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CURRICULAR ANNUAL PLAN

UNIDAD EDUCATIVA SÍGSIG


2017-2018

CURRICULAR ANNUAL PLAN


1. INFORMATION DATA:
Area: FOREIGN LANGUAGE Subject: ENGLISH
Teacher: LIC. NORMA PILLCO
Grade: 9th BGU Education Level A1.2
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 Encounter socio-cultural aspects of their own and other countries in a O.EFL.4.1 Identify the main ideas, some details and inferences of written texts, in order to produce
thoughtful and inquisitive manner, maturely, and openly experiencing other cultures level-appropriate critical analysis of familiar subjects and contexts.
and languages from the secure standpoint of their own national and cultural identity. O.EFL 4.2 Appreciate and value English as an international language and a medium to interact
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards globally.
different cultures to comprehend the role of diversity in building an intercultural and O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to
multinational society. promote autonomous learning and decision making.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, O.EFL.4.6 Write short descriptive and informative texts related to personal information or familiar
and critical thinking skills through an appreciation of linguistic differences. Enjoy an topics and use them as a means of communication and written expression of thought.
enriched perspective of their own L1 and of language use for communication and O.EFL 4.8 Integrate written and spoken text in order to identify cultural differences and similarities
learning. 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 and practice opportunities. Respect
themselves and others within the communication process, cultivating habits of honesty
and integrity into responsible academic behavior.
OG.EFL 5 Directly access the main points and important details of up-todate English
language texts, such as those published on the web, for professional or general
investigation, through the efficient use of ICT and reference tools where required.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written
dialogue with peers from different L1 backgrounds on work, study, or general topics of
common interest, expressing ideas and opinions effectively and appropriately.
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and
informal social situations with a limited but effective command of the spoken language
(CEFR B1 level)
4. TRANSVERSAL AXES :
5. DEVELOPMENT OF PLANNING UNITS*
N. Name of the Specific objectives of the Skills and performance criteria/ Methodology Orientation Evaluation criteria and Time in
Unit Planning Unit. Contents indicators weeks
1. My family and Students will be able to: Communication and Cultural Communication and Cultural Awareness CE.EFL.4.2 Recognize and 5 weeks
me. - Describe your family Awareness • Reading a list of actions people take and demonstrate an appreciation of
members EFL 4.1.2 Recognize and demonstrate an discussing their consequences on others. commonalities between
and yourself. appreciation of some commonalities • Simulating desirable social behavior cultures as well as the
and distinctions across cultures and through role-playing. consequences of one’s actions
-Describe people’s groups (differentiated by gender, ability, • Choosing pictures that show responsible while exhibiting socially
personality. generations, etc.) including the actions performed by each member of the responsible behaviors.
students’ own. family and identifying irresponsible CE.EFL.4.3 Interact with others
-Talk about lifestyles and EFL 4.1.5 Apply self-correcting and self- actions and their consequences on others. using self-monitoring and self-
free monitoring strategies in social and correcting strategies as well as
time activities. classroom appropriate nonverbal and oral
interactions. (Example: asking communication features.
-Express likes and dislikes. questions, starting over, rephrasing, I.EFL.4.2.1 Learners can name
exploring alternative similarities and differences
pronunciations or wording, etc.) between different aspects of
cultural groups. Learners can
demonstrate socially
responsible behaviors at school,
online, at home and in the
community, and evaluate their
actions by ethical, safety and
social standards. (J.3, S.1, I.1)
I.EFL.4.3.1 Learners can employ
a range of selfmonitoring and
self-correcting strategies and
interpret and use appropriate
verbal and nonverbal
communication features to
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

