UNIDAD EDUCATIVA ACADEMIC YEAR:

“Jorge Chiriboga Guerrero” 2021- 2022

ANNUAL CURRICULAR PLANNING

1. INFORMATION DATA
Area: English as Foreign Language Subject : English
Teacher (s):   Mg. Carolina Mendoza, Lcda. Samanta Cruz, & Mg. Karla Quishpe
Grade/course: 8th, 9th 10th General Basic Education Education General Basic Education
Level: 
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods number of
hours microcurric
ular units
5 Hours 200/ 40 weeks 10 hours 38 weeks 190 hours 6 (M1)

3. OBJETIVES
Area Objective: Project learning objectives:

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.
O.EFL 4.8 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 4.9 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.
Conflict resolution, critical thinking, communication skills, decision making.
 Internet safety
 Education for change
TRANSVERSAL AXES:  Tolearance
 Human Rights
 Interculturality
 Ethics
5. DEVELOPMENT OF PLANNING UNITS
Name of the Unit Specific objectives Contents Methodology orientation Evaluation Criteria and Indicators Time in
Personal profile EFL 4.1.1 Compare and contrast This curriculum is based on a I.EFL.4.1.1. Learners can
(8th ) oral traditions, myths, folktales and language-driven CLIL approach, compare and contrast oral
literature from Ecuador and where content from other traditions, myths, folktales and
Students will
international regions and cultures disciplines is used for literature from Ecuador and
understand that we
and identify similarities and meaningful and purposeful other cultures in order to
need to use
differences and universal cultural language use (Met, 1999).  It demonstrate an understanding
different strategies
themes. supports the overall curriculum, of the relationship between
to solve different
EFL 4.1.2 Recognize and developing cognitive and cultural practices and
social, economic,
demonstrate an appreciation of social skills needed for other perspectives. Learners can
environmental, and
some commonalities and subjects, and reinforcing content share crosscultural experiences
cultural problems.
Free time distinctions across cultures and covered in other areas. The while naming universal
We need to
activities (9th ) groups (differentiated by gender, integration of critical thinking cultural themes. (I.2, S.1, S.2,
communicate well
ability, generations, etc.) including skills as defined in Bloom’s J.1)
and act
the students’ own. Taxonomy and the development I.EFL.4.5.1. Learners can
independently.
EFL 4.1.3 Display an of communicative linguistic appreciate and show respect for
understanding of the relationship competencies are presented individual and group
between the practices and in this proposal as differences by establishing and
 perspectives of different cultures by
recognizing and sharing cross-
cultural experiences and ideas.
EFL 4.1.4 Demonstrate
Hobbies and mindfulness, empathy, tolerance
entertainment and an overall respect for the
(10th ) integrity of cultures in daily
classroom activities.
EFL 4.1.5 Apply self-correcting
and self-monitoring strategies in
social and classroom interactions.
(Example: asking questions,
starting over, rephrasing, exploring
alternative pronunciations or
wording, etc.)
EFL 4.1.6 Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
EFL 4.1.7 Interpret and
demonstrate knowledge of
nonverbal and oral communication
features by applying them in
appropriate contexts. (Example: use
of stress, intonation, pace, etc.)
EFL 4.1.8 Use suitable vocabulary,
expressions, language and
interaction styles for formal and
informal social or academic
situations in order to communicate
specific intentions in online and
face-toface interactions. (Example:
thanking, making promises,
apologizing, asking permission,
interdependent processes
within a CLIL model, where
critical thinking skills serve as
the mechanism for implementing
the 4Cs framework (content,
culture, communication, and
cognition). CLIL models are
diverse, making them flexible
enough to be context-specific
and complementary to a range of
teaching methodologies, but
they do share characteristics
favorable to constructivist
approaches and communicative
language teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types
of activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
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)
I.EFL.4.9.1. 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)
I.EFL.5.1.1. Learners can
demonstrate and understanding
of the integrity of different
cultures by sharing experiences
and by participating in class
activities and discussions in a
way that shows empathy and
respect for others. (I.3, S.1,
S.2, J.1, J3)
Learners can find specific in-
formation and identify the
main points in simple,
straightforward texts on
subjects of personal interest or
familiar academic topics.REF.
I.EFL. 5.10.1. (I.1, I.2, S.2
 chatting with friends, answering in
class, greeting an authority figure,
etc.)
EFL 4.1.9 Recognize the
consequences of one’s actions by
demonstrating responsible decision-
making at school, online, at home
and in the community, while
considering ethical standards,
safety concerns, social norms and
mutual respect.
EFL 4.1.10 Recognize and
appreciate individual and group
similarities and differences by
establishing and maintaining
healthy and rewarding online and
face-to-face relationships based on
communication and cooperation.
6. BIBLIOGRAPHY/WEBGRAPHY:
https://recursos2.educacion.gob.ec/
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Curri%CC%81culo-Priorizado-para-la-Emergencia-Lengua-Extranjera-Ingle%CC%81s-2021-
2022.pdf
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Instructivo-de-PCA-y-Microplanificacio%CC%81n-2021-final.pdf
7.
OBSERVATIONS:

DONE BY REVISED BY: APROVED BY:

TEACHER: NAME: NAME:

 Mg. Carolina Mendoza,
Lcda. Samantha Cruz,
Mg. Karla Quishpe
Signature: Signature: Signature:

Date: Date: Date:

UNIDAD EDUCATIVA ACADEMIC YEAR:

“Jorge Chiriboga Guerrero” 2021- 2022

ANNUAL CURRICULAR PLANNING

1. INFORMATION DATA
Area: English as Foreign Language Subject : English
Teacher (s):   Mg. Carolina Mendoza, Lcda. Samantha Cruz, & Mg. Karla Quishpe
Grade/course: 8th, 9th 10th General Basic Education Education  General Basic Education
Level: 
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods number of
hours microcurric
ular units
5 Hours 200/ 40 weeks 10 hours 38 weeks 190 hours 6 (M1)

3. OBJETIVES
Area Objective: Project learning objectives:

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.
O.EFL 4.8 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 4.9 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.
Conflict resolution, critical thinking, communication skills, decision making.
 Intercultural values
 Financial Education
TRANSVERSAL AXES:  Empathy
 Interculturality
 Human rights
 Honesty
5. DEVELOPMENT OF PLANNING UNITS
Name of the Unit Specific objectives Contents Methodology orientation Evaluation Criteria and Indicators Time in
EFL 4.1.1 Compare and contrast This curriculum is based on a I.EFL.4.3.1. Learners can
oral traditions, myths, folktales and language-driven CLIL approach, employ a range of self-
The cool city Students will literature from Ecuador and where content from other monitoring and self-correcting
(8th) understand the international regions and cultures disciplines is used for strategies and interpret and use
most important and identify similarities and meaningful and purposeful appropriate verbal and
aspects of life and differences and universal cultural language use (Met, 1999).  It nonverbal communication
its diversity, from themes. supports the overall curriculum, features to communicate in
the study of its EFL 4.1.2 Recognize and developing cognitive and familiar contexts. (I.3, S.4, J.4)
origin, challenges demonstrate an appreciation of social skills needed for other I.EFL.4.4.1. Learners can
and commitment to some commonalities and subjects, and reinforcing content demonstrate an ability to give
maintain distinctions across cultures and covered in other areas. The and ask for information and
 sustainable groups (differentiated by gender,
Celebrations and environments that ability, generations, etc.) including
Holidays (9th)
ensure the students’ own.
comprehensive EFL 4.1.3 Display an
health and the understanding of the relationship
continuity of life in between the practices and
its different forms. perspectives of different cultures by
recognizing and sharing cross-
Breaking the Law cultural experiences and ideas.
(10th) EFL 4.1.4 Demonstrate
mindfulness, empathy, tolerance
and an overall respect for the
integrity of cultures in daily
classroom activities.
EFL 4.1.5 Apply self-correcting
and self-monitoring strategies in
social and classroom interactions.
(Example: asking questions,
starting over, rephrasing, exploring
alternative pronunciations or
wording, etc.)
EFL 4.1.6 Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
EFL 4.1.7 Interpret and
demonstrate knowledge of
nonverbal and oral communication
features by applying them in
appropriate contexts. (Example: use
of stress, intonation, pace, etc.)
EFL 4.1.8 Use suitable vocabulary,
expressions, language and
interaction styles for formal and
integration of critical thinking
skills as defined in Bloom’s
Taxonomy and the development
of communicative linguistic
competencies are presented
in this proposal as
interdependent processes
within a CLIL model, where
critical thinking skills serve as
the mechanism for implementing
the 4Cs framework (content,
culture, communication, and
cognition). CLIL models are
diverse, making them flexible
enough to be context-specific
and complementary to a range of
teaching methodologies, but
they do share characteristics
favorable to constructivist
approaches and communicative
language teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types
of activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
assistance using level-
appropriate language and
interaction styles in online or
face-to-face social and
classroom interactions. (J.2,
J.3, J.4, I.3)
I.EFL.4.9.1. 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)
I.EFL.5.14.1. Learners can
identify, critically evaluate and
recommend a variety of
potential resources and
references, including digital
tools, which support
collaboration and productivity,
for educational and academic
use. (I.1, I.2, S.3, S.4)
Learners can produce well-
constructed informational texts
by applying the writing
process. Ref.I.EFL.5.15.1.(I.2,
I.3, I.4, S.3, J.1)
 informal social or academic
situations in order to communicate
specific intentions in online and
face-toface interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
EFL 4.1.9 Recognize the
consequences of one’s actions by
demonstrating responsible decision-
making at school, online, at home
and in the community, while
considering ethical standards,
safety concerns, social norms and
mutual respect.
EFL 4.1.10 Recognize and
appreciate individual and group
similarities and differences by
establishing and maintaining
healthy and rewarding online and
face-to-face relationships based on
communication and cooperation.
6. BIBLIOGRAPHY/WEBGRAPHY:
https://recursos2.educacion.gob.ec/
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Curri%CC%81culo-Priorizado-para-la-Emergencia-Lengua-Extranjera-Ingle%CC%81s-2021-
2022.pdf
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Instructivo-de-PCA-y-Microplanificacio%CC%81n-2021-final.pdf
7.
OBSERVATIONS:

DONE BY REVISED BY: APROVED BY:

TEACHER: NAME: NAME:

 Mg. Carolina Mendoza,
Lcda. Samantha Cruz,
Mg. Karla Quishpe
Signature: Signature: Signature:

Date: Date: Date:

UNIDAD EDUCATIVA ACADEMIC YEAR:

“Jorge Chiriboga Guerrero” 2021- 2022

ANNUAL CURRICULAR PLANNING

1. INFORMATION DATA
Area: English as Foreign Language Subject : English
Teacher (s):   Mg. Carolina Mendoza, Lcda. Samantha Cruz, & Mg. Karla Quishpe
Grade/course: 8th, 9th 10th General Basic Education Education  General Basic Education
Level: 
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods number of
hours microcurric
ular units
5 Hours 200/ 40 weeks 10 hours 38 weeks 190 hours 6 (M1)

3. OBJETIVES
Area Objective: Project learning objectives:

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.
O.EFL 4.8 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 4.9 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.
Conflict resolution, critical thinking, communication skills, decision making.
 Democratic participation
 Responsibility
TRANSVERSAL AXES:  Human Mobility
 Natural Conservation
 Gender Equality
 Human beings
5. DEVELOPMENT OF PLANNING UNITS
Name of the Unit Specific objectives Contents Methodology orientation Evaluation Criteria and Indicators Time in
EFL 4.1.1 Compare and contrast This curriculum is based on a I.EFL.4.1.1. Learners can
oral traditions, myths, folktales and language-driven CLIL approach, compare and contrast oral
Students will literature from Ecuador and where content from other traditions, myths, folktales and
understand that international regions and cultures disciplines is used for literature from Ecuador and
Shopping Time (8th)
certain actions of and identify similarities and meaningful and purposeful other cultures in order to
human beings have differences and universal cultural language use (Met, 1999).  It demonstrate an understanding
a negative and themes. supports the overall curriculum, of the relationship between
direct impact on EFL 4.1.2 Recognize and developing cognitive and cultural practices and
the phenomena that
 happens in nature demonstrate an appreciation of
and that worsen some commonalities and
environmental distinctions across cultures and
problems such as groups (differentiated by gender,
global warming, ability, generations, etc.) including
Our World (9th) for raising the students’ own.
awareness and EFL 4.1.3 Display an
making assertive understanding of the relationship
and responsible between the practices and
decisions with the perspectives of different cultures by
immediate recognizing and sharing cross-
environment, cultural experiences and ideas.
Shopping Time (10th)
communicating it EFL 4.1.4 Demonstrate
in various spaces mindfulness, empathy, tolerance
and with nature- and an overall respect for the
friendly resources. integrity of cultures in daily
classroom activities.
EFL 4.1.5 Apply self-correcting
and self-monitoring strategies in
social and classroom interactions.
(Example: asking questions,
starting over, rephrasing, exploring
alternative pronunciations or
wording, etc.)
EFL 4.1.6 Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
EFL 4.1.7 Interpret and
demonstrate knowledge of
nonverbal and oral communication
features by applying them in
appropriate contexts. (Example: use
of stress, intonation, pace, etc.)
social skills needed for other
subjects, and reinforcing content
covered in other areas. The
integration of critical thinking
skills as defined in Bloom’s
Taxonomy and the development
of communicative linguistic
competencies are presented
in this proposal as
interdependent processes
within a CLIL model, where
critical thinking skills serve as
the mechanism for implementing
the 4Cs framework (content,
culture, communication, and
cognition). CLIL models are
diverse, making them flexible
enough to be context-specific
and complementary to a range of
teaching methodologies, but
they do share characteristics
favorable to constructivist
approaches and communicative
language teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types
of activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
perspectives. Learners can
share crosscultural experiences
while naming universal
cultural themes. (I.2, S.1, S.2,
J.1)
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.5.14.1. Learners can
identify, critically evaluate and
recommend a variety of
potential resources and
references, including digital
tools, which support
collaboration and productivity,
for educational and academic
use. (I.1, I.2, S.3, S.4)
Learners can produce well-
constructed informational texts
by applying the writing
process. Ref.I.EFL.5.15.1.(I.2,
I.3, I.4, S.3, J.1)
 EFL 4.1.8 Use suitable vocabulary, teacher enthusiasm.
expressions, language and
interaction styles for formal and
informal social or academic
situations in order to communicate
specific intentions in online and
face-toface interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
EFL 4.1.9 Recognize the
consequences of one’s actions by
demonstrating responsible decision-
making at school, online, at home
and in the community, while
considering ethical standards,
safety concerns, social norms and
mutual respect.
EFL 4.1.10 Recognize and
appreciate individual and group
similarities and differences by
establishing and maintaining
healthy and rewarding online and
face-to-face relationships based on
communication and cooperation.
6. BIBLIOGRAPHY/WEBGRAPHY:
https://recursos2.educacion.gob.ec/
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Curri%CC%81culo-Priorizado-para-la-Emergencia-Lengua-Extranjera-Ingle%CC%81s-2021-
2022.pdf
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Instructivo-de-PCA-y-Microplanificacio%CC%81n-2021-final.pdf
7.
OBSERVATIONS:
DONE BY REVISED BY: APROVED BY:

TEACHER: NAME: NAME:

 Mg. Carolina Mendoza,
Lcda. Samantha Cruz,
Mg. Karla Quishpe
Signature: Signature: Signature:

Date: Date: Date:

UNIDAD EDUCATIVA ACADEMIC YEAR:

“Jorge Chiriboga Guerrero” 2021- 2022

ANNUAL CURRICULAR PLANNING

1. INFORMATION DATA
Area: English as Foreign Language Subject : English
Teacher (s):   Mg. Carolina Mendoza, Lcda. Samanta Cruz, & Mg. Karla Quishpe
Grade/course: 8th, 9th 10th General Basic Education Education Básica Superior
Level: 
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods number of
hours microcurric
ular units
5 Hours 200/ 40 weeks 10 hours 38 weeks 190 hours 6 (M1)

3. OBJETIVES
Area Objective: Project learning objectives:

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.
O.EFL 4.8 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 4.9 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.
Conflict resolution, critical thinking, communication skills, decision making.
 World peace
 Democracy
 Road safety
TRANSVERSAL AXES:
 Humbleness
 Reflection
 Foresight

5. DEVELOPMENT OF PLANNING UNITS

Name of the Unit Specific objectives Contents
EFL 4.1.1 Compare and contrast
oral traditions, myths, folktales and
Students will literature from Ecuador and
understand that international regions and cultures
Digital Life (8th)
history, technology, and identify similarities and
Methodology orientation
This curriculum is based on a
language-driven CLIL approach,
where content from other
disciplines is used for
meaningful and purposeful
Evaluation Criteria and Indicators Time in
I.EFL.4.5.1. Learners can
appreciate and show respect for
individual and group
differences by establishing and
maintaining healthy and
 science and art are differences and universal cultural
interrelate and themes.
evolve together, EFL 4.1.2 Recognize and
encouraging human demonstrate an appreciation of
curiosity to know some commonalities and
and build a better distinctions across cultures and
Travel time (9th) world groups (differentiated by gender,
ability, generations, etc.) including
the students’ own.
EFL 4.1.3 Display an
understanding of the relationship
between the practices and
perspectives of different cultures by
Amazing Facts recognizing and sharing cross-
Around the World cultural experiences and ideas.
(10th) EFL 4.1.4 Demonstrate
mindfulness, empathy, tolerance
and an overall respect for the
integrity of cultures in daily
classroom activities.
EFL 4.1.5 Apply self-correcting
and self-monitoring strategies in
social and classroom interactions.
(Example: asking questions,
starting over, rephrasing, exploring
alternative pronunciations or
wording, etc.)
EFL 4.1.6 Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
EFL 4.1.7 Interpret and
demonstrate knowledge of
nonverbal and oral communication
language use (Met, 1999).  It
supports the overall curriculum,
developing cognitive and
social skills needed for other
subjects, and reinforcing content
covered in other areas. The
integration of critical thinking
skills as defined in Bloom’s
Taxonomy and the development
of communicative linguistic
competencies are presented
in this proposal as
interdependent processes
within a CLIL model, where
critical thinking skills serve as
the mechanism for implementing
the 4Cs framework (content,
culture, communication, and
cognition). CLIL models are
diverse, making them flexible
enough to be context-specific
and complementary to a range of
teaching methodologies, but
they do share characteristics
favorable to constructivist
approaches and communicative
language teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types
of activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
rewarding online and face-to-
face interactions. Learners can
communicate and cooperate in
a respectful, empathetic
manner. (J.3, S.1, S.4)
I.EFL.4.6.1. Learners can grasp
the general meaning of spoken
texts set in familiar everyday
contexts and infer changes in
the topic of discussion, as well
as deduce the meanings of
unfamiliar words and
exchanges through the use of
context clues, provided speech
is given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.8.1. 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.5.1.1. Learners can
demonstrate and understanding
of the integrity of different
cultures by sharing experiences
and by participating in class
activities and discussions in a
 features by applying them in learners and learners themselves, way that shows empathy and
appropriate contexts. (Example: use intensive language input, teacher respect for others. (I.3, S.1,
of stress, intonation, pace, etc.) modeling and scaffolding, and S.2, J.1, J3)
EFL 4.1.8 Use suitable vocabulary, teacher enthusiasm.
expressions, language and Learners can find specific in-
interaction styles for formal and formation and identify the
informal social or academic main points in simple,
situations in order to communicate straightforward texts on
specific intentions in online and subjects of personal interest or
face-toface interactions. (Example: familiar academic topics.REF.
thanking, making promises, I.EFL. 5.10.1. (I.1, I.2, S.2
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
EFL 4.1.9 Recognize the
consequences of one’s actions by
demonstrating responsible decision-
making at school, online, at home
and in the community, while
considering ethical standards,
safety concerns, social norms and
mutual respect.
EFL 4.1.10 Recognize and
appreciate individual and group
similarities and differences by
establishing and maintaining
healthy and rewarding online and
face-to-face relationships based on
communication and cooperation.
6. BIBLIOGRAPHY/WEBGRAPHY:
https://recursos2.educacion.gob.ec/
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Curri%CC%81culo-Priorizado-para-la-Emergencia-Lengua-Extranjera-Ingle%CC%81s-2021-
2022.pdf
 UNIDAD EDUCATIVA
ACADEMIC YEAR:
“Jorge Chiriboga Guerrero”
2021- 2022
ANNUAL CURRICULAR PLANNING
1. INFORMATION DATA
Area: English as Foreign Language Subject : English
Teacher (s):   Mg. Carolina Mendoza, Lcda. Samanta Cruz, & Mg. Karla Quishpe
Grade/course: 8th, 9th 10th General Basic Education Education  Subnivel Superior of Educación General Básica:
Level: 
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods number of
hours microcurric
ular units
5 Hours 200/ 40 weeks 10 hours 38 weeks 190 hours 6 (M1)

3. OBJETIVES
Area Objective: Project learning objectives:

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.
O.EFL 4.8 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 4.9 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.
Conflict resolution, critical thinking, communication skills, decision making.
 Sexual and reproductive rights
 Gender equality
TRANSVERSAL AXES:  Identity
 Respect
 Empathy
 Environmental Care
5. DEVELOPMENT OF PLANNING UNITS
Name of the Unit Specific objectives Contents Methodology orientation Evaluation Criteria and Indicators Time in
Students will EFL 4.1.1 Compare and contrast This curriculum is based on a I.EFL.4.1.1. Learners can
understand that oral traditions, myths, folktales and language-driven CLIL approach, compare and contrast oral
health, culture and literature from Ecuador and where content from other traditions, myths, folktales and
My dream job (8th) entertainment are international regions and cultures disciplines is used for literature from Ecuador and
fundamental axes and identify similarities and meaningful and purposeful other cultures in order to
in the development differences and universal cultural language use (Met, 1999).  It demonstrate an understanding
of the life project themes. supports the overall curriculum, of the relationship between
and their EFL 4.1.2 Recognize and developing cognitive and cultural practices and
dissemination is demonstrate an appreciation of social skills needed for other perspectives. Learners can
important through some commonalities and subjects, and reinforcing content share crosscultural experiences
Unreal World artistic and cultural distinctions across cultures and covered in other areas. The while naming universal
(9th) manifestations groups (differentiated by gender, integration of critical thinking cultural themes. (I.2, S.1, S.2,
ability, generations, etc.) including skills as defined in Bloom’s J.1)
the students’ own. Taxonomy and the development I.EFL.4.6.1. Learners can grasp
EFL 4.1.3 Display an of communicative linguistic the general meaning of spoken
understanding of the relationship competencies are presented texts set in familiar everyday
between the practices and in this proposal as contexts and infer changes in
perspectives of different cultures by interdependent processes the topic of discussion, as well
 recognizing and sharing cross-
cultural experiences and ideas.
It’s an Emergency
EFL 4.1.4 Demonstrate
(10th) mindfulness, empathy, tolerance
and an overall respect for the
integrity of cultures in daily
classroom activities.
EFL 4.1.5 Apply self-correcting
and self-monitoring strategies in
social and classroom interactions.
(Example: asking questions,
starting over, rephrasing, exploring
alternative pronunciations or
wording, etc.)
EFL 4.1.6 Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
social and academic purposes.
EFL 4.1.7 Interpret and
demonstrate knowledge of
nonverbal and oral communication
features by applying them in
appropriate contexts. (Example: use
of stress, intonation, pace, etc.)
EFL 4.1.8 Use suitable vocabulary,
expressions, language and
interaction styles for formal and
informal social or academic
situations in order to communicate
specific intentions in online and
face-toface interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
within a CLIL model, where
critical thinking skills serve as
the mechanism for implementing
the 4Cs framework (content,
culture, communication, and
cognition). CLIL models are
diverse, making them flexible
enough to be context-specific
and complementary to a range of
teaching methodologies, but
they do share characteristics
favorable to constructivist
approaches and communicative
language teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types
of activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
as deduce the meanings of
unfamiliar words and
exchanges through the use of
context clues, provided speech
is given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.8.1. 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.4.9.1. 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)
I.EFL.5.14.1. Learners can
identify, critically evaluate and
recommend a variety of
potential resources and
references, including digital
tools, which support
collaboration and productivity,
 class, greeting an authority figure, for educational and academic
etc.) use. (I.1, I.2, S.3, S.4)
EFL 4.1.9 Recognize the
consequences of one’s actions by Learners can produce well-
demonstrating responsible decision- constructed informational texts
making at school, online, at home by applying the writing
and in the community, while process. Ref.I.EFL.5.15.1.(I.2,
considering ethical standards, I.3, I.4, S.3, J.1)
safety concerns, social norms and
mutual respect.
EFL 4.1.10 Recognize and
appreciate individual and group
similarities and differences by
establishing and maintaining
healthy and rewarding online and
face-to-face relationships based on
communication and cooperation.
6. BIBLIOGRAPHY/WEBGRAPHY:
https://recursos2.educacion.gob.ec/
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Curri%CC%81culo-Priorizado-para-la-Emergencia-Lengua-Extranjera-Ingle%CC%81s-2021-
2022.pdf
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Instructivo-de-PCA-y-Microplanificacio%CC%81n-2021-final.pdf
7.
OBSERVATIONS:

DONE BY REVISED BY: APROVED BY:

TEACHER: NAME: NAME:

 Mg. Carolina Mendoza,
Lcda. Samantha Cruz,
Mg. Karla Quishpe
Signature: Signature: Signature:
 Date: Date: Date:
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Instructivo-de-PCA-y-Microplanificacio%CC%81n-2021-final.pdf
7.
OBSERVATIONS:

DONE BY REVISED BY: APROVED BY:

TEACHER: NAME: NAME:

 Mg. Carolina Mendoza,
Lcda. Samanta Cruz,
Mg. Karla Quishpe
Signature: Signature: Signature:

Date: Date: Date:

UNIDAD EDUCATIVA ACADEMIC YEAR:

“Jorge Chiriboga Guerrero” 2021- 2022

ANNUAL CURRICULAR PLANNING

1. INFORMATION DATA
Area: English as Foreign Language Subject : English
Teacher (s):   Mg. Carolina Mendoza, Lcda. Samanta Cruz, & Mg. Karla Quishpe
Grade/course: 8th, 9th 10th General Basic Education Education  Subnivel Superior of Educación General Básica
Level: 
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods number of
hours microcurric
ular units
5 Hours 200/ 40 weeks 10 hours 38 weeks 190 hours 6 (M1)

3. OBJETIVES
Area Objective: Project learning objectives:
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.
O.EFL 4.8 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 4.9 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.
Conflict resolution, critical thinking, communication skills, decision making.
 Mental Health
 Personal Care
TRANSVERSAL AXES:  Diversity
 Honesty
 Perseveranhce
 Gender Equality
5. DEVELOPMENT OF PLANNING UNITS
Name of the Unit Specific objectives Contents Methodology orientation Evaluation Criteria and Indicators Time in
Students will EFL 4.1.1 Compare and contrast This curriculum is based on a I.EFL.4.3.1. Learners can
Lifestyles (8th) understand that oral traditions, myths, folktales and
Ecuador is part of a literature from Ecuador and
megadiverse and international regions and cultures
multicultural and identify similarities and
world, contributing differences and universal cultural
to the construction themes.
and care of a more EFL 4.1.2 Recognize and
just and equitable demonstrate an appreciation of
Experiences and human society some commonalities and
Anecdotes (9th ) through assertive distinctions across cultures and
communication in groups (differentiated by gender,
its near and distant ability, generations, etc.) including
environment the students’ own.
EFL 4.1.3 Display an
understanding of the relationship
between the practices and
perspectives of different cultures by
Stories of Success
recognizing and sharing cross-
(10th)
cultural experiences and ideas.
EFL 4.1.4 Demonstrate
mindfulness, empathy, tolerance
and an overall respect for the
integrity of cultures in daily
classroom activities.
EFL 4.1.5 Apply self-correcting
and self-monitoring strategies in
social and classroom interactions.
(Example: asking questions,
starting over, rephrasing, exploring
alternative pronunciations or
wording, etc.)
EFL 4.1.6 Seek and provide
information and assistance, orally
or in writing and in online or face-
to-face interactions, for personal,
language-driven CLIL approach,
where content from other
disciplines is used for
meaningful and purposeful
language use (Met, 1999).  It
supports the overall curriculum,
developing cognitive and
social skills needed for other
subjects, and reinforcing content
covered in other areas. The
integration of critical thinking
skills as defined in Bloom’s
Taxonomy and the development
of communicative linguistic
competencies are presented
in this proposal as
interdependent processes
within a CLIL model, where
critical thinking skills serve as
the mechanism for implementing
the 4Cs framework (content,
culture, communication, and
cognition). CLIL models are
diverse, making them flexible
enough to be context-specific
and complementary to a range of
teaching methodologies, but
they do share characteristics
favorable to constructivist
approaches and communicative
language teaching (CLT). These
characteristics include learner-
centered approaches, text-based
learning, task-based learning, the
necessity to use different types
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 interactions. (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)
I.EFL.4.6.1. Learners can grasp
the general meaning of spoken
texts set in familiar everyday
contexts and infer changes in
the topic of discussion, as well
as deduce the meanings of
unfamiliar words and
exchanges through the use of
context clues, provided speech
social and academic purposes.
EFL 4.1.7 Interpret and
demonstrate knowledge of
nonverbal and oral communication
features by applying them in
appropriate contexts. (Example: use
of stress, intonation, pace, etc.)
EFL 4.1.8 Use suitable vocabulary,
expressions, language and
interaction styles for formal and
informal social or academic
situations in order to communicate
specific intentions in online and
face-toface interactions. (Example:
thanking, making promises,
apologizing, asking permission,
chatting with friends, answering in
class, greeting an authority figure,
etc.)
EFL 4.1.9 Recognize the
consequences of one’s actions by
demonstrating responsible decision-
making at school, online, at home
and in the community, while
considering ethical standards,
safety concerns, social norms and
mutual respect.
EFL 4.1.10 Recognize and
appreciate individual and group
similarities and differences by
establishing and maintaining
healthy and rewarding online and
face-to-face relationships based on
communication and cooperation.
of activities to encourage foreign
language use for different
purposes, high levels of
interaction between teachers and
learners and learners themselves,
intensive language input, teacher
modeling and scaffolding, and
teacher enthusiasm.
is given slowly and clearly and
there is sufficient visual
support. (I.3, S.1, J.4)
I.EFL.4.7.1. Learners can
identify the main idea and
some details in short
straightforward spoken audio
texts set in familiar contexts
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 contributions in
class as models for their own.
(I.2, I.3, S.4)
I.EFL.4.9.1. 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)
I.EFL.5.14.1. Learners can
identify, critically evaluate and
recommend a variety of
potential resources and
references, including digital
tools, which support
collaboration and productivity,
 for educational and academic
use. (I.1, I.2, S.3, S.4)

Learners can produce well-

constructed informational texts
by applying the writing
process. Ref.I.EFL.5.15.1.(I.2,
I.3, I.4, S.3, J.1)
6. BIBLIOGRAPHY/WEBGRAPHY:
https://recursos2.educacion.gob.ec/
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Curri%CC%81culo-Priorizado-para-la-Emergencia-Lengua-Extranjera-Ingle%CC%81s-2021-
2022.pdf
https://recursos2.educacion.gob.ec/wp-content/uploads/2021/04/Instructivo-de-PCA-y-Microplanificacio%CC%81n-2021-final.pdf
7.
OBSERVATIONS:

DONE BY REVISED BY: APROVED BY:

TEACHER: NAME: NAME:

 Mg. Carolina Mendoza,
Lcda. Samanta Cruz,
Mg. Karla Quishpe
Signature: Signature: Signature:

Date: Date: Date: