ACADEMIC YEAR

UNIDAD EDUCATIVA
2019 -2020

ANNUAL CURRICULUM PLAN

1. INFORMATION DATA
Área: ENGLISH AS A FOREING LANGUAGE Subject: ENGLISH
Teacher: David Vásquez
Education
Year / Course: 8th – 9th – 10th Year of Education Superior
Level:
2. TIME
No. Of working
Weekly course load Learning evaluation and unexpected issues Total, class week Total, periods
hours

3. OBJECTIVES

O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of
familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and
decition making.
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 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of
communication and written expression of thought.
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:

5. DESARROLLO DE UNIDADES DE PLANIFICACIÓN

Duración
Orientaciones
N.º Título Objetivos específicos Contenidos Evaluación en
metodológicas
semanas
1 Communication Compare and contrast Learners can compare and These performance Compare and contrast oral 6
and cultural oral traditions, myths, contrast oral traditions, criteria could be traditions and literature from
awareness. folktales and literature myths, folktales and evaluated by: Ecuador and beyond in order
from Ecuador and literature from Ecuador and to manifest an understanding
World Around Us. international regions and other cultures in order to •Finding recipes from of the relationship between
cultures and identify demonstrate an other cultures and cultural perspectives and
similarities and understanding of the regions and then practices and by sharing cross
Countries and differences and universal relationship between sharing them in class. cultural experiences.
Nationalities. cultural themes. cultural practices and
perspectives. Learners can •Completing a Venn
Recognize and share cross-cultural
diagram about two Recognize and demonstrate
demonstrate an experiences while
stories from different an appreciation of
appreciation of some naming universal cultural
countries. commonalities between
Descriptions and commonalities and themes. cultures as well as the
Appearance. distinctions across •Hearing a story from consequences of one’s actions
cultures and groups Learners can name another country and while exhibiting socially
(differentiated by gender, similarities and differences finding similarities with responsible behaviors.
ability, generations, etc.) between different aspects of a story from Ec-uador.
including the students’ cultural groups. Learners
 own. can demonstrate socially •Reading two stories
Adjectives. responsible behaviors at from different regions in
Apply self-correcting and school, online, at home and Ecuador and
self-monitoring strategies in the community, and completing a chart to
in social and classroom evaluate their actions by show the differences. Interact with others using self-
Time. interactions. (Example: ethical, safety and social monitoring and self-correcting
asking questions, standards. •Reading a story from strat-egies as well as
starting over, rephrasing, another region/culture appropriate nonverbal and oral
exploring alternative Learners can employ a and sharing a similar communication features.
Natural World. pronunciations or range of self-monitoring and experience.
wording, etc.) self-correcting strate-gies
and interpret and use •Reflecting on
Seek and provide appropriate verbal and differences between
information and nonverbal communication people from other
Personal assistance, orally or in features to communicate in countries and regions.
Experiences. writing and in online or familiar contexts.
face-to-face interactions, •Researching traditional
for personal, social and Learners can demonstrate stories/myths/legends
academic purposes. an ability to give and ask for from other cultures and Demonstrate the ability to ask
information and assistance presenting them on a for and give information and
Food. Use suitable vocabulary, using level appropriate class blog. assistance using appropriate
expressions, language language and interaction language and interaction styles
and interaction styles for styles in online or face-to- •Looking at the title of a in a variety of social
formal and informal face social and classroom myth/story from another interactions.
social or academic interactions. culture and writing
situations in order to three ques-tions. Then
communicate specific Learners can appreciate reading the story to find
Free Time and intentions in online and and show respect for the answers, using
Hobbies. face-to-face interactions. individual and group Internet for those that
(Example: thanking, differences by establishing went unanswered.
making promises, apol- and maintaining healthy and
ogizing, asking rewarding online and face- •Watching a video
permission, chatting with to-face interactions. about a legend or
friends, answering in Learners can communicate traditional story from
class, greeting an and cooperate in a Ecuador or another
 authority figure, etc.) respectful, empathetic coun-try, and taking
manner. notes on the cultural
Recognize the practices mentioned. Display an appreciation of and
consequences of one’s demonstrate respect for
actions by demonstrating •Sharing a cross- individual and group
responsable decisión cultural experience differences by establishing and
making at school, online, (such as traveling, maintaining healthy and
at home and in the trying a new food, rewarding relationships based
community, while meeting someone from on communication and
considering ethical another country) in cooperation.
standards, safety con- pairs or as a class.
cerns, social norms and
mutual respect. •Reading a story about
another culture and
Recognize and responding to the main
appreciate individual and ideas with a short
group similarities and opinion.
differences by
establishing and •Watching a video or
maintaining healthy and reading a text about
reward-ing online and different cultural
face-to-face relationships practices and recording
based on communica- information about
tion and cooperation. similarities and
differences in a graphic
organizer.
These performance Listening for Meaning: 6
2 Oral Understand phrases and Learners can grasp the criteria could be Understand and follow the
communication expressions related to general meaning of spoken evaluated by: main idea in spo-ken texts set
areas of most immediate texts set in familiar in familiar everyday contexts,
priority within the everyday contexts and infer •Listening to a set of provided speech is clear and
personal and educational changes in the topic of instructions and artic-ulate, and deduce the
do-mains, provided discussion, as well as matching them to the meanings of unfamiliar words
Listening skills speech is clearly and deduce the meanings of corresponding picture. and phrases using context
slowly articulated. unfamiliar words and clues and/or prior knowledge.
 (Example: daily life, free exchanges through the use •Listening to and
time, school activities, of context clues, provided following class
Spoken etc.) speech is given slowly and commands.
production clearly and there is Listening for Information:
Use a series of phrases sufficient visual support. •Listening to a simple, Follow and identify some main
and sentences to straightforward story ideas and details in short and
describe aspects of and correcting false straightforward spoken or
Spoken personal background, Learners can identify the statements. (Exam-ple: audio texts set in familiar con-
interaction immediate environment main idea and some details Veronica climbed a texts, when delivered slowly
and matters of in short straightforward mountain on her and with visuals to provide
immediate need in spoken audio texts set in vacation – True, contextual support. Use
simple terms using familiar contexts when the Veronica saw gray spoken contributions in class
grammatical structures message is delivered slowly dolphins – False, she as models for one’s own
learnt in class (although and there is other saw pink dolphins, etc.) speech.
there may be frequent contextual support. (Ex-
errors with tens-es, ample: rules for a game, •Listening to a short
personal pronouns, classroom instructions, a conversation between
prepositions, etc.) dialogue in a scene from a two speakers and Production – Accuracy and
cartoon or movie, etc.) deciding who is speak- Intelligibility:
Follow and understand Learners can use other ing, where they are and Communicate needs and
short, straightforward classmate’s contributions in how they feel. information clearly and in
audio messages and/or class as models for their (Example: two friends, simple terms, using
the main idea/dialogue of own. on the phone, talking grammatical structures learned
a movie or cartoon (or about a sick friend, in class (although there may
other age-appropriate etc.) be frequent errors), effectively
audio-visual Learners can communicate and without undue effort.
presentations) if personal information and •Listening for specific Demonstrate an ability to make
delivered slowly and basic immediate needs and words in a conversation appropriate use of new words
visuals provide deal with other practical and trying to guess the and expres-sions in social
contextual support. everyday demands in meaning from the interactions.
(Example: an announce- familiar contexts, effectively context. (Example:
ment of a bus delay, an and without undue effort understanding that
intercom announcement and using grammatical How’s it going? is a Production – Fluency: Use
at school, a dialogue structures and vocabulary greeting that means simple language to describe,
supported by facial seen in class (although How are you?, etc.) compare and make statements
expressions/gestures there may be frequent, about familiar everyday topics
and appro-priate basic errors). •Watching a video clip such as objects, possessions
intonation, etc.) and paraphrasing the and routines in structured
main idea. (Example: situations and short
Understand most Learners can use simple The girl is having conversations. Interaction is
changes in the topic of language to describe, problems with her math with reasonable ease,
discussion if people compare and state facts homework, etc.) provided speech is given
speak slowly. about familiar everyday clearly, slowly and directly.
topics such as possessions, •Listening to a dialogue
Use other students’ classroom objects and and writing the main
contributions in class as routines in short, structured idea and setting.
models for their own. situations, interacting with (Example: Main idea:
relative ease. our school lunch, Interaction – Interpersonal:
Initiate, maintain and end Setting: school Participate effectively in
a conversation to satisfy cafeteria, etc.) familiar and predictable
basic needs and/or Learners can effectively conversational exchanges by
handle a simple participate in familiar and •Listening to a dialogue asking and answering follow-
transaction. predictable everyday and completing a chart up questions, provided there
conversational exchanges with key information. are opportunities to use repair
Give short, basic in order to complete a task, (Example: Name, strategies (e.g. asking for
descriptions of everyday satisfy a need or handle a country, nationality, clarification) and sustain
activities and events simple transaction, using a language, etc.) conversational exchanges in
within familiar contexts range of repair strategies. pairs to complete a task,
and use simple satisfy a need or handle a
descriptive language to simple transaction.
compare and make brief
statements about objects
and possessions.
(Example: family, school,
living conditions,
personal belongings,
etc.)

3 Reading Understand main points
in short simple texts on
Reading familiar sub-jects.
comprehension (Example: news about
sports or famous people,
descrip-tions, etc.)
Use of resources Make use of clues such
and study skills. as titles, illustrations,
organization, text outline
Literacy-rich and layout, etc. to
environment identify and understand
relevant infor-mation in
written level-appropriate
Cross-curricular text types.
content
Use everyday reference
material in order to select
information appropriate
to the purpose of an
inquiry and relate ideas
from one written source
to another.
Apply learning strategies
to examine and interpret
a variety of written
materials using prior
knowledge, graphic
organizers, context
clues, note taking and
finding words in a
dictionary.
These performance 6
criteria could be Demonstrate comprehension
Learners can understand evaluated by: of main ideas and some details
main ideas and some in short simple texts on familiar
details in short simple •Reading a text and subjects, making use of
online or print texts on answering information contextual clues to identify
questions. relevant information in a text.
familiar subjects, using
contextual clues to help •Choosing from a list of
identify the most relevant words to complete gaps
information. from a reading.
Learners can employ a •Reading a short story
range of reference materials from the Internet and
and sources, both online highlighting interesting Use a range of reference
and in print, in order to facts, then com-paring materials and sources, both
them with those of a online and in print, in order to
support ideas, answer
partner. support ideas, answer
inquiries, find relationships inquiries, find relationships and
and relate ideas between •Predicting main ideas relate ideas between different
different subject areas. by reading the title and subject áreas.
using other contextual
clues (e.g., illus-
trations, subheadings,
etc.)
•Reading a short news Apply learning strategies such
article and completing as using prior knowledge and
an outline. graph-ic organizers to interpret
new information in a text, and
•Reading a biography assess this information
and putting events on a according to the organization,
timeline. subject area and purpose of
the text, using differ-ent
•Reading a blog post criteria, including ICT tools.
 Read, gather, view and and writing a comment.
listen to information from
various sources in order •Reading a paragraph Display an ability to interact
to organize and discuss about a familiar content and engage with a wide range
relationships between area subject and then of ICT and classroom
academic content areas. correcting incor-rect resources and texts by
(Example: nonfiction sentences. (Example: selecting and evaluating them
books for young adults, The United States is in order to strengthen literacy
the Internet, audio and the country that grows skills and promote acquisition.
media presentations, the most ricecorn, etc.)
oral, interviews, maps,
diagrams, reference •Following the steps in
books, magazines, etc.) a simple DIY project.
(Example: making a
Demonstrate an ability to wind chime, creating a
interact and engage with bird feeder from
a wide range of ICT and recycled items, etc.)
classroom resources in
order to strengthen •Putting paragraphs in
literacy skills and a text in the correct
strategies. order.

Select from and evaluate

a range of both physical
and digital texts and
materials in order to
promote acquisition and
develop an appreciation
of the language.

4 Writing Convey information and These performance Express information and ideas
ideas through simple criteria could be and describe feelings and
transactional or evaluated by: opinions in simple
expository texts on transactional or expository
Literacy building familiar subjects using
ICT tools and
conventions and features
of English appropriate to
audience and purpose.
Extended writing
Make and use a simple
print or digital learning
resource to compare and
contrast information in
order to demonstrate
understanding and
command of a topic.
Text production
Write to describe
feelings/opinions in order
to effectively influ-ence
an audience. (Example:
persuade, negotiate,
argue, etc.)
Recognize that various
types of writing require
different lan-guage,
formatting and special
vocabulary. (Example: a
recipe, a letter, etc.
Use the process of
prewriting, drafting,
revising, peer editing and
proofreading (i.e., “the
writing process”) to
produce well constructed
informational texts.
•Watching a video texts on familiar subjects in
about a controversial order to influence an audience,
topic and writing a short while recognizing that different
response giving your texts have different features
own opinion. and showing the ability to use
these features appropriately in
•Listening to a celebrity one’s own writing.
interview and writing
three more interview
questions.
Make use of simple learning
•Writing your own resources, including those
answers to interview created by one’s self, in order
questions. to compare and contrast
information, and choose
•Writing an email to a appropri-ate resources
friend about a movie according to the value,
you saw. purpose and audience of each.
•Looking at a picture
and writing a
description of what you
see or how it makes
you feel, then
comparing descriptions
in pairs.
•Watching a video
about a natural disaster
and writing a blog entry
asking for peo-ple to
help with donations.
•Making a poster for a
school campaign to

Convey and organize
information using facts
and details in or-der to
illustrate diverse patterns
and structures in writing.
(Ex-ample: cause and
effect, problem and
solution, general-to-spe-
cific presentation, etc.)
5 Language Make use of main points
through the arts in literary texts (authentic
and semiauthentic, oral
and written) to
understand short simple
Literary texts in everyday stories,
context. especially if there is
visual support.
Create personal stories
by adding imaginative
increase awareness
about animal cruelty.
Show an ability to convey and
•Writing a letter to a organize information through
future learner. the use of facts and details
(Example: to give and by employing various
advice about how to stages of the writing process,
survive the school year, while using a range of digital
to share your best tools to promote and support
study skills, etc.) collaboration, learning and
productivity.
•Identifying the text
type according to
writing features and
vocabulary. (Example:
recognizing that a
recipe has a section
called “ingredients” and
one called “direc-tions”,
identifying the
introduction, body and
conclusion in a news
article, etc.)
These performance Use main ideas in order to 6
criteria could be understand, predict, infer and
evaluated by: deduce literal and implied
meanings in short, simple,
•Listening to or reading everyday literary texts (online,
stories and drawing an oral or in print)
important scene.
•Looking at the title of a
text and accompanying Find and identify literary
illustrations and writing elements and techniques and
three questions about relate those elements to the
 details to real-life stories,
and situations, using
Creative writing. appropriate vocabulary
and elements of the
literature learners have
read or heard.
Creative thinking
skills. Gain an understanding of
literary concepts such as
genre, plot, setting,
character, point of view,
theme and other literary
ele-ments in order to
apply them to one’s own
creative texts.
Create an effective voice
using a variety of ICT
tools, writing styles and
typical features of a
genre to create stories,
poems, sketches, songs
and plays, including
those that reflect
tradition-al and popular
Ecuadorian cultures.
Locate and identify
selected literary
elements and techniques
in texts and relate those
elements to those in
other works and to
learners’ own
experiences. (Example:
the topic. Then reading learner’s own experiences and
to find the answers to to other works, including one’s
the questions. peers, in order to present
personal responses and
•Listening to a song interpretations.
and inferring if it is
happy, sad, etc.
•Writing a sentence to
describe the author’s
intention.
Create short, original literary
•Finding a literary texttexts in different genres,
online and sharing it including those that reflect
with the class by givingEcuadorian cultures, using a
a short summary. range of digital tools, writing
styles, appropriate vocabulary
•Underlining main ideas and other literary concepts.
in a text.
•Using a checklist to
mark off items present
in a text. (Example:
setting, main char-
acter, title, etc.)
Use pre-established criteria,
•Explaining through
including that which is written
pictures, physical
by learners collaboratively, in
expression or charts order to evaluate and
(ICT) how a text makes recommend literary texts (writ-
the learner feel. ten, online, oral, in video, etc.)
and the effectiveness of group
•Inviting authors as work.
guest speakers into the
classroom so learners
setting, character, plot,
theme, point of view,
imagery, foreshadowing,
climax, etc.)
Evaluate and
recommend literary texts
(both written and oral,
online, in video or in
print) according to pre-
established criteria.
Engage in collaborative
activities through a •Watching a video and collaboratively
variety of student
groupings to create and
respond to literature and
other literary texts.
(Example: small groups,
cooperative learning
groups, lit-erature circles,
process writing groups,
etc.)
Collaboratively produce
criteria for evaluating
literary texts and the
effectiveness of group
work.
Participate in creative
thinking through
brainstorming, working in
groups, games and
can ask questions
about a story.
•Producing a video
response in groups to a
story read in class.
•Sending an email or
audio message to the
author of a story in
order to ask the au-thor
a question or clarify a
doubt.
Show the ability to work
and to
writing notes on what is participate effectively in a
interesting, then variety of student groupings by
comparing notes in employing a wide range of cre-
pairs. ative thinking skills through the
completion of activities such as
playing games, brainstorming
and problem solving.
 problem-solving tasks by
showing the ability to
accept a variety of ideas
and capitalize on other
people’s strengths.

6. BIBLIOGRAFÍA/ WEBGRAFÍA (Utilizar normas APA VI edición) 7. OBSERVACIONES

ELABORADO REVISADO APROBADO

DOCENTE(S): David Vásquez NOMBRE: NOMBRE:
Firma: Firma: Firma:
Fecha: Fecha: Fecha: