UNIDAD EDUCATIVA “JOSÉ JULIÁN ANDRADE”

School Year 2022-2023

CURRICULAR PLAN UNIT 1
Informative Data
Area English as a Foreign Language Subject English
Teacher´s Name Pablo Salazar Class 10TH EGB “F”
Date September 26th to November 4th Number of Weeks Six
Unit Title What do you like to do? Values Justice, solidarity, and innovation.
Learning O.EFL 4.6 Write short descriptive and informative texts related to personal information or familiar topics and use them as a means of
Objective communication and written expression of thought.
Competences Listening
I can understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance (e.g. very basic personal
and family information, shopping, local area, employment). I can catch the main point in short, clear, simple messages and announcements.
Reading
I can read very short, simple texts. I can find specific, predictable information in simple everyday material such as advertisements, prospectuses,
menus and timetables and I can understand short simple personal letters.
Spoken Interaction
I can communicate in simple and routine tasks requiring a simple and direct exchange of information on familiar topics and activities. I can handle
very short social exchanges, even though I can’t usually understand enough to keep the conversation going myself.
Spoken Production
I can use a series of phrases and sentences to describe in simple terms my family and other people, living conditions, my educational background
and my present or most recent job.
Writing
I can write short, simple notes and messages relating to matters in areas of immediate need. I can write a very simple personal letter, for example
thanking someone for something.
Project To motivate the reading practice in order to understand texts and stimulate intellectual readers.
Specific objectives To strengthen the vocabulary through reading magazines, stories, tales, books, comics, poems, and others.
To develop the reading comprehension to identify specific information.
Reading Club
To present the summary of the reading through posters, comics, and expositions.
Evaluation CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of the relationship
Criteria between cultural perspectives and practices and by sharing cross cultural experiences.
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical
structures learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make
appropriate use of new words and expressions in social interactions.
CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as
objects, possessions and routines in structured situations and short conversations. Interaction is with reasonable ease, provided speech is given
clearly, slowly and directly.
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual
clues to identify relevant information in a text.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess
this information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts and details and by employing various stages of the
writing process, while using a range of digital tools to promote and support collaboration, learning and productivity.
Essential Content Skills and Performance Criteria Indicator for the Permanence Methodological Strategies
(Competences that Contribute) Criteria Techniques and Techniques and Instruments of
Methods Assessment
Communication and cultural Formative Assessment
Prepositions: in
Past tense-regular
awareness. Learners can compare and contrast  Homework
oral traditions, myths, folktales and
and irregular EFL 4.1.1. Compare and contrast
literature from Ecuador and other  Tests
Question forms oral traditions, myths, folktales and Speaking  exposition
Phrasal verbs literature from Ecuador and cultures. Ref (I.EFL.4.1.1.) (I.2, S.1, S.2,
Describing images
international regions and cultures J.1) C  Dialogues
Comparing
American Football and identify similarities and  Group work
and Rugby differences and universal cultural
The History of themes. C Asking and answering  Individual work
Soccer Uniforms questions  Texts
My Favorite Sports Oral communication Learners can communicate personal Discussing  Rubric
Moment EFL 4.2.2. Use a series of phrases
Synchronized information and basic immediate needs Dialogues  Questionnaire
and sentences to describe aspects of in simple terms using grammatical
Swimming personal background, immediate  Class activities
structures and vocabulary seen in
Sports Around the environment and matters of class (although there may and / frequent
World immediate need in simple terms Summative Assessment
basic errors) REF. (I.EFL.4.8.1.)
Phrasal Verbs using grammatical structures learnt
Extreme Sports (I.1, I.2, I.3, S.1)  Quiz
in class (although there may be
Amusement Parks frequent errors with tenses, personal
Around the World Reading/Listening
pronouns, prepositions, etc.) CS
Roller Coasters Scanning
More Phrasal Verbs EFL 4.2.13. Interact with reasonable I.EFL.4.9.1. Learners can use simple Skimming
ease in structured situations and language to describe, compare and Matching
short conversations within familiar state facts about familiar everyday Guessing
contexts, provided that speech is topics such as possessions, classroom Completing
given clearly, slowly and directly. objects and routines in short, structured
situations, interacting with relative ease.
Answering questions
(Example: an interview, an
information gap activity, etc.) C (I.3, I.4, S.4) CC Describing

Reading
EFL 4.3.2. Make use of clues such
as titles, illustrations, organization,
text outline and layout, etc. to identify
and understand relevant information
in written level-appropriate text types.
C
I.EFL.4.11.1. Learners can understand Writing
main ideas and some details in short Writing process for
simple online or print texts on familiar paragraphs
subjects, using contextual clues to help Writing summary
identify the most relevant information.
(Example: title, illustrations, Writing a sentences
organization, etc.) (I.2, I.4) C

EFL 4.3.6. Apply learning strategies I.EFL.4.13.1. Learners can apply

to examine and interpret a variety of
written materials using prior
knowledge, graphic organizers,
context clues, note taking and finding
words in a dictionary. C
learning strategies such as using prior
knowledge and graphic organizers to
interpret new information in a text. REF.
(I.EFL.4.13.1) (I.2, I.4, J.4) C
 Writing
EFL 4.4.7. Use the process of Learners can convey and organize
prewriting, drafting, revising, peer information through the use of facts and
editing and proofreading (i.e., “the details and by employing various stages
writing process”) to produce well- of the writing process. REF.
constructed informational texts. C (I.EFL.4.17.1.) (I.1, I.3, S.4, J.2, J.4) C
EFL 4.4.8. Convey and organize
information using facts and details in
order to illustrate diverse patterns
and structures in writing. (Example:
cause and effect, problem and
solution, general-to-specific
presentation, etc.) C

Project Reading
Club.
Book`s name:
Author: Robin
Waterfield
Students with Specific Needs – Curricular Adaptations
Essential Content Skills and Performance Criteria Indicator for the Permanence
(Competences that Contribute) Criteria Techniques and Techniques and Instruments of
Methods Assessment

ELABORATED REVIEWED APROVED

Teacher: Pablo Salazar Area Coordinator: Lic. Alden Ale Academic Board President:
MSc. Patricio Ramírez
Signature: Signature:
Signature: ${firma_vicerrector}

Date: August 22nd, 2022 Date: August 22nd, 2022 Date: August 22nd, 2022