communicate in familiar
contexts. (I.3, S.4, J.4)
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.9 Production –
Speaking) Speaking) Fluency: Use simple language to
EFL 4.2.1 Understand phrases and • Having learners make a selfie video to describe, compare and make
expressions related to areas of most talk about free time activities. statements about familiar
immediate priority • Asking classmates to repeat an answer everyday topics such as objects,
within the personal and educational or statement to clarify an idea if needed. possessions and routines in
domains, provided speech is clearly and structured situations and short
slowly articulated. (Example: daily life, conversations. Interaction is
free time, school activities, etc.) with reasonable ease, provided
EFL 4.2.2 Use a series of phrases and speech is given clearly, slowly
sentences to describe aspects of and directly.
personal background, CE.EFL.4.8 Production –
immediate environment and matters of Accuracy and Intelligibility:
immediate need in simple terms using Communicate needs and
grammatical structures learnt in class information clearly and in
(although there may be frequent errors simple terms, using
with tenses, personal pronouns, grammatical structures learned
prepositions, etc.). in class (although there may be
frequent errors), effectively and
without undue effort.
Demonstrate an ability to make
appropriate use of new words
and expressions in social
interactions.
I.EFL.4.9.1 Learners can use
simple language to describe,
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)
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

I.EFL.4.8.1 Learners can


communicate personal
information and basic
immediate needs and deal with
other practical everyday
demands in familiar contexts,
effectively and without undue
effort and using grammatical
structures and vocabulary seen
in class (although there may be
frequent, basic errors). (I.1, I.2,
I.3, S.1)
Reading Reading CE.EFL.4.11 Demonstrate
EFL 4.3.1 Understand main points in • Reading a text and answering comprehension of main ideas
short simple texts on familiar subjects. information questions. and some details in short
(Example: news about sports or famous • Choosing words in a list to complete simple texts on familiar
people, descriptions, etc.) gaps from a reading. subjects, making use of
• Reading the paragraph about the Jonas contextual clues to identify
Family and highlighting relevant information in a text.
interesting facts. I.EFL.4.11.1 Learners can
• Predicting main ideas by reading the understand main ideas and
title of a text and using some details in short simple
contextual clues. online or print texts on familiar
subjects, using contextual clues
to help identify the most
relevant information. (I.2, I.4)
Writing Writing CE.EFL.4.15 Express information
EFL 4.4.4 Write to describe • Watching a video about a controversial and ideas and describe feelings
feelings/opinions in order to effectively topic and writing a short and opinions in simple
influence an audience. response giving an opinion. transactional or expository
(Example: persuade, negotiate, argue, • Listening to a celebrity interview and texts on familiar subjects in
etc.). writing more interview order to influence an audience,
questions. while recognizing that different
texts have different features
and showing the ability to use
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

these features appropriately in


one’s own writing.)
I.EFL.4.15.1 Learners can
convey information and ideas
and describe feelings and
opinions in simple transactional
or expository texts on familiar
subjects in order to influence an
audience, while recognizing
that different texts have
different features and showing
the ability to use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts Language through the Arts CE.EFL.4.18 Use main ideas in
EFL 4.5.4 Create personal stories by • Listening to or reading stories and order to understand, predict,
adding imaginative details to real-life drawing an important scene. infer and deduce literal and
stories and situations, using appropriate • Looking at the title and illustrations of a implied meanings in short,
vocabulary and elements of the text to write questions simple, everyday literary texts
literature learners have read or heard. about the topic. Then reading to find the (online, oral or in print).
answers to the questions. I.EFL.4.18.1 Learners can
• Writing a sentence to describe an understand, predict, infer and
author’s intention. deduce literal and implied
• Finding a literary text online and meanings in short, simple,
summarizing it to share it with the everyday literary texts (online,
class. oral or in print), especially when
• Underlining main ideas in a text. visual support is provided. (I.2,
I.3, I.4)
2. Cultures Students will be able to: Communication and Cultural Awareness Communication and Cultural Awareness CE.EFL.4.2 Recognize and 5
around the -Describe customs and EFL 4.1.2 Recognize and demonstrate an • Simulating desirable social behavior demonstrate an appreciation of
world. celebrations around the appreciation of some commonalities through role-playing. commonalities between
world. and distinctions across cultures and • Looking for information about different cultures as well as the
groups (differentiated by gender, ability, customs and celebrations around the consequences of one’s actions
-Talk about customs of other generations, etc.) including the world and. while exhibiting socially
cultures. students’ own. responsible behaviors.
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

