SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

“AMELIA GALLEGOS DIAZ” SCHOOL YEAR

EDUCATIVE UNIT 2018 -2019
ANNUAL CURRICULAR PLAN

1. INFORMATIONAL DATA
Area: English as a Foreign Language Subject English
Teacher(s):
Grade/ Course: SECOND PRE A1.1 Education EGB
Level:
2. TIME

WEEKLY HOURS NUMBER OF WEEKS LEARNING ASSESSMENT WEEKS TOTAL WEEKS OF CLASS TOTAL OF PERIODS
3 HOURS OF WORK 4 WEEKS 36 WEEKS 108 HOURS
40 WEEKS

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 in a
thoughtful and inquisitive manner, maturely, and openly experiencing other
cultures and languages from the secure standpoint of their own national and
cultural identity.
OG.EFL 2
Draw on this established propensity for curiosity and tolerance towards
different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL 3
Access greater flexibility of mind, creativity, enhanced linguistic intelligence,
and critical thinking skills through an appreciation of linguistic differences.
Enjoy an enriched perspective of their L1 and of language use for
communication and learning.
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-to date. 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.
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).
O.EFL 2.1
Identify some main ideas and details of written texts, in order to develop an
approach of critical inquiry to written and oral texts.
O.EFL 2.2
Assess and appreciate English as an international language, as well as the
five aspects of English that contribute to communicative competence.
O.EFL 2.3
Independently read level-appropriate texts in English for pure
enjoyment/entertainment and to access information.
O.EFL 2.4
Develop creative and critical thinking skills to foster problem-solving and
independent learning using both spoken and written English.
O.EFL 2.5
Use in-class library resources and explore the use of ICT to enrich
competencies in the four skills.
O.EFL 2.6
Write short descriptive and informative texts and use them as a means of
communication and written expression of thought.
O.EFL 2.7
Appreciate the use of English language through spoken and written literary
texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, curiosity and memory, while developing a taste for literature.
O.EFL 2.8
Demonstrate a living relationship with the English language through
interaction with written and spoken texts, in order to explore creative writing
as an outlet to personal expression.
O.EFL 2.9
Be able to interact in English in a simple way using basic expressions and short
phrases in familiar contexts to satisfy needs of a concrete type, provided others
talk slowly and clearly and are prepared to help.
TRANSVERSAL AXES:
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
5.UNITS TO BE DEVELOPED*
N Title of the unit Unit Specific Objectives Contents/skills ** Methodological Evaluation*** W
º Orientations (Skills and e
 CE.EFL.2.3. Make use e
Diagnostic To say hello and their  EFL.2.1.1. • Listening to or reading short of basic personal
1 and names Greetings, dialogues and answering questions information and
introduce oneself Exchange basic about the speakers’ names, grades, expressions of
Colors. Numbers. Use a or introductions and schools, etc. politeness in order to
Hello an. This is….These are…. limited introduce oneself and
• Practicing the use of expressions of participate in a short
personal politeness during collaborative pair conversation.
To say hello, introduce information in and small group work. I.EFL.2.3.1. Learners
oneself and say good bye; class using simple •Listening to short, staged instructions can use basic personal
follow essential directions present tense in and carrying them out. (Example: information and
3
for learning; ask and order to get to Open the door. Walk, don’t run! Etc.) expressions of
answer questions to now their peers. ( politeness in short
identify essential items • Listening to very short (spoken or dialogues or
for learning.  EFL2.2.3. recorded) descriptions of scenes, and conversations.
writing, coloring, or drawing items (J.2, J.3)
Recognize within them. (Example: learners are  CE.EFL.2.7.
familiar names, given a simple picture of a classroom. Listening for
words, and short They listen to a description of it and Information: Follow
phrases about identify the table where Sara sits and short and simple
simple everyday draw 3 pens and a red book on it, etc.) spoken texts that
 simple spoken lists. (Example: finding a word in a them in writing or
texts describing simple dictionary or locating a boy’s drawings, or physically
people and name on a class list.) act upon them. (I.3)
objects.  CE.EFL.2.7.
• Creating a dance for a song or rhyme. Listening for
(Example: Information: Follow
vocabulary about • Illustrating a short piece of writing. short and simple
self, family, spoken texts that
friends and •Participating in TPR activities such as include familiar
immediate acting out the movements of a vocabulary and are set
surroundings at character in a story as it is read aloud. in everyday contexts.
school and home, Identify key items
adjectives for • Moving to the rhythm of a song or of information within
color and size, chant. the text, and record or
etc.) act upon them.
I.EFL.2.7.1.
Learners can
 EFL.2.3.5. Show understand short and
the simple spoken texts
ability to use a well enough to be able
simple learning to pick out key items
resource. of information and
(Example: a small record them in writing
set of flashcards, or drawings, or
a picture- based physically act upon
dictionary them. (I.3)
(online or print),  CE.EFL.2.14.
or a simple word Demonstrate
list). familiarity with
study resources (both
 EFL.2.4.3. Write print and digital).
simple words, (Example: a picture
the school or  CE.EFL.2.22. Describe
class bulletin and write about
board. emotions and
responses to literary
texts through words
and images, or other
media (video, audio)
on class or school
bulletin boards and
expand on ideas and
responses to texts
read/seen/heard in by
participating in
songs/chants, TPR
activities and
playground games.
I.EFL.2.22.1. Learners
can report emotions
and compose short
responses to literary
texts through
words and
images, or other
 To describe things they  EFL 2.2.3 Recognize • Listening to short, staged CE.EFL.2.7. Listening for
see; count from 1 to 10 familiar names, instructions and carrying them out. Information: Follow short
2 What do you see? words, and short (Example: Open the door. Take this and simple spoken texts
phrases about sim- book to Mr. Davila. Walk, don’t run! that include familiar 3
ple everyday topics etc.) vocabulary and are set in
whether heard in everyday contexts.
isolation or within Listening to a short dialogue and Identify key items of
short, simple spoken filling in a simple form. (Example: a information within the
texts describing conversation between a boy and a text, and record or act
people and objects. teacher meeting for the first time. upon them.
 EFL 2.2.1Understand Learners fill in the boy’s name, age,
meanings expressed birth date, (part of his) address (e.g., I.EFL.2.7.1. Learners can
in short dialogues on house number or street name), understand short and
familiar topics, as favorite subject. simple. CE.EFL.2.8.
well as basic spoken Production -
instructions and • Asking the student simple Pronunciation: Produce
simple questions questions about themselves, their individual words and short
about self, people, family, or their possessions and phrases clearly enough
animals or things, checking whether the responses are that other people can
especially when comprehensible. (Example: What’s usually understand them
spoken slowly and your name? Juan. How do you spell easily.
clearly. (Example: Juan? J-U-A-N. How old are you? I’m
greetings, short eight /aɪm eɪt /, etc.) I.EFL.2.8.1. Learners can
phrases, basic range pronounce most familiar
 EFL 2.2.13
Understand and use
basic greetings,
leave-taking
expressions,and
other simple
everyday phrases to
facilitate
interpersonal in-
teraction, to
introduce others,
and to name things.
 EFL 2.2.4 Identify
items of specific
information within
simple messages or spoken texts well enough
from short and to be able to pick out key
items
simple descriptions
about familiar
contexts,especially if
visual support is
 To ask an answer  EFL 2.2.8 Imitate
question about who they
3 Who do you see? see. To respond to simple
question of direction
supported by visual cues/
gestures/object’s;
differentiate one object.
 EFL
 EFL 2.1.3 Ask simple
 EFL 2.3.5
individual English • Asking learners simple CE.EFL.2.9. Production -
language sounds, questions about themselves, Fluency: Utterances are
especially those their family, or their sometimes produced 3
phonemes which do possessions and noting slowly but use
not exist in the whether their res-ponse time is appropriate words and
student’s own L1, acceptable (i.e. may be slow, phrases to express basic
both in isolation and but not so slow that the ideas, initiate
within key interaction becomes conversations and
vocabulary items. uncomfortable for the student respond to questions,
2.3.1 or the teacher), and whether including some chunks of
Demonstrate basic their response is appropriate. language and short
reading Some learners may produce sentences.
comprehension skills short sentences in response to
I.EFL.2.9.1. Learners can
by identifying the basic questions. (Example: express basic ideas, initiate
meaning of What color are your shoes? Yes con versations, and
individual words, What color are your shoes? respond to simple
questions using appro
phrases, and Blue or They’re blue, etc.) priate words, phrases, and
sentences, inclu-ding short sentences.
Responses may be slow
simple written • Giving learners a picture of a though pauses do not make
instructions. familiar scene and asking them the interaction tedious or
uncomfortable for
to tell you what they can see. participants. (I.3)
basic questions in Some learners may pro-duce
class about the longer utterances. (Example: a CE.EFL.2.10. Interaction –
Interpersonal: Participate
world beyond their picture of a classroom where effectively in basic
own immediate learners name individual items: interpersonal interactions
in everyday contexts,
environment in table, chair, clock There are provided the interlocutor
order to increase four chairs. The clock says 4 speaks slowly and clearly.
their understan-ding o’clock., etc.) (Example: requesting,
introducing, responding,
of different cultures. • Running a mingle activity where etc.)
Show each learner has a different I.EFL.2.10.1. Learners can
the ability to use a simple question to ask the interact effectively using a
simple learning range of basic functional
others. Learners move around exponents for interpersonal
resource. the room asking their question conversations in everyday
 To ask and answer  EFL 2.2.3 Recognize • Completing simple CE.EFL.2.18. Writing in
question about the days familiar names, sentences to practice order to perform
4 What day is it of the week. words, and short a grammar structure controlled practice of
today? To ask an d answer phrases about by writing words in vocabulary and grammar
question to identify simple everyday gapped sentences. items.
different clotting item s. topics whether Support learners by
To recognize pronouns heard in isolation or providing pictures for I.EFL.2.18.1. Learners can
and form the letters Mm within short, simple context and / or a write short simple phrases
through Pp; identify spoken texts box of answers, from and sentences to show
anchor words the new describing people which they can that they know how to
letter. and objects. choose. (Example: use simple grammar or
 EFL 2.3.4 My best friend is ten vocabulary items. (I.3, I.4)
Understand the --- old. --- name is
content in simple Carol. --- birthday is CE.EFL.2.19. Convey some
short written in May, etc.) simple ideas, facts or
environmental print • Identifying the opinions in a simple
text types, using differences between sentence or short
artwork, symbols two pictures and paragraph, using basic
and layout for writing simple vocabulary and structures.
support. sentences. (Example:
 EFL 2.1.4Express In picture A, there’s I.EFL.2.19.1. Learners can
curiosity about the one car, but in produce a short simple
world and other picture B there are senten ce and a paragraph
cultures by asking two cars, etc.) – with ample support - on
simple WH- a variety of topics, and
questions in class some learners can do so
after reading and/or • Answering questions with only limited support.
participating in about a scene using (I.3)
presentations or full sentences.
 To ask and answer
question about ability.
5 Can you swim? To ask and answer
question identify
different family members
Ask and answer question
identify different people
do know
To recognize pronouns
and form the letter Qq
trough Vv identify anchor
words.  EFL 2.2.15 Exchange
 EFL 2.2.14 Ask and CE.EFL.2.22. Describe and
answer basic • Illustrating a short piece of write about emotions and 3
personal information writing. responses to literary texts
questions, as well as through words and
simple questions • Moving to the rhythm of a song images, or other media
about other people, or chant. (video, audio) on class or
animals, and school bulletin boards
possessions, • Writing short weekly journal and expand on ideas and
provided the entries. responses to texts
interaction is slow read/seen/heard in by
and clear. • Writing a text message to a participating in
friend. songs/chants, TPR
specific information activities and playground
with another person, games.
• Taking pictures of or
provided they talk
drawing what the
slowly and clearly I.EFL.2.22.1. Learners can
learners usually eat
and are prepared to report emotions and
for breakfast, then
 To ask and answer  EFL 2.2.1
question about ability. Understand CE.EFL.2.22. Describe
To state their mood meanings • Creating a dance for a song or and write about 3
6 Can and the speed of expressed in rhyme. emotions and responses
you which and can mood. short dialogues to literary texts through
sing To recognize pronouns on familiar • Illustrating a short piece of words and images, or
? and form the letter topics, as well writing. other media (video,
Ww trough Zz identify as basic spoken audio) on class or school
anchor words. instructions • Moving to the rhythm of a song bulletin boards and
and simple or chant. expand on ideas and
questions responses to texts
about self, • Writing short weekly journal read/seen/heard in by
people, entries. participating in
animals or songs/chants, TPR
things, activities and playground
especially games.
when spoken
slowly and I.EFL.2.22.1. Learners
clearly. can report emotions and
 EFL compose short
2.5.2Express responses to literary
emotions and texts through words and
feelings using images, or other media
basic (video, audio). Learners
adjectives and can generate and
related images expand on personal
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) through opinions and responses
7. OBSERVATIONS
  Villalba, J.& Rosero, I. (Septiembre 2012). Ministerio de Educación del Ecuador - MinEduc.
 Obtenido de http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-
Guidelines-EFL-Agosto-
2014.pdf
 Nunez, P.A (2015). TEACHER´S BOOK - LEVEL
 2. Quito:
ELABORATED BYNorma. Blog: Ismara-ismara.blogspot.com
REVISED BY APPROVED BY
TEACHER(S): MsC. Paulina Peralta NAME: Dra. Ana María Rubio NAME: Sara Naranjo Lic.
Signature: Signature: Signature:
Date: 16- 10 -2018 Date: 16- 10 -2018 Date: