SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

ESCUELA DE EDUCACIN DE BSICA
UNE

2016-2017

MACHALA-EL ORO-ECUADOR
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
AREA: SUBJECT:

Grade / course

English Language
10th

TEACHERS NAME:

Listening

A.2.1

LEVEL :
Reading

Speaking Production
Speaking Interaction

Writing

Lic. Luzmila Loja Orosco

TAGECT GROUP:
10th EGB
Education
A2.1
Level
2. LEARNING STANDARDS
Perceive, memorize, and note down words and expressions encountered in the
personal, educational, public, and vocational domains as well as note their situational
context and functional value.
Make use of clues such as structurally-relevant pauses, tone of voice, stress, and
intonation to identify and understand relevant information in orally-produced texts
within the personal, educational, public, and vocational domains.
Understand and identify longer, more complex informational, transactional, and
expository texts as well as simple procedural and narrative texts (e.g. recipes, short
personal stories, traveling forms). The texts should all contain the highest frequency
vocabulary, including a proportion of shared international vocabulary items.
Use a series of phrases and sentences linked onto a list to communicate in simple,
routine tasks within the personal, educational, public, and vocational domains.
Handle very short social exchanges within the personal, educational, public, and
vocational domains even though they can usually understand enough to keep the
conversation going themselves.
Produce longer, more detailed, complex transactional, expository and informational
texts than those presented in previous years and with more variety in sentence
structure and lexical range.

Produce simple procedural and narrative texts with some detail and variety in
sentence structure yet may contain some usage error
3. 0BJECTIVES
OBJETIVE OF THE YEAR
OBJETIVE OF AREA

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To show articulation and progression, the specific objectives

for listening and speaking have been formulated by taking
into consideration the four main domains of interest for the
target group: personal, educational, public, and vocational30
(Trim, 2009). The first two (personal and educational) are
addressed in level A2.1 because they constitute the learners
immediate surroundings. The third and fourth (public and
vocational),however, are addressed in level A2.2 because they
constitute the learners extended surroundingswhich
come afterwards. Moreover, objectives and assessment
indicators for spoken production and spoken interaction have
been set up.

By the end of the 10th EGB, students will be able to

To understand sentences and frequently used expressions related to areas of most immediate
relevance(e.g. basic personal and family information, shopping, local geography, employment);
To communicate in simple, routine tasks requiring a simple, direct exchange of information on
familiar and routine matters;
To describe in simple terms aspects of their background, immediate environment, and matters
in areas of immediate need;
To understand, identify, and produce longer, more detailed informational, transactional, and
expository texts(e.g. traveling
To forms, formal letters, biographies, etc.) as well as simple procedural28 descriptions and
narratives29 (e.g.how to instructions and first-person stories); and
To be aware of some features that make their culture and the foreign culture different as well as
develop attitudes to cope with such dissimilarities

4. RELATIONSHIP BETWEEN THE CURRICULAR COMPONENTS

4.1 AXIS TO THE DEVELOPED
LEARNING
CROSS AXIS

AXIS CURRICULUM INTEGRATOR OF THE

ARE
AXIS
Listening, reading speaking and writing to
Listening, reading, speaking and writing
building learners communicative language
competence in its linguistic, sociolinguistic
and pragmatic components.

1.
2.
3.
4.
5.
6.

Development of universal human values

Intercultural.
Civic and democratic formation.
Environmental protection.
Health care and recreation habits of the students
Comprehensive sex education.

4.2 TIMES
No.

WEEKLY COURSE LOAD

TOTA
L

NO. OF WORKING HOURS

20

LEARNING
EVALUATION
UNEXPECTED ISSUES

4KEEKS

AND TOTAL
WEEKS

CLASS TOTAL

40
WEES=20

CLASSES

THE

PERIOD

180

4.3 DEVELOPMENT OF THE CURRICULUM BLOCKS

BLOCK TITLE

SPECIFIC OBJECTIVES CONTENTS

OF THE PLANNING UNIT.

1.BREAKTROUGHTS IN SCIENCE
To give accounts of past
AND TECHNOLOGY
events.
To ask for and give
information

-A Changing World
-Creative Ideas in
History
- Inventions All Around
-Accidental Inventions

SKILLS WITH PERFORMANCE CRITERIA TO BE

DEVELOPED
Grammar:
The Simple Past tense affirmative negative interrogative
Regular and Irregular Past
tense verb endings
Time Expressions for the
Simple Past tense

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DIRECCIN NACIONAL DE CURRCULO
about the past.

Vocabulary: associating images with words

To use time
expressions when
giving accounts of past
achievements

2.TRAVEL AND ADVENTURE

3.HOBBIES
LEISURE
ENTERTAINMENTS

To narrate past
experiences.
To
describe
places.

AND To talk about hobbies

and leisure
activities.
To express
agreement or
disagreement about
controversial topics.
To talk about rules,
express
advice and emphatic
opinions.
To determine main
ideas,
supporting information
and
examples in a reading.

-Vacation Time
-Extreme Vacation
-Adventure Tales
- Traveling Mishaps

- Hobbies
- Father and Son
- Choice and
Commitment
- Feeling Alive

Reading:
activating previous knowledge
reading for details
looking at the text quickly
Writing: following model texts
Listening: paying attention to specific details
Speaking: integrating idioms
into daily conversations
Grammar:
Simple Past tense, Past Progressive tense, There
was/there were, Sequenceconnectors, Time conjunctions
Vocabulary: playing with words
Reading:
using words with similar
meaning
recombining knowledge of
vocabulary and grammar to
understand a text
Writing: mapping the events of
a narrative into a story map
Speaking: paying attention to
connectors of sequence
Grammar:

Imperative Mode
Modals: obligation, advice,emphatic opinions
Vocabulary: looking up new
words in the dictionary
Reading: using dictionaries

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4.THE WORLD IS THE LIMIT

5. JOBS AND OCCUPATIONS

6.LIFETIME ACHIEVEMENTS

Totalk about
landmarks and compare
them.
make comparisons in
terms of superiority.
Tomake comparisons
in terms of
To have an informal
dialog
making comparisons.
Listen for specific
details

- Amazing Facts
Around the World
- Some Countries and
Their -Records
-Some Countries and
Their -Records

To talk about
occupations and
professions.
To make predictions
and plans
regarding career
choices.
To read graphs and
tables to help
your reading
comprehension.
To write a career
prospect
talk about
achievements.
describe peoples
personal
characteristics and
abilities.
use reference
words to aid reading
comprehension and

-Unusual Occupations
- Career Choices
- The Job Market
- Creative Thinking

- Guinness World
Records
- Finding Ones Match

Grammar

Comparatives and Superlatives

Vocabulary: making groups of
words around a central concept
Grammar: paying attention to
adjectives that double their last
consonant
Reading:
using graphic organizers to
summarize information
identifying cognates
Listening: paying attention to specific details by focusing on words you
know
Speaking: keeping
conversations going by using
informal expressions
Grammar
Compound Words
Future tense predictions and intentions with will and plans with
going to
Vocabulary: discriminating word parts to fin the mining of a compound
word
Reading: transfering
information from graphs and texts to aid comprehension
Speaking: building
conversations using sets of ideas or formulaic expressions as cues
Writing: developing texts following key concepts or ideas
to focus the content of the message

Grammar

-Inspiring Young People

- A Life of
Achievements
- Inspirational
Lifelong Learners
- A Moment of Truth

Present Perfect tense

Time Expressions with the Present Perfect tense
Past Participle forms of regular and irregular verbs
Vocabulary: associating words with pictures
Pronunciation: linking words to help people produce
connected
speech
Listening:

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DIRECCIN NACIONAL DE CURRCULO

achieve cohesion in
writing

FOR
o
o
o
o
o
o
o
o
o
o
o

STUDENTS
Videos
Copies
Highlighter
Scissors
Sheet markers
cardboard
City news papers
Flipchart
Rubber
Student book
Dictionary CDs

categorizing information to aid in comprehension

using charts to transfer information
Reading: using reference words to keep track of ideas
Writing: using reference words as cohesive devices in texts
5.RESOURCES

FOR THE TEACHERS

o CDs
o Dictionary
o Copies
o Internet teacher books
o Markers
o Copies of the stories
o Copies organizers
o Reading work shop
o English lab
o Videos
o cardboard

6 METHOLOGY
TECHNIQUES
INSTRUMENTS
Intruding oneself
Test
role-players
Checklist
projects
Questionnaire
COMMUNICATIVE APPROACH
Game contests
Self-evaluation
Classifying
Quiz
Discussion mini debates
Glossary activities
Reading and writing stories
Intervening grammar rules
Sequencing
Group work
Doing crossword puzzle
Drawing and interpreting maps
and graphs
Play the audio and listen
Self-evaluation
Reflection
7.REFERENCES /WEBGRAPHY: USE EXISTING APA 8. OBSERVATIONS
PROPOSED METHODS

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO
STANDARDS
Dimas S.H.M. (2015)TEACHERS BOOK level 3 Quito It will used English book 3 the which is directed to 10thth EGB
Norma
Jenny Villalba e Irene Rosero (Septiembre del 2012)
Ministerio de Educacin del Ecuador MinEduc
contenidohttps//educacin.gob.ec/uploads/downloads
2014.09.01 National Curriculum Guidelines EFL. Agouto
del 2014 PDF
ELABORATED BY
English teacher
Lic. Luzmila Loja Orosco
SIGNATURE

REVISED BY
Area director
Lic. Luzmila Loja Orosco
SIGNATURE

APPROVED BY
Headmaster
Prof.Isabel Sandoval
SIGNATURE

DATE:
01/05/2015

DATE:
01/05/2015

DATE:
01/05/2015

DINCU- Coordinacion de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)