Pca 3
Pca 3
Pca 3
“LICEO IBEROAMÉRICA”
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of periods
3. GENERAL AIMS
“LICEO IBEROAMÉRICA”
independently access further (language) learning and practice opportunities. Respect encountering challenges in order to promote autonomous
themselves and others within the communication process, cultivating habits of honesty and learning and decision making.
integrity into responsible academic behavior. O.EFL 4.5 Introduce the need for independent research as
OG.EFL 5 Directly access the main points and important details of up-to date. English language a daily activity by using electronic resources (ICT) in class
texts, such as those published on the web, for professional or general investigation, through while practicing appropriate competences in the four
the efficient use of ICT and reference tools where required. skills.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written O.EFL 4.6
dialogue with peers from different L1 backgrounds on work, study, or general topics of Write short descriptive and informative texts related to
common interest, expressing ideas and opinions effectively and appropriately. personal information or familiar topics and use them as a
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and means of communication and written expression of
informal social situations with a limited but effective command of the spoken language (CEFR thought.
B1 level). O.EFL 4.7 Use spoken and written literary text in English
such as poems, short stories, comic strips, short magazine
articles and oral interviews on familiar subjects in order to
inspire oral and written production at an A2.1 level.
O.EFL 4.8 Integrate written and spoken text in order to
identify cultural differences and similarities within a range
of local, national and global contexts familiar to the
learner.
O.EFL 4.9 Create a sense of awareness in terms of accuracy
when learners interact in English using high-frequency and
level-appropriate expressions in order to reach an
effective command of spoken language
4.TRANSVERSAL AXES:
Listening, speaking, reading, and writing to build up learners’ communicative language competence in its linguistic, sociolinguistic, and pragmatic components.
Responsibility, Honesty, Respect, Love, Peace, Justice.
5.UNITS TO BE DEVELOPED
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Nº Title of the unit Unit Specific Objectives Contents/skills Methodological Orientations Evaluation Weeks
(Skills and strategies) duration
1 TECHNOLOGY Talk about electronic device, EFL 5.1.7 Interpret and Communication and Cultural CE.EFL.5.3. Interpret
types preferences and demonstrate knowledge of Awareness cultural and language
interests. nonverbal and oral • Participating in short role patterns in English, 5
communication features by plays using a range of verbal including nonverbal
applying them in and nonverbal communication, and
appropriate contexts. communication. apply them in
(Example: use of stress, • Talking in pairs about video appropriate contexts.
intonation, pace learners have watched using I.EFL.5.3.1. Learners
EFL 5.2.11 Express opinions only English. can interpret cultural
on abstract topics, such as • Watching a video and and language patterns
film and music, and identifying desirable in English, including
concrete topics, such as language use. nonverbal
personal experiences, while • Comparing nonverbal and communication, and
describing one’s reactions body language between L1 apply them in
to them and others’ and L2 cultures. appropriate contexts.
opinions. • Creating selfie videos for (I.3, I.4, S.1, S.2)
EFL 5.3.4 Find the most class assignments and CE.EFL.5.12. Engage
important information in sharing them on a class blog. with a variety of digital
print or online sources in Oral Communication: and print texts and
order to support an idea or (Listening and Speaking) resources by evaluating
argument. (Example: • Playing a conversation and detecting
Internet search engines, game, where learners move complexities and
online advertising, online or their tokens around the discrepancies in the
print timetables, web board after choosing a card information in order to
pages, posters, adverts, and answering the question. find the most
catalogues, etc.) • Working in pairs to appropriate sources to
complete an information gap support an idea or
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2 PLACE Students learnt to: Communication and Communication and Cultural CE.EFL.5.2 Demonstrate
• talk about the length of Cultural Awareness Awareness an ability to discuss
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Experiences of EFL 5.1.3 Find parallels • Researching how teens in culture by analyzing
transportations. between Ecuadorian other countries/regions of cultural products and
cultural and political Ecuador live referents 5
referents and those of and presenting the from Ecuador and other
other information to peers. countries while making
countries by talking about • Brainstorming ways to informed choices about
holidays, symbols, customs counter discrimination in and taking action on
and schooling. one’s daily life. issues of prejudice and
Oral Communication: • Researching a cultural or discrimination.
(Listening and Speaking) social symbol of Ecuadorian I.EFL.5.2.1 Learners can
EFL 5.2.2 Identify the main culture and exhibit an ability to
idea and some details of discussing the findings in discuss culture by
recorded news reports, small groups. analyzing cultural
documentaries and • Choosing pictures that products
interviews reporting on demonstrate tolerance and and referents from
seasonal festivities, empathy Ecuador and other
environmental issues, food towards groups that are countries
and international sometimes discriminated and while making informed
customs, climate, weather, finding ways choices about and
etc., where the visuals to make sure these groups taking
support the commentary. feel included in Ecuadorian action on issues of
Reading society. prejudice and
EFL 5.3.2 Identify and use • Simulating desirable social discrimination.
reading strategies to make and cultural behaviors (I.1, I.2, S.2, J.1, J.3)
informative and narrative through role play CE.EFL.5.5 Listening for
texts activities. Meaning: Identify the
comprehensible and Oral Communication: main idea in a variety
meaningful. (Example: (Listening and Speaking) of audio recordings
skimming, scanning, • Using context clues to (e.g.,
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and video editing, • Reading texts from within a text that might
presentation apps, different subject areas and be of practical use for
etc.) choosing the best one’s own academic
Language through the Arts title for each. needs.
EFL 5.5.9 Engage in •Underlining main ideas from I.EFL.5.11.1 Learners
collaborative activities texts and then using them to can Identify and apply a
through a variety of student write range of reading
groupings to share, questions the learner has strategies in order to
reflect on, express and about the topic. make
interpret opinions and Writing texts meaningful and to
evaluations of a range of • Recommending a web site select information
literary text. to another learner. within
• Finding a variety of online a text that might be of
references to practice a practical use for one’s
grammar own academic needs.
structure, then (I.1, I.2, I.4, S.3)
recommending the best one CE.EFL.5.14 Identify,
to the class. critically evaluate and
• Reading an online recommend a variety of
restaurant review and potential resources and
identifying common references, including
linguistic features, such as digital tools, that
use of adjectives and support collaboration
opinions. Learners and productivity, for
use the same features to educational and
write their own review of a academic use.
movie they’ve I.EFL.5.18.1 Learners
seen. can use a variety of
Language through the Arts criteria for evaluating
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group. (I.1,
I.2, S.2, S.3, S.4, J.3, J.4)
3 STORIES Students learn to: Communication and Communication and Cultural CE.EFL.5.3 Interpret
• Write shorts narrate stories Cultural Awareness Awareness cultural and language
and events. EFL 5.1.7 Interpret and • Listening to a dialogue and patterns in English,
• convey attitudes related to demonstrate knowledge of identifying examples of including nonverbal
the events of a story. nonverbal and oral humor. communication, and
• talk about imaginary communication features • Talking in pairs about a apply them in
situations. by applying them in video learners have watched appropriate contexts.
appropriate contexts. using only I.EFL.5.3.1 Learners can
(Example: use of stress, English. interpret cultural and
intonation, pace, etc.) • Demonstrating appropriate language patterns in
Oral Communication: language use during class, English, including
(Listening and Speaking) group and nonverbal
EFL 5.2.7 Present pair discussions. communication, and
information clearly and • Practicing the use of apply them in
effectively in a variety of expressions of politeness appropriate contexts.
oral forms for a range of during collaborative (I.3, I.4, S.1, S.2)
audiences and purposes. pair and small group work. CE.EFL.5.9 Production –
(Example: summarizing, Oral Communication: Fluency: Present
paraphrasing, personal (Listening and Speaking) information clearly and
narratives, research • Sharing opinions in a way influence an audience
reports, essays, articles, that encourages others to effectively through
posters, charts and another perform a well-developed
graphics, etc.) specific action. arguments in prepared
Reading • Using intonation to presentations and
EFL 5.3.2 Identify and use convince a partner to take other forms of oral
reading strategies to make action. communication.
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CE.EFL.5.16 Respond to
and interpret literary
texts, including original
stories written by
peers,
referring to details and
literary elements of the
text.
I.EFL.5.16.1 Learners
can respond to and
interpret literary texts,
including original
stories
written by peers,
referring to details and
literary
elements of the text.
(S.1, S.4, J.2)
4 PHOTOS Student learn to: Communication and Communication and Cultural CE.EFL.5.4
• give and ask for cooking. Cultural Awareness Awareness Communicate
Objects in the office EFL 5.1.11 Apply self- • Participating in short effectively using a
correcting and self- dialogues and role plays. variety of media and
monitoring strategies in • Practicing and deal with a formats, including ICT,
social and classroom need through a mini role by
interactions by adjusting play. saying things in
presentation and language • Communicating with an “e- alternative ways and
production to effectively pal” from another country or applying self-correcting
express opinions city. and self-monitoring
and make evaluations. • Paraphrasing an idea when strategies when
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S.3, S.4)
CE.EFL.5.18 Use a range
of criteria to evaluate
and recommend
literary texts to others,
and
recognize how chosen
criteria affects
evaluation.
I.EFL.5.18.1 Learners
can use a variety of
criteria for evaluating
and recommending
literary
texts to others, and
recognize how chosen
criteria affects
evaluation. (S.1, S.4,
J.2, J.4)
5 CHANGE THE Students learn to: Communication and Communication and Cultural CE.EFL.5.2 Demonstrate
WORLD • proverbs and sources of Cultural Awareness Awareness an ability to discuss
energy. EFL 5.1.6 Demonstrate an • Inviting a guest speaker culture by analyzing
ability to make informed from another country to class cultural products and
choices about and take and asking referents
action on issues of and answering questions from Ecuador and other
prejudice and about his/her countries while making
discrimination. culture/country. informed choices about
Oral Communication: • Adding expressions of and taking action on
(Listening and Speaking) politeness to dialogues. issues of prejudice and
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information. find
Writing the most appropriate
• Writing new words and sources to support an
phrases in a vocabulary idea
notebook and then or argument. (I.2, I.4,
writing a text using three J.3)
words from your vocabulary CE.EFL.5.15 Plan and
notebook. produce well-
• Writing a brochure about constructed
your opinion on a topic and informational texts by
underlining applying the writing
examples of persuasive process
language. and while
• Watching a video about a demonstrating an
controversial topic and ability to justify one’s
writing a short position on an
essay agreeing or argument through
disagreeing with the carefully
content presented. selected information
• Exchanging writing in and appropriate
pairs in order to make language, tone and
suggestions about evidence.
things that could be I.EFL.5.15.1 Learners
improved. can plan and produce
Language through the Arts well-constructed
• Predicting the content of informational texts by
a story using the title and applying
pictures. the writing process and
• Summarizing the main while demonstrating an
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responding in a variety
of ways. (I.3, I.4, J.3)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
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