Pca 10mo Ingles

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
CURRICULAR ANNUAL PLAN

INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR
UNIDAD EDUCATIVA HUMBERTO FIERRO 2021-2022
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area: Lengua Extranjera Subject: English
Teacher:LIC. YÁNEZ
Grade/ Course: 10mo EGB Education Level: ENGLISH PEDAGOGICAL MODULE 1
2. TIME
Weekly hours Number of weeks of Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours work
36 weeks 4 weeks 40 weeks 200 Hours
3. GENERAL AIMS
Objectives of the Area Objectives of the Grade/Course
OG.EFL 1 O.EFL 4.1
Encounter socio-cultural aspects of their own and other Identify the main ideas, some details and inferences of written
countries in a thoughtful and inquisitive manner, maturely, texts, in order to produce level-appropriate critical analysis of
and openly experiencing other cultures and languages from familiar subjects and contexts.
the secure standpoint of their own national and cultural
identity. O.EFL 4.2
Appreciate and value English as an international language and a
OG.EFL 2 medium to interact globally.
Draw on this established propensity for curiosity and
tolerance towards different cultures to comprehend the role O.EFL 4.3
of diversity in building an intercultural and multinational Independently read A2.1 level text in English as a source of enter-
society. tainment and interpersonal and intrapersonal interaction.
OG.EFL 3 O.EFL 4.4

Access greater flexibility of mind, creativity, enhanced Develop creative and critical thinking skills when encountering
linguistic intelligence, and critical thinking skills challenges in order to promote autonomous learning and decision
through an appreciation of linguistic differences. Enjoy an making.
enriched perspective of their L1 and of language use for
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
communication and learning. O.EFL 4.5

Introduce the need for independent research as a daily activity by
OG.EFL 4 using electronic resources (ICT) in class while practicing ap-
Deploy a range of learning strategies, thereby increasing propriate competences in the four skills.
disposition and ability to independently access further
(language) learning and practice opportunities. Respect O.EFL 4.6
themselves and others within the communication process, Write short descriptive and informative texts related to personal
cultivating habits of honesty and integrity into information or familiar topics and use them as a means of com-
responsible academic behavior. munication and written expression of thought.
OG.EFL 5 O.EFL 4.7

Directly access the main points and important details of Use spoken and written literary text in English such as poems, short
up-to date. English language texts, such as those published stories, comic strips, short magazine articles and oral interviews
on the web, for professional or general investigation, on familiar subjects in order to inspire oral and written production
through the efficient use of ICT and reference tools where at an A2.1 level.
required.
O.EFL 4.8
OG.EFL 6 Integrate written and spoken text in order to identify cultural
Through selected media, participate in reasonably extended differences and similarities within a range of local, national and
spoken or written dialogue with peers from different L1 global contexts familiar to the learner.
backgrounds on work, study, or general topics of common
interest, expressing ideas and opinions effectively and O.EFL 4.9
appropriately. Create a sense of awareness in terms of accuracy when learners
interact in English using high-frequency and level-appropriate
OG.EFL 7 expressions in order to reach an effective command of spoken
Interact quite clearly, confidently, and appropriately in a language.
range of formal and informal social situations with a
limited but effective command of the spoken language (CEFR
B1 level).
4.TRANSVERSAL AXES:
Intercultural awareness, tolerance, respect, multiculturalism,
responsibility, solidarity, responsibility, honesty, respect, love,
peace, justice, innovation, etc.
5.UNITS TO BE DEVELOPED*

Nº Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks

the unit Objectives Orientations duration
(Skills and strategies)
Communication and
1 LESSON A You will learn how to EFL 4.1.2 Cultural Awareness CE.EFL.4.2. 6
Recognize and Recognize and demonstrate an
OLIMPIC • describe people’s demonstrate an Completing and
appreciation of
SPORTS personality. appreciation of some illustrating statements
about socially commonalities between
commonalities and
• talk about distinctions across responsible behaviors. cultures as well as the
lifestyles and free cultures and groups (Example: One thing I consequences of one’s
time activities. (differentiated by do to help the actions while exhibiting
gender, ability, environment is…, I can socially responsible
• express likes and generations, etc.) help people in my behaviors.
dislikes. including the students’ neighborhood when I…)
own.
Creating a poster of I.EFL.4.2.1.
EFL 4.2.2 class rules. Learners can name similar-
Use a series of phrases ities and differences
and sentences to Oral Communication: between different aspects of
describe aspects of Listening and Speaking) cultural groups. Learners
personal background, can demonstrate socially
immediate environment Listening to spoken or responsible behaviors at
and matters of recorded descriptions
immediate need in school, online, at home and
of familiar scenes, and
simple terms using marking the words you in the community, and
grammatical structures hear. (Example: evaluate their actions by
learnt in class Learners hear a ethical, safety and social
(although there may be dialogue between two standards. (J.3, S.1, I.1)
frequent errors with teenagers talking about
tenses, personal an assignment. They
pronouns, prepositions, CE.EFL.4.7.
circle the verbs they
etc.) hear, etc.) Listening for Information:
Follow and identify some
EFL 4.2.3 Listening to a dialogue main ideas and details in
Follow and understand between two or more short and straightforward

short, straightforward people and deciding if spoken or audio texts set in

audio messages and/or each statement is true familiar contexts, when
the main idea/dialogue or false. (Example: delivered slowly and with
of a movie or cartoon Julia wants to call her
visuals to provide
(or other age- mother – True. Ms.
appropriate audio- Trenton gives her contextual support. Use
visual presentations) permission to use the spoken contributions in
if delivered slowly and cell phone in class – class as models for one’s
visuals provide False, etc.) own speech.
contextual support.
(Example: an announce- Watching a short video I.EFL.4.7.1.
ment of a bus delay, an and then talking to a
intercom announcement Learners can identify the
partner about whether
at school, a dialogue or not they agree with main idea and some details
supported by facial the speaker or a in short straightforward
expressions/gestures statement. (Example spoken audio texts set in
and appropriate topics for videos: Best familiar contexts when the
intonation, etc.) vacation sites in message is delivered slowly
Ecuador, strangest and there is other
EFL 4.2.11 foods, scariest animals
contextual support. (Ex-
Give short, basic in the world, etc.)
descriptions of ample: rules for a game,
everyday activities and Recording in-class classroom instructions, a
events within familiar conversations and dialogue in a scene from a
contexts and use simple dialogues in order to cartoon or movie, etc.)
descriptive language to make note of correct Learners can use other
compare and make brief and appropriate classmate’s contributions in
statements about language usage and
objects and class as models for their
intelligibility.
possessions. (Example: own. (I.2, I.3, S.4)
family, school, living Doing a mingle activity
conditions, personal where learners ask and CE.EFL.4.8.
belongings, etc.) answer survey questions Production – Accuracy and
about after school Intelligibility: Communicate
EFL 4.3.2 activities. (Example: needs and information
Make use of clues such Do you play chess? What
as titles, activities do you do clearly and in simple terms,

illustrations, after school?, etc.) using grammatical structures

organization, text Observing to see learned in class (although
outline and layout, whether each student’s there may be frequent
etc. to identify and questions and answers
errors), effectively and
understand relevant are understandable by
information in written other learners and if without undue effort.
level-appropriate text they use appropriate or Demonstrate an ability to
types. new vocabulary. make appropriate use of new
words and expressions in
EFL 4.3.6 Asking the learners to social interactions.
Apply learning read a dialogue in
strategies to examine pairs. Learners record
I.EFL.4.8.1.
and interpret a variety themselves and then
of written materials listen to the recording Learners can communicate
using prior knowledge, in order to assess personal information and
graphic organizers, clarity of sounds, basic immediate needs and
context clues, note production of phonemes, deal with other practical
taking and finding rhythm and intonation. everyday demands in familiar
words in a dictionary. contexts, effectively and
Asking learners simple
without undue effort and
EFL 4.4.2 questions about
Make and use a simple themselves, their using grammatical structures
print or digital family or their and vocabulary seen in class
learning resource to possessions and noting (although there may be
compare and contrast that their response frequent, basic errors).
information in order to time is relatively (I.1, I.2, I.3, S.1)
demonstrate under- quick (i.e., not so
standing and command of slow that the inter-
a topic. action becomes CE.EFL.4.9.
uncomfortable for the Production – Fluency: Use
EFL 4.4.7 student or the teacher, simple language to describe,
Use the process of and the response is compare and make statements
prewriting, drafting, appropriate although about familiar everyday
revising, peer editing there may be some basic topics such as objects,
and proofreading (i.e., errors)
possessions and routines in
“the writing process”)
to produce well-con- Conducting a class structured situations and

structed informational survey where learners and details and by employing

look up key words in a various stages of the
text. writing process, while using
a range of digital tools to
Writing
promote and support
collaboration, learning and
Making posters in small
groups of new phrases productivity.
and expressions in
order to display in the I.EFL.4.17.1.
classroom. Learners can convey and or-
ganize information through
Making flashcards for
the use of facts and details
new words and using
them to quiz a partner. and by employing various
stages of the writing
Recording synonyms and process, while using a range
antonyms of words in of digital tools to promote
the margins of reading and support collaboration,
texts. learning and productivity.
(I.1, I.3, S.4, J.2, J.4)
Writing new words and
phrases in a vocabulary
notebook. CE.EFL.4.20.
Create short, original
Researching and writing literary texts in different
a short paragraph about genres, including those that
a new topic and using reflect Ecuadorian cultures,
appropriate references using a range of digital
to support your ideas.
tools, writing styles,
Writing about a topic appropriate vocabulary and
and choosing words for other literary concepts.
a glossary and writing
the definitions. I.EFL.4.20.1.
Learners can create short,

Using a glossary from a

text to understand new
2 LESSON B You will learn how to EFL 4.1.1 Communication and topics such as objects, 6
Compare and contrast Cultural Awareness possessions and routines in
PHRASAL • talk about customs oral traditions, myths,
structured situations and
VERBS of other folktales and lit- Reflecting on
erature from Ecuador short conversations.
cultures. differences between
and international people from other Interaction is with
• talk about regions and cultures countries and regions. reasonable ease, provided
celebrations in and identify speech is given clearly,
other countries. similarities and Reading a story about slowly and directly.
differences and another culture and
universal cultural responding to the main
themes. I.EFL.4.9.1.
ideas with a short
Learners can use simple lan-
opinion.
EFL 4.2.3 guage to describe, compare
Follow and understand Oral Communication: and state facts about
short, straightforward Listening and Speaking) familiar everyday topics
audio messages and/or such as possessions,
the main idea/dialogue Listening to spoken or classroom objects and
of a movie or cartoon recorded descriptions
(or other age- routines in short,
of familiar scenes, and structured situations, in-
appropriate audio- marking the words you
visual presentations) teracting with relative
hear. (Example:
if delivered slowly and Learners hear a ease. (I.3, I.4, S.4)
visuals provide dialogue between two
contextual support. teenagers talking about CE.EFL.4.11.
(Example: an announce- an assignment. They
ment of a bus delay, an Demonstrate comprehension of
circle the verbs they main ideas and some details
intercom announcement hear, etc.)
at school, a dialogue in short simple texts on
supported by facial familiar subjects, making
Listening to a dialogue
expressions/gestures use of contextual clues to
between two or more
and appropriate identify relevant
people and deciding if

intonation, etc.) each statement is true information in a text.

or false. (Example:
EFL 4.2.11 Julia wants to call her I.EFL.4.11.1.
Give short, basic mother – True. Ms.
Learners can understand main
descriptions of Trenton gives her
everyday activities and permission to use the ideas and some details in
events within familiar cell phone in class – short simple online or print
contexts and use simple False, etc.) texts on familiar subjects,
descriptive language to using contextual clues to
compare and make brief Watching a short video help identify the most
statements about and writing three new relevant information.
objects and things they learned.
(Example: title,
possessions. (Example: (Example: Sharks aren’t
family, school, living mammals. They are fish. illustrations, organization,
conditions, personal Sometimes they attack etc.) (I.2, I.4)
belongings, etc.) humans, but not all
sharks are dangerous. CE.EFL.4.13.
EFL 4.3.2 Their teeth can grow Apply learning strategies
Make use of clues such back, etc.)
such as using prior
as titles,
illustrations, Asking learners simple knowledge and graphic
organization, text questions about organizers to interpret new
outline and layout, themselves, their information in a text, and
etc. to identify and family or their assess this information
understand relevant possessions and noting according to the
information in written that their response organization, subject area
level-appropriate text time is relatively
and purpose of the text,
types. quick (i.e., not so
slow that the inter- using different criteria,
EFL 4.3.6 action becomes including ICT tools.
Apply learning uncomfortable for the
strategies to examine student or the teacher, I.EFL.4.13.1.
and interpret a variety and the response is Learners can apply learning
of written materials appropriate although
strategies such as using
using prior knowledge, there may be some basic
errors) prior knowledge and graphic
graphic organizers,
context clues, note organizers to interpret new

taking and finding Conducting a class information in a text.

words in a dictionary. survey where learners Learners can assess this
ask each other about a information according to the
EFL 4.4.2 familiar topic and
organization, subject area
Make and use a simple record each other’s
answers. (Example: and purpose of the text,
print or digital
learning resource to What’s your favorite through the use of different
compare and contrast sport? Do you have a criteria, including ICT
information in order to favorite team? What tools. (I.2, I.4, J.4)
demonstrate under- sports do you play? Are
standing and command of you good at it?, etc.)
CE.EFL.4.16.
a topic. Sharing a few things
about their classmates’ Make use of simple learning
answers. (Example: Sam resources, including those
EFL 4.4.7
Use the process of is an Emelec fan. He created by one’s self, in
prewriting, drafting, loves soccer but he order to compare and
revising, peer editing isn’t good at it. He is contrast information, and
and proofreading (i.e., the only Emelec fan in choose appropriate resources
“the writing process”) our class. Everyone in
according to the value,
to produce well-con- our class plays soccer,
etc.) purpose and audience of
structed informational
texts. each.
Reading
EFL 4.5.6 I.EFL.4.16.1.
Create an effective Reading a text and Learners can use and make
voice using a variety answering information simple learning resources,
of ICT tools, writing questions.
both online and in print, in
styles and typical
order to compare and
features of a genre to Choosing from a list of
create stories, poems, words to complete gaps contrast information.
sketches, songs and from a reading. Learners can choose
plays, including those appropriate resources and
that reflect tradition- Predicting main ideas critically evaluate the
al and popular by reading the title information in these
Ecuadorian cultures. and using other resources, according to the
contextual clues (e.g.,
value, purpose and audience

EFL 4.5.10 illustrations, of each. (I.1, I.3,

Collaboratively produce subheadings, etc.) I.4, J.2, J.4)
criteria for evaluating
literary texts and the
CE.EFL.4.17.
Brainstorming
Show an ability to convey
everything known about
a topic and then and organize information
reading a text to check through the use of facts and
true and false details and by employing
information. various stages of the
writing process, while using
Reading a text and a range of digital tools to
matching content-based
promote and support
words to their
definition or picture. collaboration, learning and
productivity.
Completing a KWL TRI-
FOLD chart about a I.EFL.4.17.1.
text. Learners can convey and or-
Using a dictionary to the use of facts and details
look up key words in a
text. and by employing various
stages of the writing
Writing process, while using a range
of digital tools to promote
Making posters in small and support collaboration,
groups of new phrases learning and productivity.
and expressions in (I.1, I.3, S.4, J.2, J.4)
order to display in the
classroom.
CE.EFL.4.20.
Making flashcards for Create short, original
new words and using literary texts in different
them to quiz a partner. genres, including those that
reflect Ecuadorian cultures,

Recording synonyms and using a range of digital

antonyms of words in tools, writing styles,
the margins of reading established criteria.
texts.
Learners can work
EFL 4.1.2
3 You will learn how to Recognize and g about an assignment. 6
demonstrate an They circle the verbs I.EFL.4.7.1.
LESSON C • talk about appreciation of some they hear, etc.)
Learners can identify the
abilities. commonalities and
distinctions across main idea and some details
SOCCER Listening to a dialogue
• compare people’s cultures and groups between two or more in short straightforward
attributes (differentiated by people and deciding if spoken audio texts set in
and abilities. gender, ability, each statement is true familiar contexts when the
generations, etc.) or false. (Example: message is delivered slowly
• express opinions. including the students’ Julia wants to call her and there is other
own. mother – True. Ms. contextual support. (Ex-
Trenton gives her
EFL 4.2.2 ample: rules for a game,
permission to use the
Use a series of phrases cell phone in class – classroom instructions, a
and sentences to False, etc.) dialogue in a scene from a
describe aspects of cartoon or movie, etc.)
personal background, Recording in-class Learners can use other
immediate environment conversations and classmate’s contributions in
and matters of dialogues in order to class as models for their
immediate need in make note of correct
simple terms using own. (I.2, I.3, S.4)
and appropriate
grammatical structures language usage and
learnt in class intelligibility. CE.EFL.4.8.
(although there may be Production – Accuracy and
frequent errors with Showing the student a Intelligibility: Communicate
tenses, personal video clip of a simple
pronouns, prepositions, needs and information
situation and asking clearly and in simple terms,
etc.) them to describe what
is happening/has using grammatical structures

EFL 4.2.3 happened. (Example: The learned in class (although

Follow and understand boy’s crying because he there may be frequent
short, straightforward can’t find his dog. The errors), effectively and
audio messages and/or girl is helping him
without undue effort.
the main idea/dialogue look for the dog. They
of a movie or cartoon can’t find it, etc.) Demonstrate an ability to
(or other age- make appropriate use of new
information in written Asking the learners to words and expressions in
level-appropriate text read a dialogue in social interactions.
types. pairs. Learners record
themselves and then I.EFL.4.8.1.
EFL 4.3.6 listen to the recording
Learners can communicate
Apply learning in order to assess
strategies to examine clarity of sounds, personal information and
and interpret a variety production of phonemes, basic immediate needs and
of written materials rhythm and intonation. deal with other practical
using prior knowledge, everyday demands in familiar
graphic organizers, Conducting a class contexts, effectively and
context clues, note survey where learners without undue effort and
taking and finding ask each other about a
using grammatical structures
words in a dictionary. familiar topic and
record each other’s and vocabulary seen in class
EFL 4.4.2 answers. (Example: (although there may be
Make and use a simple What’s your favorite frequent, basic errors).
print or digital sport? Do you have a (I.1, I.2, I.3, S.1)
learning resource to favorite team? What
compare and contrast sports do you play? Are
CE.EFL.4.9.
information in order to you good at it?, etc.)
demonstrate under- Sharing a few things Production – Fluency: Use
standing and command of about their classmates’ simple language to describe,
a topic. answers. (Example: Sam compare and make statements
is an Emelec fan. He about familiar everyday
EFL 4.4.7 loves soccer but he topics such as objects,
Use the process of isn’t good at it. He is possessions and routines in
prewriting, drafting, the only Emelec fan in
structured situations and
revising, peer editing our class. Everyone in
and proofreading (i.e., our class plays soccer, short conversations.

“the writing process”) etc.) Interaction is with

to produce well-con- reasonable ease, provided
structed informational Playing a conversation speech is given clearly,
texts. game, where learners slowly and directly.
move their tokens
EFL 4.5.5 around the board after
Gain an understanding choosing a card and I.EFL.4.9.1.
of literary concepts answering the question. Learners can use simple lan-
such as genre, plot, (Example questions: guage to describe, compare
setting, character, What sports do you and state facts about
point of view, theme play? How often do you familiar everyday topics
and other literary ele- go to the movies? What
such as possessions,
ments in order to apply do you do after school?
them to one’s own What do you do on classroom objects and
creative texts. weekends?, etc.) routines in short,
structured situations, in-
EFL 4.5.10 Reading teracting with relative
Collaboratively produce ease. (I.3, I.4, S.4)
criteria for evaluating Reading a text and
literary texts and the answering information
effectiveness of group CE.EFL.4.11.
questions.
work. Demonstrate comprehension of
Choosing from a list of main ideas and some details
words to complete gaps in short simple texts on
from a reading. familiar subjects, making
use of contextual clues to
Predicting main ideas identify relevant
by reading the title information in a text.
and using other
contextual clues (e.g.,
illustrations, I.EFL.4.11.1.
subheadings, etc.) Learners can understand main
ideas and some details in
Reading a short news short simple online or print
article and completing texts on familiar subjects,
an outline. using contextual clues to

help identify the most

Reading a paragraph relevant information.
about a familiar (Example: title,
content area subject illustrations, organization,
and then correcting
etc.) (I.2, I.4)
incorrect sentences.
(Example: The United
States is the country CE.EFL.4.13.
that grows the most Apply learning strategies
definition or picture. such as using prior
knowledge and graphic
Completing a KWL TRI- organizers to interpret new
FOLD chart about a
information in a text, and
text.
assess this information
Using a dictionary to according to the
look up key words in a organization, subject area
text. and purpose of the text,
using different criteria,
Writing including ICT tools.
Making posters in small

groups of new phrases I.EFL.4.13.1.
and expressions in Learners can apply learning
order to display in the strategies such as using
classroom. prior knowledge and graphic
organizers to interpret new
Making flashcards for information in a text.
new words and using Learners can assess this
them to quiz a partner.
information according to the
Recording synonyms and organization, subject area
antonyms of words in and purpose of the text,
the margins of reading through the use of different
texts. criteria, including ICT
tools. (I.2, I.4, J.4)

Writing new words and

phrases in a vocabulary CE.EFL.4.16.
notebook. Make use of simple learning
resources, including those
Researching and writing
a short paragraph about created by one’s self, in
a new topic and using order to compare and
appropriate references contrast information, and
to support your ideas. choose appropriate resources
according to the value,
Writing about a topic purpose and audience of
and choosing words for each.
a glossary and writing
the definitions.
I.EFL.4.16.1.
Using a glossary from a Learners can use and make
text to understand new simple learning resources,
words and recording the both online and in print, in
definitions and example order to compare and
sentences in a
contrast information.
vocabulary notebook.
Learners can choose
Completing the gaps in appropriate resources and
a sentence. (Example: critically evaluate the
Nancy has a car. ---- information in these
car is green. ---- resources, according to the
needs a new car, etc.) value, purpose and audience
of each. (I.1, I.3,
Using question prompts
I.4, J.2, J.4)
to interview and then
write sentences about a
classmate. (Example: CE.EFL.4.17.
Where does he live? Show an ability to convey
What food does he and organize information
like?, etc.) through the use of facts and
details and by employing

Reading a text and various stages of the

using a checklist to writing process, while using
talk about how it is a range of digital tools to
organized. (Example: Is
promote and support
there a title? Does it
have an opening writing styles, appropriate
sentence?, etc.) vocabulary and other
4 LESSON D You will learn how to EFL 4.1.1 Communication and short conversations. 6
OLIMPIC Compare and contrast Cultural Awareness Interaction is with
SPORTS • talk about food oral traditions, myths, reasonable ease, provided
preferences. folktales and lit- Finding recipes from speech is given clearly,
erature from Ecuador other cultures and
and international slowly and directly.
• express agreement. regions and then
regions and cultures sharing them in class.
• ask and answer and identify I.EFL.4.9.1.
questions similarities and Oral Communication: Learners can use simple lan-
about food quantities. differences and Listening and Speaking) guage to describe, compare
universal cultural
and state facts about
themes. Listening to familiar everyday topics
instructions for a such as possessions,
EFL 4.2.2 short task and carrying
Use a series of phrases classroom objects and
them out. (Example:
and sentences to First paint the stick. routines in short,
describe aspects of Next put the beads on structured situations, in-
personal background, the ribbon. Then tie teracting with relative
immediate environment the ribbons to the ease. (I.3, I.4, S.4)
and matters of stick. Hang the ribbon
immediate need in on a tree branch, etc.)
simple terms using CE.EFL.4.11.
grammatical structures Listening to spoken or Demonstrate comprehension of
learnt in class recorded descriptions main ideas and some details
(although there may be of familiar scenes, and in short simple texts on
frequent errors with marking the words you familiar subjects, making

tenses, personal hear. (Example: use of contextual clues to

pronouns, prepositions, Learners hear a identify relevant
etc.) dialogue between two information in a text.
teenagers talking about
EFL 4.2.3 an assignment. They
Follow and understand circle the verbs they I.EFL.4.11.1.
short, straightforward hear, etc.) Learners can understand main
audio messages and/or ideas and some details in
the main idea/dialogue Listening to a dialogue short simple online or print
of a movie or cartoon between two or more texts on familiar subjects,
(or other age- people and deciding if using contextual clues to
appropriate audio- each statement is true
visual presentations) help identify the most
or false. (Example:
if delivered slowly and Julia wants to call her relevant information.
visuals provide mother – True. Ms. (Example: title,
contextual support. Trenton gives her illustrations, organization,
(Example: an announce- permission to use the etc.) (I.2, I.4)
ment of a bus delay, an cell phone in class –
intercom announcement False, etc.)
at school, a dialogue CE.EFL.4.13.
supported by facial Watching a short video Apply learning strategies
expressions/gestures and then talking to a such as using prior
and appropriate partner about whether knowledge and graphic
intonation, etc.) or not they agree with organizers to interpret new
the speaker or a information in a text, and
EFL 4.2.11 statement. (Example assess this information
Give short, basic topics for videos: Best
descriptions of according to the
vacation sites in
everyday activities and Ecuador, strangest organization, subject area
events within familiar foods, scariest animals and purpose of the text,
contexts and use simple in the world, etc.) using different criteria,
descriptive language to including ICT tools.
compare and make brief Recording in-class
statements about conversations and
objects and I.EFL.4.13.1.
dialogues in order to
possessions. (Example: Learners can apply learning
make note of correct
family, school, living and appropriate strategies such as using

conditions, personal language usage and prior knowledge and graphic

belongings, etc.) intelligibility. organizers to interpret new
information in a text.
EFL 4.3.2 Showing the student a Learners can assess this
Make use of clues such video clip of a simple
information according to the
as titles, situation and asking
illustrations, them to describe what organization, subject area
organization, text is happening/has and purpose of the text,
outline and layout, happened. (Example: The through the use of different
etc. to identify and boy’s crying because he criteria, including ICT
understand relevant can’t find his dog. The tools. (I.2, I.4, J.4)
information in written girl is helping him
level-appropriate text look for the dog. They
types. can’t find it, etc.) CE.EFL.4.16.
Make use of simple learning
EFL 4.3.6 Asking the learners to resources, including those
Apply learning read a dialogue in created by one’s self, in
strategies to examine pairs. Learners record order to compare and
and interpret a variety themselves and then contrast information, and
of written materials listen to the recording
choose appropriate resources
using prior knowledge, in order to assess
graphic organizers, clarity of sounds, according to the value,
context clues, note production of phonemes, purpose and audience of
taking and finding rhythm and intonation. each.
words in a dictionary.
Asking learners to I.EFL.4.16.1.
EFL 4.4.2 describe a picture of a Learners can use and make
Make and use a simple familiar scene and
simple learning resources,
print or digital asking them to give
learning resource to full statements about both online and in print, in
compare and contrast what they can see. order to compare and
information in order to (Example: a picture of contrast information.
demonstrate under- a classroom: There are Learners can choose
standing and command of ten students and one appropriate resources and
a topic. teacher. The teacher is critically evaluate the
writing on the board. A
boy’s throwing paper, information in these

EFL 4.4.7 etc.) resources, according to the

Use the process of value, purpose and audience
prewriting, drafting, Reading of each. (I.1, I.3,
revising, peer editing
I.4, J.2, J.4)
and proofreading (i.e., Reading a text and
“the writing process”) answering information
to produce well-con- questions. CE.EFL.4.17.
structed informational Show an ability to convey
texts. Choosing from a list of and organize information
words to complete gaps through the use of facts and
EFL 4.5.6 from a reading. details and by employing
Create an effective
various stages of the
voice using a variety Predicting main ideas
of ICT tools, writing writing process, while using
by reading the title
styles and typical a range of digital tools to
and using other
features of a genre to contextual clues (e.g., promote and support
create stories, poems, illustrations, collaboration, learning and
sketches, songs and subheadings, etc.) productivity.
plays, including those
that reflect tradition- Reading a short news
al and popular I.EFL.4.17.1.
article and completing Learners can convey and or-
Ecuadorian cultures. an outline.
EFL 4.5.10 Reading a paragraph the use of facts and details
Collaboratively produce about a familiar and by employing various
criteria for evaluating content area subject stages of the writing
literary texts and the and then correcting process, while using a range
effectiveness of group incorrect sentences.
work. of digital tools to promote
(Example: The United and support collaboration,
States is the country
learning and productivity.
that grows the most
rice corn, etc.) (I.1, I.3, S.4, J.2, J.4)
Studying an infographic CE.EFL.4.20.

on a familiar subject Create short, original
and answering questions literary texts in different

about the information. genres, including those that

(Example: learners reflect Ecuadorian cultures,
study an infographic using a range of digital
about teenagers and
tools, writing styles,
sleep and then answer
questions such as, How appropriate vocabulary and
many hours a night do other literary concepts.
most teenagers get?,
What percentage of
6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS:

ENGLISH PEDAGOGICAL MODULE 1 – CURRICULAR THREADS: COMMUNICATION AND CULTURE
AWARENESS.ORAL COMMUNICATION,READING ,WRITING,LANGUAGE THROUGHT THE ARTS.
MINISTERIO DE EDUCACION DEL ECUADOR. (2019). English as a Foreign Language
Curriculum for Educación General Básica Elemental. Quito, Ecuador.
ELABORATED BY REVISED BY APPROVED BY

TEACHER(S):LIC. JANNNETH YÁNEZ SÁNCHEZ. NAME:MGS.MERCEDES CAIZA NAME:
Signature: Signature: Signature:
Date: September 1st, 2020 Date: Date:



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SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S

DIRECCIÓN NACIONAL DE CURRÍCULO

CURRICULAR ANNUAL PLAN

OG.EFL 3 O.EFL 4.4

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

communication and learning. O.EFL 4.5

OG.EFL 5 O.EFL 4.7

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Nº Title of Unit Specific Contents/skills ** Methodological Evaluation*** Weeks

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

short, straightforward people and deciding if spoken or audio texts set in

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

illustrations, after school?, etc.) using grammatical structures

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

structed informational survey where learners and details and by employing

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Using a glossary from a

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

intonation, etc.) each statement is true information in a text.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

taking and finding Conducting a class information in a text.

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

EFL 4.5.10 illustrations, of each. (I.1, I.3,

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Recording synonyms and using a range of digital

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

EFL 4.2.3 happened. (Example: The learned in class (although

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

“the writing process”) etc.) Interaction is with

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

help identify the most

Making posters in small

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Writing new words and

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

Reading a text and various stages of the

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

tenses, personal hear. (Example: use of contextual clues to

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

conditions, personal language usage and prior knowledge and graphic

Educamos para tener Patria

DIRECCIÓN NACIONAL DE CURRÍCULO

EFL 4.4.7 etc.) resources, according to the

Studying an infographic CE.EFL.4.20.

Educamos para tener Patria

Nº Title of Unit Specific Contents/skills Methodological Evaluation* Weeks