PCA 10th

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR
UNIDAD EDUCATIVA LICEO CRISTIANO PENINSULAR 2016-2017
ANNUAL CURRICULUM PLAN

1. INFORMATION DATA:
Area: FOREING LANGUAGE Subject: ENGLISH LANGUAGE
Teachers: Lcdo. Ronald Nez Guzmn
Grade / course 10th EGB A, B, C Education BSICA SUPERIOR
Level
2. TIME
Weekly course load No. of working Learning evaluation and unexpected Total class weeks Total periods
hours issues
5 40 32 33,6 168
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
To ensure high-school students reach a minimum A2.1 To have a limited repertoire of short memorized phrases covering
language proficiency level according to the CEFR predictable survival situations at the personal and educational
level; frequent breakdowns and misunderstandings occur in non
To build up learners communicative language competence in routine situations
its linguistic, sociolinguistic, and pragmatic components To perform and respond to simple language functions, such as
through the development of the four language skills: listening, exchanging information and requests.
speaking, reading, and writing. To adapt and build well-rehearsed simple, memorized phrases to
particular circumstances through limited lexical substitution.
To be aware of the society and culture of the community or
communities in which English is spoken.
4. TRANSVERSAL AXES : Buen Vivir
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
Interculturalidad
5. DEVELOPMENT OF PLANNING UNITS*

N. Name of the Specific objectives Contents** Methodology orientation Evaluation Time in
Unit of the Planning weeks
Unit.
1. REVIEW UNIT To reinforce the Simple questions in Reading: Reads and answers information 4
previous present Predicting missing lines required
knowledge Simple answer Listening: Listens and takes specific
Complete answers Listening for specific information
Introducing Scan longer expository, procedural,
teenage Simple past of regular information
narrative, transactional, and
characters with verbs Speaking: persuasive
whom Affirmative and negative Talking about abilities and texts than those studied in
students readily statements talents. Asking previous
identify Yes/No questions permission to borrow years to locate desired information
Information questions something from
To present the
Simple past of be Writing: different parts of the texts.
real-life Recognize the line of argument in
(was/were) Writing commands
language that the
Affirmative and negative Reading:
young speakers treatment of the issue presented,
statements Reading for specific
of American though
Yes/No questions information; Studying a
English use not necessarily in detail.
Information questions graph Identify the main conclusions in
To focuse on up-
Simple past of irregular Listening: clearly
to-date verbs Listening for specific
situations, signaled argumentative texts.
Affirmative and negative information and complete
topics, and statements a chart
themes that Yes/No questions Speaking:
teenagers Information questions Talking about routines
inherently and activities
recognize and Writing:
respond to

Writing about your

typical day or week
2. THEN AND To make Simple present tense Reading: Ask students quick questions about
NOW (review): affirmative, Understanding the of what the book says according to
students coherence of a text. the current page.
negative, interrogative
Understanding key ideas. Make students participate and act
express and (Yes/No questions, Wh-
out during class, and raise their
questions). Writing:
talk about hands by letting them go to the
Adverbs of frequency Using formulas to board 6
present and (review). complete texts. Copying Give short presentation about their
Simple past tense formulas. Using models to preferences
past events. write own ideas.
(review): affirmative, Continual lessons of all unit in
negative, interrogative Listening: order to know what students have
(Yes/No questions, Wh- Recognizing words and learned and need to be reinforced
To describe expressions. Listening for
habits that questions).
key information. Listening
happens Connectors of
for rhythm and
regularly. sequence: first, then,
intonation.
after, that, finally
Vocabulary:
Using images to convey
meaning. Using glossary.
Using synonyms to
understand the meaning
of the new words
Speaking:
Exchanging personal
information. Raising and
lowering the tone of
voice.

3. TELLING To talk about There was / There were Reading: Reads and answers information
STORIES Skimming a text. Inferring required
actions in (affirmative, negative, information from a text. Listens and takes specific
Reading for details. information
progress in interrogative).
Recognize the line of argument in
Writing:
the past and Past Progressive Tense the
Using models to complete treatment of the issue presented,
completed (affirmative, negative, a text. Using models to though
create paragraph. not necessarily in detail.
actions. interrogative) and Listening: Identify the main conclusions in 6
Simple Past Tense. Predicting words the clearly
speaker may use. signaled argumentative texts.
To Adverb with-ly ending Listening for details.
understand Vocabulary:
and produce It was awesome! Using images to convey
simple It was incredible! meaning.
narratives. Speaking:
It was great!
Creating opportunities to
Legendary use new expressions.
creatures. Expressing opinions using
Colloquial known patterns
expressions:
Curiosity killed the cat.
Take ones breath away.
Be caught red-handed.
4. TECHNOLOGY: To follow Imperatives. Reading: Ask students quick questions about
A PART OF Collocations. Using context to of what the book says according to
OUR LIVES simple understand the overall the current page.
The future will Make students participate and act
instructions (decisions and meaning of new words.
predictions). Brainstorming. Reading

To talk about Present progressive for main ideas. hands by letting them go to the
tense for future Writing: board
future plans Organizing information to Give short presentation about their
arrangements and
write a paragraph. Writing preferences
and make plans. 6 weeks
Continual lessons of all unit in
I believe / think / predict / and answering Wh-
predictions. order to know what students have
estimate.. questions to gather ideas learned and need to be reinforced
To express Words related to the to write a paragraph
confusion and use of technological Listening:
disappointme devices. Identifying speakers
nt. Colloquial tone, mood and emotion
expressions: to recognize differences
Be a pain in the neck. in pronunciation.
Be out of order. Vocabulary:
Make up ones mind. Analyzing meaning from
Get on ones nerves. form.
Speaking:
Expressing a point of view
by discussing pros and
cons. Exchanging
information about sports.
5. MY To ask for Modals: should, can, Reading: Reads and answers information
RELATIONSHIP have to, must. Summarizing paragraphs required
S WITH giving advice Concentrating before Listens and takes specific
Addition and contrast:
OTHERS Reading information
and in addition, also, Recognize the line of argument in
besides, on the Recognizing necessary
permission to the
contrary, instead, and unnecessary details treatment of the issue presented,
do however. in a story. though
I dont think./ believe. Writing: not necessarily in detail.
something. Writing coherent short
In my opinion Identify the main conclusions in

To express I strongly believe that. stories, biographies and clearly

I dont agree with that idea texts about childhood signaled argumentative texts. 6
obligations because. memories.
and lack of Duties at home and Listening:
at school. Associating new
obligations, expressions with
Phrasal verbs.
giving Words to describe feelings. meaningful pictures
Listening for relaxation.
prohibitions. Vocabulary:
To express Using emphasis
agreement, techniques
disagreement Writing for different
and opinions. purposes to internalize
them
Speaking:
Stating opinions using
new expressions
Exchanging information
about childhood
experiences.
6. TRIPS AND To talk about Present perfect Reading: Ask students quick questions about
ADVENTURE tense (affirmative, Identifying characters, of what the book says according to
something settings, main events and the current page.
negative,
plot of a story. Focusing Make students participate and act
that interrogative)
Comparative form of on the main events of a hands by letting them go to the
happened in story.
adjectives (review) board
the past Colloquial Writing: Give short presentation about their
expressions: Writing the ending of the preferences 6
without stories. Summarizing Continual lessons of all unit in
specifying stories order to know what students have
Be in hot water.

when it Be in no mood for. Listening: learned and need to be reinforced

Speak ones mind freely. Predicting content
happened.
Enough is enough.. Vocabulary:
To make Ever, never, already, yet Analyzing homophones
comparisons Have you ever? Using images to convey
and express Have a great time! meaning.
degrees of Speaking:
difference. Words relating to Representing different
To talk about traveling characters in a skit using
recent Adjectives to appropriate tone of voice
actions. describe places. and attitudes
To ask for and Past participle form Discussing your feelings
of verbs. Giving details.
give travel
information. Colloquial
expression:
Be hopping mad.
Get the picture.
Be broke.
7. LETS HEAL To talk about First conditional. Listening: Reads and answers information
THE WORLD! Superlative form of Listening only to the required
future plans information needed, Listens and takes specific
adjectives (review). information
and The future with Be + underlining, paying
Recognizes the line of argument in
going to attention with connector,
intentions the
(affirmative, determining the speakers treatment of the issue presented,
and what will negative, intentions, Using though
interrogative) information of a written not necessarily in detail.
happen under text while listening and Identifies the main conclusions in
listening to something clearly

certain Wildlife is not on sale! several times. signaled argumentative texts.

Help the earth, help Reading:
conditions.
yourself! Scanning, relating new
To make Save our planet. and previous information,
Time and animals are reading through a text for
comparisons running out. key words, paying
and express No more forest destruction. attention to the context,
Act now! relation the little of a
degrees of Help us save / clean / reading to personal
difference. keep experiences and creating
Words related to question about each
To persuade paragraph of a text.
environmental
and ask problems Writing:
Colloquial Using connectors, using
people to do adverbs, inferring
expressions:
something. meaning through
Sooner or later. applying rules, using
Its not rocket science. connectors that express
It stands to reason. addition and contrast,
Take the bull by the horns. looking for grammar clues
and following models.
Speaking:
Learning synonymous
responses, answering key
questions, placing new
expressions into different
context, acting out freely
simulated situation,
working on intonation and
stress and expanding

conversations by
providing extra and
noteworthy information.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

http://www.educarecuador.gob.ec/index.php/formatos-planificacion
http://www.educarecuador.gob.ec/index.php/recursos-educativos The contents along with the activities that are
going to be applied throughout the school year
http://educacion.gob.ec/category/fortalecimiento-del-ingles-i/ might be changed for better purpose in the
http://www.greenwichelt.com/secundary/you-too-portfolio development of the teaching and learning
YOU TOO #3 EDITORIAL NORMA process
DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): Lcdo. Ronald Nez NAME: NAME:
Guzmn
Signature: Signature: Signature:
Date: May 17th, 2016 Date: Date:
DINCU- Coordinacion de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)


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SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

INSTITUTIONAL LOGO NAME OF THE INSTITUTION ACADEMIC YEAR

UNIDAD EDUCATIVA LICEO CRISTIANO PENINSULAR 2016-2017

ANNUAL CURRICULUM PLAN

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

5. DEVELOPMENT OF PLANNING UNITS*

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Writing about your

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

To express I strongly believe that. stories, biographies and clearly

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

when it Be in no mood for. Listening: learned and need to be reinforced

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

certain Wildlife is not on sale! several times. signaled argumentative texts.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

DONE BY: REVISED BY: APPROVED BY:

Educamos para tener Patria

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