and build on other people’s ideas in extended
EFL 5.2.14 Request and provide information and assistance orally for personal, social and conversations on familiar social and academic topics by expressing opinions and feelings and
academic purposes in order to clarify and extend meaning in spoken interactions. clarifying meaning.

Reading CE.EFL.5.12. Engage with a variety of digital and print texts and resources by evaluating and
EFL 5.3.6 Display an appreciation of the language by interacting and engaging with a variety of detecting complexities and discrepancies in the information in order to find the most appropriate
digital and print texts and resources and by selecting and evaluating these materials as a means sources to support an idea or argument.
to promote and strengthen literacy skills and language acquisition.
EFL 5.3.7 Detect complexities and discrepancies in information presented in both print and
online references and resources.
Writing 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 and the value, purpose references, including digital tools that support collaboration and productivity, for educational and
and audience of each for use in the educational domain. (Example: audio/video, multimedia, academic use.
website, database, book, thesaurus, scholarly/popular, current/historical, etc.)
EFL 5.4.4 Select and make effective use of a range of digital tools to write, edit, revise and
publish written work in a way that supports collaboration, learning and productivity. (Example:
image editing, Google Drive, infographic makers, audio and video editing, presentation apps,
etc.)

Language through the Arts CE.EFL.5.18. Use a range of criteria to evaluate and recommend literary texts to others, and
EFL 5.5.6 Evaluate one’s own and others’ work, individually and collaboratively, on the basis of a recognize how chosen criteria affects evaluation
variety of criteria, and recognize how chosen criteria affect evaluation. (Examples of criteria:
clarity of ideas, use of English grammar and vocabulary, register, originality, visual presentation,
etc.)

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /

Instruments
  New Curriculum EFL Communication and Cultural Awareness ACTIVITIES
Communication and Cultural Awareness for Subnivel BGU I.EFL.5.4.1 Learners can communicate
• Participating in short dialogues and role plays.  Teacher’s Guide effectively using a variety of media and formats, • Think about great places to visit in your
• Practicing and deal with a need through a mini role play. English A2.2 including ICT, by saying things in alternative country.
• Communicating with an “e-pal” from another country or city. (including interactive ways and applying self-correcting and self- • Investigate about these places and get the
• Paraphrasing an idea when a peer asks for clarification. version) monitoring strategies when needed. (I.1, I.3, J.4)  most relevant information.
Using a definition or example to explain a concept or word that one  Audio CD Choose one interesting place to recommend.
es not yet have the exact language for.  Teacher’s Guide Oral Communication • Write a brochure about this place.
 Posters and pictures I.EFL.5.8.1 Learners can respond to and build • Tell the class why they should visit this place.
Oral Communication: (Listening and Speaking) about the topic on other people’s ideas in extended Techniques
 Photocopiable conversations on familiar social and academic Reading
• Comparing answers in pairs or small groups.  worksheets (TG) topics by expressing opinions and feelings and • Identify the intention of each paragraph in the
• Conducting a role-play between two students on a given topic.  Quiz Time (SB) clarifying meaning. (I.3, I.4, S.1, J.3, J.4) text.
• Working in pairs to complete an information gap activity. Reading • Scan the dialog and highlight the words you
• Doing a mingle activity where learners ask and answer questions I.EFL.5.12.1 Learners can engage with a variety hesitate in their pronunciation.
about things they have or haven’t done. of digital and print texts and resources by Listening
• Observing to see whether the learners can interact effectively and evaluating and detecting complexities and • Scan the dialog and highlight the words you
whether they are able to ask follow up questions. discrepancies in the information in order to find hesitate in their pronunciation.
the most appropriate sources to support an idea Speaking
Reading or argument. (I.2, I.4, J.3) • Use tag questions to confirm information you
Writing are not sure.
• Recommending an informational web site to another learner. I.EFL.5.14.1 Learners can identify, critically • Try to use all the new words and expressions
• Reading two articles on the same topic and recording evaluate and recommend a variety of potential studied at the lesson in a conversation.
discrepancies in the information. resources and references, including digital tools, Writing
• Reading about a topic and then identifying reference materials and that support collaboration and productivity, for • Write a brochure using the model.
sources that could be used to find out more information. educational and academic use. (I.1, I.2, S.3, S.4)
• Reading a range of texts from subject areas and finding and Language through the Arts Instruments for oral and written evaluation
defining common themes across content areas. I.EFL.5.18.1 Learners can use a variety of • Rubrics
criteria for evaluating and recommending literary • Portfolio
texts to others, and recognize how chosen • Oral interviews individual/ in pairs
Writing criteria affects evaluation. (S.1, S.4, J.2, J.4) • Essay Tests
• Practical Exams.
• Identifying the best resources for a writing project in pairs. • Writing Tests
• Using a list of criteria in order to evaluate a web site.  • Training Test
• Analyzing three different types of dictionaries (e.g., online, English-
English, English-Spanish) and giving reasons for using each.
• Recommending a reference article to a friend, giving specific
reasons for the recommendation.
Language through the Arts
• Using a checklist to evaluate the work of a performing artist, then
recommending his/her work to a peer.
• Using a rubric as a model to write one’s own rubric.
• Brainstorming your favorite free time activities, then selecting and
 recommending one for a peer in a video blog.

3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to
get the students attention could be very important if they are sitting down in places near the board.

Transversal Axes
CLIL Components Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
solidarity, etc.
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your
life activities.

Prepared by Revised by Approved by

Teacher: Lic. Mayra Cisneros Coordinator: Lic. Rebeca Ballesteros Viceprincipal: Mg. Silvia Chimborazo.

Signature: Signature: Signature:

Date: July, 2017 Date: July, 2017 Date: July, 2017

SCHOOL LOGO
“MARIO COBO BARONA ” HIGH SCHOOL 2016 - 2017

1. INFORMATIVE DATA

Area: English as a Foreign Language Grade / Course: FIRST Class: A – B – C

Teacher: Lic. Mery Altamirano
Book: English A2.2 Unit: 5 Objectives:
News Media O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in
building an intercultural and multinational society.
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.
Periods: 30, 5 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.2 Demonstrate an ability to discuss culture by analyzing cultural products and referents
EFL 5.1.6 Demonstrate an ability to make informed choices about and take action on issues of from Ecuador and other countries while making informed choices about and taking action on
prejudice and discrimination. issues of prejudice and discrimination.

Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of effectively through well-developed arguments in prepared presentations and other forms of oral
audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research communication.
reports, essays, articles, posters, charts and another graphics, etc.).
Reading CE.EFL.5.10 Find specific information and identify the main points in simple, straightforward texts
EFL 5.3.4 Find specific predictable information in short, simple texts in a range of age- and on subjects of personal interest or familiar academic topics while making informed decisions about
levelappropriate one’s own reaction to the text.
topics. (Example: biographies, news articles, narratives, memoirs and personal
accounts, formal letters and emails, etc.)
Writing
EFL 5.4.3 Apply new and prior knowledge in order to plan and create texts and determine if the CE.EFL.5.15. Plan and produce well-constructed informational texts by applying the writing process
new knowledge adds value to or contradicts prior information. and while demonstrating an ability to justify one’s position on an argument through carefully
selected information and appropriate language, tone and evidence
Language through the Arts CE.EFL.5.17 Demonstrate and convey different levels of meaning in literary texts by identifying
EFL 5.5.2 Make predictions, inferences and deductions to demonstrate different levels of distinguishing features, interpreting implicit and explicit messages and responding in a variety of
meaning of literary texts presented orally or in digital form, including literal and implied meanings. ways.
(Example: summarizing, explaining and identifying, word choice, symbols, points of view, etc.)
Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /
Instruments
Communication and Cultural Awareness  New Curriculum EFL Communication and Cultural Awareness ACTIVITIES
• Inviting a guest speaker from another country to class and asking for Subnivel BGU I.EFL.5.2.1 Learners can exhibit an ability to
and answering questions about his/her culture/country.  Teacher’s Guide discuss culture by analyzing cultural products • Brainstorm situations or events you would
• Adding expressions of politeness to dialogues. English A2.2 and referents from Ecuador and other countries like to report on: The school needs new
• Writing survey questions about socially and culturally responsible (including interactive while making informed choices about and taking computers. The soccer pitch is damaged.
behaviors and surveying classmates. Publishing the results in an version) action on issues of prejudice and discrimination. • Select some situations and explain why you
online chart.  Audio CD (I.1, I.2, S.2, J.1, J.3) would make a great piece of news.
• Brainstorming ways to counter discrimination in one’s daily life.  Teacher’s Guide Oral Communication • Create questions to explore your piece of
Oral Communication: (Listening and Speaking)  Posters and pictures I.EFL.5.9.1 Learners can present information news.
• Researching a topic and preparing a presentation for the class. about the topic clearly and influence an audience effectively • Investigate the answers to those questions:
• Recording a video about one’s opinion of a story read in class.  Photocopiable through well-developed arguments in prepared read, talk to people, interview people, etc.
• Sharing opinions in a way that encourages others to perform a  worksheets (TG) presentations and other forms of oral • Write your news following the suggestions in
specific action.  Quiz Time (SB) communication. (I.2, I.3, J.2) the writing section.
• Using intonation to convince a partner to take action. Reading • Look for photos that go with your article and
• Summarizing a peer’s opinion about a video seen in class. I.EFL.5.12.1 Learners can engage with a variety adapt it for an oral presentation.
• Using a digital presentation to raise awareness about a local issue. of digital and print texts and resources by  Techniques
evaluating and detecting complexities and Reading
Reading discrepancies in the information in order to find • Categorize words from the text to remember
• Identifying unreliable resources on the Internet. the most appropriate sources to support an idea them better.
• Using a rubric to evaluate a print or online resource. or argument. (I.2, I.4, J.3) Listening
• Using a rubric to assess the validity of a web site, according to Writing • Take notes while you listen the conversation.
one’s academic needs I.EFL.5.15.1 Learners can plan and produce • In pairs, ask and answer questions about the
• Reading about a topic and then identifying reference materials and well-constructed informational texts by applying audio.
sources that could be used to find out more information. the writing process and while demonstrating an Speaking
Writing ability to justify one’s position on an argument • Tell a disaster you know trying to make
• Writing new words and phrases in a vocabulary notebook and then through carefully selected information and emphasis in the pronunciation of the regular
writing a text using three words from your vocabulary notebook. appropriate language, tone and evidence. (I.2, verbs ending.
• Writing a brochure about your opinion on a topic and underlining I.3, I.4, S.3, J.1) • Share information with a partner about what
examples of persuasive language. Language through the Arts you understood from the audio.
• Watching a video about a controversial topic and writing a short I.EFL.5.17.1 Learners can demonstrate and Writing
essay agreeing or disagreeing with the content presented. convey different levels of meaning in literary • Choose five new words and try to write their
• Exchanging writing in pairs in order to make suggestions about texts by identifying distinguishing features, definition.
things that could be improved. interpreting implicit and explicit messages and • Think in a disaster and write some preventive
Language through the Arts responding in a variety of ways. (I.3, I.4, J.3) measures to take into account.
• Predicting the content of a story using the title and pictures.
• Summarizing the main idea. Instruments for oral and written evaluation
• Underlining the words in a text that influence the reader. • Rubrics
• Participating in a performance, such as a lip-synching contest or • Portfolio
play, and using nonverbal and body language to emphasize • Oral interviews individual/ in pairs
comprehension of the subject.. • Essay Tests
• Practical Exams.
• Writing Tests
 • Training Test
3. ADAPTED CURRICULUM

Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to
get the students attention could be very important if they are sitting down in places near the board.

CLIL Components Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your solidarity, etc.
life activities.
Prepared by Revised by Approved by

Teacher: Lic. Mery Altamirano Teacher: Lic. Paulina Bonilla. Teacher: Mg. Flor Guillén

Signature: Signature: Signature:

Date: November 2016 Date: November 2016 Date: November 2016

SCHOOL LOGO
“MARIO COBO BARONA ” HIGH SCHOOL 2016 - 2017

1. INFORMATIVE DATA

Teacher: Lic. Mery Altamirano Area: English as a Foreign Language Grade / Course: FIRST Class: A – B – C

Book: English A2.2 Unit: 6 Objectives:

A Tech-World 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.
O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and informal social situations with a limited but effective
command of the spoken language.
Periods: 30, 5 class periods per lesson Weeks: 6

2. UNIT PLAN
Skills and Performance Criteria Evaluation Criteria

Communication and Cultural Awareness CE.EFL.5.4 Communicate effectively using a variety of media and formats, including ICT, by
EFL 5.1.9 Communicate information and ideas effectively to diverse audiences using a variety of saying things in alternative ways and applying self-correcting and self-monitoring strategies when
media and formats. needed.

Oral Communication: (Listening and Speaking) CE.EFL.5.9 Production – Fluency: Present information clearly and influence an audience
EFL 5.2.7 Present information clearly and effectively in a variety of oral forms for a range of effectively through well-developed arguments in prepared presentations and other forms of oral
audiences and purposes. (Example: summarizing, paraphrasing, personal narratives, research communication.
reports, essays, articles, posters, charts and other graphics, etc.)
EFL 5.2.8 Influence an audience effectively through persuasion, argument or negotiation using
conventions and features of English. (Example: precise vocabulary, pronunciation, intonation,
presentation strategies, etc.).
Reading CE.EFL.5.11 Identify and apply a range of reading strategies in order to make texts meaningful and
EFL 5.3.9 Skim and scan reference materials, in print or online, in order to identify information to select information within a text that might be of practical use for one’s own academic needs.
that might be of practical use for one’s own research and academic needs.

Writing CE.EFL.5.15. Plan and produce well-constructed informational texts by applying the writing process
EFL 5.4.5 Justify and explain the rationale for a position on an argument, using persuasive and while demonstrating an ability to justify one’s position on an argument through carefully
language, tone, evidence and well-developed arguments through essays, editorials, movie and selected information and appropriate language, tone and evidence
book reviews, position papers and brochures.
Language through the Arts CE.EFL.5.19 Engage in collaborative activities through a variety of student groupings in order to
EFL 5.5.8 Contribute to team projects to produce original works and solve problems while solve problems and reflect on literary texts, and produce criteria for evaluating the effectiveness of
effectively negotiating and managing interactions to accomplish social and classroom tasks. the group.

Methodological Strategies Resources Performance Indicators Evaluation: Activities / Techniques /

Instruments

Communication and Cultural Awareness  New Curriculum EFL Communication and Cultural Awareness ACTIVITIES
for Subnivel BGU
Creating a “live” video on Facebook to give an opinion on a unit  Teacher’s Guide I.EFL.5.4.1 Learners can communicate • Think about popular tech devices and survey
topic. English A2.2 effectively using a variety of media and formats, your classmates to find out which ones they
• Using social media to network with teens across the globe. (including interactive including ICT, by saying things in alternative have or wish they had
• Rating one’s self after a speaking activity, according to a set rubric. version) ways and applying self-correcting and • Find out what they do with their devices and
• Practicing a specific self-correcting strategy during a pair work  Audio CD selfmonitoring how they use them: What activities do you do
activity.  Teacher’s Guide strategies when needed. (I.1, I.3, J.4) with your cell phone? What activities do you
• Recording student interactions in class and watching them later in  Posters and pictures Oral Communication wish you could do?
order to identify behaviors the learners need to increase and those about the topic I.EFL.5.9.1 Learners can present information • Brainstorm on the different technological
they need to decrease.  Photocopiable clearly and influence an audience effectively habits people have when they entertain and
Oral Communication: (Listening and Speaking)  worksheets (TG) through well-developed arguments in prepared communicative. Some people spend too much
• Researching a topic and preparing a presentation for the class.  Quiz Time (SB) presentations and other forms of oral time on the Internet.
• Using a digital presentation to raise awareness about a local issue. communication. (I.2, I.3, J.2) • Survey your friend´s tech habits to confirm or
•Recording a video about one’s opinion of a story read in class. refute your ideas: Do you spend a lot of time
• Sharing opinions in a way that encourages others to perform a online? How much?
specific action. Reading • Create a graph illustrating the findings to the
• Using intonation to convince a partner to take action. survey.
• Summarizing a peer’s opinion about a video seen in class. I.EFL.5.11.1 Learners can Identify and apply a • Analyze the results and write a report.
Reading range of reading strategies in order to make Techniques
• Using a list to choose the best sources for finding information on a texts meaningful and to select information within Reading
topic. a text that might be of practical use for one’s • Scan the text for the answers to pre-reading
• Reading texts from different subject areas and choosing the best own academic needs. (I.1, I.2, I.4, S.3) questions.
title for each. • Underline the sentences that support your
• Underlining main ideas from texts and then using them to write Writing answers in the report.
questions the learner has about the topic. I.EFL.5.15.1 Learners can plan and produce Listening
• Identifying the correct format for an academic text. well-constructed informational texts by applying • Try to infer information of the activity by using
• Finding online resources that can be used for a range of research the writing process and while demonstrating an the context and your own ideas about the
projects. ability to justify one’s position on an argument situation.
Writing through carefully selected information and Speaking
• Watching a video about a controversial topic and writing a short appropriate language, tone and evidence. (I.2, • Share a wish you have with a classmate.
essay agreeing or disagreeing with the content presented. I.3, I.4, S.3, J.1) Writing
• Exchanging writing in pairs in order to make suggestions about • Use synonyms and antonyms to give a
things that could be improved. Language through the Arts definition of a new word.
• Reading an article and underlining examples of evidence the I.EFL.5.19.1 Learners can engage in
author gives to support his/her position, then writing a similar collaborative activities through a variety of Instruments for oral and written evaluation
position piece while implementing your own examples and evidence. student groupings in order to solve problems and • Rubrics
Language through the Arts reflect on literary texts, and produce criteria for • Portfolio
• Searching the Internet for illustrations and examples of effective evaluating the effectiveness of the group. (I.1, • Oral interviews individual/ in pairs
group collaborations and then sharing why they are effective. I.2, S.2, S.3, S.4, J.3, J.4) • Essay Tests
• Discussing rules and norms for a group project before the project • Practical Exams.
begins. • Writing Tests
• Participating in teambuilding activities. • Training Test
• Comparing answers in pairs in order to help each other understand
errors or concepts.
• Teaching a story, grammar point, vocabulary word or topic to a
group of peers.

3. ADAPTED CURRICULUM
 Students with Special Needs Specifications of the Material to Be Applied

Teachers who work with students with special needs learn how to identify It is advisable to use mainly visual materials and music, as well as short tasks. In the case of assessment,
disabilities in order to design personalized plans based on assessment results and teachers should only focus on those skills students have developed. Classroom strategies to be implemented
empirical data. Thus, they should modify the objectives and indicators in include: listing objectives and goals per lesson; differentiating instruction by tiers or learning styles / multiple
accordance with those results, and adapt the corresponding activities. intelligences; presenting information in multiple formats; using review games to make learning fun. Moreover, to
get the students attention could be very important if they are sitting down in places near the board.

CLIL Components Transversal Axes

Intercultural awareness, tolerance, respect, multiculturalism, responsibility,
Science/Technology/Arts: To create a web profile and make a visual presentation of an inspirational person in your solidarity, etc.
life activities.

Prepared by Revised by Approved by

Teacher: Lic. Mery Altamirano Teacher: Lic. Paulina Bonilla. Teacher: Mg. Flor Guillén

Signature: Signature: Signature:

Date: November 2016 Date: November 2016 Date: November 2016