PCA 10 Mo

UNIDAD EDUCATIVA PARTICULAR
“LICEO IBEROAMÉRICA”
Experiencia y Excelencia Educativas
CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA
Area: English as a Foreign Language Subject: English
Teacher(s): LIC. MARCO MOLINA
Grade/ Course: Tenth Education Level: Básica Superior

2. TIME
Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours 40 weeks 4 weeks 36 weeks 180 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course

OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful O.EFL 4.1 Identify the main ideas, some details and
and inquisitive manner, maturely, and openly experiencing other cultures and languages from inferences of written texts, in order to produce level-
the secure standpoint of their own national and cultural identity. appropriate critical analysis of familiar subjects and
OG.EFL 2 Draw on this established propensity for curiosity and tolerance towards different contexts.
cultures to comprehend the role of diversity in building an intercultural and multinational O.EFL 4.2 Appreciate and value English as an international
society. language and a medium to interact globally.
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and O.EFL 4.3 Independently read A2.1 level text in English as a
critical thinking skills through an appreciation of linguistic differences. Enjoy an enriched source of entertainment and interpersonal and
perspective of their L1 and of language use for communication and learning. intrapersonal interaction.
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to O.EFL 4.4 Develop creative and critical thinking skills when
independently access further (language) learning and practice opportunities. Respect encountering challenges in order to promote autonomous
themselves and others within the communication process, cultivating habits of honesty and learning and decision making.
integrity into responsible academic behavior. O.EFL 4.5 Introduce the need for independent research as
OG.EFL 5 Directly access the main points and important details of up-to date. English language a daily activity by using electronic resources (ICT) in class
texts, such as those published on the web, for professional or general investigation, through while practicing appropriate competences in the four
the efficient use of ICT and reference tools where required. skills.
OG.EFL 6 Through selected media, participate in reasonably extended spoken or written O.EFL 4.6
dialogue with peers from different L1 backgrounds on work, study, or general topics of Write short descriptive and informative texts related to
common interest, expressing ideas and opinions effectively and appropriately. personal information or familiar topics and use them as a
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and means of communication and written expression of
informal social situations with a limited but effective command of the spoken language (CEFR thought.
B1 level). O.EFL 4.7 Use spoken and written literary text in English
such as poems, short stories, comic strips, short magazine
articles and oral interviews on familiar subjects in order to
inspire oral and written production at an A2.1 level.
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.
O.EFL 4.9 Create a sense of awareness in terms of accuracy
when learners interact in English using high-frequency and
level-appropriate expressions in order to reach an
effective command of spoken language
4.TRANSVERSAL AXES:
Listening, speaking, reading, and writing to build up learners’ communicative language competence in its linguistic, sociolinguistic, and pragmatic components.
Responsibility, Honesty, Respect, Love, Peace, Justice.
5.UNITS TO BE DEVELOPED
Nº Title of the unit Unit Specific Objectives Contents/skills Methodological Orientations Evaluation Weeks
(Skills and strategies) duration
1 GLOBAL Recognize activities , free EFL 4.1.6. Seek and Communication and Cultural CE.EFL.4.4. Display an
ENGLISH times. provide information and Awareness appreciation of and
assistance, orally or in Playing games that practice demonstrate respect 5
writing and in online or classroom language, turn- for individual and group
face-to-face interactions, taking, being polite, etc. differences by
for personal, social and Comparing answers in pairs establishing and
academic purposes. or small groups. maintaining healthy
EFL 4.1.8. Use suitable Working in small groups to and rewarding
vocabulary, expressions, complete a cultural project. relationships based on
language and interaction Participating in short communication and
styles for formal and dialogues and role plays to cooperation.
informal social or practice target language. I.EFL.4.4.1. Learners
academic situations in Oral Communication: can demonstrate an
order to communicate (Listening and Speaking) ability to give and ask
specific intentions in Recording in-class for information and
online and face-to-face conversations and dialogues assistance using level-
interactions. (Example: in order to make note of appropriate language
thanking, making correct and appropriate and interaction styles in
promises, apologizing, language usage and online or face-to-face
asking permission, intelligibility. social and classroom
chatting with friends, Asking classmates to repeat interactions (J.2, J.3,
answering in class, an answer or statement if J.4, I.3)
greeting an authority needed to clarify something.
figure, etc.) Asking for help in class when CE.EFL.4.5. Display and
EFL 4.1.10. Recognize and necessary. appreciation of and
appreciate individual and Reading demonstrate respect
group similarities and Reading a short text and for individual and group
differences by establishing showing comprehension by differences by

and maintaining healthy completing the establishing and
and rewarding online and accompanying graphic maintaining healthy
face-toface relationships organizer. and rewarding
based on communication Reading a text on a familiar relationships based on
and cooperation. content area subject and communication and
EFL 4.1.4. Demonstrate then matching phrases or cooperation.
mindfulness, empathy, labeling pictures. I.EFL.4.5.1. Learners
tolerance and an overall Reading two short simple can appreciate and
respect for the integrity of cross curricular texts and show respect for
cultures in daily classroom using them to support one’s individual and group
activities. own argument or hypothesis. differences by
EFL 4.2.15. Deal with Writing establishing and
practical, everyday Completing the gaps in a maintaining healthy
communication demands sentence. and rewarding online
within familiar contexts, Reading an online movie and face-to-face
effectively and without review and identifying interactions. Learners
undue effort. (Example: common linguistic features, can communicate and
meeting people, such as use of past verbs. cooperate in a
extending and accepting Learners use the same respectful, empathetic
invitations, exchanging features to write their own manner. ( J.3, S.1, S4)
information, giving review of a movie they’ve CE.EFL.4.8. Production
reasons, asking and seen. – Accuracy and
answering questions Sequencing sentences by Intelligibility:
about routines and adding words. Communicate needs
preferences, etc.) Language through the Arts and information clearly
EFL 4.3.7. Read, gather, Creating literature circles and in simple terms,
view and listen to where learners have the using grammatical
information from various freedom to say anything they structures learned in
sources in order to want about a text from class class (although there
organize and discuss or outside of class. may be frequent
relationships between Participating in classroom errors), effectively and
academic content areas. games in which problem- without undue effort.
(Example: nonfiction solving as a team is Demonstrate an ability
books for young adults, important. to make appropriate
the Internet, audio and Creating a crossword puzzle use of new words and
media presentations, oral in groups about an expressions in social
interviews, maps, Ecuadorian story, region, interactions.
diagrams, reference celebrity, etc. I.EFL.4.8.1. Learners
books, magazines, etc.) Brainstorming ideas for a can communicate
EFL 4.4.7. Use the process writing project in small personal information
of prewriting, drafting, groups, using a graphic and basic immediate
revising, peer editing and organizer needs and deal with
proofreading (i.e., “the other practical
writing process”) to everyday demands in
produce well-constructed familiar contexts,
informational texts. effectively and without
EFL 4.4.8. Convey and undue effort and using
organize information grammatical structures
using facts and details in and vocabulary seen in
order to illustrate diverse class (although there
patterns and structures in may be frequent, basic
writing. (Example: cause errors). (I.1, I.2, I.3, S.1)
and effect, problem and CE.EFL.4.12. Use a
solution, general-to- range of reference
specific presentation, etc.) materials and sources,
EFL 4.5.9. Engage in both online and in
collaborative activities print, in order to
through a variety of support ideas, answer

student groupings to inquiries, find
create and respond to relationships and relate
literature and other ideas between different
literary texts. (Example: subject areas.
small groups, cooperative I.EFL.4.12.1. Learners
learning groups, literature can employ a range of
circles, process writing reference materials and
groups, etc.) sources, both online
EFL 4.5.11. Participate in and in print, in order to
creative thinking through support ideas, answer
brainstorming, working in inquiries, find
groups, games and relationships and relate
problem-solving tasks by ideas between different
showing the ability to subject areas. (I.1, I.2,
accept a variety of ideas J.2)
and capitalize on other CE.EFL.4.17. Show an
people’s strengths. ability to 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.EFL.4.17.1. Learners
can convey and

and details and by
employing various
promote and support
and productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.22. Show the
ability to work
collaboratively and to
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.
can collaborate and
a wide range of
playing games,
brainstorming and
problem solving. (S.2,
S.4, J.1, J.2, J.3, J.4)
GEOGRAPHY Describe the earth, countries. EFL 4.1.9. Recognize the Communication and Cultural CE.EFL.4.2. Recognize
consequences of one’s Awareness and demonstrate an
2 actions by demonstrating Making a useful object out of appreciation of
responsible decision- recycled materials in a commonalities
making at school, online, at project. between cultures as 5
home and in the Researching through the well as the
community, while Internet about important consequences of one’s
considering ethical people from other cultures actions while exhibiting
standards, safety concerns, and ways of life and socially responsible
social norms and mutual presenting them to the class behaviors.
respect. using digital tools. I.EFL.4.2.1. Learners
EFL 4.1.5. Apply self- Choosing pictures that can name similarities
correcting and self- demonstrate responsibility and differences
monitoring strategies in (helping an elder cross the between different
social and classroom sidewalk, stopping two aspects of cultural
interactions. (Example: children from throwing rocks groups. Learners can
asking questions, starting at a dog, being respectful of demonstrate socially
over, rephrasing, exploring people who dress differently, responsible behaviors
alternative pronunciations being open to accepting new at school, online, at
or wording, etc.) ideas/foods, etc.) and home and in the

EFL 4.1.7. Interpret and identifying why each is community, and
demonstrate knowledge of desirable and what evaluate their actions
nonverbal and oral consequences the by ethical, safety and
communication features by irresponsible actions would social standards. (J.3,
applying them in have. S.1, I.1)
appropriate contexts. Oral Communication: CE.EFL.4.3. Interact
(Example: use of stress, (Listening and Speaking) with others using self-
intonation, pace, etc.) Recording in-class monitoring and self-
EFL 4.2.15. Deal with conversations and dialogues correcting strategies as
practical, everyday in order to make note of well as appropriate
communication demands correct and appropriate nonverbal and oral
within familiar contexts, language usage and communication
effectively and without intelligibility. features.
undue effort. (Example: Asking classmates to repeat I.EFL.4.3.1. Learners
meeting people, extending an answer or statement if can employ a range of
and accepting invitations, needed to clarify something. self-monitoring and
exchanging information, Asking the learners to read a self-correcting
giving reasons, asking and dialogue in pairs. Learners strategies and interpret
answering questions about record themselves and then and use appropriate
routines and performances, listen to the recording in verbal and nonverbal
etc) order to assess clarity of communication
EFL 4.2.14. Ask and answer sounds, production of features to
straightforward follow-up phonemes, rhythm and communicate in
questions within familiar intonation. familiar contexts. (I.3,
contexts, such as school Reading S.4, J.4)
and family life, provided Highlighting relevant key CE.EFL.4.8. Production
there are opportunities to information in a text and – accuracy and
ask for clarification, crossing out irrelevant intelligibility:
reformulation or repetition information. communicate needs

of key points. Keeping a vocabulary and information clearly
EFL 4.2.16. Initiate, notebook of synonyms and and in simple terms,
maintain and end a antonyms of words from a using grammatical
conversation to satisfy basic text. structures learned in
needs and/ or handle a Brainstorming everything class (although there
simple transaction. known about a topic and may be frequent
preferences, etc.) then reading a text to check errors), effectively and
EFL 4.3.6. Apply learning true and false information. without undue effort.
strategies to examine and Writing Demonstrate an ability
interpret a variety of Completing the gaps in a to make appropriate
written materials using sentence. use of new words and
prior knowledge, graphic Reading an online movie expressions in social
organizers, context clues, review and identifying interactions.
note taking and finding common linguistic features, I. EFL. 4.8.1. Learners
words in a dictionary. such as use of past verbs. can communicate
EFL 4.4.1. Convey Learners use the same personal information
information and ideas features to write their own and basic immediate
through simple review of a movie they’ve needs and deal with
transactional or expository seen. other practical
texts on familiar subjects Sequencing sentences by everyday demands in
using ICT tools and adding words. familiar contexts,
conventions and features of Language through the Arts effectively and without
English appropriate to Creating literature circles undue effort and using
audience and purpose} where learners have the grammatical structures
EFL 4.5.9. Engage in freedom to say anything they and vocabulary seen in
collaborative activities want about a text from class class (although there
through a variety of student or outside of class. may be frequent, basic
groupings to create and Brainstorming a list of errors). (I.1, 1.2, 1.3,
respond to literature and questions and responses S.1)

other literary texts. learners can use during small CE.EFL.4.10. Production
(Example: small groups, group discussions about – accuracy and
cooperative learning literary texts. intelligibility:
groups, literature circles, Participating in classroom communicate needs
process writing groups, etc.) games in which problem- and information clearly
EFL 4.5.11. Participate in solving as a team is and in simple terms,
creative thinking through important. using grammatical
brainstorming, working in structures learned in
groups, games and class (although there
problem-solving tasks by may be frequent
showing the ability to errors), effectively and
accept a variety of ideas without undue effort.
and capitalize on other Demonstrate and
people’s strengths. ability to make
appropriate use of new
words and expressions
in social interactions.
I.EFL. 4.10.1. 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)
CE.EFL.4.13. Apply
learning strategies such
as using prior
knowledge and graphic
organizers to interpret
new information in a
text, and assess this
information according
to the organization,
subject area and
purpose of the text,
using different criteria,
including ICT tools.
can apply learning
strategies such as using
prior knowledge and
graphic organizers to
interpret new
information in a text.
Learners can assess this
subject area and
through the use of

different criteria,
including ICT tools. (I.2,
I.4, J.4)
CE.EFL.4.15. Express
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.
can convey information
and ideas and describe
feelings and opinions in
simple transactional or
expository texts on
audience, while
recognizing that
use these features
own writing. (I.3, I.4,
S.3, J.2)
CE.EFL.4.22. Show the
ability to work
collaboratively and to
a wide range of
playing games,
brainstorming and
problem solving.
can collaborate and
a wide range of

playing games,
brainstorming and
problem solving. (S.2,
S.4, J.1, J.2, J.3, J.4)
ADVERTISING Describe and compare shops EFL 4.1.6. Seek and provide
and public places, food , information and assistance, Communication and Cultural CE.EFL.4.1. Compare
3 drinks. orally or in writing and in Awareness and contrast oral
online or face-to-face Finding ways of traditions and literature
interactions, for personal, entertainment from other from Ecuador and
social and academic cultures and regions and beyond in order to
purposes. then sharing them in class. manifest an
EFL 4.1.8. Use suitable Completing a Venn diagram understanding of the
vocabulary, expressions, about two stories from relationship between
and language and different countries. cultural perspectives
interaction styles for formal Reflecting on differences and practices and by
and informal social or between people from other sharing cross cultural
academic situations in order countries and regions. experiences.
to communicate specific Sharing a cross-cultural I.EFL.4.1.1. Learners
intentions in online and experience (such as traveling, can compare and
face-to-face interactions. trying a new food, meeting contrast oral traditions,
(Example: thanking, making someone from another myths, folktales and
promises, apologizing, country) in pairs or as a class. literature from Ecuador
asking permission, chatting Oral Communication: and other cultures in
with friends, answering in (Listening and Speaking) order to demonstrate
class, greeting an authority Recording in-class an understanding of
figure, etc.) conversations and dialogues the relationship
EFL 4.2.15. Deal with in order to make note of between cultural
practical, everyday correct and appropriate practices and

communication demands language usage and perspectives. Learners
within familiar contexts, intelligibility. can share cross-cultural
effectively and without Asking classmates to repeat experiences while
undue effort. (Example: an answer or statement if naming universal
meeting people, extending needed to clarify something. cultural themes. (I.2,
and accepting invitations, Asking the learners to read a S.1, S.2, J.1)
exchanging information, dialogue in pairs. Learners CE.EFL.4.4.
giving reasons, asking and record themselves and then Demonstrate the ability
answering questions about listen to the recording in to ask for and give
routines and preferences, order to assess clarity of information and
etc.) sounds, production of assistance using
EFL 4.2.14. Ask and answer phonemes, rhythm and appropriate language
straightforward follow-up intonation. and interaction styles in
questions within familiar Reading a variety of social
contexts, such as school Reading a short text and interactions.
and family life, provided showing comprehension by I.EFL.4.4.1. Learners
there are opportunities to completing the can demonstrate an
ask for clarification, accompanying graphic ability to give and ask
reformulation or repetition organizer. for information and
of key points. Reading a text on a familiar assistance using level-
EFL 4.2.16. Initiate, content area subject and appropriate language
maintain and end a then matching phrases or and interaction styles in
conversation to satisfy basic labeling pictures. online or face-to-face
needs and/ or handle a Reading two short simple social and classroom
simple transaction. cross curricular texts and interactions. (J.2, J.3,
preferences, etc.) using them to support one’s J.4, I.3)
EFL 4.3.5. Use everyday own argument or hypothesis. CE.EFL.4.8. Production
reference material in order Writing – accuracy and
to select information Completing the gaps in a intelligibility:

appropriate to the purpose sentence. Communicate needs
of an inquiry and relate Reading an online movie and information clearly
ideas from one written review and identifying and in simple terms,
source to another. common linguistic features, using grammatical
(Example: nonfiction books such as use of past verbs. structures learned in
for young adults, the Learners use the same class (although there
Internet, audio and media features to write their own may be frequent
presentations, oral review of a movie they’ve errors), effectively and
interviews, maps, diagrams, seen. without undue effort.
reference books, Sequencing sentences by Demonstrate an ability
magazines, etc.) adding words. to make appropriate
EFL 4.4.4. Write to describe Language through the Arts use of new words and
feelings/ opinions in order Doing extended writing, in expressions in social
to effectively influence an which learners get to choose interactions.
audience. (Example: what they write and are not I.EFL. 4.8.1. Learners
persuade, negotiate, argue, evaluated or tested on it. can communicate
etc.) Sharing learners’ stories in personal information
EFL 4.5.4. Create personal pairs or small groups and and basic immediate
stories by adding choosing to represent some needs and deal with
imaginative details to real- through a role play. other practical
life stories and situations, Reading a myth from Ecuador everyday demands in
using appropriate and writing a song about it. familiar contexts,
vocabulary and elements of effectively and without
the literature learners have undue effort and using
read or heard grammatical structures
and vocabulary seen in
class (although there
may be frequent, and
basic errors) (I.1, I.2,

I.3, S.1)
CE. EFL. 4.10.
Interaction –
interpersonal:
in familiar and
predictable
conversational
exchanges by asking
and answering follow-
up-questions, provided
there are opportunities
to use repair strategies
(e.g. asking for
clarification) and
sustain conversational
exchanges in pairs to
complete a task, satisfy
a need or handle a
simple transaction.
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)
CE.EFL.4.12. Use a
range of reference
materials and sources,
both online and in
print, in order to
support ideas, answer
inquiries, find
relationships and relate
ideas between different
subject areas.
can employ a range of
reference materials and
sources, both online
and in print, in order to
inquiries, find
subject areas. (I.1, I.2,
J.2)

transactional or
expository texts on
audience, while
recognizing that
use these features
own writing.
expository texts on
audience, while
recognizing that
use these features

S.3, J.2
CE.EFL.4.20. 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.
can create short,
original literary texts in
different genres,
including those that
reflect Ecuadorian
styles, appropriate
literary concepts. (I.1,
I.3)
TALENTS Talk about sports and EFL 4.1.2. Recognize and Communication and Cultural CE.EFL.4.2. Recognize
hobbies. demonstrate an Awareness and demonstrate an
4 appreciation of some Completing and illustrating appreciation of
commonalities and statements about socially commonalities
distinctions across cultures responsible behaviors. between cultures as
and groups (differentiated Making a useful object out of well as the

by gender, ability, recycled materials. consequences of one’s
generations, etc.) including Creating a poster of class actions while exhibiting
the students’ own. rules. socially responsible
EFL 4.1.9. Recognize the Researching through the behaviors.
consequences of one’s Internet about other cultures I.EFL.4.2.1. Learners
actions by demonstrating and ways of life and can name similarities
responsible decision- presenting them to the class and differences
making at school, online, at using digital tools. between different
home and in the Oral Communication: aspects of cultural
community, while (Listening and Speaking) groups. Learners can
considering ethical Recording in-class demonstrate socially
standards, safety concerns, conversations and dialogues responsible behaviors
social norms and mutual in order to make note of at school, online, at
respect. correct and appropriate home and in the
EFL 4.1.6. Seek and provide language usage and community, and
information and assistance, intelligibility. evaluate their actions
orally or in writing and in Having learners make a selfie by ethical, safety and
online or face-to-face video to say what they know social standards. (J.3,
interactions, for personal, about a topic before coming S.1, I.1)
social and academic to class. CE.EFL.4.4.
purposes. Asking for help in class when Demonstrate the ability
EFL 4.1.8. Use suitable necessary. to ask for and give
vocabulary, expressions, Reading information and
language and interaction Reading a short text and assistance using
styles for formal and showing comprehension by appropriate language
informal social or academic completing the and interaction styles in
situations in order to accompanying graphic a variety of social
communicate specific organizer. interactions.
intentions in online and Reading a text on a familiar I.EFL.4.4.1. Learners

face-to-face interactions. content area subject and can demonstrate an
(Example: thanking, making then matching phrases or ability to give and ask
promises, apologizing, labeling pictures. for information and
asking permission, chatting Reading two short simple assistance using level-
with friends, answering in cross curricular texts and appropriate language
class, greeting an authority using them to support one’s and interaction styles in
figure, etc.) own argument or hypothesis. online or face-to-face
EFL 4.1.10. Recognize and Writing social and classroom
appreciate individual and Completing the gaps in a interactions. (J.2, J.3,
group similarities and sentence. J.4, I.3)
differences by establishing Reading an online movie
and maintaining healthy review and identifying CE.EFL. 4.5. Display and
and rewarding online and common linguistic features, appreciation of and
face-toface relationships such as use of past verbs. demonstrate respect
based on communication Learners use the same for individual and group
and cooperation. features to write their own differences by
EFL 4.1.4. Demonstrate review of a movie they’ve establishing and
mindfulness, empathy, seen. maintaining healthy
tolerance and an overall Sequencing sentences by and rewarding
respect for the integrity of adding words. relationships based on
cultures in daily classroom Language through the Arts communication and
activities. Doing extended writing, in cooperation.
EFL 4.2.15. Deal with which learners get to choose
practical, everyday what they write and are not I.EFL.4.5.1. Learners
communication demands evaluated or tested on it. can appreciate and
within familiar contexts, Sharing learners’ stories in show respect for
effectively and without pairs or small groups and individual and group
undue effort. (Example: choosing to represent some differences by
meeting people, extending through a role play. establishing and

and accepting invitations, Reading a myth from Ecuador maintaining healthy
exchanging information, and writing a song about it. and rewarding online
giving reasons, asking and and face-to-face
answering questions about interactions. Learners
routines and preferences, can communicate and
etc.) cooperate in respectful,
EFL 4.3.5. Use everyday empathetic manner.
reference material in order (J.3, S.1, S.4)
to select information
appropriate to the purpose CE.EFL.4.8. Production
of an inquiry and relate – Accuracy and
ideas from one written Intelligibility:
source to another. Communicate needs
(Example: nonfiction books and information clearly
for young adults, the and in simple terms,
Internet, audio and media using grammatical
presentations, oral structures learned in
interviews, maps, diagrams, class (although there
reference books, may be frequent
magazines, etc.) errors), effectively and
EFL 4.4.5. Recognize that without undue effort.
various types of writing Demonstrate an ability
require different language, to make appropriate
formatting and special use of new words and
vocabulary. (Example: a expressions in social
recipe, a letter, etc.) interactions.
EFL 4.5.5. Gain an I.EFL.4.8.1. Learners
understanding of literary can communicate
concepts such as genre, personal information

plot, setting, character, and basic immediate
point of view, theme and needs and deal with
other literary elements in other practical
order to apply them to everyday demands in
one’s own creative texts. familiar contexts,
EFL 4.5.6. Create an effectively and without
effective voice using a undue effort and using
variety of ICT tools, writing grammatical structures
styles and typical features and vocabulary seen in
of a genre to create stories, class (although there
poems, sketches, songs and may be frequent, basic
plays, including those that errors). (I.1, I.2, I.3, S.1)
reflect traditional and CE.EFL.4.12. Use a
popular Ecuadorian cultures range of reference
materials and sources,
both online and in
print, in order to
inquiries, find
subject areas.
inquiries, find
J.2)
transactional or
expository texts on
audience, while
recognizing that
use these features
own writing.
expository texts on
audience, while
recognizing that
use these features
S.3, J.2)
CE.EFL.4.20. Create
short, original literary
texts in different
genres, including those
that reflect Ecuadorian
styles, appropriate
literary concepts.
can create short,
original literary texts in
different genres,
including those that
reflect Ecuadorian
styles, appropriate
literary concepts. (I.1,

I.3)
TRADITIONAL EFL 4.1.1. Compare and Communication and Cultural CE.EFL.4.1. compare
5 STORIES Talk about domestic duties, contrast oral traditions, Awareness ans constract oral
school activities, traffic sing. myths, folktales and Completing and illustrating tradictions and
literature from Ecuador and statements about socially literature from Ecuador
international regions and responsible behaviors. and beyond in order to
cultures and identify Making a useful object out of manifest and
similarities and differences recycled materials. understanding of the
and universal cultural Creating a poster of class relationship between
themes. rules. cultural perspectives
EFL 4.1.3. Display an Researching through the and practices and by
understanding of the Internet about other cultures sharing cross cultural
relationship between the and ways of life and experiences.
practices and perspectives presenting them to the class I.EFL.4.1.1. Learners
of different cultures by using digital tools. can compare and
recognizing and sharing Oral Communication: contrast oral traditions,
cross-cultural experiences (Listening and Speaking) myths, folktales and
and ideas. Asking classmates to repeat literature from Ecuador
EFL 4.2.15. Deal with an answer or statement if and other cultures in
practical, everyday needed to clarify something. order to demonstrate
communication demands Showing the student a video and understanding of
within familiar contexts, clip of a simple situation and the relationship
effectively and without asking them to describe what between cultural
undue effort. (Example: is happening/has happened. practices and
meeting people, extending Doing a mingle activity where perspectives. Learners
and accepting invitations, learners ask and answer can share cross cultural
exchanging information, survey questions about jobs experiences while
giving reasons, asking and and occupations naming universal

answering questions about Reading cultural themes. (I.2,
routines and preferences, Highlighting relevant key S.1, S.2, J.1)
etc.) information in a text and CE.EFL.4.8. Production
EFL 4.3.7. Read, gather, crossing out irrelevant – Accuracy and
view and listen to information. Intelligibility:
information from various Keeping a vocabulary Communicate needs
sources in order to organize notebook of synonyms and and information clearly
and discuss relationships antonyms of words from a and in simple terms,
between academic content text. using grammatical
areas. Completing an outline for a structures learned in
EFL 4.3.6. Apply learning cross-curricular text. class (although there
strategies to examine and Brainstorming everything may be frequent
interpret a variety of known about a topic and errors), effectively and
written materials using then reading a text to check without undue effort.
prior knowledge, graphic true and false information. Demonstrate an ability
organizers, context clues, Completing a KWL chart to make appropriate
note taking and finding about a text. use of new words and
words in a dictionary. Writing expressions in social
EFL 4.4.7. Use the process Reading an online movie interactions.
of prewriting, drafting, review and identifying I.EFL.4.8.1. Learners
revising, peer editing and common linguistic features. can communicate
proofreading (i.e., “the Sequencing sentences by personal information
writing process”) to adding words. and basic immediate
produce well-constructed Using question prompts to needs and deal with
informational texts. interview and then write other practical
EFL 4.4.8. Convey and sentences about a classmate. everyday demands in
organize information using Posting a comment to a familiar contexts,
facts and details in order to classmate’s writing on a class effectively and without
illustrate diverse patterns blog. undue effort and using

and structures in writing. Language through the Arts grammatical structures
(Example: cause and effect, Listening to or reading stories and vocabulary seen in
problem and solution, and drawing an important class (although there
general-to-specific scene. may be frequent, basic
presentation, etc.) Looking at the title of a text errors). (I.1, I.2, I.3, S.1)
EFL 4.5.1. Make use of main and accompanying CE.EFL.4.12. Use a
points in literary texts illustrations and writing three range of reference
(authentic and semi- questions about the topic. materials and sources,
authentic, oral and written) Then reading to find the both online and in
to understand short simple answers to the questions. print, in order to
everyday stories, especially Listening to a song and support ideas, answer
if there is visual support. inferring if it is happy, sad, inquiries, find
etc. relationships and relate
Writing a sentence to ideas between different
describe the author’s subject areas.
intention. I.EFL.4.12.1. Learners
inquiries, find
J.2)
CE.EFL.4.13. Apply
learning strategies such
as using prior
knowledge and graphic
organizers to interpret
new information in a
text, and assess this
subject area and
using different criteria,
including ICT tools.
can apply learning
strategies such as using
prior knowledge and
graphic organizers to
interpret new
information in a text.
Learners can assess this
subject area and
through the use of
different criteria,
including ICT tools. (I.2,
I.4, J.4)
CE.EFL.4.17. Show an
ability to convey and
and details and by
employing various
promote and support
and productivity.
can convey and
and details and by
employing various
promote and support
and productivity. (I.1,
I.3, S.4, J.2, J.4)
CE.EFL.4.18. Use main
ideas in order to
understand, predict,
infer and deduce literal
and implied meanings
in short, simple,
everyday literary texts

(online, oral or in print).
I 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)
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS
Teacher guide EVERYTHING 1
VTO
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UNIDAD EDUCATIVA PARTICULAR

Experiencia y Excelencia Educativas

CURRICULAR ANNUAL PLAN

Area: English as a Foreign Language Subject: English

Teacher(s): LIC. MARCO MOLINA

Grade/ Course: Tenth Education Level: Básica Superior

5 Hours 40 weeks 4 weeks 36 weeks 180 Hours

Objectives of the Area Objectives of the Grade/Course

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

differences by establishing showing comprehension by differences by

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

through a variety of support ideas, answer

Experiencia y Excelencia Educativas

can convey and

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

or wording, etc.) ideas/foods, etc.) and home and in the

Experiencia y Excelencia Educativas

reformulation or repetition information. communicate needs

Experiencia y Excelencia Educativas

respond to literature and questions and responses S.1)

Experiencia y Excelencia Educativas

and vocabulary seen in

Experiencia y Excelencia Educativas

through the use of

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

through the completion

Experiencia y Excelencia Educativas

practical, everyday correct and appropriate practices and

Experiencia y Excelencia Educativas

to select information Completing the gaps in a intelligibility:

Experiencia y Excelencia Educativas

basic errors) (I.1, I.2,

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

and describe feelings

Experiencia y Excelencia Educativas

own writing. (I.3, I.4,

Experiencia y Excelencia Educativas

and groups (differentiated Making a useful object out of well as the

Experiencia y Excelencia Educativas

intentions in online and Reading a text on a familiar I.EFL.4.4.1. Learners

Experiencia y Excelencia Educativas

meeting people, extending through a role play. establishing and

Experiencia y Excelencia Educativas

concepts such as genre, personal information

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

literary concepts. (I.1,

Experiencia y Excelencia Educativas

giving reasons, asking and and occupations naming universal

Experiencia y Excelencia Educativas

illustrate diverse patterns blog. undue effort and using

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

Experiencia y Excelencia Educativas

everyday literary texts