UNIDAD EDUCATIVA ACADEMIC YEAR: 2016-

2017
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area: English as a Foreign Language Subject: English
Teacher:
Grade/course: 10th year of Basic Education Education Superior
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 18 hours / 6 weeks 34 weeks 170 hours
weeks
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
OG.EFL 1 O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment
Encounter socio-cultural aspects of their own and other countries in a and interpersonal and intrapersonal interaction.
thoughtful and inquisitive manner, maturely, and openly experiencing other
cultures and languages from the secure standpoint of their own national O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in
and cultural identity. order to promote autonomous learning and decision making.

OG.EFL 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.
OG.EFL 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 4.5 Introduce the need for independent research as a daily activity by using
electronic resources (ICT) in class while practicing appropriate competences in the
four skills.
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.

OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of

formal and informal social situations with a limited but effective
4. TRANSVERSAL AXES:
5. DEVELOPMENT OF PLANNING UNITS
N.º Name of the Specific objectives Contents Methodology orientation Evaluation Criteria and Indicators Time in
Unit of the Planning Unit weeks
1. Breakthroughs Talk about some COMMUNICATION AND This curriculum is based on a Evaluation Criteria 6 weeks
in science and inventors and their CULTURAL AWARENESS language-driven CLIL
technology inventions. approach, where content COMMUNICATION AND CULTURAL
EFL 4.1.6 Seek and provide from other disciplines is AWARENESS
Give accounts of past information and assistance, used for meaningful and
events. orally or in writing and in purposeful language use CE.EFL.4.4. Demonstrate the ability to
online or face-to-face (Met, 1999). It supports the ask for and give information and
Ask for and give interactions, for personal, overall curriculum, assistance using appropriate language
information about social and academic purposes. developing cognitive and and interaction styles in a variety of
the past. social skills needed for other social interactions.
ORAL COMMUNICATION subjects, and reinforcing
Use time expressions content covered in other ORAL COMMUNICATION
when giving accounts EFL 4.2.2 Use a series of areas. The integration of
of past achievements. phrases and sentences to critical thinking skills as CE.EFL.4.8. Production – Accuracy and
describe aspects of personal defined in Bloom’s Taxonomy Intelligibility: Communicate needs and
background, immediate and the development of information clearly and in simple terms,
environment and matters of communicative linguistic using grammatical structures learned in
immediate need in simple competencies are presented class (although there may be frequent
terms using grammatical in this proposal as errors), effectively and without undue
structures learnt in class interdependent processes effort. Demonstrate an ability to make
(although there may be within a CLIL model, where appropriate use of new words and
frequent errors with tenses, critical thinking skills serve expressions in social interactions.
personal pronouns, as the mechanism for CE.EFL.4.10. Interaction –
prepositions, etc.) implementing the 4Cs Interpersonal: Participate effectively in
EFL 4.2.14 Ask and answer framework (content, culture, familiar and predictable conversational
straightforward follow-up communication, and exchanges by asking and answering
questions within familiar cognition). follow-up questions, provided there are
contexts, such as school and CLIL models are diverse, opportunities to use repair strategies
family life, provided there are making them flexible enough (e.g. asking for clarification) and sustain
opportunities to ask for to be context-specific and conversational exchanges in pairs to
clarification, reformulation or complementary to a range of complete a task, satisfy a need or
repetition of key points. teaching methodologies, but handle a simple transaction.
they do share characteristics
READING favorable to constructivist READING
approaches and
EFL 4.3.7 Read, gather, view communicative language CE.EFL.4.12. Use a range of reference
and listen to information from teaching (CLT). These materials and sources, both online and
various sources in order to characteristics include in print, in order to support ideas,
organize and discuss learner-centered answer inquiries, find relationships and
2. Travel and Narrate personal COMMUNICATION AND Evaluation Criteria 6 weeks
adventure experiences. CULTURAL AWARENESS
Describe places. COMMUNICATION AND CULTURAL
EFL 4.1.5 Apply self-correcting AWARENESS
and self-monitoring strategies
in social and classroom CE.EFL.4.3. Interact with others using
interactions. (Example: asking self-monitoring and self-correcting
questions, starting over, strategies as well as appropriate
rephrasing, exploring nonverbal and oral communication
alternative pronunciations or features.
wording, etc.)
ORAL COMMUNICATION
ORAL COMMUNICATION
CE.EFL.4.10. Interaction –
EFL 4.2.10 Sustain a Interpersonal: Participate effectively in
conversational exchange on a familiar and predictable conversational
familiar, everyday subject exchanges by asking and answering
when carrying out a follow-up questions, provided there are
collaborative/paired learning opportunities to use repair strategies
activity in which there are (e.g. asking for clarification) and sustain
specific instructions for a task. conversational exchanges in pairs to
EFL 4.2.13 Interact with complete a task, satisfy a need or
reasonable ease in structured handle a simple transaction.
situations and short CE.EFL.4.9. Production – Fluency: Use
conversations within familiar simple language to describe, compare
contexts, provided that speech and make statements about familiar
is given clearly, slowly and everyday topics such as objects,
directly. (Example: an possessions and routines in structured
interview, an information gap situations and short conversations.
activity, etc.) Interaction is with reasonable ease,
provided speech is given clearly, slowly
READING and directly.

EFL 4.3.6 Apply learning READING

strategies to examine and
interpret a variety of written CE.EFL.4.13. Apply learning strategies
materials using prior such as using prior knowledge and
knowledge, graphic graphic organizers to interpret new
organizers, context clues, note information in a text, and assess this
3. Hobbies, Talk about hobbies COMMUNICATION AND
leisure and and leisure activities CULTURAL AWARENESS
entertainment.
Express agreement or EFL 4.1.9 Recognize the
disagreement about consequences of one’s actions
controversial topics. by demonstrating responsible
decision-making at school,
Talk about rules, online, at home and in the
express advice and community, while considering
emphatic opinions. ethical standards, safety
concerns, social norms and
Determine main mutual respect.
ideas, supporting
information and ORAL COMMUNICATION
examples in a CE.EFL.4.10.
reading. EFL 4.2.16 Initiate, maintain
and end a conversation to
satisfy basic needs and/or
handle a simple transaction.
READING
EFL 4.3.1 Understand main
points in short simple texts on
familiar subjects. (Example:
news about sports or famous
people, descriptions, etc.)
EFL 4.3.2 Make use of clues
such as titles, illustrations,
organization, text outline and
layout, etc. to identify and
understand relevant
information in written level-
appropriate text types.
WRITING
EFL 4.4.4 Write to describe
feelings/opinions in order to
Evaluation Criteria 6 weeks
COMMUNICATION AND CULTURAL
AWARENESS
CE.EFL.4.2. Recognize and demonstrate
an appreciation of commonalities
between cultures as well as the
consequences of one’s actions while
exhibiting socially responsible
behaviors.
ORAL COMMUNICATION
Interaction –
Interpersonal: Participate effectively in
familiar and predictable conversational
exchanges by asking and answering
follow-up questions, provided there are
opportunities to use repair strategies
(e.g. asking for clarification) and sustain
conversational exchanges in pairs to
complete a task, satisfy a need or
handle a simple transaction.
READING
CE.EFL.4.11. Demonstrate
comprehension of main ideas and some
details in short simple texts on familiar
subjects, making use of contextual clues
to identify relevant information in a
text.
WRITING
CE.EFL.4.15. Express information and
ideas and describe feelings and
5. Jobs and Talk about COMMUNICATION AND Evaluation Criteria 6 weeks
Occupations occupations and CULTURAL AWARENESS
professions. COMMUNICATION AND CULTURAL
EFL 4.1.8 Use suitable AWARENESS
Make predictions vocabulary, expressions,
regarding career language and interaction CE.EFL.4.4. Demonstrate the ability to
choices. styles for formal and informal ask for and give information and
social or academic situations assistance using appropriate language
Read graphs and in order to communicate and interaction styles in a variety of
tables to help your specific intentions in online social interactions.
reading and face-to-face interactions.
comprehension. (Example: thanking, making ORAL COMMUNICATION
promises, apologizing, asking
Write a career permission, chatting with CE.EFL.4.7. Listening for Information:
prospect. friends, answering in class, Follow and identify some main ideas
greeting an authority figure, and details in short and straightforward
etc.) spoken or audio texts set in familiar
contexts, when delivered slowly and
ORAL COMMUNICATION with visuals to provide contextual
support. Use spoken contributions in
EFL 4.2.3 Follow and class as models for one’s own speech.
understand short, CE.EFL.4.6. Listening for Meaning:
straightforward audio Understand and follow the main idea in
messages and/or the main spoken texts set in familiar everyday
idea/dialogue of a movie or contexts, provided speech is clear and
cartoon (or other age- articulate, and deduce the meanings of
appropriate audio-visual unfamiliar words and phrases using
presentations) if delivered context clues and/or prior knowledge.
slowly and visuals provide CE.EFL.4.10. Interaction –
contextual support. (Example: Interpersonal: Participate effectively in
an announcement of a bus familiar and predictable conversational
delay, an intercom exchanges by asking and answering
announcement at school, a follow-up questions, provided there are
dialogue supported by facial opportunities to use repair strategies
expressions/gestures and (e.g. asking for clarification) and sustain
appropriate intonation, etc.) conversational exchanges in pairs to
EFL 4.2.5 Understand most complete a task, satisfy a need or
changes in the topic of handle a simple transaction.
discussion if people speak
6. Lifetime Talk about COMMUNICATION AND Evaluation Criteria 6 weeks
Achievements achievements CULTURAL AWARENESS
COMMUNICATION AND CULTURAL
Describe people’s EFL 4.1.6 Seek and provide AWARENESS
personal information and assistance,
characteristics and orally or in writing and in CE.EFL.4.4. Demonstrate the ability to
abilities. online or face-to-face ask for and give information and
interactions, for personal, assistance using appropriate language
Use reference words social and academic purposes. and interaction styles in a variety of
to aid reading social interactions. CE.EFL.4.5. Display
comprehension and EFL 4.1.10 Recognize and an appreciation of and demonstrate
achieve cohesion in appreciate individual and respect for individual and group
writing. group similarities and differences by establishing and
differences by establishing and maintaining healthy and rewarding
maintaining healthy and relationships based on communication
rewarding online and face-to- and cooperation.
face relationships based on
communication and ORAL COMMUNICATION
cooperation.
CE.EFL.4.7. Listening for Information:
ORAL COMMUNICATION Follow and identify some main ideas
and details in short and straightforward
EFL 4.2.3 Follow and spoken or audio texts set in familiar
understand short, contexts, when delivered slowly and
straightforward audio with visuals to provide contextual
messages and/or the main support. Use spoken contributions in
idea/dialogue of a movie or class as models for one’s own speech.
cartoon (or other age- CE.EFL.4.9. Production – Fluency: Use
appropriate audio-visual simple language to describe, compare
presentations) if delivered and make statements about familiar
slowly and visuals provide everyday topics such as objects,
contextual support. (Example: possessions and routines in structured
an announcement of a bus situations and short conversations.
delay, an intercom Interaction is with reasonable ease,
announcement at school, a provided speech is given clearly, slowly
dialogue supported by facial and directly.
expressions/gestures and
appropriate intonation, etc.) READING
EFL 4.2.13 Interact with
6. BIBLIOGRAPHY/WEBGRAPHY: 7. OBSERVATIONS:
Ministry of Education. (2016, Septiembre 03). Currículo. English as a Foreign Language. Retrieved from
Ministerio de Educacioó n: http://educacion.gob.ec/wp-
content/uploads/downloads/2016/03/EFL1.pdf

Nunñ ez, P. A. (2015). Teacher's book level 1. Quito: Norma.

DONE BY: REVISED BY APROVED BY:
TEACHER: NAME: NAME:
Signature: Signature: Signature:

Date: Date: Date: