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 EIGHT 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 THE EVALUATION CRITERIA AND INDICATORS SKILLS WITH CONTENTS
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
PLANNING UNIT
MÓDULO 1. O.EFL 4.1 : Identify the main
ideas, some details and
Who Are You? 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: Develop creative and
critical thinking skills when
encountering challenges in
order to promote autonomous
learning and decision making.
O.EFL 4.4: 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 4.5: Write short
descriptive and informative
texts related to personal
information or familiar topics
and use them as a means of
EXCELENCIA Y CALIDAD EDUCATIVA
PERFORMANCE CRITERIA
CE.EFL.4.1. Compare and contrast oral Communication and  Personal Information
traditions and literature from Ecuador cultural awareness  Countries and Nationalities
and beyond in order to manifest an EFL 4.3.1. Understand  Personal Profiles
understanding of the relationship main points in short simple
 Words related to personal
between cultural perspectives and texts on familiar subjects.
practices and by sharing cross cultural (Example: news about information.
experiences. sports or famous people,  Simple present tense with verb
descriptions, etc.) To-Be
CE.EFL.4.2. Recognize and demonstrate an  Colloquial Expressions
appreciation of commonalities between Oral communication
cultures as well as the consequences of EFL 4.2 (3,4) Deduce the
meanings of unfamiliar
one’s actions while exhibiting socially
phrases and words for a
responsible behaviors.
context containing familiar
elements by noticing most
CE.EFL.4.3. Interact with others using self- changes in discussions if
monitoring and self-correcting strategies people speak slowly
as well as appropriate nonverbal and oral Reading EFL 4.3.5. Apply
communication features. learning strategies to
examine and interpret a
CE.EFL.4.4. Demonstrate the ability to ask variety of written materials
for and give information and assistance using prior knowledge,
using appropriate language and graphic organizers, context
interaction styles in a variety of social clues, note taking and
finding words in a
interactions.
CE.EFL.4.5. Display an appreciation of and dictionary.
demonstrate respect for individual and Writing
group differences by establishing and
maintaining healthy and rewarding EFL 4.3.2. Make use of
relationships based on communication clues such as titles,
and cooperation illustrations, organization,
text outline and layout,
UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
communication and written
expression of thought.
O.EFL 4.6: 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 4.7: 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
. contributions in class as models for their own.
EXCELENCIA Y CALIDAD EDUCATIVA
INDICADORES DE EVALUACIÓN etc. to identify and
understand relevant
I.EFL.4.1.1. Learners can compare and information in written
contrast oral traditions, myths, folktales level-appropriate text
and literature from Ecuador and other types
cultures in order to demonstrate an
understanding of the relationship Language through the arts
between cultural practices and EFL 4.5.4 Create personal
perspectives. Learners can share cross- stories by adding
cultural experiences while naming imaginative details to real-
universal cultural themes. (I.2, S.1, S.2, life stories and situations,
J.1) using appropriate
I.EFL.4.6.1. Learners can identify the main idea vocabulary and elements
and some details in short straightforward of the literature learners
spoken audio texts set in familiar contexts have read or heard.
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 cartoon or movie,
etc.) Learners can use other classmate’s
I.EFL.4.7.1. 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)
I.EFL.4.8.1. Learners can use simple language
to describe, compare and state facts about
familiar everyday topics such as possessions,
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA

classroom objects and routines in short,

structured situations, interacting with relative
ease. (I.3, I.4, S.4)
MÓDULO 2. -O.EFL 4.1 : Identify the main CE.EFL.4.1. Compare and contrast oral Communication and  Family members
What are you some ideas, some details and traditions and literature from Ecuador cultural awareness  To be verb to describe people
EFL 4.1.(1,2,3) Understand
advantages of living inferences of written texts, in and beyond in order to manifest an  Physical appearance
order to produce level- understanding of the relationship Ecuadorian culture
in a city? components (practices, oral  Possessive adjectives
appropriate critical analysis of between cultural perspectives and
familiar subjects and contexts. practices and by sharing cross cultural traditions, myths, folktales  Parts of the body
and literature) by comparing  Adjectives
experiences.
and contrasting different
O.EFL 4.2: Appreciate and value cultures and sharing cross
English as an international CE.EFL.4.2. Recognize and demonstrate an cultural experiences and
language and a medium to appreciation of commonalities between ideas. Demonstrate an
interact globally. cultures as well as the consequences of appreciation of distinctions
one’s actions while exhibiting socially and commonalities across
O.EFL 4.3: Develop creative and responsible behaviors. cultures.
critical thinking skills when Oral communication
EFL 4.2 (3,4) Deduce the
encountering challenges in CE.EFL.4.3. Interact with others using self-
meanings of unfamiliar
order to promote autonomous monitoring and self-correcting strategies phrases and words for a
learning and decision making. as well as appropriate nonverbal and oral context containing familiar
communication features. elements by noticing most
O.EFL 4.4: Introduce the need changes in discussions if
for independent research as a CE.EFL.4.4. Demonstrate the ability to ask people speak slowly
Reading
daily activity by using electronic for and give information and assistance
using appropriate language and EFL 4.3.5. Apply learning
resources (ICT) in class while
interaction styles in a variety of social strategies to examine and
practicing appropriate interactions. interpret a variety of
competences in the four skills. CE.EFL.4.5. Display an appreciation of and written materials using
demonstrate respect for individual and prior knowledge, graphic
O.EFL 4.5: Write short group differences by establishing and organizers, context clues,
descriptive and informative maintaining healthy and rewarding note taking and finding
texts related to personal relationships based on communication words in a dictionary.
information or familiar topics
UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA

and use them as a means of and cooperation Writing

communication and written
INDICADORES DE EVALUACIÓN EFL 4.4.(1,4) Convey
expression of thought.
information and write
I.EFL.4.1.1. Learners can compare and
O.EFL 4.6: Integrate written and ideas through simple
contrast oral traditions, myths, folktales transactional
spoken text in order to identify
and literature from Ecuador and other or expository texts on familiar
cultural differences and subjects, feelings and opinion
cultures in order to demonstrate an
similarities within a range of understanding of the relationship using ICT resources,
local, national and global conventions and features of
between cultural practices and
English for influencing an
contexts familiar to the learner.
perspectives. Learners can share cross- audience. (Persuade,
cultural experiences while naming negotiate, argue, etc.)
O.EFL 4.7: Create a sense of universal cultural themes. (I.2, S.1, S.2,
Language through the arts
awareness in terms of accuracy J.1)
EFL 4.5.4 Create personal
when learners interact in English I.EFL.4.6.1. Learners can identify the main idea stories by adding
using high-frequency and level- and some details in short straightforward
imaginative details to real-
appropriate expressions in order to spoken audio texts set in familiar contexts
life stories and situations,
reach an effective command of when the message is delivered slowly and
there is other contextual support. (Example: using appropriate
spoken language
rules for a game, classroom instructions, a vocabulary and elements
dialogue in a scene from a cartoon or movie, of the literature learners
etc.) Learners can use other classmate’s have read or heard.
contributions in class as models for their own.
I.EFL.4.7.1. 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)

I.EFL.4.8.1. Learners can use simple language

 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA

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)
MÓDULO 3. O.EFL 4.1 : Identify the main CE.EFL.4.1. Compare and contrast oral Communication and  Types of movies
Do you like to go ideas, some details and traditions and literature from Ecuador cultural awareness  Cultural events
shopping? inferences of written texts, in and beyond in order to manifest an EFL 4.1.(1,2,3) Understand
 Preposition of time
order to produce level- understanding of the relationship Ecuadorian culture
appropriate critical analysis of between cultural perspectives and components (practices, oral  Wh question: what time/ when
familiar subjects and contexts. practices and by sharing cross cultural traditions, myths, folktales  Famous festivals
and literature) by comparing
experiences.
and contrasting different
O.EFL 4.2: Appreciate and value cultures and sharing cross
English as an international CE.EFL.4.2. Recognize and demonstrate an cultural experiences and
language and a medium to appreciation of commonalities between ideas. Demonstrate an
interact globally. cultures as well as the consequences of appreciation of distinctions
one’s actions while exhibiting socially and commonalities across
O.EFL 4.3: Develop creative and responsible behaviors. cultures.
critical thinking skills when Oral communication
encountering challenges in CE.EFL.4.3. Interact with others using self- EFL 4.2 (2,5) Follow and
order to promote autonomous monitoring and self-correcting strategies understand short,
learning and decision making. as well as appropriate nonverbal and oral straightforward audio
communication features. messages and/or the main
idea/dialogue of a age
O.EFL 4.4: Introduce the need
appropriate audio-visual
for independent research as a CE.EFL.4.4. Demonstrate the ability to ask presentation if delivered
daily activity by using electronic for and give information and assistance slowly and visuals provide
using appropriate language and contextual support, and then
resources (ICT) in class while
interaction styles in a variety of social use other contributions in
practicing appropriate interactions.
class as model in order to
competences in the four skills. CE.EFL.4.5. Display an appreciation of and create their own
demonstrate respect for individual and Reading
O.EFL 4.5: Write short group differences by establishing and EFL 4.3.5. Apply learning
descriptive and informative maintaining healthy and rewarding strategies to examine and
UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
texts related to personal
information or familiar topics
and use them as a means of
communication and written
expression of thought.
O.EFL 4.6: 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 4.7: 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
EXCELENCIA Y CALIDAD EDUCATIVA
relationships based on communication interpret a variety of
and cooperation written materials using
prior knowledge, graphic
INDICADORES DE EVALUACIÓN organizers, context clues,
note taking and finding
words in a dictionary.
I.EFL.4.1.1. Learners can compare and
contrast oral traditions, myths, folktales Writing
and literature from Ecuador and other EFL 4.4.(1,4) Convey
cultures in order to demonstrate an information and write ideas
understanding of the relationship through simple transactional
between cultural practices and or expository texts on familiar
perspectives. Learners can share cross- subjects, feelings and opinion
using ICT resources,
cultural experiences while naming
conventions and features of
universal cultural themes. (I.2, S.1, S.2,
English for influencing an
J.1) audience. (Persuade,
I.EFL.4.6.1. Learners can identify the main idea negotiate, argue, etc.)
and some details in short straightforward
Language through the arts
spoken audio texts set in familiar contexts
EFL 4.5.4 Create personal
when the message is delivered slowly and
there is other contextual support. (Example: stories by adding
rules for a game, classroom instructions, a imaginative details to real-
life stories and situations,
dialogue in a scene from a cartoon or movie,
etc.) Learners can use other classmate’s using appropriate
contributions in class as models for their own. vocabulary and elements
I.EFL.4.7.1. Learners can communicate of the literature learners
personal information and basic immediate have read or heard.
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)
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA

I.EFL.4.8.1. 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)
METODOLOGÍA
MÉTODOS TÉCNICAS INSTRUMENTOS
T.B.L.Task basic learning METHOD Listening stories Songs and rhymes TECHNIQUE Observation
Pronunciation models (GROUP
LEXICAL APPROACH Modelling exercises WORK/CLASSWORK)
Listening for scanning INSTRUMENT Numeric
T.P.R
Listening for skimming Scale Descriptive Scale
Listening for details Drill Rubrics TECHNIQUE
Writing models Interview (ROLE PLAY)
Decoding Guessing the meaning of unknown words INSTRUMENT Structured
Reading for gist Reading for skimming Or Semi structure Guide of
Reading for details Reading for scanning Questions TECHNIQUE Test
Copying (oral and written)
Filling in INSTRUMENT
Questionnaire
3. RECURSOS
PARA LOS ESTUDIANTES PARA LOS TUTORES
 English book. English book.
 Internet Curricular guidelines
 Laptop Magazines
 Cellphone Charts
 Dictionaries Cards
Songs
Internet
Laptop
 UNIDAD EDUCATIVA FISCOMISIONAL PCEI DE PICHINCHA
EXCELENCIA Y CALIDAD EDUCATIVA

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