SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

SCHOOL YEAR:

“ SAN ALFONSO ” HIGH SCHOOL 2016 - 2017

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Lengua Extranjera Subject :  English
Teacher’s Name Lic. Edwin Oscar Correa Rambay
Target Group: 3rd BACHILLERATO Level:  B1.2.
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
5 6 2 periods 36 180
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
* To show articulation and progression, the specific objectives for listening and • To understand the main points of clear, standard matters regularly encountered in work,
speaking have been formulated by taking into consideration four main school, leisure, etc.;
domains of interest for the target group (i.e. personal, educational, public, and • To deal with most situations likely to arise while travelling in an area where the language
vocational) (Trim, 2009); also, objectives and assessment indicators for spoken is spoken;
production and spoken interaction • To produce simple, connected text on topics which are familiar or of personal interest;
have been set up. • To describe experiences and events, dreams, hopes, and ambitions;
• To briefly give reasons and explanations for opinions and plans;
• To understand, identify, and produce longer, more detailed transactional and expository
texts, procedural descriptions, and narratives (e.g. business letters, media article,
experiments, personal narratives, etc.) as well as short simple persuasive32 texts (e.g.
movie review); and
• To be aware of and look out for signs of the most significant differences between the
customs, usages, attitudes, values, and beliefs prevalent both in the community concerned
as well as in that of their own.

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4. TRANSVERSAL AXES:
5. DEVELOPMENT OF PLANNING UNITS.
N.º Name of the unit Specific objectives of
the planning unit
1. INSPIRATIONAL PEOPLE To talk about lifestyles,
personality types,
preferences and interests.
2. EXPERIENCE CULTURE! To talk about your most
significant learning
experiences in the context
of cultural literacy.
3. STORY TIME! To tell stories and reflect
on their messages.
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
Listening, speaking, reading, and writing to build up learners’ communicative language
competence in its linguistic, sociolinguistic, and pragmatic components.
Contents Methodology orientation Evaluation Time in weeks
 Personality Types and Vocabulary: using suffixes to create adjectives A Web Profile 6
 Attitudes and nouns. You will work in groups to
 Inspirational People Grammar: identifying principal verbs in verb create a web profile and make a
 Facebook patterns visual presentation of an
 Verb patterns in Reading: previewing a text inspirational person in your life.
present, Writing: signposting the chronological sequence
 future and past of events
 • Verbs related to Listening:
starting, continuing • getting familiar with the topic and the kind of
and finishing. activity
 Time Expressions • listening for specific information
Speaking: using “I mean” to clarify ideas
• Learning Experiences Vocabulary: grouping verbs Grammar: using wh- A Learning Campaign 6
• Cultural Literacy questions to get details and yes/no questions to You will work in groups to carry
• Present Perfect tense in approach a topic out a learning campaign
affirmative, negative Reading: promoting cultural literacy.
and interrogative • focusing on familiar words
forms • understanding key ideas
• Since / For Writing: connecting similar and contrasting ideas
• Yes / no-questions and Listening: paying attention to key words to
wh-questions in the identify relevant details
Present Perfect tense Speaking: explaining and giving more
information with “that is”
• Mysteries Vocabulary: A Storytelling Show 6
• Greek Myths • using adverbs to convey attitude You will work in groups to
• Fairy Tales • associating vocabulary with pictures create or recreate a story and
• Fantasy Reading: reading literary texts: skimming, tell it in a storytelling show.
• First and Second predicting and analyzing story elements
Conditional sentences Writing: summarizing a story
• Past Perfect tense Listening: identifying important elements of a
story
Speaking: reacting to a story
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4. TRAVELING THE WORLD To describe, compare and • Types of Travelers Vocabulary: classifying words A Brochure 6
give opinions about • Going Green Reading: You will present tourist
travelers and touristic • A Tour of Brasilia • reading a map information on a place of your
activities. • Finding Your Way in a • identifying informed opinions selection in a brochure.
Campsite Writing: using facts and reasons to support
• Tag Questions opinions
• Indirect Questions Listening:
• Placing Emphasis with • listening for repetition
much and very • using visuals
Speaking:
• asking for directions politely
• addressing people politely
5. NEWS MEDIA To report news about • The Weather Reading: inferring A News Broadcast 6
general interest topics • Crazy News Writing: You will present a news
and major disasters. • Disasters • generating ideas broadcast reporting on an
• Passive Voice • writing an information report or news interesting event at school.
• Yes / no-questions and Listening: understanding numbers
• wh-questions in the Speaking:
Passive Voice • reacting to news
• Past and Past Participle • introducing a piece of news
forms of verbs
6. A TEACH - WORLD To describe tech habits • Digital Lives Vocabulary: understanding prepositions A Web Survey 6
and wishes. • Technology Grammar: visualizing phrasal verbs You will carry out a survey on
• TV vs. YouTube Reading: drawing conclusions tech issues and present it with a
• Tech Gadgets and Toys Writing: graph.
• Wishes • writing a “how to” article
• explaining cause and effect
• Phrasal Verbs Listening: taking notes
Speaking: checking instructions and clarifying
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
• Murcia, S. M. (2015). TEACHER´S BOOK - LEVEL 1. Quito: Norma. It will use the English Book 4, the which is directed to 1st, 2nd and
• Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educación del Ecuador - MinEduc. Obtenido de 3rd of BACHILLERATO
http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): Lic. Edwin Oscar Correa Rambay NAME: Tnlg. Edwin Salazar Ureña NAME: Tnlg. Edwin Salazar Ureña
Signature: Signature: Signature:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
 SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

Date: Monday, May 23rd, 2016 Date: Date:

Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec