EDUCATIONAL INSTITUTION …………………………………………… ACADEMIC YEAR: 2023-2024

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: English as a Second Language Subject: English
Teacher:
Grade/course: First year of high school. Education BGU
Level:
2. TIME
Weekly course load No. of working hours Learning evaluation and unexpected issues Total, class weeks Total, periods
5 hours 200 hours / 40 weeks 18 hours / 6 weeks 34 weeks 170 hours
3. GENERAL OBJECTIVES
Objectives of the Area: Objectives of the level/course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a O.EFL 5.1 Encounter socio-cultural aspects of their own and other countries in a thoughtful
thoughtful and inquisitive manner, maturely, and openly experiencing other and inquisitive manner, maturely, and openly experiencing other cultures and languages
cultures and languages from the secure standpoint of their own national and from the secure standpoint of their own national and cultural identity.
cultural identity. O.EFL 5.2 Draw on this established propensity for curiosity and tolerance towards different
OG.EFL 2 Draw on this established propensity for curiosity and tolerance cultures to comprehend the role of diversity in building an intercultural and multinational
towards different cultures to comprehend the role of diversity in building an society.
intercultural and multinational society. O.EFL 5.3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched
intelligence, and critical thinking skills through an appreciation of linguistic perspective of their own L1 and of language use for communication and learning.
differences. Enjoy an enriched perspective of their own L1 and of language use O.EFL 5.4 Deploy a range of learning strategies, thereby increasing disposition and ability to
for communication and learning. independently access further (language) learning and practice opportunities. Respect
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition themselves and others within the communication process, cultivating habits of honesty and
and ability to independently access further (language) learning and practice integrity into responsible academic behavior.
opportunities. Respect themselves and others within the communication O.EFL 5.5 Directly access the main points and important details of up-todate English
process, cultivating habits of honesty and integrity into responsible academic language texts, such as those published on the web, for professional or general investigation,
behavior. through the efficient use of ICT and reference tools where required.
OG.EFL 5 Directly access the main points and important details of up-todate O.EFL 5.6 Through selected media, participate in reasonably extended spoken or written
English language texts, such as those published on the web, for professional or dialogue with peers from different L1 backgrounds on work, study, or general topics of
general investigation, through the efficient use of ICT and reference tools where common interest, expressing ideas and opinions effectively and appropriately.
required. O.EFL 5.7 Interact quite clearly, confidently, and appropriately in a range of formal and
OG.EFL 6 Through selected media, participate in reasonably extended spoken or informal social situations with a limited but effective command of the spoken language
written dialogue with peers from different L1 backgrounds on work, study, or (CEFR B1 level)
general topics of common interest, expressing ideas and opinions effectively
and appropriately.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of
formal and informal social situations with a limited but effective command of
the spoken language (CEFR B1 level).
4. TRANSVERSAL AXES: Culture and Society, Oral Communication, Reading Comprehension, Writing and Composition, Technology and Media, Research Skills.
5. DEVELOPMENT OF PLANNING UNITS
N.º Name of the Specific objectives of Contents Methodology orientation Evaluation Criteria and Indicators Time in
Unit the Planning Unit weeks
1. Exploring Comment on COMMUNICATION AND This curriculum is based on a EVALUATION CRITERIA 6 weeks
Human Diversity personalities and CULTURAL AWARENESS language-driven CLIL
attitudes. approach, where content from COMMUNICATION AND CULTURAL
EFL 5.1.2. Demonstrate other disciplines is used for AWARENESS
Meet inspiring people mindfulness, empathy, meaningful and purposeful
and Indicate the type tolerance and an overall respect language use (Met, 1999). It CE.EFL.5.1. Display an understanding of
of people who evoke for the integrity of cultures in supports the overall the integrity of different cultures by
in you feelings of daily classroom activities curriculum, developing sharing experiences and by participating
overcoming and cognitive and social skills in class activities and discussions in a way
challenges. ORAL COMMUNICATION needed for other subjects, and that shows empathy and respect for
reinforcing content covered in others.
Understand the EFL 5.2.11. Express opinions on other areas. The integration of
importance of reading abstract topics, such as film and critical thinking skills as ORAL COMMUNICATION
and carry out the music, and concrete topics, such defined in Bloom’s Taxonomy
established activities as personal experiences, while and the development of CE.EFL.5.8. Interaction – Interpersonal:
describing one’s reactions to communicative linguistic Respond to and build on other people’s
Understand the use of them and others’ opinions. competencies are presented in ideas in extended conversations on
verbal patterns in this proposal as familiar social and academic topics by
present, future and READING interdependent processes expressing opinions and feelings and
past and explain what within a CLIL model, where clarifying meaning.
verbal patterns are EFL 5.3.2. Identify and use critical thinking skills serve as
and how they are reading strategies to make the mechanism for READING
formed informative and narrative texts implementing the 4Cs
comprehensible and framework (content, culture, CE.EFL.5.11. Identify and apply a range of
Know how to foster meaningful. (Example: communication, and reading strategies in order to make texts
the attitude to achieve skimming, scanning, previewing, cognition). meaningful and to select information
success reading for main ideas and CLIL models are diverse, within a text that might be of practical
details, using structural and making them flexible enough use for one’s own academic needs
context clues, cognates, format, to be context-specific and
sequence, etc.) complementary to a range of
teaching methodologies, but
they do share characteristics
WRITING AND PHONETICS favorable to constructivist WRITING AND PHONETICS
EFL 5.4.3. Apply new and prior approaches and CE.EFL.5.15. Plan and produce well-
knowledge in order to plan and communicative language constructed informational texts by
create texts and determine if teaching (CLT). These applying the writing process and while
the new knowledge adds value characteristics include learner- demonstrating an ability to justify one’s
to or contradicts prior centered approaches, text- position on an argument through
information. based learning, task-based carefully selected information and
learning, the necessity to use appropriate language, tone and evidence
different types of activities to
encourage foreign language
LANGUAGE THROUGH THE ARTS use for different purposes, LANGUAGE THROUGH THE ARTS
high levels of interaction
EFL 5.5.3. Identify and explain between teachers and learners CE.EFL.5.17. Demonstrate and convey
the distinguishing features of and learners themselves, different levels of meaning in literary
diverse literary genres, periods intensive language input, texts by identifying distinguishing
and traditions, and use those teacher modeling and features, interpreting implicit and explicit
features to aid comprehension, scaffolding, and teacher messages and responding in a variety of
interpretation and discussion of enthusiasm. ways.
literary texts.
PERFORMANCE INDICATORS

COMMUNICATION AND CULTURAL

AWARENESS

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.

ORAL COMMUNICATION

I.EFL.5.8.1. Learners can 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.
 READING

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

WRITING AND PHONETICS

I.EFL.5.15.1. Learners can plan and

produce well-constructed informational
texts by applying the writing process and
while demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and evidence

LANGUAGE THROUGH THE ARTS

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.

2. Training Process Explain about the new COMMUNICATION AND EVALUATION CRITERIA 6 weeks
Learning CULTURAL AWARENESS
methodologies COMMUNICATION AND CULTURAL
EFL 5.1.5. Identify, discuss and AWARENESS
Know about the styles analyze cultural products from
and State your learning Ecuador and beyond and use CE.EFL.5.2. Demonstrate an ability to
style. them to explore the discuss culture by analyzing cultural
perspectives of the culture. products and referents from Ecuador and
other countries while making informed
Understand the choices about and taking action on issues
importance of reading of prejudice and discrimination
and carry out the
established activities ORAL COMMUNICATION ORAL COMMUNICATION

Explain the use of the EFL 5.2.1. Deduce the meanings CE.EFL.5.5. Listening for Meaning: Identify
present perfect and of unfamiliar phrases and words the main idea in a variety of audio
analyze the from a context containing recordings (e.g., interviews, radio ads,
construction of familiar elements. (Example: news reports, etc.) and deduce the
affirmative sentences, colloquial greetings, meanings of unfamiliar phrases and words
Negative sentence and exclamations, interjections, etc.) in familiar contexts, provided speech is
Question for the clear and visuals help support meaning.
present perfect READING
READING
Explore their learning EFL 5.3.2. Identify and use
style, learn about new reading strategies to make CE.EFL.5.11. Identify and apply a range of
educational informative and narrative texts reading strategies in order to make texts
methodologies and comprehensible and meaningful. meaningful and to select information
apply them creatively, (Example: skimming, scanning, within a text that might be of practical use
fostering an active and previewing, reading for main for one’s own academic needs
reflective approach in ideas and details, using
their educational structural and context clues,
process. cognates, format, sequence,
etc.)
WRITING AND PHONETICS
WRITING AND PHONETICS

EFL 5.4.3. Apply new and prior CE.EFL.5.15. Plan and produce well-
knowledge in order to plan and constructed informational texts by
create texts and determine if the applying the writing process and while
new knowledge adds value to or demonstrating an ability to justify one’s
contradicts prior information. position on an argument through carefully
selected information and appropriate
language, tone and evidence.

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 5.5.3. Identify and explain CE.EFL.5.17. Demonstrate and convey

the distinguishing features of different levels of meaning in literary texts
diverse literary genres, periods by identifying distinguishing features,
and traditions, and use those interpreting implicit and explicit messages
features to aid comprehension, and responding in a variety of ways.
interpretation and discussion of
literary texts PERFORMANCE INDICATORS

COMMUNICATION AND CULTURAL

AWARENESS

I.EFL.4.3.1. Learners can employ a range of

self-monitoring and self-correcting
strategies and interpret and use
appropriate verbal and nonverbal
communication features to communicate
in familiar contexts.

ORAL COMMUNICATION

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 familiar contexts
where speech is clear and visuals help
support meaning.

READING

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.
 WRITING AND PHONETICS

I.EFL.5.15.1. Learners can plan and

produce well-constructed informational
texts by applying the writing process and
while demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and evidence

LANGUAGE THROUGH THE ARTS

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.

3. Legends and Differentiate between EVALUATION CRITERIA 6 weeks

Enchantments Greek myths, fairy
tales and fantasy COMMUNICATION AND COMMUNICATION AND CULTURAL
CULTURAL AWARENESS AWARENESS
Differentiate between
legends and EFL 5.1.5. Identify, discuss and CE.EFL.5.2. Demonstrate an ability to
enchantments analyze cultural products from discuss culture by analyzing cultural
Ecuador and beyond and use products and referents from Ecuador and
Understand the them to explore the other countries while making informed
importance of reading perspectives of the culture. choices about and taking action on issues
and carry out the of prejudice and discrimination.
established activities
ORAL COMMUNICATION ORAL COMMUNICATION
Learn the Past Simple
EFL 5.2.11. Express opinions on CE.EFL.5.8. Interaction – Interpersonal:
vs Past Perfect in
abstract topics, such as film and Respond to and build on other people’s
Conditionals and
music, and concrete topics, such ideas in extended conversations on
understand the first,
as personal experiences, while familiar social and academic topics by
second and third
describing one’s reactions to expressing opinions and feelings and
conditional
them and others’ opinions. clarifying meaning.
Learn about READING READING
empowering youth
voices through the EFL 5.3.2. Identify and use CE.EFL.5.11. Identify and apply a range of
narrative reading strategies to make reading strategies in order to make texts
informative and narrative texts meaningful and to select information
comprehensible and meaningful. within a text that might be of practical use
(Example: skimming, scanning, for one’s own academic needs
previewing, reading for main
ideas and details, using
structural and context clues,
cognates, format, sequence,
etc.)

WRITING AND PHONETICS WRITING AND PHONETICS

EFL 5.4.3. Apply new and prior CE.EFL.5.15. Plan and produce well-
knowledge in order to plan and constructed informational texts by
create texts and determine if the applying the writing process and while
new knowledge adds value to or demonstrating an ability to justify one’s
contradicts prior information. position on an argument through carefully
selected information and appropriate
language, tone and evidence

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 5.5.3. Identify and explain CE.EFL.5.17. Demonstrate and convey

the distinguishing features of different levels of meaning in literary texts
diverse literary genres, periods by identifying distinguishing features,
and traditions, and use those interpreting implicit and explicit messages
features to aid comprehension, and responding in a variety of ways.
interpretation and discussion of
literary texts PERFORMANCE INDICATORS
COMMUNICATION AND CULTURAL
AWARENESS
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

ORAL COMMUNICATION
I.EFL.5.8.1. Learners can 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.

READING
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

WRITING AND PHONETICS

I.EFL.5.15.1. Learners can plan and
produce well-constructed informational
texts by applying the writing process and
while demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and evidence

LANGUAGE THROUGH THE ARTS

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.
4. Ecotourism List some eco trips and EVALUATION CRITERIA 6 weeks
camping adventures
you know of. COMMUNICATION AND COMMUNICATION AND CULTURAL
CULTURAL AWARENESS AWARENESS
Explore the different
types of travelers and EFL 5.1.5. Identify, discuss and CE.EFL.5.2. Demonstrate an ability to
create innovative analyze cultural products from discuss culture by analyzing cultural
tourist spaces to meet Ecuador and beyond and use products and referents from Ecuador and
their needs in our them to explore the other countries while making informed
country. perspectives of the culture. choices about and taking action on issues
of prejudice and discrimination.
Understand the ORAL COMMUNICATION
importance of reading, ORAL COMMUNICATION
carry out the EFL 5.2.11. Express opinions on CE.EFL.5.8. Interaction – Interpersonal:
established activities abstract topics, such as film and Respond to and build on other people’s
and write a travel story music, and concrete topics, such ideas in extended conversations on
inspired by the as personal experiences, while familiar social and academic topics by
geographical and describing one’s reactions to expressing opinions and feelings and
cultural diversity of our them and others’ opinions. clarifying meaning.
country.
READING
READING
Explain the use of tag EFL 5.3.2. Identify and use
questions, learn to ask CE.EFL.5.11. Identify and apply a range of
reading strategies to make
labeled questions in reading strategies in order to make texts
informative and narrative texts
English, know the use meaningful and to select information
comprehensible and meaningful.
of indirect questions in within a text that might be of practical use
(Example: skimming, scanning,
English and explain for one’s own academic needs
previewing, reading for main
how to use the theme ideas and details, using
"Amplify with 'much' structural and context clues,
and 'very' cognates, format, sequence,
etc.)
Know about the
improvements of a WRITING AND PHONETICS
WRITING AND PHONETICS
tourist offer and create
EFL 5.4.3. Apply new and prior CE.EFL.5.15. Plan and produce well-
a digital version of a
knowledge in order to plan and constructed informational texts by
brochure that can be
create texts and determine if the applying the writing process and while
shared via email and
new knowledge adds value to or demonstrating an ability to justify one’s
social media.
contradicts prior information. position on an argument through carefully
 selected information and appropriate
language, tone and evidence

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 5.5.3. Identify and explain CE.EFL.5.17. Demonstrate and convey

the distinguishing features of different levels of meaning in literary texts
diverse literary genres, periods by identifying distinguishing features,
and traditions, and use those interpreting implicit and explicit messages
features to aid comprehension, and responding in a variety of ways.
interpretation and discussion of
literary texts. PERFORMANCE INDICATORS

COMMUNICATION AND CULTURAL

AWARENESS

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.

ORAL COMMUNICATION
I.EFL.5.8.1. Learners can 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.

READING
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
 WRITING AND PHONETICS
I.EFL.5.15.1. Learners can plan and
produce well-constructed informational
texts by applying the writing process and
while demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and evidence

LANGUAGE THROUGH THE ARTS

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

5. Extreme Research natural EVALUATION CRITERIA 6 weeks

weather disasters and extreme COMMUNICATION AND
COMMUNICATION AND CULTURAL
phenomena weather conditions, CULTURAL AWARENESS
AWARENESS
talk in class about
EFL 5.1.5. Identify, discuss and CE.EFL.5.2. Demonstrate an ability to
climate change and
analyze cultural products from discuss culture by analyzing cultural
know the direct
Ecuador and beyond and use products and referents from Ecuador and
relationship between
them to explore the other countries while making informed
climate change and
perspectives of the culture. choices about and taking action on issues
the intensification of
natural disasters of prejudice and discrimination.
ORAL COMMUNICATION
Know how the issue of ORAL COMMUNICATION
EFL 5.2.11. Express opinions on
"Disaster News"
abstract topics, such as film and CE.EFL.5.8. Interaction – Interpersonal:
impacts society,
music, and concrete topics, such Respond to and build on other people’s
investigate the news
as personal experiences, while ideas in extended conversations on
about forest fires in
describing one’s reactions to familiar social and academic topics by
the Amazon and write
them and others’ opinions. expressing opinions and feelings and
a news article about a
clarifying meaning.
natural disaster
 READING READING
Understand the
EFL 5.3.9. Skim and scan CE.EFL.5.11. Identify and apply a range of
importance of reading
reference materials, in print or reading strategies in order to make texts
and carry out the
online, in order to identify meaningful and to select information
established activities
information that might be of within a text that might be of practical use
Understand the use of
practical use for one’s own for one’s own academic needs.
the Passive Voice / Past
research and academic needs.
and Past Participle,
understand when to WRITING AND PHONETICS
WRITING AND PHONETICS
use the passive voice
and learn about the CE.EFL.5.15. Plan and produce well-
EFL 5.4.3. Apply new and prior
past and past constructed informational texts by
knowledge in order to plan and
participle applying the writing process and while
create texts and determine if the
demonstrating an ability to justify one’s
new knowledge adds value to or
Research on global contradicts prior information. position on an argument through carefully
warming and natural selected information and appropriate
disasters. language, tone and evidence.

LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS

EFL 5.5.8. Contribute to team CE.EFL.5.19. Engage in collaborative
projects to produce original activities through a variety of student
works and solve problems while groupings in order to solve problems and
effectively negotiating and reflect on literary texts, and produce
managing interactions to criteria for evaluating the effectiveness of
accomplish social and classroom the group.
tasks.
PERFORMANCE INDICATORS

COMMUNICATION AND CULTURAL

AWARENESS
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
 ORAL COMMUNICATION
I.EFL.5.8.1. Learners can 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

READING
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

WRITING AND PHONETICS

I.EFL.5.15.1. Learners can plan and
produce well-constructed informational
texts by applying the writing process and
while demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and evidence

LANGUAGE THROUGH THE ARTS

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

6. Digital Realms Explore technology EVALUATION CRITERIA 6 weeks

and learn about
technological COMMUNICATION AND COMMUNICATION AND CULTURAL
innovation, its impact CULTURAL AWARENESS AWARENESS
on our daily lives and
how it is shaping the EFL 5.1.5. Identify, discuss and CE.EFL.5.2. Demonstrate an ability to
future analyze cultural products from discuss culture by analyzing cultural
Ecuador and beyond and use products and referents from Ecuador and
Explain what the topic them to explore the other countries while making informed
"Express wishes" refers perspectives of the culture. choices about and taking action on issues
to and use the of prejudice and discrimination
grammatical structure ORAL COMMUNICATION
"desire" followed by ORAL COMMUNICATION
the past simple to EFL 5.2.11. Express opinions on CE.EFL.5.8. Interaction – Interpersonal:
express wishes that abstract topics, such as film and Respond to and build on other people’s
are improbable or music, and concrete topics, such ideas in extended conversations on
impossible in the as personal experiences, while familiar social and academic topics by
present. describing one’s reactions to expressing opinions and feelings and
them and others’ opinions clarifying meaning.
Understand the
importance of reading, READING READING
carry out the EFL 5.3.2. Identify and use
established activities, CE.EFL.5.11. Identify and apply a range of
reading strategies to make reading strategies in order to make texts
and use your creativity informative and narrative texts
to create a visual meaningful and to select information
comprehensible and meaningful. within a text that might be of practical use
representation of the (Example: skimming, scanning,
Island of Wishes. for one’s own academic needs.
previewing, reading for main
ideas and details, using
Learn about the structural and context clues,
prepositional verb also cognates, format, sequence,
known as the phrasal etc.)
verb and learn the use
of phrasal verbs WRITING AND PHONETICS WRITING AND PHONETICS

Explore the evolution EFL 5.4.3. Apply new and prior CE.EFL.5.15. Plan and produce well-
of communication knowledge in order to plan and constructed informational texts by
devices create texts and determine if the applying the writing process and while
new knowledge adds value to or demonstrating an ability to justify one’s
contradicts prior information. position on an argument through carefully
selected information and appropriate
language, tone and evidence
LANGUAGE THROUGH THE ARTS LANGUAGE THROUGH THE ARTS
EFL 5.5.2. Make predictions, CE.EFL.5.17. Demonstrate and convey
inferences and deductions to different levels of meaning in literary texts
demonstrate different levels of by identifying distinguishing features,
meaning of literary texts interpreting implicit and explicit messages
presented orally or in digital and responding in a variety of ways.
form, including literal and
implied meanings. (Example: PERFORMANCE INDICATORS
summarizing, explaining and
identifying, word choice, COMMUNICATION AND CULTURAL
symbols, points of view, etc.) AWARENESS
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.

ORAL COMMUNICATION
I.EFL.5.8.1. Learners can 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

READING
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

WRITING AND PHONETICS

I.EFL.5.15.1. Learners can plan and
produce well-constructed informational
 texts by applying the writing process and
while demonstrating an ability to justify
one’s position on an argument through
carefully selected information and
appropriate language, tone and evidence

LANGUAGE THROUGH THE ARTS

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

6. BIBLIOGRAPHY/WEBGRAPHY: 7. OBSERVATIONS:
Prioritized curriculum with emphasis on communication, mathematics, digital and socio-emotional skills. First Edition,
2021 - © Ministry of Education Av. Amazonas N34-451 and Av. Atahualpa- Quito-Ecuador
BIRDSALL, M. (2000). Timesavers: Festivals and Special Days in Britain. London Mary Glasgow Magazines, an imprint of
Scholastic.
Swan, M. (2014) Practical English Usage, 3rd edition (app edition), Oxford.
Bassetto M, (2008). Strategy for Healthy Lifestyles.
Kid's Box New Generation.
Wonderful English.
Learn English with Art.

ELECTRONIC LINKS
www.educacion.gob.ec
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