Professional Documents
Culture Documents
“2 DE MAYO” SCHOOL
2018-2019
CURRICULAR ANNUAL PLAN
1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LCDA. IBEL ORELLANA
Grade: 10TH EGB Education Level A2.1
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods
weeks
5 HOURS 40 WEEKS 4 WEEKS 36 WEEKS 180 HOURS
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 and
Encounter socio-cultural aspects of their own and other countries in a interpersonal and intrapersonal interaction.
thoughtful and inquisitive manner, maturely, and openly experiencing
other cultures and languages from the secure standpoint of their own O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
national and cultural identity. promote autonomous learning and decision making.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic
intelligence, and critical thinking skills through an appreciation of linguistic resources (ICT) in class while practicing appropriate competences in the four skills.
differences. Enjoy an enriched perspective of their own L1 and of language
use for communication and learning. 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.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing
disposition and ability to independently access further (language) learning O.EFL 4.9 Create a sense of awareness in terms of accuracy when learners interact in English using
and practice opportunities. Respect themselves and others within the high-frequency and level-appropriate expressions in order to reach an effective command of
communication process, cultivating habits of honesty and integrity into spoken language.
responsible academic behavior.
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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: Justice, innovation, solidarity
5. DEVELOPMENT OF PLANNING UNITS
N.º Name of the Specific objectives Contents Methodology Evaluation Criteria and Indicators
Unit of the Planning orientation
Unit
1. Breakthroughs in Talk about some COMMUNICATION AND This curriculum is Evaluation Criteria
science and inventors and their CULTURAL AWARENESS based on a language-
technology inventions. driven CLIL approach, COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.6 Seek and provide where content from
Give accounts of information and assistance, other disciplines is CE.EFL.4.4. Demonstrate the ability to ask for and give
past events. orally or in writing and in used for meaningful information and assistance using appropriate language and
online or face-to-face and purposeful interaction styles in a variety of social interactions.
Ask for and give interactions, for personal, language use (Met,
information about social and academic purposes. 1999). It supports the ORAL COMMUNICATION
the past. overall curriculum,
ORAL COMMUNICATION developing cognitive CE.EFL.4.8. Production – Accuracy and Intelligibility:
Use time and social skills needed Communicate needs and information clearly and in simple
expressions when EFL 4.2.2 Use a series of for other subjects, and terms, using grammatical structures learned in class
giving accounts of phrases and sentences to reinforcing content (although there may be frequent errors), effectively and
past achievements. describe aspects of personal covered in other without undue effort. Demonstrate an ability to make
background, immediate areas. The integration appropriate use of new words and expressions in social
environment and matters of of critical thinking skills interactions.
immediate need in simple as defined in Bloom’s CE.EFL.4.10. Interaction – Interpersonal: Participate
terms using grammatical Taxonomy and the effectively in familiar and predictable conversational
structures learnt in class development of exchanges by asking and answering follow-up questions,
(although there may be communicative provided there are opportunities to use repair strategies (e.g.
frequent errors with tenses, linguistic competencies asking for clarification) and sustain conversational exchanges
personal pronouns, are presented in this in pairs to complete a task, satisfy a need or handle a simple
prepositions, etc.) proposal as transaction.
EFL 4.2.14 Ask and answer interdependent
straightforward follow-up processes within a CLIL READING
questions within familiar model, where critical
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contexts, such as school and thinking skills serve as CE.EFL.4.12. Use a range of reference materials and sources,
family life, provided there are the mechanism for both online and in print, in order to support ideas, answer
opportunities to ask for implementing the 4Cs inquiries, find relationships and relate ideas between
clarification, reformulation or framework (content, different subject areas.
repetition of key points. culture,
communication, and WRITING
READING cognition).
CLIL models are CE.EFL.4.17. Show an ability to convey and organize
EFL 4.3.7 Read, gather, view diverse, making them information through the use of facts and details and by
and listen to information from flexible enough to be employing various stages of the writing process, while using a
various sources in order to context-specific and range of digital tools to promote and support collaboration,
organize and discuss complementary to a learning and productivity.
relationships between range of teaching LANGUAGE THROUGH THE ARTS
academic content areas. methodologies, but
(Example: nonfiction books for they do share CE.EFL.4.22. Show the ability to work collaboratively and to
young adults, the Internet, characteristics participate effectively in a variety of student groupings by
audio and media presentations, favorable to employing a wide range of creative thinking skills through the
oral interviews, maps, constructivist completion of activities such as playing games, brainstorming
diagrams, reference books, approaches and and problem solving.
magazines, etc.) communicative
language teaching Performance Indicators
WRITING (CLT). These
characteristics include COMMUNICATION AND CULTURAL AWARENESS
EFL 4.4.7 Use the process of learner-centered
prewriting, drafting, revising, approaches, text-based I.EFL.4.4.1. Learners can demonstrate an ability to give and
peer editing and proofreading learning, task-based ask for information and assistance using level-appropriate
(i.e., “the writing process”) to learning, the necessity language and interaction styles in online or face-to-face social
produce well-constructed to use different types and classroom interactions. (J.2, J.3, J.4, I.3)
informational texts. of activities to
encourage foreign ORAL COMMUNICATION
LANGUAGE THROUGH THE language use for
ARTS different purposes, I.EFL.4.8.1. Learners can communicate personal information
high levels of and basic immediate needs and deal with other practical
EFL 4.5.11 Participate in interaction between everyday demands in familiar contexts, effectively and
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creative thinking through teachers and learners without undue effort and using grammatical structures and
brainstorming, working in and learners vocabulary seen in class (although there may be frequent,
groups, games and problem- themselves, intensive basic errors). (I.1, I.2, I.3, S.1)
solving tasks by showing the language input, teacher I.EFL.4.10.1. Learners can effectively participate in familiar
ability to accept a variety of modeling and and predictable everyday conversational exchanges in order
ideas and capitalize on other scaffolding, and to complete a task, satisfy a need or handle a simple
people’s strengths. teacher enthusiasm. transaction, using a range of repair strategies. (Example:
asking for clarification, etc.) (I.3, J.3, J.4)
READING
WRITING
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EFL 4.1.5 Apply self-correcting
and self-monitoring strategies CE.EFL.4.3. Interact with others using self-monitoring and
in social and classroom self-correcting strategies as well as appropriate nonverbal and
interactions. (Example: asking oral communication features.
questions, starting over,
rephrasing, exploring ORAL COMMUNICATION
alternative pronunciations or
wording, etc.) CE.EFL.4.10. Interaction – Interpersonal: Participate
effectively in familiar and predictable conversational
ORAL COMMUNICATION exchanges by asking and answering follow-up questions,
provided there are opportunities to use repair strategies (e.g.
EFL 4.2.10 Sustain a asking for clarification) and sustain conversational exchanges
conversational exchange on a in pairs to complete a task, satisfy a need or handle a simple
familiar, everyday subject when transaction.
carrying out a CE.EFL.4.9. Production – Fluency: Use simple language to
collaborative/paired learning describe, compare and make statements about familiar
activity in which there are everyday topics such as objects, possessions and routines in
specific instructions for a task. structured situations and short conversations. Interaction is
EFL 4.2.13 Interact with with reasonable ease, provided speech is given clearly, slowly
reasonable ease in structured and directly.
situations and short
conversations within familiar READING
contexts, provided that speech
is given clearly, slowly and CE.EFL.4.13. Apply learning strategies such as using prior
directly. (Example: an knowledge and graphic organizers to interpret new
interview, an information gap information in a text, and assess this information according to
activity, etc.) the organization, subject area and purpose of the text, using
different criteria, including ICT tools.
READING
WRITING
EFL 4.3.6 Apply learning
strategies to examine and CE.EFL.4.17. Show an ability to convey and organize
interpret a variety of written information through the use of facts and details and by
materials using prior employing various stages of the writing process, while using a
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knowledge, graphic organizers, range of digital tools to promote and support collaboration,
context clues, note taking and learning and productivity.
finding words in a dictionary.
LANGUAGE THROUGH THE ARTS
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READING
WRITING
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3. Hobbies, leisure Talk about hobbies COMMUNICATION AND Evaluation Criteria
and and leisure CULTURAL AWARENESS
entertainment. activities COMMUNICATION AND CULTURAL AWARENESS
EFL 4.1.9 Recognize the
Express agreement consequences of one’s actions CE.EFL.4.2. Recognize and demonstrate an appreciation of
or disagreement by demonstrating responsible commonalities between cultures as well as the consequences
about decision-making at school, of one’s actions while exhibiting socially responsible
controversial online, at home and in the behaviors.
topics. community, while considering
ethical standards, safety ORAL COMMUNICATION
Talk about rules, concerns, social norms and
express advice and mutual respect. CE.EFL.4.10. Interaction – Interpersonal: Participate
emphatic opinions. effectively in familiar and predictable conversational
ORAL COMMUNICATION exchanges by asking and answering follow-up questions,
Determine main provided there are opportunities to use repair strategies (e.g.
ideas, supporting EFL 4.2.16 Initiate, maintain asking for clarification) and sustain conversational exchanges
information and and end a conversation to in pairs to complete a task, satisfy a need or handle a simple
examples in a satisfy basic needs and/or transaction.
reading. handle a simple transaction.
READING
READING
CE.EFL.4.11. Demonstrate comprehension of main ideas and
EFL 4.3.1 Understand main some details in short simple texts on familiar subjects, making
points in short simple texts on use of contextual clues to identify relevant information in a
familiar subjects. (Example: text.
news about sports or famous
people, descriptions, etc.)
EFL 4.3.2 Make use of clues WRITING
such as titles, illustrations,
organization, text outline and CE.EFL.4.15. Express information and ideas and describe
layout, etc. to identify and feelings and opinions in simple transactional or expository
understand relevant texts on familiar subjects in order to influence an audience,
information in written level- while recognizing that different texts have different features
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appropriate text types. and showing the ability to use these features appropriately in
one’s own writing.
WRITING
LANGUAGE THROUGH THE ARTS
EFL 4.4.4 Write to describe
feelings/opinions in order to CE.EFL.4.18. Use main ideas in order to understand, predict,
effectively influence an infer and deduce literal and implied meanings in short,
audience. (Example: persuade, simple, everyday literary texts (online, oral or in print).
negotiate, argue, etc.) CE.EFL.4.20. Create short, original literary texts in different
genres, including those that reflect Ecuadorian cultures, using
LANGUAGE THROUGH THE a range of digital tools, writing styles, appropriate vocabulary
ARTS and other literary concepts.
READING
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details in short simple online or print texts on familiar
subjects, using contextual clues to help identify the most
relevant information. (Example: title, illustrations,
organization, etc.) (I.2, I.4)
WRITING
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ethical standards, safety
Have an informal concerns, social norms and ORAL COMMUNICATION
dialog making mutual respect.
comparisons ORAL COMMUNICATION CE.EFL.4.9. Production – Fluency: Use simple language to
Listen for specific describe, compare and make statements about familiar
details EFL 4.2.11 Give short, basic everyday topics such as objects, possessions and routines in
descriptions of everyday structured situations and short conversations. Interaction is
activities and events within with reasonable ease, provided speech is given clearly, slowly
familiar contexts and use and directly.
simple descriptive language to
compare and make brief READING
statements about objects and
possessions. (Example: family, CE.EFL.4.13. Apply learning strategies such as using prior
school, living conditions, knowledge and graphic organizers to interpret new
personal belongings, etc.) information in a text, and assess this information according to
the organization, subject area and purpose of the text, using
READING different criteria, including ICT tools.
EFL 4.4.5 Recognize that CE.EFL.4.20. Create short, original literary texts in different
various types of writing require genres, including those that reflect Ecuadorian cultures, using
different language, formatting a range of digital tools, writing styles, appropriate vocabulary
and special vocabulary. and other literary concepts.
(Example: a recipe, a letter,
etc.) Performance Indicators
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COMMUNICATION AND CULTURAL AWARENESS
LANGUAGE THROUGH THE I.EFL.4.2.1. Learners can name similarities and differences
ARTS between different aspects of cultural groups. Learners can
demonstrate socially responsible behaviors at school, online,
EFL 4.5.4 Create personal at home and in the community, and evaluate their actions by
stories by adding imaginative ethical, safety and social standards. (J.3, S.1, I.1)
details to real-life stories and
situations, using appropriate ORAL COMMUNICATION
vocabulary and elements of the
literature learners have read or I.EFL.4.9.1. Learners can use simple language to describe,
heard. compare and state facts about familiar everyday topics such
as possessions, classroom objects and routines in short,
structured situations, interacting with relative ease. (I.3, I.4,
S.4)
READING
WRITING
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appropriately in one’s own writing. (I.3, I.4, S.3, J.2)
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appropriate audio-visual in pairs to complete a task, satisfy a need or handle a simple
presentations) if delivered transaction.
slowly and visuals provide
contextual support. (Example: READING
an announcement of a bus
delay, an intercom CE.EFL.4.11. Demonstrate comprehension of main ideas and
announcement at school, a some details in short simple texts on familiar subjects, making
dialogue supported by facial use of contextual clues to identify relevant information in a
expressions/gestures and text.
appropriate intonation, etc.) CE.EFL.4.14. Display an ability to interact and engage with a
EFL 4.2.5 Understand most wide range of ICT and classroom resources and texts by
changes in the topic of selecting and evaluating them in order to strengthen literacy
discussion if people speak skills and promote acquisition.
slowly.
EFL 4.2.16 Initiate, maintain WRITING
and end a conversation to
satisfy basic needs and/or CE.EFL.4.15. Express information and ideas and describe
handle a simple transaction. feelings and opinions in simple transactional or expository
texts on familiar subjects in order to influence an audience,
READING while recognizing that different texts have different features
and showing the ability to use these features appropriately in
EFL 4.3.1 Understand main one’s own writing.
points in short simple texts on
familiar subjects. (Example: LANGUAGE THROUGH THE ARTS
news about sports or famous
people, descriptions, etc.) CE.EFL.4.21. Use pre-established criteria, including that which
EFL 4.3.9 Demonstrate an is written by learners collaboratively, in order to evaluate and
ability to interact and engage recommend literary texts (written, online, oral, in video, etc.)
with a wide range of ICT and and the effectiveness of group work.
classroom resources in order to
strengthen literacy skills and Performance Indicators
strategies.
COMMUNICATION AND CULTURAL AWARENESS
WRITING
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I.EFL.4.4.1. Learners can demonstrate an ability to give and
EFL 4.4.4 Write to describe ask for information and assistance using level-appropriate
feelings/opinions in order to language and interaction styles in online or face-to-face social
effectively influence an and classroom interactions. (J.2, J.3, J.4, I.3)
audience. (Example: persuade,
negotiate, argue, etc.) ORAL COMMUNICATION
LANGUAGE THROUGH THE I.EFL.4.7.1. Learners can identify the main idea and some
ARTS details in short straightforward spoken audio texts set in
familiar contexts when the message is delivered slowly and
EFL 4.5.8 Evaluate and there is other contextual support. (Example: rules for a game,
recommend literary texts (both classroom instructions, a dialogue in a scene from a cartoon
written and oral, online, in or movie, etc.) Learners can use other classmate’s
video or in print) according to contributions in class as models for their own. (I.2, I.3, S.4)
pre-established criteria. I.EFL.4.6.1. Learners can grasp the general meaning of spoken
texts set in familiar everyday contexts and infer changes in
the topic of discussion, as well as deduce the meanings of
unfamiliar words and exchanges through the use of context
clues, provided speech is given slowly and clearly and there is
sufficient visual support. (I.3, S.1, J.4)
I.EFL.4.10.1. Learners can effectively participate in familiar
and predictable everyday conversational exchanges in order
to complete a task, satisfy a need or handle a simple
transaction, using a range of repair strategies. (Example:
asking for clarification, etc.) (I.3, J.3, J.4)
READING
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range of ICT and classroom resources and texts by selecting
and evaluating them in order to strengthen literacy skills and
promote acquisition. (I.2, I.4, S.3, J.2, J.3)
WRITING
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and achieve similarities and differences by ORAL COMMUNICATION
cohesion in establishing and maintaining
writing. healthy and rewarding online CE.EFL.4.7. Listening for Information: Follow and identify
and face-to-face relationships some main ideas and details in short and straightforward
based on communication and spoken or audio texts set in familiar contexts, when delivered
cooperation. slowly and with visuals to provide contextual support. Use
spoken contributions in class as models for one’s own speech.
ORAL COMMUNICATION CE.EFL.4.9. Production – Fluency: Use simple language to
describe, compare and make statements about familiar
EFL 4.2.3 Follow and everyday topics such as objects, possessions and routines in
understand short, structured situations and short conversations. Interaction is
straightforward audio with reasonable ease, provided speech is given clearly, slowly
messages and/or the main and directly.
idea/dialogue of a movie or
cartoon (or other age- READING
appropriate audio-visual
presentations) if delivered CE.EFL.4.13. Apply learning strategies such as using prior
slowly and visuals provide knowledge and graphic organizers to interpret new
contextual support. (Example: information in a text, and assess this information according to
an announcement of a bus the organization, subject area and purpose of the text, using
delay, an intercom different criteria, including ICT tools.
announcement at school, a CE.EFL.4.14. Display an ability to interact and engage with a
dialogue supported by facial wide range of ICT and classroom resources and texts by
expressions/gestures and selecting and evaluating them in order to strengthen literacy
appropriate intonation, etc.) skills and promote acquisition.
EFL 4.2.13 Interact with
reasonable ease in structured WRITING
situations and short
conversations within familiar CE.EFL.4.15. Express information and ideas and describe
contexts, provided that speech feelings and opinions in simple transactional or expository
is given clearly, slowly and texts on familiar subjects in order to influence an audience,
directly. (Example: an while recognizing that different texts have different features
interview, an information gap and showing the ability to use these features appropriately in
activity, etc.) one’s own writing.
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READING LANGUAGE THROUGH THE ARTS
EFL 4.3.6 Apply learning CE.EFL.4.21. Use pre-established criteria, including that which
strategies to examine and is written by learners collaboratively, in order to evaluate and
interpret a variety of written recommend literary texts (written, online, oral, in video, etc.)
materials using prior and the effectiveness of group work.
knowledge, graphic organizers,
context clues, note taking and Performance Indicators
finding words in a dictionary.
EFL 4.3.10 Select from and COMMUNICATION AND CULTURAL AWARENESS
evaluate a range of both
physical and digital texts and I.EFL.4.4.1. Learners can demonstrate an ability to give and
materials in order to promote ask for information and assistance using level-appropriate
acquisition and develop an language and interaction styles in online or face-to-face social
appreciation of the language. and classroom interactions. (J.2, J.3, J.4, I.3)
I.EFL.4.5.1. Learners can appreciate and show respect for
WRITING individual and group differences by establishing and
maintaining healthy and rewarding online and face-to-face
EFL 4.4.4 Write to describe interactions. Learners can communicate and cooperate in a
feelings/opinions in order to respectful, empathetic manner. (J.3, S.1, S.4)
effectively influence an
audience. (Example: persuade, ORAL COMMUNICATION
negotiate, argue, etc.)
I.EFL.4.7.1. Learners can identify the main idea and some
LANGUAGE THROUGH THE details in short straightforward spoken audio texts set in
ARTS familiar contexts when the message is delivered slowly and
there is other contextual support. (Example: rules for a game,
EFL 4.5.8 Evaluate and classroom instructions, a dialogue in a scene from a cartoon
recommend literary texts (both or movie, etc.) Learners can use other classmate’s
written and oral, online, in contributions in class as models for their own. (I.2, I.3, S.4)
video or in print) according to I.EFL.4.9.1. Learners can use simple language to describe,
pre-established criteria. compare and state facts about familiar everyday topics such
as possessions, classroom objects and routines in short,
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structured situations, interacting with relative ease. (I.3, I.4,
S.4)
READING
WRITING
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Forbes Mark Andrew (2017). Ministerio de Educación del Ecuador - MinEduc. TEACHER´S BOOK - LEVEL A2.1 Quito: Norma.
Ministerio de Educación del Ecuador - MinEduc, ENGLISH AS A FOREIGN LANGUAGE FOR SUBNIVEL BACHILLERATO
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