EFL 4.1.5 Apply self-correcting and self- • Participating in short role plays using a CE.EFL.4.3 Interact with others
-Talk about celbrations in monitoring strategies in social and range of verbal and nonverbal using self-monitoring and self-
other culutres classroom communication. correcting strategies as well as
interactions. • Responding to classroom activities and appropriate nonverbal and oral
pair work through short expressions or communication features.
emoticons. I.EFL.4.2.1 Learners can name
similarities and differences
between different aspects of
cultural groups. Learners can
demonstrate socially
responsible behaviors at school,
online, at home and in the
community, and evaluate their
actions by ethical, safety and
social standards. (J.3, S.1, I.1)
I.EFL.4.3.1 Learners can employ
a range of selfmonitoring and
self-correcting strategies and
interpret and use appropriate
verbal and nonverbal
communication features to
communicate in familiar
contexts. (I.3, S.4, J.4)
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.9 Production –
Speaking) Speaking) Fluency: Use simple language to
EFL 4.2.1 Understand phrases and • Asking the learners to read a dialogue in describe, compare and make
expressions related to areas of most pairs. statements about familiar
immediate priority • Asking learners simple questions about everyday topics such as objects,
within the personal and educational customs in Ecuador. possessions and routines in
domains, provided speech is clearly and • Asking learners to describe a picture of a structured situations and short
slowly articulated. (Example: daily life, familiar scene and asking them to give full conversations. Interaction is
free time, school activities, etc.) statements about what they can see. with reasonable ease, provided
EFL 4.2.2 Use a series of phrases and speech is given clearly, slowly
sentences to describe aspects of and directly.
personal background, CE.EFL.4.8 Production –
Accuracy and Intelligibility:
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

immediate environment and matters of Communicate needs and


immediate need in simple terms using information clearly and in
grammatical structures learnt in class simple terms, using
(although there may be frequent errors grammatical structures learned
with tenses, personal pronouns, in class (although there may be
prepositions, etc.). frequent errors), effectively and
without undue effort.
Demonstrate an ability to make
appropriate use of new words
and expressions in social
interactions.
I.EFL.4.9.1 Learners can use
simple language to describe,
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)
I.EFL.4.8.1 Learners can
communicate personal
information and basic
immediate needs and deal with
other practical everyday
demands in familiar contexts,
effectively and without undue
effort and using grammatical
structures and vocabulary seen
in class (although there may be
frequent, basic errors). (I.1, I.2,
I.3, S.1)
Reading Reading CE.EFL.4.11 Demonstrate
EFL 4.3.2 Make use of clues such as • Reading a text and answering comprehension of main ideas
titles, illustrations, organization, text information questions. and some details in short
outline and layout, etc. to identify and simple texts on familiar
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

understand relevant information in • Choosing words from a list to complete subjects, making use of
written level-appropriate text types. gaps from a reading. contextual clues to identify
• Reading the paragraph about customs relevant information in a text.
and highlighting interesting I.EFL.4.11.1 Learners can
facts. understand main ideas and
some 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 Writing CE.EFL.4.17 Show an ability to
EFL 4.4.8 Convey and organize • Completing the gaps in a sentence. convey and organize
information using facts and details in • Reading an online movie review and information through the use of
order to illustrate diverse patterns and identifying common linguistic features. facts and details and by
structures in writing. (Example: cause • Using question prompts to interview employing various stages of the
and effect, problem and solution, and then write sentences about a writing process, while using a
general-tospecific presentation, etc classmate. range of digital tools to
• Adding pictures to a group presentation. promote and support
collaboration, learning and
productivity.
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details and by
employing various stages of the
writing process, while using a
range of digital tools to
promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts Language through the Arts CE.EFL.4.22 Show the ability to
EFL 4.5.11 Participate in creative work collaboratively and to
thinking through brainstorming, participate effectively in a
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

working in groups, games and problem- • Brainstorming a list of questions and variety of student groupings by
solving tasks by showing the ability to answers learners can use during small employing a wide range of
accept a variety of ideas and capitalize group discussions about literary texts. creative thinking skills through
on other people’s strengths. • Participating in classroom games in the completion of activities
which problem-solving as a team is such as playing games,
important. brainstorming and problem
solving.
I.EFL.4.22.1 Learners can
collaborate and participate
effectively in a variety of
student groupings by employing
a wide range of creative
thinking skills through the
completion of activities such as
playing games, brainstorming
and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
3. Amazing Students will be able to: Communication and Cultural Communication and Cultural Awareness CE.EFL.4.1 Compare and 6
abilities! -Describe and compare Awareness • Hearing a story from people from contrast oral traditions and
people’s abilities EFL 4.1.1 Compare and contrast oral another country and mention their literature from Ecuador and
traditions, myths, folktales and abilities. beyond in order to manifest an
- Talk about abilities literature from Ecuador and • Reading a story from another understanding of the
international regions and cultures and region/culture and sharing a similar relationship between cultural
-Compare people’s attributes identify similarities and differences and experience. perspectives and practices and
and abilities universal cultural themes. • Reflecting on differences between by sharing cross cultural
EFL 4.1.6 Seek and provide information people from other countries and regions. experiences.
-Express Opinions and assistance, orally or in writing and CE.EFL.4.4 Demonstrate the
in online or faceto- face interactions, for ability to ask for and give
personal, social and academic purposes. information and assistance
using appropriate language and
interaction styles in a variety of
social interactions.
I.EFL.4.1.1 Learners can
compare and contrast oral
traditions, myths, folktales and
literature from Ecuador and
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

other cultures in order to


demonstrate an understanding
of the relationship between
cultural practices and
perspectives. Learners can
share cross-cultural
experiences while naming
universal cultural themes. (I.2,
S.1, S.2, J.1)
I.EFL.4.4.1 Learners can
demonstrate an ability to give
and ask for information and
assistance using level-
appropriate language and
interaction styles in online or
face-to-face social and
classroom interactions. (J.2, J.3,
J.4, I.3)
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.9 Production –
Speaking) Speaking) Fluency: Use simple language to
EFL 4.2.1 Understand phrases and • Asking learners to repeat an answer or describe, compare and make
expressions related to areas of most statement to clarify statements about familiar
immediate priority something if needed. everyday topics such as objects,
within the personal and educational • Asking for help in class when necessary. possessions and routines in
domains, provided speech is clearly and • Doing a mingle activity where learners structured situations and short
slowly articulated. (Example: daily life, ask and answer survey questions about conversations. Interaction is
free time, school activities, etc.) after school activities. with reasonable ease, provided
• Asking the learners to read a dialogue in speech is given clearly, slowly
pairs. and directly.
I.EFL.4.9.1 Learners can use
simple language to describe,
compare and state facts about
familiar everyday topics such as
possessions, classroom objects
and routines in short,
structured situations,
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

interacting with relative ease.


(I.3, I.4, S.4)
Reading Reading CE.EFL.4.11 Demonstrate
EFL 4.3.2 Make use of clues such as • Reading a text and answering comprehension of main ideas
titles, illustrations, organization, text information questions. and some details in short
outline and layout, etc. to identify and • Choosing from a list of words to simple texts on familiar
understand relevant information in complete gaps from a reading. subjects, making use of
written level-appropriate text types. • Reading a short news article and contextual clues to identify
completing an outline. relevant information in a text.
• Reading a biography and putting events I.EFL.4.11.1 Learners can
on a timeline. understand main ideas and
some 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 Writing CE.EFL.4.15 Express information
EFL 4.4.4 Write to describe • Listening to a celebrity interview about and ideas and describe feelings
feelings/opinions in order to effectively abilities and writing three more interview and opinions in simple
influence an audience. questions. transactional or expository
(Example: persuade, negotiate, argue, • Writing answers to interview questions. texts on familiar subjects in
etc.) • Writing an email to a friend about an order to influence an audience,
outstanding person with special abilities. while recognizing that different
texts have different features
and showing the ability to use
these features appropriately in
one’s own writing.
I.EFL.4.15.1 Learners can
convey information and ideas
and describe feelings and
opinions in simple transactional
or expository texts on familiar
subjects in order to influence an
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

audience, while recognizing


that different texts have
different features and showing
the ability to use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts Language through the Arts CE.EFL.4.20 Create short,
EFL 4.4.16 Create personal stories by • Sharing learners’ stories in pairs or small original literary texts in
adding imaginative details to real-life groups and choosing to represent some different genres, including
stories and Situation. through a role play. those that reflect Ecuadorian
• Writing a poem or the verses of a song cultures, using a range of digital
in small groups and performing it for the tools, writing styles,
class. appropriate vocabulary and
• Doing free writing on a topic suggested other literary concepts.
by another learner. I.EFL.4.20.1 Learners can create
short, original literary texts in
different genres, including
those that reflect Ecuadorian
cultures, using a range of digital
tools, writing styles,
appropriate vocabulary and
other literary concepts. (I.1, I.3)
4. Healty food! Students will be able to: Communication and Cultural Communication and Cultural Awareness CE.EFL.4.3 Interact with others 6
-Talk about food and describe Awareness • Participating in short role plays using a using self-monitoring and self-
how to make healthy recipes. EFL 4.1.5 Apply self-correcting and self- range of verbal and correcting strategies as well as
-Talk about food preferences monitoring strategies in social and nonverbal communication. appropriate nonverbal and oral
classroom interactions. (Example: asking • Practicing a specific self-correcting communication features.
-Express agreement questions, starting over, rephrasing, strategy during a pair work CE.EFL.4.4 Demonstrate the
exploring alternative pronunciations or activity. ability to ask for and give
-Ask and answer questions wording, etc.) • Talking in pairs about a video learners information and assistance
about food quantities EFL 4.1.8 Use suitable vocabulary, have watched using only using appropriate language and
expressions, language and interaction English. interaction styles in a variety of
styles for formal and informal social or • Completing a self-assessment and social interactions.
academic situations in order to writing a goal based on the I.EFL.4.3.1 Learners can employ
communicate specific intentions in results.. a range of selfmonitoring and
online and face-to-face interactions. self-correcting strategies and
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

(Example: thanking, making promises, interpret and use appropriate


apologizing, asking permission, chatting verbal and nonverbal
with friends, answering in class, communication features to
greeting an authority figure, etc.) communicate in familiar
contexts. (I.3, S.4, J.4)
I.EFL.4.4.1 Learners can
demonstrate an ability to give
and ask for information and
assistance using level-
appropriate language and
interaction styles in online or
face-to-face social and
classroom interactions. (J.2, J.3,
J.4, I.3)
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.8 Production –
Speaking) Speaking) Accuracy and Intelligibility:
EFL 4.2.2 Use a series of phrases and • Recording in-class conversations and Communicate needs and
sentences to describe aspects of dialogues in order to identify information clearly and in
personal background, immediate correct and appropriate language usage simple terms, using
environment and matters of immediate and intelligibility. grammatical structures learned
need in simple terms using grammatical • Doing a mingle activity where learners in class (although there may be
structures learnt in class (although there ask and answer survey questions about frequent errors), effectively and
may be frequent errors with tenses, after school activities. without undue effort.
personal pronouns, prepositions, etc.). • Asking the learners to read a dialogue in Demonstrate an ability to make
pairs and record themselves to assess appropriate use of new
clarity of sounds, rhythm, and intonation. words and expressions in social
interactions.
I.EFL.4.8.1 Learners can
communicate personal
information and basic
immediate needs and deal with
other practical everyday
demands in familiar contexts,
effectively and without undue
effort and using grammatical
structures and vocabulary seen
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

in class (although there may be


frequent, basic errors). (I.1, I.2,
I.3, S.1)
Reading Reading CE.EFL.4.11 Demonstrate
EFL 4.3.1 Understand main points in • Reading a text and answering comprehension of main ideas
short simple texts on familiar subjects. information questions. and some details in short
(Example: news about sports or famous • Choosing from a list of words to simple texts on familiar
people, descriptions, etc.) complete gaps from a reading. subjects, making use of
• Reading a short story from the Internet contextual clues to identify
and highlighting interesting facts, then relevant information in a text.
comparing them with those of a partner. I.EFL.4.11.1 Learners can
• Reading a blog post and writing a understand main ideas and
comment. some 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 Writing CE.EFL.4.15 Express information
EFL 4.4.4 Write to describe • Listening to an interview and writing and ideas and describe feelings
feelings/opinions in order to effectively more interview questions. and opinions in simple
influence an audience. • Writing answers to interview questions. transactional or expository
(Example: persuade, negotiate, argue, • Writing an email to a friend about texts on familiar subjects in
etc.) healthy habits. order to influence an audience,
while recognizing that different
texts have different features
and showing the ability to use
these features appropriately in
one’s own writing.
I.EFL.4.15.1 Learners can
convey information and ideas
and describe feelings and
opinions in simple transactional
or expository texts on familiar
subjects in order to influence an
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

audience, while recognizing


that different texts have
different features and showing
the ability to use these features
appropriately in one’s own
writing. (I.3, I.4, S.3, J.2)
Language through the Arts Language through the Arts CE.EFL.4.18 Use main ideas in
EFL 4.5.1 Make use of main points in • Listening to or reading stories and order to understand, predict,
literary texts (authentic and semi drawing an important scene. infer and deduce literal and
authentic, oral and written) to • Looking at the title and accompanying implied meanings in short,
understand short simple everyday illustrations of a text and writing simple, everyday literary texts
stories, especially if there is visual questions about the topic. (online, oral or in print).
support. I.EFL.4.18.1 Learners can
understand, predict, infer and
deduce literal and implied
meanings in short, simple,
everyday literary texts (online,
oral or in print), especially when
visual support is provided. (I.2,
I.3, I.4)
5. They were Students will be able to: Communication and Cultural Communication and Cultural Awareness CE.EFL.4.2 Recognize and 6
successful! -Talk about famous Awareness • Using recycled materials to make a demonstrate an appreciation of
characters of the past. EFL 4.1.2 Recognize and demonstrate an project. commonalities between
appreciation of some commonalities • Surfing the Internet to look for cultures as well as the
-Describe people’s and distinctions across cultures and information about important people from consequences of one’s actions
personalities and values. groups (differentiated by gender, ability, other cultures and presenting it to the while exhibiting socially
generations, etc.) including the class using digital tools. responsible behaviors.
-Talk about people’s lives in students’ own. • Choosing pictures to show responsible CE.EFL.4.3 Interact with others
the past. EFL 4.1.8 Use suitable vocabulary, and solidary actions (helping an elder using self-monitoring and self-
expressions, language and interaction cross the sidewalk, stopping two children correcting strategies as well as
-Talk about important events styles for formal and informal social or from throwing rocks at a dog, being open appropriate nonverbal and oral
in history academic situations in order to to accepting new ideas/foods, etc.) and communication features.
communicate specific intentions in having a class discussion about the I.EFL.4.2.1 Learners can name
online and face-to-face interactions. importance of helping others. similarities and differences
(Example: thanking, making promises, between different aspects of
apologizing, asking permission, chatting
CURRICULAR ANNUAL PLAN
UNIDAD EDUCATIVA SÍGSIG
2017-2018

with friends, answering in class, cultural groups. Learners can


greeting an authority figure, etc.) demonstrate socially
responsible behaviors at school,
online, at home and in the
community, and evaluate their
actions by ethical, safety and
social standards. (J.3, S.1, I.1)
I.EFL.4.3.1 Learners can employ
a range of selfmonitoring and
self-correcting strategies and
interpret and use appropriate
verbal and nonverbal
communication features to
communicate in familiar
contexts. (I.3, S.4, J.4)
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.7 Listening for
Speaking) Speaking) Information: Follow and
EFL 4.2.3 Follow and understand short, • Listening to spoken or recorded identify some main ideas and
straightforward audio messages and/or descriptions of familiar scenes, and taking details in short and
the main idea/dialogue of a movie or notes. straightforward spoken or
cartoon (or other age-appropriate • Listening to a dialogue between two or audio texts set in familiar
audio-visual presentations) if delivered more people and deciding if a statement contexts, when delivered slowly
slowly and visuals provide contextual is true or false. and with visuals to provide
support. (Example: an announcement of • Watching a short video about important contextual support. Use spoken
a bus delay, an intercom announcement people from the past and taking notes. contributions in class as models
at school, a dialogue supported by facial for one’s own speech.
expressions/gestures and appropriate I.EFL.4.7.1 Learners can identify
intonation, etc.) the main idea and some details
in short straightforward spoken
audio texts set in familiar
contexts when the message is
delivered slowly and there is
other contextual support.
(Example: rules for a game,
classroom instructions, a
dialogue in a scene from a
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cartoon or movie, etc.) Learners


can use other classmate’s
contributions in class as models
for their own. (I.2, I.3, S.4)
Reading Reading CE.EFL.4.11 Demonstrate
EFL 4.3.2 Make use of clues such as • Reading a text and answering comprehension of main ideas
titles, illustrations, organization, text information questions. and some details in short
outline and layout, etc. to identify and • Choosing from a list of words to simple texts on familiar
understand relevant information in complete gaps from a reading. subjects, making use of
written level-appropriate text types. • Predicting main ideas by reading the contextual clues to identify
title and using other contextual clues (e.g., relevant information in a text.
illustrations, subheadings, etc.). I.EFL.4.11.1 Learners can
• Reading a biography and putting events understand main ideas and
on a timeline. some 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 Writing CE.EFL.4.17 Show an ability to
EFL 4.4.8 Convey and organize • Reading an online movie review and convey and organize
information using facts and details in identifying common linguistic features. information through the use of
order to illustrate diverse patterns and Asking learners to use it as a model to facts and details and by
structures in writing. (Example: cause write a review of another movie. employing various stages of the
and effect, problem and solution, • Sequencing sentences by adding words. writing process, while using a
general-tospecific presentation, etc.) range of digital tools to
promote and support
collaboration, learning and
productivity.
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details and by
employing various stages of the
writing process, while using a
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range of digital tools to


promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts Language through the Arts CE.EFL.4.22 Show the ability to
EFL 4.5.9 Engage in collaborative • Creating literature circles where learners work collaboratively and to
activities through a variety of student have the freedom to say anything they participate effectively in a
groupings to create and respond to think about a text from class or outside it. variety of student groupings by
literature and other literary texts. • Brainstorming a list of questions and employing a wide range of
(Example: small groups, cooperative answers learners can use during small creative thinking skills through
learning groups, literature circles, group discussions about literary texts. the completion of activities
process writing groups, etc.) • Participating in classroom games in such as playing games,
which problem-solving as a team is brainstorming and problem
important. solving.
I.EFL.4.22.1 Learners can
collaborate and participate
effectively in a variety of
student groupings by employing
a wide range of creative
thinking skills through the
completion of activities such as
playing games, brainstorming
and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
6 Unforgettable Students will be able to: Communication and Cultural Communication and Cultural Awareness CE.EFL.4.2 Recognize and 5
Moments -Talk about moments in the Awareness • Surfing the Internet to look for demonstrate an appreciation of
past. EFL 4.1.2 Recognize and demonstrate an information about important people commonalities between
appreciation of some commonalities from other cultures and presenting it to cultures as well as the
-Talk about events in the past. and distinctions across cultures and the class using digital tools. consequences of one’s actions
groups (differentiated by gender, ability, • Reading a story from another while exhibiting socially
-Ask and answer questions generations, etc.) including the region/culture and sharing a similar responsible behaviors.
about the past. students’ own. experience. CE.EFL.4.3 Interact with others
EFL 4.1.8 Use suitable vocabulary, using self-monitoring and self-
expressions, language and interaction correcting strategies as well as
. styles for formal and
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informal social or academic situations in appropriate nonverbal and oral


order to communicate specific communication features.
intentions in online and face-to-face I.EFL.4.2.1 Learners can name
interactions. (Example: thanking, similarities and differences
making promises, apologizing, asking between different aspects of
permission, chatting with friends, cultural groups. Learners can
answering in class, greeting an authority demonstrate socially
figure, etc.) responsible behaviors at school,
online, at home and in the
community, and evaluate their
actions by ethical, safety and
social standards. (J.3, S.1, I.1)
I.EFL.4.3.1 Learners can employ
a range of selfmonitoring and
self-correcting strategies and
interpret and use appropriate
verbal and nonverbal
communication features to
communicate in familiar
contexts. (I.3, S.4, J.4)
Oral Communication: (Listening and Oral Communication: (Listening and CE.EFL.4.8 Production –
Speaking) Speaking) Accuracy and Intelligibility:
EFL 4.2.2 Use a series of phrases and • Recording in-class conversations and Communicate needs and
sentences to describe aspects of dialogues in order to make information clearly and in
personal background, note of correct and appropriate language simple terms, using
immediate environment and matters of usage and intelligibility. grammatical structures learned
immediate need in simple terms using • Asking classmates to repeat an answer in class (although there may be
grammatical structures learnt in class or statement to clarify frequent errors), effectively and
(although there may be frequent errors something if needed. without undue effort.
with tenses, personal pronouns, Demonstrate an ability to make
prepositions, etc.). appropriate use of new
words and expressions in social
interactions.
I.EFL.4.8.1 Learners can
communicate personal
information and basic
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immediate needs and deal with


other practical everyday
demands in familiar contexts,
effectively and without undue
effort and using grammatical
structures and vocabulary seen
in class (although there may be
frequent, basic errors). (I.1, I.2,
I.3, S.1)
EFL 4.3.6 Apply learning strategies to Reading CE.EFL.4.13 Apply learning
examine and interpret a variety of • Highlighting key information in a text strategies such as using prior
written materials using prior and crossing out irrelevant information. knowledge and graphic
knowledge, graphic organizers, context • Keeping a vocabulary notebook of organizers to interpret new
clues, note taking and finding words in a synonyms and antonyms of words from a information in a text, and
dictionary. text. assess this information
• Brainstorming about a topic and then according to the organization,
reading a text to check true and false subject area and purpose of the
information. text, using different criteria,
including ICT tools.
I.EFL.4.13.1 Learners can apply
learning strategies such as using
prior knowledge and graphic
organizers to interpret new
information in a text. Learners
can assess this information
according to the organization,
subject area and purpose of the
text, through the use of
different criteria, including ICT
tools. (I.2, I.4, J.4)
Writing Writing CE.EFL.4.17 Show an ability to
EFL 4.4.8 Convey and organize • Completing the gaps in a text. convey and organize
information using facts and details in • Reading an online movie review and information through the use of
order to illustrate diverse patterns and identifying common linguistic features facts and details and by
structures in writing. (Example: cause such as the use of verbs in the past tense. employing various stages of the
writing process, while using a
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2017-2018

and effect, problem and solution, Then using it as a model to write a review range of digital tools to
general-tospecific presentation, etc.) of another movie. promote and support
• Sequencing sentences by adding words. collaboration, learning and
productivity.
I.EFL.4.17.1 Learners can
convey and organize
information through the use of
facts and details and by
employing various stages of the
writing process, while using a
range of digital tools to
promote and support
collaboration, learning and
productivity. (I.1, I.3, S.4, J.2,
J.4)
Language through the Arts Language through the Arts CE.EFL.4.22 Show the ability to
EFL 4.5.9 Engage in collaborative • Creating literature circles where learners work collaboratively and to
activities through a variety of student have the freedom to say anything they participate effectively in a
groupings to create and respond to want about a text from class or outside of variety of student groupings by
literature and other literary texts. class. employing a wide range of
(Example: small groups, cooperative • Participating in classroom games in creative thinking skills through
learning groups, literature circles, which problem-solving as a team is the completion of activities
process writing groups, etc.) important. such as playing games,
brainstorming and problem
solving.
I.EFL.4.22.1 Learners can
collaborate and participate
effectively in a variety of
student groupings by employing
a wide range of creative
thinking skills through the
completion of activities such as
playing games, brainstorming
and problem solving. (S.2, S.4,
J.1, J.2, J.3, J.4)
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6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:


 Forbes Mark Andrew (2017). Ministerio de Educación del Ecuador - MinEduc. TEACHER´S BOOK - LEVEL A1.2 Quito: Norma.
 Ministerio de Educación del Ecuador - MinEduc, ENGLISH AS A FOREIGN LANGUAGE FOR SUBNIVEL BACHILLERATO

DONE BY: REVISED BY: APPROVED BY:


TEACHER HEAD OF AREA VICEPRINCIPAL
Lic. Norma Pillco. Lic. Gustavo Pillco Ing. Gladys Galarza.

Signature: Signature: Signature:

Date: Date: Date: