SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

ANNUAL CURRICULUM PLAN

SCHOOL YEAR
UNIDAD EDUCATIVA SAN LORENZO 2016-2017
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area: LINGUISTICA Subject: English
Teacher: Lcda. Shirley Guerra Pinargote
Grade / course 1 th Tourist Education Level BACHILLERATO GENERAL UNIFICADO

2. TIME
Weekly hours Number of Learning evaluation and unexpected issues
5 weeks of work
40
3. GENERAL OBJECTIVES
Objectives of the Area
LINGUISTIC COMPONENT
Have a repertoire of basic language which enables them
to deal with everyday situations with predictable content
in the public and vocational domaincomplementary to
the personal and educational background with which
they are already familiar though they will generally
have to compromise the message and search for words.
Use simple basic sentence patterns and communicate
with formulaic phrases and groups of few words about
themselves and other people, what they do, places,
possessions, etc., in the public and vocational areas
complementary to the personal and educational
background with which they are already familiar.
SOCIOLINGUISTIC COMPONENT
Socialize in basic yet effective terms by expressing
opinions and attitudes in a simple way.
PRAGMATIC COMPONENT
Total weeks of class Total of periods
5 35 175
Objectives of the level/course
LISTENING
Perceive, memorize, and note down words and expressions encountered in the public
and vocational domainscomplementary to the personal and educational
background with which they are already familiaras well as note their situational
context and functional value.
Make use of clues such as structurally relevant pauses, tone of voice, stress, and
intonation to identify and understand relevant information in orally produced texts
within the public and vocational domainscomplementary to the personal and
educational background they are already familiar with.
READING
Understand and identify longer, more complex transactional, expository and
informational texts than those presented in 9th year EGB texts as well as simple
procedural and narrative texts (e.g. traveling forms, recipes, short personal stories
etc.). The texts should all contain the highest frequency vocabulary, including a
proportion of shared international vocabulary items (e.g. television, sandwich,
football, etc.).
SPEAKING
Use a series of phrases and sentences linked onto a list to communicate in simple and
routine tasks within the public and vocational domainscomplementary to the
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
Expand learned and built phrases through simple personal and educational background with which they are already familiar.
recombination of their elements.
Handle very short social exchanges within the public and vocational domains even
though they can usually understand enough to keep the conversation going
themselves.
WRITING
Produce longer, more detailed, complex transactional, expository and informational
texts than those presented in previous years and with more variety in sentence
structure and lexical range.
Produce simple procedural and narrative texts with some detail and variety in
sentence structure yet may contain some usage error.
Intercultural
4. Cross Curricular Axis
5. UNITS TO BE DEVELOPED
N. Methodological
Unit specific Weeks
Title of the Unit Contents/skills orientations Evaluation
Objectives duration
(skills and strategies)
0. Students will Free time activities *Using charts. Diagnostic what is the level of
learn how to: *Using games. knowledge?
*Revise topics, Adverbs of frequency *Listening for details. Listening Comprehension
vocabulary and *Reading for detailed *Describes free time activities.
structures seen in Talent and abilities information Reading Comprehension
the previous * Deduce the meaning of complex
book. Some and any words composed of elements (bases
and affixes) which are familiar to
Countable and non- the learners in transactional and
REVIEW UNIT
count expository texts.
(May 2nd May 3 weeks
Oral Interaction
13th)
Life Memories * Talks about life memories.
Oral Expression
* Talks about the frequency of
activities using adverbs of
frequency.
Written Expression
* Uses quantifiers with both
countable and uncountable nouns.

1. Listening Comprehension 6 weeks

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DIRECCIN NACIONAL DE CURRCULO
*Understands descriptions of
Vocabulary: using suffixes to different lifestyles, experiences and
UNIT 1: You will learn Personality Types and create adjectives and nouns. future plans.
how to: Grammar: identifying *Predicts ideas about styles and
attitudes.
INSPIRATIONAL *talk about goals, principal verbs in verb famous people.
PEOPLE obstacles, patterns *Uses background knowledge to aid
important Inspirational people Reading: previewing a text. comprehension.
(May 16th June decisions and Writing: signposting the *Explores visual aids before
10th) achievements. Facebook chronological sequence of listening
PAGE 24 * Describe events. Reading Comprehension
inspirational Listening: *Understands the connection
peoples *getting familiar with the between paragraphs in a wiki text,
lifestyles. topic and the kind of identifying the main ideas of each of
*Talk about a activity. the aspects mentioned.
persons *listening for specific *Scans and skims texts to locate
experiences information specific
Speaking: using I mean to information.
clarify ideas. *Identifies connectors of sequence
and time expressions.
*Previews a topic by exploring
previous knowledge.
*Uses context clues..
Oral Interaction
* Sustains a conversation about
personal styles, interests,
preferences and plans using simple
vocabulary and some fixed
expressions.
*Plans what to say and how to say it
considering the effect on the
audience.
*Asks questions.
*Uses I mean to clarify the meaning
of idiomatic expressions..
Oral Expression
*Expresses and connects his/her
ideas in a reasonably clear way to
describe his/her or
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DIRECCIN NACIONAL DE CURRCULO
someone elses goals, difficult
moments, past experiences and
lifestyles.
*Plans what to say and how to say it
considering the effect on the
audience.
*Uses circumlocution and
paraphrases to cover gaps in
vocabulary and structure.
*Signposts important information to
guide the listener.
Written Expression
*Narrates and connects ideas
chronologically, which describe
important events in a persons life.
*Writes a wiki entry about an
inspirational person and includes
important details.
*Plans, edits, self-evaluates and
peer-evaluates his/her work and
his/her partners work.
2. Vocabulary: Grouping verbs Listening Comprehension 5 Weeks
Grammar: using wh- *Identifies the final sounds of
You will learn how questions to get details and regular verbs in the past and
to: yes/no questions to participles.
*Ask and answer approach a topic. *Identifies the principal ideas in
questions about Reading: short conversations about learning
UNIT 2: experiences. *Focusing on familiar words. experiences.
*talk about the *Understanding key ideas. *Identifies key words to get relevant
EXPERIENCE length of Learning Experiences Writing: connecting similar details (days, numbers, places).
CULTURE experiences. and contrasting ideas. Reading Comprehension
(June 13th July *recommend Cultural Literacy Listening: paying attention *Previews the text by focusing on
18th) cultural activities to key words to identify familiar words.
PAGE 48 like reading and relevant details. * Identifies key ideas.
going to Speaking: Explaining and *Works out meaning using context.
museums giving more information Oral Interaction
with that is *Offers advice on simple learning
matters.
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DIRECCIN NACIONAL DE CURRCULO
*Sustains a conversation about
learning experiences using simple
vocabulary and some fixed
expressions.
*Plans what to say and how to say it
considering the effect on the
audience.
*Uses that is to explain or give more
detailed information.
Oral Expression
* Expresses and connects his/her
ideas in a reasonably clear way
when describing his/her or
someone elses experiences.
*Gives recommendations and
advice to improve peoples learning
experiences.
*Plans what to say and how to say it
considering
the effect on the audience.
*Uses fixed expressions and
appropriate body language to
convey feelings and meaning.
Written Expression
*Gives reasons to support opinions.
*Connects ideas using connectors of
similarity and contrast.
*Writes a review following a set of
steps.
3. You will learn how Mysteries Vocabulary: Listening Comprehension 5 weeks plus
to: *using adverbs to convey *Understands stories and narratives 1 for exam.
*Narrate stories Greek Myths attitude. with highly familiar vocabulary.
and events in the *associating vocabulary *Uses background knowledge to aid
past. Fairy Tales with pictures. comprehension.
*Convey attitudes Reading: reading literary *Uses visual clues to relate to the
UNIT 3: related to the Fantasy texts: skimming, predicting topic and work out meaning.
events of a story. and analyzing story *Recognizes the sequence of the
STORY TIME! *Talk about elements. events of a story.
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
th
(July 19 imaginary Writing: summarizing a Reading Comprehension
September 23rd) situations. story. *Understands the plot of familiar
PAGE 76 *react to a story Listening: identifying stories and narratives fairly well.
in different ways. important elements of a *Skims the text to make informed
story. predictions.
Speaking: reacting to a *Identifies the literary elements of a
story. story.
Oral Expression
*Narrates real and fictional events
and connects those events,
conveying attitudes and moods.
*Plans what to say and how to say it
considering the effect on the
audience.
*Uses fixed expressions and
appropriate body language to
convey feelings and meaning..
Oral Interaction
* Tells a story.
*Reacts to a story with simple
comments and questions.
*Plans what to say and how to say it
considering the effect on the
audience.
Written Expression
*Maps a story to identify its
elements and summarize it.
*Narrates stories connecting events.
4. You will learn how Types of Travelers Vocabulary: Classifying Listening Comprehension 6 Weeks
to: words *Understands simple directions and
*give and ask for Going Green Reading: requests concerning tourist
directions and *reading map. activities.
information in a A Tour of Brasilia *identifying informed *Understands main points of short
polite way. opinions. conversations with highly frequent
*ask people if Finding Your Way in a Writing: using facts and vocabulary.
they agree with Campsite. reasons to support opinions. Reading Comprehension
UNIT 4: you. Listening: *Understands descriptions of cities
*give emphasis to *listening for repetitions and tourist facilities.
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DIRECCIN NACIONAL DE CURRCULO
TRAVELING THE descriptions and *using visual *Uses information in graphs to
WORLD comparisons. Speaking: expand their understanding.
(October 10th *asking for directions *Identifies the reasoning behind
November 11st) politely opinions to make better sense of
PAGE 100 *addressing people politely them and to be critical of
information.
Oral Expression
* Describes places and their tourist
facilities.
*Plans what to say and how to say it
considering the effect on the
audience.
*Uses fixed expressions and
appropriate body language to
convey feelings and meaning.
Oral Interaction
*Requests information about tourist
activities.
*Asks and gives simple directions to
find the location of places.
*Confirms information and gets the
speaker to agree with comments.
Written Expression
* Writes a brochure about a place
for tourists, giving
recommendations and directions.
*Provides reasons to support
opinions and descriptions.
5. You will learn how The Weather Reading: inferring Listening Comprehension 5 weeks
to: Writing: *Understands the main points of
*Tell and react to Crazy News *generating ideas diverse short pieces of news.
news *writing and information *Understands main ideas about
*describe natural Disasters report or news. disasters.
disasters and Listening: understanding Reading Comprehension
extreme weather. numbers. *Understands news about a familiar
*talk about Speaking: topic.
inventors, *reacting to news *Makes inferences using clues in
UNIT 5: inventions, artists *introducing a piece of the context.
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and artwork news Oral Expression
NEWS MEDIA * Narrates a short news item.
(November 14th *Interviews people with a specific
December 23rd) purpose.
PAGE 128 *Describes disasters and their
consequences in a simple way.
Oral Interaction
* Comments on simple pieces of
news and talks about disasters and
their consequences in a simple way.
*Uses idiomatic expressions to
comment on news about people.
Written Expression
*Writes short pieces of news based
on school issues.
*Uses signal words and connectors
to cite statistics.
*Shows a different opinion,
provides alternatives and makes
generalizations.
6. Listening Comprehension
Vocabulary: understanding *Understands main points of
You will learn how Digital Lives prepositions. diverse short conversations about
to: Grammar: Visualizing tech habits and problems.
UNIT 6: *talk about Technology phrasal verbs. Reading Comprehension
internet habits Reading: drawing * Understands graphs.
A TECH- and wishes. TV vs. You Tube conclusions. *Skims reports to find the
WORLD *give instructions Writing: organizational pattern..
(January 2nd to use technology Tech Gadgets and Toys *writing how to article Oral Interaction 5 weeks plus
February 24th) *give opinions *explaining cause and *Expresses wishes about tech 1 for exams.
PAGE 152 about technology effect. situations and related events.
Listening: taking notes. *Gives instructions on how to use
Speaking: checking devices, gadgets and appliances.
instructions and clarifying. *Uses idiomatic expressions to
comment on everyday situations.
*Describes tech habits.
Oral Expression
* Describes visual information.
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DIRECCIN NACIONAL DE CURRCULO
*Gives recommendations to save
energy..
Written Expression
*Writes a report based on school
research.
*Uses signal words to introduce
typical elements
in reports.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

Students textbook by Ministry of Education, teachers guide by Ministry of Education, and a

dictionary. https://www.duolingo.com/. http://educacion.gob.ec/curriculo-fortalecimiento-del-
ingles/. http://www.examenglish.com/CEFR/cefr.php.

ELABORATED BY: REVISED BY: APPROVED BY:

TEACHER: Lcda. Shirley Guerra Pinargote NAME: Shirley Guerra Pinargote NAME: Ing. Gina Alcivar Ochoa
Signature: Signature: Signature:
Date: 30/05/16 Date: 30/05/16 Date: 30/05/16

DINCU- Coordinacion de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)