CURRICULAR ANNUAL PLAN
SCHOOL NAME SCHOOL
YEAR
“UNIDAD EDUCATIVA DEL “LIMELIO LUMBAQUI”
2018-2019
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: English Subject: English
Teacher(s): Ing. Rosa Angelita Quezada Tocto
Grade/ Course: 1ro BGU Education Level: A2.1 EGB
2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total
of
periods
2 Hours 16 weeks 2 weeks 14 weeks 32
Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries O.EFL 4.1 Identify the main ideas, some details and
in a thoughtful and inquisitive manner, maturely, and openly experiencing inferences of written texts, in order to produce level-
other cultures and languages from the secure standpoint of their own appropriate critical analysis of familiar subjects and contexts.
national and cultural identity.
O.EFL 4.2 Appreciate and value English as an international
language and a medium to interact globally.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance O.EFL 4.3 Independently read A2.1 level text in English as a
towards different cultures to comprehend the role of diversity in building an source of entertainment and interpersonal and intrapersonal
intercultural and multinational society. interaction.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 4.4 Develop creative and critical thinking skills when
intelligence, and critical thinking skills through an appreciation of linguistic encountering challenges in order to promote autonomous
differences. Enjoy an enriched perspective of their L1 and of language use learning and decision making.
for communication and learning.
O.EFL 4.5 Introduce the need for independent research as a
OG.EFL 4 Deploy a range of learning strategies, thereby increasing daily activity by using electronic resources (ICT) in class
disposition and ability to independently access further (language) learning while practicing appropriate competences in the four skills.
and practice opportunities. Respect themselves and others within the
O.EFL 4.6 Write short descriptive and informative texts
communication process, cultivating habits of honesty and integrity into
related to personal information or familiar topics and use
responsible academic behavior.
them as a means of communication and written expression of
OG.EFL 5 Directly access the main points and important details of up-to thought.
date. English language texts, such as those published on the web, for
O.EFL 4.7 Use spoken and written literary text in English
professional or general investigation, through the efficient use of ICT and
such as poems, short stories, comic strips, short magazine
reference tools where required.
articles and oral interviews on familiar subjects in order to
OG.EFL 6 Through selected media, participate in reasonably extended inspire oral and written production at an A2.1 level.
spoken or written dialogue with peers from different L1 backgrounds on
O.EFL 4.8 Integrate written and spoken text in order to
work, study, or general topics of common interest, expressing ideas and
identify cultural differences and similarities within a range of
opinions effectively and appropriately.
local, national and global contexts familiar to the learner.
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of
O.EFL 4.9 Create a sense of awareness in terms of accuracy
formal and informal social situations with a limited but effective command of
when learners interact in English using high-frequency and
the spoken language (CEFR B1 level).
level-appropriate expressions in order to reach an effective
command of spoken language
TRANSVERSAL AXES:
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
3.UNITS TO BE DEVELOPED*
Nº Title of the unit Unit Contents/skills ** Methodological Orientations Evaluation*** Week
Specific s
(Skills and strategies)
Objectives durati
on
1 EFL 4.1.6. Seek and Communication and Cultural CE.EFL.4.4.
provide information Awareness Display an
Breakthroughs in Talk about
and assistance, appreciation of
Science and some - Playing games that practice
orally or in writing and demonstrate 5
Technology inventors classroom language, turn-taking,
and in online or face- respect for
and their being polite, etc.
to-face interactions, individual and
inventions. - Comparing answers in pairs or
for personal, social small groups. group differences
and academic - Working in small groups to by establishing
purposes. complete a cultural project. and maintaining
- Participating in short dialogues healthy and
EFL 4.1.8. Use
and role plays to practice target rewarding
suitable vocabulary,
language. relationships
expressions,
Oral Communication: (Listening and based on
language and
Speaking) communication
interaction styles for
and cooperation.
formal and informal - Recording in-class conversations
social or academic and dialogues in order to make I.EFL.4.4.1.
situations in order to note of correct and appropriate Learners can
communicate specific language usage and demonstrate an
intentions in online intelligibility. ability to give and
and face-to-face - Asking classmates to repeat an ask for
interactions. answer or statement if needed to information and
clarify something.
(Example: thanking, assistance using
- Asking for help in class when
making promises, level-appropriate
apologizing, asking necessary. language and
permission, chatting Reading interaction styles
with friends, - Reading a short text and showing in online or face-
answering in class, comprehension by completing the to-face social and
greeting an authority accompanying graphic classroom
figure, etc.) organizer. interactions (J.2,
- Reading a text on a familiar
J.3, J.4, I.3)
EFL 4.1.10. content area subject and then
Recognize and matching phrases or labeling
appreciate individual pictures.
- Reading two short simple cross- CE.EFL.4.5.
and group
curricular texts and using them to Display and
similarities and
support one’s own argument or appreciation of
differences by
hypothesis. and demonstrate
establishing,
Writing respect for
maintaining healthy
individual and
and rewarding - Completing the gaps in a
sentence. group differences
online, and face-
- Reading an online movie review by establishing
toface relationships
and identifying common and maintaining
based on
linguistic features, such as use of healthy and
communication and
past verbs. Learners use the rewarding
cooperation.
same features to write their own relationships
EFL 4.1.4. review of a movie they’ve seen. based on
Demonstrate - Sequencing sentences by adding communication
mindfulness, words. and cooperation.
empathy, tolerance Language through the Arts
I.EFL.4.5.1.
and an overall - Creating literature circles where Learners can
respect for the learners have the freedom to say appreciate and
integrity of cultures anything they want about a text show respect for
in daily classroom from class or outside of class.
individual and
activities. - Participating in classroom
group differences
games in which problem-solving
EFL 4.2.15. Deal as a team is important. by establishing
with practical, - Creating a crossword puzzle in and maintaining
everyday groups about an Ecuadorian healthy and
communication story, region, celebrity, etc. rewarding online
demands within Brainstorming ideas for a writing and face-to-face
familiar contexts, project in small groups, using a interactions.
effectively and graphic organizer Learners can
without undue effort. communicate and
(Example: meeting cooperate in a
people, extending respectful,
and accepting empathetic
invitations, manner. ( J.3, S.1,
exchanging S4).
information, giving
reasons, asking and
answering questions
about routines and
preferences, etc.)
EFL 4.1.2. Recognize Communication and Cultural CE.EFL.4.2.
and demonstrate an Awareness Recognize and
appreciation of some demonstrate an
- Making a useful object out of
2 Travel and Narrate commonalities and appreciation of
recycled materials in a project.
Adventure personal distinctions across commonalities
- Researching through the Internet
experience cultures and groups between cultures
about important people from
s. (differentiated by other cultures and ways of life as well as the 5
gender, ability, and presenting them to the class consequences of
Decribe generations, etc.) using digital tools. one’s actions
places including the students’ - Choosing pictures that while exhibiting
own. demonstrate responsibility socially
(helping an elder cross the responsible
EFL 4.1.9. Recognize
the consequences of sidewalk, stopping two children behaviors.
one’s actions by from throwing rocks at a dog,
being respectful of people who I.EFL.4.2.1.
demonstrating
dress differently, being open to Learners can
responsible decision-
accepting new ideas/foods, etc.) name similarities
making at school,
and identifying why each is and differences
online, at home and in
desirable and what consequences between different
the community, while
the irresponsible actions would aspects of cultural
considering ethical
have. groups. Learners
standards, safety Oral Communication: (Listening and
can demonstrate
concerns, social norms Speaking)
socially
and mutual respect.
- Recording in-class conversations responsible
EFL 4.1.5. Apply self- and dialogues in order to make behaviors at
correcting and self- note of correct and appropriate school, online, at
monitoring strategies language usage and home and in the
in social and intelligibility. community, and
classroom interactions. - Asking classmates to repeat an evaluate their
(Example: asking answer or statement if needed to actions by ethical,
questions, starting clarify something. safety and social
over, rephrasing, - Asking the learners to read a standards. (J.3,
exploring alternative dialogue in pairs. Learners S.1, I.1)
pronunciations or record themselves and then listen
to the recording in order to CE.EFL.4.3.
wording, etc.)
assess clarity of sounds, Interact with
EFL 4.1.7. Interpret production of phonemes, rhythm others using self-
and demonstrate and intonation. monitoring and
knowledge of Reading self-correcting
nonverbal and oral - Highlighting relevant key strategies as well
information in a text and
communication as appropriate
crossing out irrelevant
features by applying nonverbal and
information.
them in appropriate - Keeping a vocabulary notebook oral
contexts. (Example: of synonyms and antonyms of communication
use of stress, words from a text. features.
intonation, pace, etc.) - Brainstorming everything known
about a topic and then reading a I.EFL.4.3.1.
EFL 4.2.15. Deal with text to check true and false Learners can
practical, everyday information. employ a range of
communication Writing self-monitoring
demands within and self-correcting
familiar contexts, - Completing the gaps in a strategies and
sentence.
effectively and without interpret and use
- Reading an online movie review
undue effort. appropriate verbal
and identifying common
(Example: meeting linguistic features, such as use of and nonverbal
people, extending and past verbs. Learners use the communication
accepting invitations, same features to write their own features to
exchanging review of a movie they’ve seen. communicate in
information, giving - Sequencing sentences by adding familiar contexts.
reasons, asking and words. (I.3, S.4, J.4)
answering questions
about routines and
performances, etc)
EFL 4.1.1. Compare
and contrast oral
Communication and Cultural CE.EFL.4.1.
traditions, myths,
Awareness Compare and
3 Hobbies, Leisure Discuss folktales and literature
contrast oral
and Entertainment hobbies from Ecuador and - Finding ways of entertainment
traditions and
and free international regions from other cultures and regions
literature from
time and cultures and and then sharing them in class.
Ecuador and
activities. identify similarities - Completing a Venn diagram
about two stories from different beyond in order to
and differences and
universal cultural countries. manifest an
themes. - Reflecting on differences between understanding of
people from other countries and the relationship
EFL 4.1.3. Display an regions. between cultural
understanding of the - Sharing a cross-cultural perspectives and
relationship between experience (such as traveling, practices and by
the practices and trying a new food, meeting sharing cross
perspectives of someone from another country) cultural
different cultures by in pairs or as a class.
experiences.
recognizing and Oral Communication: (Listening and
sharing cross-cultural Speaking) I.EFL.4.1.1.
experiences and ideas Learners can
- Recording in-class conversations
and dialogues in order to make compare and
EFL 4.1.6. Seek and
note of correct and appropriate contrast oral
provide information
language usage and traditions, myths,
and assistance, orally
intelligibility. folktales and
or in writing and in
- Asking classmates to repeat an literature from
online or face-to-face
answer or statement if needed to Ecuador and other
interactions, for
clarify something. cultures in order
personal, social and - Asking the learners to read a to demonstrate an
academic purposes. dialogue in pairs. Learners understanding of
EFL 4.1.8. Use record themselves and then listen the relationship
to the recording in order to between cultural
suitable vocabulary,
assess clarity of sounds,
expressions, language practices and
production of phonemes, rhythm
and interaction styles perspectives.
and intonation.
for formal and Reading Learners can
informal social or - Reading a short text and showing share cross-
academic situations in comprehension by completing the cultural
order to communicate accompanying graphic experiences while
specific intentions in organizer. naming universal
online and face-to-face - Reading a text on a familiar cultural themes.
interactions. content area subject and then (I.2, S.1, S.2, J.1)
(Example: thanking, matching phrases or labeling
pictures. CE.EFL.4.4.
making promises,
- Reading two short simple cross Demonstrate the
apologizing, asking
curricular texts and using them to ability to ask for
permission, chatting
support one’s own argument or and give
with friends,
hypothesis. information and
answering in class,
Writing assistance using
greeting an authority
appropriate
figure, etc.) - Completing the gaps in a
language and
sentence.
EFL 4.2.15. Deal with - Reading an online movie review interaction styles
practical, everyday and identifying common in a variety of
communication linguistic features, such as use of social
demands within past verbs. Learners use the interactions.
familiar contexts, same features to write their own
I.EFL.4.4.1.
effectively and without review of a movie they’ve seen.
- Sequencing sentences by adding Learners can
undue effort.
words. demonstrate an
(Example: meeting
Language through the Arts ability to give and
people, extending and
ask for
accepting invitations, - Doing extended writing, in which information and
exchanging learners get to choose what they assistance using
information, giving write and are not evaluated or level-appropriate
reasons, asking and tested on it.
language and
answering questions - Sharing learners’ stories in pairs
interaction styles
about routines and or small groups and choosing to
in online or face-
preferences, etc.) represent some through a role
play. to-face social and
EFL 4.2.14. Ask and - Reading a myth from Ecuador classroom
answer and writing a song about it. interactions. (J.2,
straightforward J.3, J.4, I.3)
follow-up questions
CE.EFL.4.8.
within familiar
contexts, such as Production –
school and family life, accuracy and
provided there are intelligibility:
opportunities to ask for Communicate
clarification, needs and
reformulation or information
repetition of key clearly and in
points. simple terms,
using grammatical
EFL 4.2.16. Initiate,
structures learned
maintain and end a
in class (although
conversation to satisfy
there may be
basic needs and/ or
frequent errors),
handle a simple
effectively and
transaction.
without undue
preferences, etc.)
effort.
EFL 4.3.5. Use Demonstrate an
everyday reference ability to make
material in order to appropriate use of
select information new words and
appropriate to the expressions in
purpose of an inquiry social
and relate ideas from interactions.
one written source to
I.EFL. 4.8.1.
another. (Example:
Learners can
nonfiction books for
communicate
young adults, the
personal
Internet, audio and
information and
media presentations,
basic immediate
oral interviews, maps,
needs and deal
diagrams, reference
books, magazines, etc.) with other
practical everyday
EFL 4.4.4. Write to
demands in
describe feelings/
familiar contexts,
opinions in order to
effectively and
effectively influence an
without undue
audience. (Example:
effort and using
persuade, negotiate,
grammatical
argue, etc.)
structures and
vocabulary seen in
class (although
there may be
frequent, and
basic errors).
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
Teachers guide A 2.1
ELABORATED REVISED BY APPROVED BY
BY
TEACHER(S): NAME: Lic. Adita Salinas NAME:
Lic. Rosa Angelita
Quezada Tocto
Signature: Signature: Signature:
……………………. ……………………………………………………………. ……………………………………
Date: Date: Date:
