SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

ANNUAL CURRICULUM PLAN

SCHOOL YEAR
2016-2017
UNIDAD EDUCATIVA SAN LORENZO
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area: English Language Subject: English
Teacher: Lcda. Shirley Guerra Pinargote
Grade / course 10th A - B Education Level BACHILLERATO GENERAL UNIFICADO

2. TIME
Weekly hours Number of weeks of Learning evaluation and unexpected issues Total weeks of class Total of periods
5 work 5 35 175
40
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
LINGUISTIC COMPONENT LISTENING
Have a limited repertoire of short memorized phrases covering Perceive, memorize, and note down words and expressions not previously
predictable survival situations at the personal and educational level; encountered in the personal, educational, and public domains as well as note their
frequent breakdowns and misunderstandings occur in non-routine situational context and functional value.
situations. Make use of clues such as stress and intonation to identify and understand relevant
Produce brief, everyday expressions in order to satisfy simple needs of information in orally produced texts within the personal and educational domains..
concrete types: personal and educational details, daily routines, wants READING
and needs, and requests for information at home or school. Understand and identify longer, more complex transactional and expository texts
SOCIOLINGUISTIC COMPONENT (e.g. formal letters, biographies, etc.) than those presented in 9 th year EGB. The
Perform and respond to simple language functions, such as exchanging texts should contain the highest frequency vocabulary and include a proportion of
information and requests. shared international vocabulary items (e.g. hamburger, restaurant, hospital, etc.).
PRAGMATIC COMPONENT SPEAKING
Adapt well-rehearsed simple, memorized phrases to particular Use a series of phrases and sentences linked onto a list to communicate in simple
circumstances through limited lexical substitution. and routine tasks within the personal and educational domains.
Handle very short social exchanges within the personal and educational domains
even though they can usually understand enough to keep the conversation going
themselves.
WRITING
Produce longer, more detailed, complex transactional and expository texts (e.g.
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
formal emails, imaginary biographies, etc.) than those presented in the 9 th year EGB
with more variety in sentence structure and lexical range.
Intercultural
4. Cross Curricular Axis
5. UNITS TO BE DEVELOPED
N. Methodological orientations Weeks
Title of the Unit Unit specific Objectives Contents/skills Evaluation
(skills and strategies) duration
0. Students will learn how Free time activities *Using charts. Diagnostic what is the level of
to: *Using games. knowledge?
*Review and practice Adverbs of frequency *Listening for details. Listening Comprehension
language concepts from *Reading for detailed *Describes free time activities.
the previous book in the Talent and abilities information Reading Comprehension
series. * Deduce the meaning of
Some and any complex words composed of
elements (bases and affixes)
Countable and non-count which are familiar to the
REVIEW UNIT learners in transactional and
(May 2nd May 13th) Life Memories expository texts. 3 weeks
PAGE 18 Oral Interaction
* Talks about life memories.
Oral Expression
* Talks about the frequency of
activities using adverbs of
frequency.
Written Expression
* Uses quantifiers with both
countable and uncountable
nouns.
Listening
*Identifies specific details
regarding people, places, times
and reasons.
*Uses background knowledge to
aid comprehension.
*Explores visual aids before
listening with the purpose of
activating previous knowledge.
Reading
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
Students will learn how Vocabulary: associating *Locates main ideas and
1. UNIT 1: to: images with words relevant details in a text.
*Give accounts of past Technological and Reading: activating previous *Predicts the content of a
BREAKTHROUGHS IN events. knowledge. reading by taking a look at
SCIENCE AND *Ask for and give scientific Breakthroughs. *Reading for details vocabulary first.
TECHNOLOGY information about the *Looking at the text quickly *Answers information
past. Inventors and Inventions Writing: following model questions.
(May 16th June 10th) *Use time expressions texts. *Recognizes the structure of an
PAGE 24 when giving accounts of Facebook Listening: paying attention encyclopedia entry.
past achievements. to specific details. Oral Interaction
Household Inventions Speaking: integrating idioms * Asks and answers questions
into daily conversations about people and their
Accidental Inventions achievements.
*Uses idioms to talk about
everyday topics.
*Uses wh-questions to obtain 6 weeks
extra details in dialogs.
Oral Expression
*Gives a presentation about an
inventor or invention.
*Plans what to say and
rehearses after collecting
relevant information about the
topic of a presentation.
Written
*Writes an encyclopedia entry.
*Narrates and connects ideas
chronologically when describing
important events.
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
Listening 5 Weeks
*Catches the gist of a recorded
text by associating it to a
corresponding graph.
*Follows a text transcript to
identify specific words in a
recording.
*Understands the meaning of a
number of expressions present
in a recorded text based on the
Holiday Activities and Vocabulary: playing with context in which they appear.
2. Students will learn how words *Identifies the chronological
to: Places. Reading: using words with order of a number of events,
*Narrate past similar meaning. accounted for in a recorded
experiences. Extreme Vacations. Recombining knowledge of text, by paying attention to
UNIT 2: *Describe places. vocabulary and grammar to connectors of sequence and
Anecdotes and understand a text. time conjunctions.
TRAVEL AND Writing: mapping the *Identifies details in a narrative
ADVENTURE Unfortunate Happenings. events of a narrative into a by answering wh-questions.
(June 13th July 18th) story map. Reading
PAGE 48 Speaking: paying attention *Uses vocabulary knowledge to
to connectors of sequence. aid reading comprehension.
*Uses words with similar
meanings to summarize
information from a reading.
*Answers wh-questions to help
with comprehension of details
in a text.
*Identifies the main elements of
a narrative: beginning, middle
and end.
Oral Interaction
*Asks and answers questions
about peoples vacation
activities.
*Uses idiomatic expressions to
talk about traveling experiences.
Oral Expression
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
*Gives an account of a vacation
experience in the form of a
personal narrative.
Written
*Maps the events of a narrative
into a story map.
*Writes a personal narrative in
his/her own words by following
a model.

3. Students will learn how Hobbies and Vocabulary: looking up new Listening 5 weeks plus 1
to: words in the dictionary *Listens for specific information. for exam.
*Talk about hobbies and Entertainment Reading: using dictionaries *Follows a text transcript to
leisure activities. identify specific words in a
*Express agreement or Leisure Activities recording.
UNIT 3: disagreement about *Transfers information from a
controversial topics. Commitment in Leisure passage into a chart.
HOBBIES, LEISURE *Talk about rules, express *Follows speakers turn-taking in
AND advice and emphatic Activities conversations.
ENTERTAINMENT opinions. Reading
(July 19th *Determine main ideas, Feeling Alive *Uses vocabulary knowledge to
September 23rd) supporting information aid reading comprehension.
PAGE 76 and examples in a *Determines main ideas and
reading. supporting information, such as
examples.
*Uses the dictionary to find
meanings of new words.
*Identifies discourse markers
that establish the relationship
among ideas in paragraphs.
Oral Expression
*Asks and answers questions
about peoples hobbies and
leisure activities.
*Uses idiomatic expressions to
talk about free time activities.
Oral Interaction
*Gives a presentation about a
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
4. UNIT 4: Students will learn how
to:
THE WORLD IS THE *Talk about landmarks
LIMIT And compare them.
(October 10th *Make comparisons in
November 11st) terms of superiority.
PAGE 100 *Write profiles.
*Have an informal dialog
making comparisons.
*Listen for specific details.
DIRECCIN NACIONAL DE CURRCULO
Amazing Facts around the Vocabulary: making groups
of words around a central
World. concept.
Grammar: paying attention
Some Countries and their to adjectives that double
their last consonant.
Records. Reading: using graphic
organizers to summarize
The Guinness World information.
*Identifying cognates.
records Listening: paying attention
to words you know
Success Speaking: keeping
conversations going by using
informal expressions
hobby or favorite pastime.
Written
*Writes a suggestion for a
hobby, based on a students
profile.
Listening 5 Weeks
*Identifies specific details that
describe places, landmarks and
countries around the world.
*Understands the development
of a conversation based on turn-
taking exchanges.
*Transfers information to
complete charts or specific
texts.
Reading
*Categorizes words based on
specific criteria.
*Identifies cognates as a
vocabulary aid in reading
comprehension.
*Uses graphic organizers to
summarize key information
from a reading passage.
*Answers information questions
to establish the content of a
reading.
*Summarizes the contents of a
paragraph.
Oral Expression
*Asks and answers questions
about places, landmarks and
people.
*Creates dialogs based on
language prompts.
*Uses idiomatic expressions to
talk about everyday topics.
Oral Interaction
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
*Asks and answers questions
about general knowledge
topics.
*Recombines language
elements to create new ideas
and dialogs.
Written
*Writes a profile of a celebrity
from the sports world.
5. UNIT 5: Students will learn how Odd Jobs and Occupations Vocabulary: discriminating Listening 5 weeks
to: word parts to find the *Listens for specific information
JOBS AND *Talk about occupations Career Choices of the meaning of a compound such as words, numbers or
OCCUPATIONS and professions. word. particular details.
(November 14th *Make predictions and future. Reading: transferring *Follows conversations and
December 23rd) plans regarding career information from graphs provides specific information
PAGE 128 choices. *Career Choices in the Job and texts to aid that completes dialogs.
*Read graphs and tables comprehension. Reading
to help your reading market. Speaking: building *Predicts the content of a
comprehension. conversations using sets of reading by working on word
*Write a career prospect. *Creative Thinking ideas or formulaic association activities
expressions as cues. beforehand.
Writing: developing texts *Pays attention to words and/or
following key concepts or expressions that facilitate the
ideas to focus the content of reading of facts, numbers and
the message. statistics in texts.
*Is able to use synonyms to
facilitate reading
comprehension.
*Reads graphs and tables to aid
his or her reading
comprehension processes.
Oral Expression
*Gives information about
peoples jobs or occupations.
*Describes jobs and
occupations.
*Uses idiomatic expressions to
talk about everyday topics.
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
Oral Interaction
*Asks and answers questions
about career choices and
occupations.
*Uses formulaic expressions to
keep the flow of a conversation.
Written
*Writes a career prospect.
6. UNIT 6: Students will learn how Inspiring Young People Vocabulary: associating Listening Comprehension 5 weeks plus 1
to: words with pictures *Listens for specific information for exams.
LIFETIME *talk about achievements. A Life of Achievements Pronunciation: linking such as names, verb forms or
ACHIEVEMENTS *Describe peoples words to help people particular details.
(January 2nd personal characteristics Inspirational Lifelong produce connected speech. *Follows conversations and
February 24th) and abilities. Listening: provides specific information to
PAGE 152 *Use reference words to Learners Categorizing information to complete charts.
aid reading aid in comprehension. Reading Comprehension
comprehension and Stories of Success Using charts to transfer *Predicts the content of a
achieve cohesion in information. reading by working on
writing. Reading: using reference knowledge activation activities.
words to keep track of ideas *Understands the subject being
Writing: using reference talked about in a reading by
words as cohesive devices in combining previous knowledge
texts. with the information in the
reading passage.
*Uses reference words to keep
track of ideas in a reading.
*Infers information from facts
presented in a reading passage.
Oral Interaction
*Describes talents and abilities
for particular jobs or
occupations.
*Uses idioms to talk about life
achievements.
Oral Expression
*Asks and answers questions
about career choices and
occupations.
 SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
*Uses formulaic expressions to
keep the flow of a conversation.
Written Expression
*Writes a short composition
about the achievements of a
famous person.
6. BIBLIOGRAPHY/ WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:

Students textbook by Ministry of Education, teachers guide by Ministry of Education, and a dictionary.
https://www.duolingo.com/. http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/.
http://www.examenglish.com/CEFR/cefr.php.

ELABORATED BY: Lcda. REVISED BY: APPROVED BY:

TEACHER: Lcda. Shirley Guerra Pinargote NAME: Shirley Guerra Pinargote NAME: Ing. Gina Alcivar Ochoa
Signature: Signature: Signature:
Date: 30/05/16 Date: 30/05/16 Date: 30/05/16

DINCU- Coordinacion de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)