UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA

EXCELENCIA Y CALIDAD EDUCATIVA

CENTRO DE ATENCIÓN TUTORIAL: CAT SAN VICENTE DE PAUL
ANNUAL CURRICULUM PLAN
ACADEMIC YEAR: 2023-2024
1. INFORMATIONAL DATA
AREA: FOREIGN LANGUAGE SUBJECT: ENGLISH
TEACHER’S NAME LEVEL SUBLEVEL: COURSE
Sharon Cedeño
4 BÁSICA SUPERIOR NINTH EGB

2. TIME
Weekly course load: No. of working hours Learning evaluation and unexpected issues Total class week Total periods

3 42 13 29 87
1. GENERAL OBJECTIVES
OBJECTIVES OF THE AREA
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.3 Independently read A2.1 level text in English as a source of entertainment and interpersonal and intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and decision making.
O.EFL 4.5 Introduce the need for independent research as a daily activity by using electronic resources (ICT) in class while practicing appropriate competences in the four
skills.
O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of communication and written
expression of thought.
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.
OBJECTIVES OF THE LEVEL/COURSE:
Students will understand that we need to use different strategies to solve different social, economic, environmental, and cultural problems. We need to communicate
well and act independently.
TRANSVERSAL AXES:
Interculturality, Training of a democratic citizenship, Environmental protection, to care health and recreation habits of students Sex education in young people
2. DEVELOPMENT OF PLANNING UNITS
NAME OF THE UNIT SPECIFIC OBJECTIVES OF EVALUATION CRITERIA AND INDICATORS SKILLS WITH PERFORMANCE CONTENTS
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
THE PLANNING UNIT CRITERIA
MÓDULO 1.  O.EFL 4.1 CE.EFL.4.1. Compare and contrast oral personal Communication and cultural 1 Review
What do you do in Your  Describe personal information using to be verb by conversation and awareness 2 Personal Information
Free information using to be saying the own information. Use suitable vocabulary, 3 Routines
Time? verb by conversation expressions, language and 4 Free times Activities
and saying the own CE.EFL.4.2. Recognize and demonstrate Identify interaction styles for formal and 5 Simple present tense with to
information. subject Pronouns and Possessive Adjectives. informal social situations in order be verb To Be, Love, Like and
 Describe people´s Present. to communicate specific intentions Prefer.
personality. in online or virtual interactions. 6. Identify subject Pronouns and
 Talk about lifestyles and (Example: thanking, making Possessive Adjectives. Present.
CE.EFL.4.3. Interact with others using self-
free time activities. promises, apologizing, asking 7. Learning the grammar about
monitoring and self-correcting strategies as well as
 Express likes and permission, chatting with friends, Simple Present tense with the
appropriate nonverbal and oral communication
dislikes answering in class, greeting an verbs to be, love, like and prefer
features.
authority figure, etc.) REF EFL
4.1.8.
CE.EFL.4.4. Demonstrate the ability . Learning the .
grammar about Simple Present tense with the Oral communication
verbs to be, love, like and prefer Learners can grasp the general
CE.EFL.4.5. meaning of spoken texts set in
familiar everyday contexts and
INDICADORES DE EVALUACIÓN infer changes in the topic of
discussion.REF. (I.EFL.4.6.1.) (I.3,
I.EFL.4.1.1. Learners antonyms to remember S.1, J.4)
words, (I.2, S.1, S.2, J.1) Reading
I.EFL.4.2.1. Paying attention to different colors to EFL 4.3.7. Read, gather, view and
analyze listen to information from various
sources in order to organize and
I.EFL.4.3.1.. Scanning a text to fine specific discuss relationships between
information (I.3, S.4, J.4) academic content areas. (Example:
nonfiction books for young adults,
I.EFL.4.4.1. Using and to give aditional information the Internet, audio and media
(J.2, J.3, J.4, I.3) presentations, oral interviews,
maps, diagrams, reference books,
I.EFL.4.5.1. paying attention to bagkground sounds magazines, etc.)
to understand the context of the speakersg. (J.3, Writing
S.1, S.4)
EFL 4.4.4. Write to describe
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
feelings/ opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
Make use of main points in texts
(authentic and semi-authentic, oral
and written) to understand short
simple everyday stories, especially
if there is visual support. REF EFL
4.5.1. Language through the arts
EFL 4.5.6. Create an effective voice
using a variety of ICT tools, writing
styles and typical features of a
genre to create stories, poems,
sketches, songs and plays,
including those that reflect
traditional and popular Ecuadorian
cultures.

MÓDULO 2.-  O.EFL 4.2 how to talk CE.EFL.4.1. Making word combination to remember Communication and cultural 1.-Greetings
What Holidays do you about customs of other new expressions. awareness
Celebrations and cultures. Use suitable vocabulary, 2. Food
Holidays? CE.EFL.4.2. Paying attentions to time expressions to expressions, language and
Talk about celebration in interaction styles for formal and 3. Clothing
choose the right form of the be.
others countries informal social situations in order
4. Celebration and Holidays
to communicate specific intentions
CE.EFL.4.3. Interact with others using self-
in online or virtual interactions. 5. Simple present tense with
monitoring and self-correcting strategies as well as
(Example: thanking, making adverbs of frequency
appropriate nonverbal and oral communication
promises, apologizing, asking
features.
permission, chatting with friends, 6. Present Progressive Tense
answering in class, greeting an
CE.EFL.4.4. Demonstrate the ability to ask for and authority figure, etc.) REF EFL
give information and assistance using appropriate 4.1.8.
language and interaction styles in a variety of social .
interactions. Oral communication
CE.EFL.4.5. Display an appreciation of and Learners can grasp the general
UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
demonstrate respect for individual and group
differences by establishing and maintaining healthy
and rewarding relationships based on
communication and cooperation
INDICADORES DE EVALUACIÓN
I.EFL.4.1.1. Learners can compare and contrast oral
traditions, myths, folktales and literature from
Ecuador and 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.4.2.1. 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 .I.EFL.4.3.1.
Learners can employ a range of self-monitoring 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)
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 in-
teractions. (J.2, J.3, J.4, I.3)
I.EFL.4.5.1. Learners can appreciate and show
respect for individual and group differences by
establishing and maintaining healthy and rewarding
online and face-to-face interactions. Learners can
communicate and cooperate in a respectful,
meaning of spoken texts set in
familiar everyday contexts and
infer changes in the topic of
discussion.REF. (I.EFL.4.6.1.) (I.3,
S.1, J.4)
Reading
EFL 4.3.7. Read, gather, view and
listen to information from various
sources in order to organize and
discuss relationships between
academic content areas. (Example:
nonfiction books for young adults,
the Internet, audio and media
presentations, oral interviews,
maps, diagrams, reference books,
magazines, etc.)
Writing
EFL 4.4.4. Write to describe
feelings/ opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
Make use of main points in texts
(authentic and semi-authentic, oral
and written) to understand short
simple everyday stories, especially
if there is visual support. REF EFL
4.5.1. Language through the arts
EFL 4.5.6. Create an effective voice
using a variety of ICT tools, writing
styles and typical features of a
genre to create stories, poems,
sketches, songs and plays,
including those that reflect
traditional and popular Ecuadorian
cultures.
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
MÓDULO 3  O.EFL 4.3
.- Are We Taking Care of  Talk about habilities
Our Planet?  Compare people´s
attributes and abilities.
Express opinions
EXCELENCIA Y CALIDAD EDUCATIVA
empathetic manner. (J.3, S.1, S.4)
CE.EFL.4.1. Compare and contrast oral traditions
and literature from Ecuador and beyond in order to
manifest an understanding of the relationship
between cultural perspectives and practices and by
sharing cross cultural experiences.
CE.EFL.4.2. Recognize and demonstrate an
appreciation of commonalities between cultures as
well as the consequences of one’s actions while
exhibiting socially responsible behaviors.
CE.EFL.4.3. Interact with others using self-
monitoring and self-correcting strategies as well as
appropriate nonverbal and oral communication
features.
CE.EFL.4.4. Demonstrate the ability to ask for and
give information and assistance using appropriate
language and interaction styles in a variety of social
interactions.
CE.EFL.4.5. Display an appreciation of and
demonstrate respect for individual and group
differences by establishing and maintaining healthy
and rewarding relationships based on
communication and cooperation
INDICADORES DE EVALUACIÓN
I.EFL.4.1.1. Learners can compare and contrast oral
traditions, myths, folktales and literature from
Ecuador and other cultures in order to
demonstrate an understanding of the relationship
between cultural practices and perspectives.
Learners can share cross-cultural experiences while
Communication and cultural 1.- Multiples Intelligences :
awareness Related to multiple intelligences
Use suitable vocabulary,
expressions, language and 2. Adjectives related to physical
interaction styles for formal and descriptions
informal social situations in order
to communicate specific intentions 3. Talent People
in online or virtual interactions.
(Example: thanking, making 4. Modal verb can
promises, apologizing, asking
permission, chatting with friends, 5. Comparative and superlative
answering in class, greeting an Adjectives
authority figure, etc.) REF EFL
4.1.8.
.
Oral communication
Learners can grasp the general
meaning of spoken texts set in
familiar everyday contexts and
infer changes in the topic of
discussion.REF. (I.EFL.4.6.1.) (I.3,
S.1, J.4)
Reading
EFL 4.3.7. Read, gather, view and
listen to information from various
sources in order to organize and
discuss relationships between
academic content areas. (Example:
nonfiction books for young adults,
the Internet, audio and media
presentations, oral interviews,
maps, diagrams, reference books,
magazines, etc.)
Writing
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
naming universal cultural themes. (I.2, S.1, S.2, J.1)
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
I.EFL.4.3.1. Learners can employ a range of self-
monitoring 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)
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 in-
teractions. (J.2, J.3, J.4, I.3)
I.EFL.4.5.1. Learners can appreciate and show
respect for individual and group differences by
establishing and maintaining healthy and rewarding
online and face-to-face interactions. Learners can
communicate and cooperate in a respectful,
empathetic manner. (J.3, S.1, S.4)
METODOLOGÍA
MÉTODOS TÉCNICAS
T.B.L.Task basic learning METHOD Listening stories Songs and rhymes
Pronunciation models
LEXICAL APPROACH Modelling exercises
Listening for scanning
T.P.R
Listening for skimming
Listening for details Drill
EFL 4.4.4. Write to describe
feelings/ opinions in order to
effectively influence an audience.
(Example: persuade, negotiate,
argue, etc.)
Make use of main points in texts
(authentic and semi-authentic, oral
and written) to understand short
simple everyday stories, especially
if there is visual support. REF EFL
4.5.1. Language through the arts
EFL 4.5.6. Create an effective voice
using a variety of ICT tools, writing
styles and typical features of a
genre to create stories, poems,
sketches, songs and plays,
including those that reflect
traditional and popular Ecuadorian
cultures.
INSTRUMENTOS
TECHNIQUE
Observation (GROUP
WORK/CLASSWORK)
INSTRUMENT Numeric
Scale Descriptive Scale
Rubrics TECHNIQUE
Interview (ROLE PLAY)
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA
Writing models INSTRUMENT
Decoding Guessing the meaning of unknown words Structured Or Semi
Reading for gist Reading for skimming structure Guide of
Reading for details Reading for scanning Questions TECHNIQUE
Copying Test (oral and written)
Filling in INSTRUMENT
Questionnaire
3. RECURSOS
PARA LOS ESTUDIANTES PARA LOS TUTORES
 English book. English book.
 Internet Curricular guidelines
 Laptop Charts
 Cellphone Cards
 Dictionaries Songs
Internet
Laptop
Dictionaries
Plataform Academium
4. BIBLIOGRAFÍA/WEBGRAFÍA OBSERVACIONES
- English book/ - Ministerio de Educación.
- Dictionary English/Spanish
- Curriculum Guidelines Ministerio de Educación and Curriculum PCEI
DONE BY: REVISED BY: APPROVED BY:

MsC. Sharon Cedeño

English Teacher

Msc. Cecilia Caiza

English Area’s Responsible Vicerrectora

DATE: 21-05 - 2023 DATE: 21-05 - 2023

UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA