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Grade / course

English Language





Speaking Production
Speaking Interaction


Lic. Luzmila Loja Orosco
10th EGB
Perceive, memorize, and note down words and expressions encountered in the
personal, educational, public, and vocational domains as 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 personal, educational, public, and vocational domains.
Understand and identify longer, more complex informational, transactional, and
expository texts as well as simple procedural and narrative texts (e.g. recipes, short
personal stories, traveling forms). The texts should all contain the highest frequency
vocabulary, including a proportion of shared international vocabulary items.
Use a series of phrases and sentences linked onto a list to communicate in simple,
routine tasks within the personal, educational, public, and vocational domains.
Handle very short social exchanges within the personal, educational, public, and
vocational domains even though they can usually understand enough to keep the
conversation going themselves.
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

      By the end of the 10th EGB. RELATIONSHIP BETWEEN THE CURRICULAR COMPONENTS 4.‘how to’ instructions and first-person stories). Environmental protection. and produce longer. 2. direct exchange of information on familiar and routine matters.2 because they constitute the learners’ extended surroundings—which come afterwards.g. shopping. and vocational30 (Trim. • To ask for and give information -A Changing World -Creative Ideas in History . 4.however. 6. Health care and recreation habits of the students Comprehensive sex education. Moreover. basic personal and family information. 3. The first two (personal and educational) are addressed in level A2.3 DEVELOPMENT OF THE CURRICULUM BLOCKS BLOCK TITLE SPECIFIC OBJECTIVES CONTENTS OF THE PLANNING UNIT. To describe in simple terms aspects of their background. Civic and democratic formation. educational. Development of universal human values Intercultural.1 because they constitute the learners’ immediate surroundings. objectives and assessment indicators for spoken production and spoken interaction have been set up. and expository texts(e. employment).g. public. To communicate in simple. transactional. To understand. 1.g. 1. identify. WEEKLY COURSE LOAD TOTA L 5 NO. immediate environment. reading speaking and writing to Listening.) as well as simple procedural28 descriptions and narratives29 (e. 4. local geography. and To be aware of some features that make their culture and the foreign culture different as well as develop attitudes to cope with such dissimilarities 4. etc. 5. The third and fourth (public and vocational). students will be able to To understand sentences and frequently used expressions related to areas of most immediate relevance(e. sociolinguistic and pragmatic components.1 AXIS TO THE DEVELOPED LEARNING CROSS AXIS AXIS CURRICULUM INTEGRATOR OF THE ARE AXIS Listening. OF WORKING HOURS 20 LEARNING EVALUATION UNEXPECTED ISSUES 4KEEKS AND TOTAL WEEKS CLASS TOTAL 40 WEES=20 CLASSES THE PERIOD 180 4. more detailed informational.2 TIMES No.BREAKTROUGHTS IN SCIENCE • To give accounts of past AND TECHNOLOGY events. formal letters.SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S DIRECCIÓN NACIONAL DE CURRÍCULO To show articulation and progression. traveling To forms. are addressed in level A2. and matters in areas of immediate need. routine tasks requiring a simple. reading.Inventions All Around -Accidental Inventions SKILLS WITH PERFORMANCE CRITERIA TO BE DEVELOPED Grammar: The Simple Past tense affirmative negative interrogative • Regular and Irregular Past tense verb endings • Time Expressions for the Simple Past tense . 2009). the specific objectives for listening and speaking have been formulated by taking into consideration the four main domains of interest for the target group: personal. biographies. speaking and writing building learner´s communicative language competence in its linguistic.

HOBBIES LEISURE ENTERTAINMENTS • To narrate past experiences. Past Progressive tense. express advice and emphatic opinions.Father and Son . •To describe places. -Vacation Time -Extreme Vacation -Adventure Tales .SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S DIRECCIÓN NACIONAL DE CURRÍCULO about the past.emphatic opinions Vocabulary: looking up new words in the dictionary Reading: using dictionaries .Traveling Mishaps . AND • To talk about hobbies and leisure activities. • To talk about rules. Sequenceconnectors.Feeling Alive Reading: • activating previous knowledge • reading for details • looking at the text quickly Writing: following model texts Listening: paying attention to specific details Speaking: integrating idioms into daily conversations Grammar: • Simple Past tense. Time conjunctions Vocabulary: playing with words Reading: • using words with similar meaning • recombining knowledge of vocabulary and grammar to understand a text Writing: mapping the events of a narrative into a story map Speaking: paying attention to connectors of sequence Grammar: • Imperative Mode • Modals: obligation. advice.Choice and Commitment .TRAVEL AND ADVENTURE 3. supporting information and examples in a reading. There was/there were. Vocabulary: associating images with words • To use time expressions when giving accounts of past achievements 2. • To determine main ideas.Hobbies . • To express agreement or disagreement about controversial topics.

Guinness World Records .THE WORLD IS THE LIMIT 5.Finding One’s Match Grammar • Comparatives and Superlatives Vocabulary: making groups of words around a central concept Grammar: paying attention to adjectives that double their last consonant Reading: • using graphic organizers to summarize information • identifying cognates Listening: paying attention to specific details by focusing on words you know Speaking: keeping conversations going by using informal expressions Grammar • Compound Words • Future tense predictions and intentions with “will” and plans with “going to” Vocabulary: discriminating word parts to fin the mining of a compound word Reading: transfering information from graphs and texts to aid comprehension Speaking: building conversations using sets of ideas or formulaic expressions as cues Writing: developing texts following key concepts or ideas to focus the content of the message Grammar -Inspiring Young People .The Job Market .LIFETIME ACHIEVEMENTS • Totalk about landmarks and compare them. JOBS AND OCCUPATIONS 6. describe people’s personal characteristics and abilities. use reference words to aid reading comprehension and -Unusual Occupations . •Listen for specific details .A Moment of Truth Present Perfect tense Time Expressions with the Present Perfect tense Past Participle forms of regular and irregular verbs Vocabulary: associating words with pictures Pronunciation: linking words to help people produce connected speech Listening: .A Life of Achievements .Some Countries and Their -Records -Some Countries and Their -Records •To talk about occupations and professions. • make comparisons in terms of superiority. • Tomake comparisons in terms of • To have an informal dialog making comparisons.Amazing Facts Around the World . • To read graphs and tables to help your reading comprehension. • To write a career prospect talk about achievements. • To make predictions and plans regarding career choices.SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S DIRECCIÓN NACIONAL DE CURRÍCULO 4.Career Choices .Creative Thinking .Inspirational Lifelong Learners .

REFERENCES /WEBGRAPHY: USE EXISTING APA 8.SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S DIRECCIÓN NACIONAL DE CURRÍCULO achieve cohesion in writing FOR o o o o o o o o o o o STUDENTS Videos Copies Highlighter Scissors Sheet markers cardboard City news papers Flipchart Rubber Student book Dictionary CDs • categorizing information to aid in comprehension • using charts to transfer information Reading: using reference words to keep track of ideas Writing: using reference words as cohesive devices in texts 5.RESOURCES FOR THE TEACHERS o CDs o Dictionary o Copies o Internet teacher books o Markers o Copies of the stories o Copies organizers o Reading work shop o English lab o Videos o cardboard 6 METHOLOGY TECHNIQUES INSTRUMENTS  Intruding oneself  Test  role-players  Checklist  projects  Questionnaire COMMUNICATIVE APPROACH  Game contests  Self-evaluation  Classifying  Quiz  Discussion mini debates  Glossary activities  Reading and writing stories  Intervening grammar rules  Sequencing  Group work  Doing crossword puzzle  Drawing and interpreting maps and graphs  Play the audio and listen  Self-evaluation  Reflection 7. OBSERVATIONS PROPOSED METHODS .

Coordinación de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro.M. Luzmila Loja Orosco SIGNATURE REVISED BY Area director Lic.H.01 National Curriculum Guidelines EFL. Agouto del 2014 PDF ELABORATED BY English teacher Lic. MINEDUC-ME-2015-00168-A de 01-12-2015) . (2015)TEACHER´S BOOK level 3 Quito – It will used English book 3 the which is directed to 10thth EGB Norma Jenny Villalba e Irene Rosero (Septiembre del 2012) Ministerio de Educación del Ecuador – MinEduc contenidohttps//educación.SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S DIRECCIÓN NACIONAL DE CURRÍCULO STANDARDS Dimas S. Luzmila Loja Orosco SIGNATURE APPROVED BY Headmaster 2014.Isabel Sandoval SIGNATURE DATE: 01/05/2015 DATE: 01/05/2015 DATE: 01/05/2015 DINCU.