UNIDAD EDUCATIVA PARTICULAR LEV VIGOTSKY

DIRECCIÓN: CALLE 309 AVENIDA 229

AÑO LECTIVO 2024 - 2025

ANNUAL CURRICULUM PLAN 1ro BACHILLERATO

1. INFORMATION DATA
Area: Foreign Language Subject: English
Teacher(s): Luis Cabrera Mero
Educational
Grade: 1BGU 1ro. BGU
Level:
2. TIME
Number of working Total of
Weekly course load: Learning assessment and unexpected occurrences: Total of periods:
weeks: Class weeks:
Weekly workload x total
Sample: (40
Sample: (4 hours) Sample: (4 weeks). Sample: (36 weeks). of class weeks.
weeks).
Sample: (216).
3. GENERAL OBJECTIVES
Grade Objectives
OG.EFL1. Encounter socio-cultural aspects of their own and other countries in a thoughtful and inquisitive manner, maturely and openly experiencing
other cultures and languages from the secure standpoint of their own national and cultural identity.
OG.EFL2. Draw on this established propensity for curiosity and tolerance towards different cultures to comprehend the role of diversity in building an
intercultural and multinational society.
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic intelligence and critical thinking skills through an appreciation of linguistic
differences. Enjoy an enriched perspective of their own L1 and of language use for communication and learning.
OG.EFL5. Directly access the main points and important details of up-to-date English language texts, such as those published on the web, for
professional or general investigation, through the efficient use of ICT and reference tools where required.
OG.EFL6. Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study or
general topics of common interest, expressing ideas and opinions effectively and appropriately.
4. TRANSVERSAL AXES
5. DEVELOPMENT PLANNING UNITS
Specific Unit
N.º Unit Title
Objectives
1. What shall we do O.EFL 5.1 Encounter
socio-cultural aspects of
their own and other
countries in a thoughtful
and inquisitive manner,
maturely, and openly
experiencing other
cultures and languages
from the secure
standpoint of their own
national and cultural
identity
They constitute great themes that must be addressed throughout the curricular projection, with
concrete integrated activities to the development of skills with performance criteria: interculturality,
formation of a democratic citizenship, environmental protection, health care and recreational
habits, sexual education in young people
Methodological Evaluation criteria Length In
Contents **
Orientation and indicators Weeks
I LEARN - Demonstrating appropriate CE.EFL.5.1. Display an
GRAMMAR language understanding of the
EFL 5.2.12 Use use during class, group and integrity of different
appropriate vocabulary, pair cultures by
expressions, language, discussions. sharing experiences and
routines and interaction (Example: correct intonation, by participating in class
styles in formal and natural activities and
informal social or pace, using modals to show discussions in a
academic situations. politeness, etc.) way that shows
-Writing an email about empathy and respect
EFL 5.2.13 Deal with a cross-cultural experience. for others.
practical, everyday -Practicing the use of
communication expressions of I.EFL.5.1.1. Learners
demands within familiar politeness during can demonstrate an
contexts. collaborative pair understanding of the
and small group work. integrity of different
My World, Our World -Reflecting on differences cultures by sharing
between experiences and by
EFL 5.2.13 Deal with people from other countries participating in class
practical, everyday and regions. activities and
communication -Researching schooling from discussions in a way
demands within familiar other that shows empathy and
contexts, effectively and cultures and presenting them respect for others. (I.3,
without undue effort on a poster. S.1, S.2, J.1, J.3)
-Responding sensitively to a
I listen & Analyze peer’s
EFL 5.2.13 Deal with opinion about a text read in
practical, everyday class.
communication -Using social media to
demands within familiar network with teens across
contexts, effectively and the globe.
without -Having learners make a
undue effort. selfie video to
Reading is fun/ Email say what they know about a
topic before coming to class.
EFL 5.5.10 Evaluate Observing that they can say
and recommend a what they want without too
literary text (written, many long pauses.
oral, online, in video or -Making jokes that practice
in print) or a favorite helpful
activity to a peer language.
-Listening to spoken or
Writing is fun / Email recorded
EFL 5.4.6 Produce descriptions of a familiar
emails and blog posts academic subject, and
describing personal marking the words you hear.
experiences (Example: Learners hear a
I Learn/ICT dialogue
EFL 5.5.10 Evaluate between two experts talking
and recommend a about
literary text (written, internet safety. They circle
oral, online, in video or the verbs they
in print) or a favorite hear, etc.)
activity to a peer. - Listening to three teens talk
 Living in harmony about
EFL 5.1.10 Take Their plans, then putting a
initiative in a discussion checkmark next to the person
in a positive way by who already did each
being sensitive to the activity.
nuances of peers’ - Watching a short video and
comments, reactions writing
and responses (both three new things they
verbal and nonverbal). learned.
-Giving learners language
prompts to
use during pair/group work.
(Example:
What do you think? I
agree/disagree. I
think we need to…, It’s your
turn, etc.)
-Playing games that practice
classroom language, turn-
taking, being polite, etc.

2. She was born in O.EFL 5.7 Interact I LEARN - Using context clues to CE.EFL.5.3.
1991 quite clearly, GRAMMAR deduce the places each Interpret
confidently, and EFL 5.2.11 Express person has visited according cultural and
appropriately in a range opinions on abstract to a dialogue created in language
of formal and informal topics, such groups. patterns in English,
social situations with a as film and music, and - Listening to a radio ad and including nonverbal
limited but effective concrete topics, such as identifying the place they are communication, and
command of the spoken personal experiences, talking about apply them in
appropriate contexts.
language (CEFR B1 while describing one’s • Using pictures and other I.EFL.5.3.1.
level). reactions to them and visuals to predict the main Learners
others’ idea can interpret cultural
opinions of a short conversation. and language
My world, our world - Listening to a patterns in
EFL 4.2.1 Use straightforward biography English, including
appropriate vocabulary, and correcting false nonverbal
expressions, statements. communication, and
language, routines and Demonstrating appropriate apply them in
interaction styles in language use during class, appropriate contexts.
formal and group and pair discussions. (I.3, I.4, S.1, S.2)
informal social or (Example: correct intonation,
academic situations by natural pace, using modals to
asking permission, show politeness, etc.)
thanking someone, - Practicing the use of
apologizing to friends, expressions of politeness
giving advice, making during collaborative pair and
a suggestion, etc. small group work.
I listen & Analyze - Writing a short
EFL 5.2.13 Deal with conversation
practical, everyday and including an appropriate
communication idiom.
demands within familiar - Finding the meaning of an
contexts, effectively and idiom in an authentic audio
without segment, such as a short TV
undue effort show clip.
Reading is fun/ Short - Conducting a class survey
Professional where learners ask each
Biography other
EFL 4.2.9 Use new about a familiar topic and
words and expressions record each other’s answers.
which occur in (Example: What’s your
conversations in the favorite
personal and sport? Do you have a
educational domains favorite team? What sports
 and do
make use of such terms you play? Have you ever
and expressions gotten hurt?, etc.) Sharing
wherever appropriate a few things about their
and necessary classmates’ answers.
EFL 4.2.13 Interact (Example:
with reasonable ease in Marco loves soccer. He’s a
structured situations and Barcelona fan. He plays
short conversations soccer
within familiar contexts, every day in recess, but last
provided that speech is week he sprained his ankle
given clearly, slowly and he can’t play right
and directly. now, etc.)
- Playing a conversation
Writing is fun/ Short game,
Professional where learners answers
Biography questions
EFL 5.4.8 Create an (Example questions: Where
effective voice, using a did you go last year?
variety of writing styles
appropriate to different
audiences, purposes and
settings, and adjust
these styles as
necessary.

We Stayed up late O.EFL 5.2 Draw on this I learn Grammar Researching through the CE.EFL.5.2.
established propensity for EFL 5.3.1 Find specific Internet about other Demonstrate an ability
curiosity and tolerance predictable information in cultures and ways of life to discuss culture by
towards different cultures short, simple texts in a and presenting them to the analyzing cultural
to comprehend the role of range of age- and level-
 diversity in building an appropriate topics
3. intercultural and I learn
multinational society. My world, our world
EFL 5.1.3 Find parallels
between Ecuadorian
cultural and
political referents and
those of other countries
by talking
about holidays,
symbols, customs and
schooling.
I Listen & Analyze
EFL 5.2.13 Deal with
practical, everyday
communication demands
within familiar contexts,
effectively and without
undue effort.
Reading is
fun/interview
EFL 5.5.10 Evaluate and
recommend a literary text
(written, oral, online, in
video or in print) or a
favorite activity to a peer
Writing is fun/
inteview
EFL 5.4.8 Create an
effective voice, using a
variety of writing styles
appropriate to different
audiences, purposes and
class using digital tools. products and referents
- Working in small groups to from Ecuador and other
complete a cultural countries while making
project. (Example: informed choices about
different musical genres in and taking action on
Ecuador, traditional food issues of prejudice and
in Latin America, etc.) discrimination.
- Reading a list of actions I.EFL.5.2.1. Learners
people take and evaluating can exhibit an ability to
and discussing the discuss culture by
consequences on others analyzing cultural
(including on the products and referents
environment) from Ecuador and other
- Asking learners simple countries while making
questions about informed choices about
themselves, their family or and taking action on
their possessions and issues of prejudice and
noting that their response discrimination. (I.1, I.2,
time is relatively quick and S.2, J.1, J.3)
there are minimal basic
errors.
- Completing a KWL chart
about a text.
- Underlining interesting
facts in a text and then
doing a little research on
the topic.
- Using an interesting idea
from a text to inspire extra
research on a topic.
- Using new words or
information from a class
 settings, and adjust lesson and creating an
these styles as online game to practice
necessary. them, then sharing and
I Learn/ Science playing the game with the
EFL 5.3.9 Skim and scan rest of the class.
reference materials, in
print or online, in order to .
identify information that
might be of practical use
for one’s own research
and academic needs.

.
Living in harmony
EFL 5.2.11 Express
opinions on abstract
topics, such as film and
music, and concrete
topics, such as personal
experiences, while
describing one’s reactions
to them and others’
opinions.
4. Barcelona is O.EFL 5.2 Draw on I Learn Grammar -Demonstrating appropriate CE.EFL.5.2.
Better this established EFL 5.1.10 Take initiative language Demonstrate an ability
propensity for curiosity in a discussion in a use during class, group and to discuss culture by
and tolerance towards positive way by being pair analyzing cultural
different cultures to sensitive to the nuances of discussions. products and referents
peers’ comments,
comprehend the role of (Example: correct intonation, from Ecuador and other
reactions and responses
diversity in building an (both verbal and
natural countries while making
intercultural and nonverbal) pace, using modals to show informed choices about
multinational society. My World, our world politeness, etc.) and taking action on
EFL 5.2.12 Use -Practicing the use of issues of prejudice and
expressions of discrimination.
appropriate vocabulary, politeness during I.EFL.5.2.1. Learners
expressions, language, collaborative pair can exhibit an ability to
routines and interaction and small group work. discuss culture by
styles in formal and - Having learners make a analyzing cultural
informal social or
selfie video products and referents
academic situations by
asking permission,
to say what they know about from Ecuador and other
thanking someone, a topic countries while making
apologizing to friends, before coming to class. informed choices about
giving advice, making a Observing that and taking action on
suggestion, etc they can say what they want issues of prejudice and
I Listen & Analyze without discrimination. (I.1, I.2,
EFL 5.1.9 Communicate too many long pauses. S.2, J.1, J.3)
information and ideas Playing games that practice
effectively to diverse classroom
audiences using a variety language, turn-taking, being
of media and formats. polite,
given clearly, slowly and
etc.
directly.
- Using the new unit
Reading is fun/
vocabulary in a
Personal Blog
EFL 4.2.9 Use new words
short dialogue.
and expressions which
occur in conversations in
the personal and
educational domains and
make use of such terms
and expressions wherever
appropriate and necessary
EFL 4.2.13 Interact with
reasonable ease in
structured situations and
short conversations within
familiar contexts,
provided that speech is
given clearly, slowly and
directly
Writing is Fun/
Personal Blog
EFL 5.4.8 Create an
effective voice, using a
variety of writing styles
appropriate to different
audiences, purposes and
settings, and adjust
these styles as
necessary.
I Learn /Science
EFL 5.2.12 Use
appropriate vocabulary,
expressions, language,
routines and interaction
styles in formal and
informal social or
academic situations by
asking permission,
thanking someone,
apologizing to friends,
giving advice, making a
suggestion, etc.
Living in Harmony
EFL 5.1.9 Communicate
information and ideas
effectively to diverse
audiences using a variety
of media and formats.
EFL 5.3.3 Determine the
main conclusion in texts
which clearly argue a

5. She was sitting next O.EFL 5.6 Through
to you? selected media, participate
in reasonably extended
spoken or written dialogue
with peers from different
L1 backgrounds on work,
study, or general topics of
common interest,
expressing ideas and
opinions effectively and
appropriately
point of view in order to
make informed decisions
about one’s own opinion
and reaction to the text.
I learn - Using an app such as CE.EFL.5.6. Listening for
EFL 5.2.6 Use new words Popplet to Information: Deal with
and expressions which complete an outline for a practical, everyday
occur in conversations in writing topic. • Reading a communication demands
the personal and in familiar social and
text
educational domains, and academic contexts,
and using a checklist to talk including following
make use of such terms
and expressions wherever
about how it is organized. directions in class
appropriate and necessary (Example: Is there a title? activities and identifying
My world, our world Does main ideas in other
EFL 5.2.9 Build on it have a plot?, curricular subjects when
others’ ideas when etc.) given sufficient support.
engaged in pair, group or - Recording synonyms and
whole class discussions on antonyms of words in the I.EFL.5.6.1. Learners can
personal, social, margins of reading texts. deal with practical,
community and academic - Writing new words and everyday communication
topics. phrases demands in familiar social
I Listen & Analyze and academic contexts,
in a vocabulary notebook
EFL 5.4.1 Critically such as following
and directions in class
evaluate information from
then writing a text using activities and identifying
references, including those
found on the web, and
three main ideas in other
recommend print and words from your vocabulary curricular subjects when
digital sources to other notebook given sufficient support.
learners. (I.1, I.3, S.1)
Reading is fun/ Short
Story
EFL 5.5.4 Read aloud
with confidence, accuracy,
fluency and expression to
demonstrate

6. We could join a O.EFL 5.4 Deploy a range
club of learning strategies,
thereby increasing
disposition and ability to
independently access
further (language)
learning and practice
opportunities. Respect
themselves and others
within the communication
process, cultivating habits
of honesty and integrity
into responsible academic
behavior.
understanding and to
convey an interpretation
of meaning.
Writing is fun/ Short
Story
EFL 5.4.7 Use the process
of prewriting, drafting,
revising, peer editing and
proofreading (i.e., “the
writing process”) to
produce well-constructed
informational texts.
I LEARN Sharing learners’ stories in CE.EFL.5.4.
EFL 5.2.6 Use new words pairs or small groups and Communicate effectively
and expressions which choosing to represent some using a variety of media
occur in conversations in through a role play. and formats, including
the personal and ICT, by saying things in
- Searching the Internet for
educational domains, and alternative ways and
illustrations and examples of applying self-correcting
make use of such terms
and expressions wherever
different sciences club they and self-monitoring
appropriate and necessary could join strategies when needed.
I Learn Science - Using an app such as
EFL 5.5.4 Read aloud Popplet to I.EFL.5.4.1. Learners can
with confidence, accuracy, complete an outline for a communicate effectively
fluency and expression to writing topic. • is the ad using a variety of media
demonstrate interesting, fun? and formats, including
understanding and to - Writing new words and ICT, by saying things in
convey an interpretation phrases alternative ways and
of meaning. applying self-correcting
in a vocabulary notebook
My world, our world and self-monitoring
and strategies when needed.
EFL 5.2.9 Build on
then writing a text using (I.1, I.3, J.4)
others’ ideas when
engaged in pair, group or
three
whole class discussions on words from your vocabulary
personal, social, notebook
community and academic
topics.
I Listen & Analyze
EFL 5.2.3 Follow main
ideas in topics covered in
other curricular subjects
with the help of visual
support, using concepts
and vocabulary that have
been studied in advance.

Reading is fun/Ads
EFL 5.3.2 Identify and use
reading strategies to make
informative and narrative
texts comprehensible and
meaningful. (Example:
skimming, scanning,
previewing, reading for
main ideas and details,
using structural and
context clues, cognates,
format, sequence, etc.).
Writing is fun/ Ads
EFL 5.4.7 Use the process
of prewriting, drafting,
revising, peer editing and
proofreading (i.e., “the
writing process”) to
produce well-constructed
informational texts.
Living in harmony
EFL 5.4.1 Critically
 evaluate information from
references, including those
found on the web, and
recommend print and
digital sources to other
learners.

6. BIBLIOGRAPHY WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS

There will be a record of any new issue that may
appear in our way to the fulfilling of this
Resources that will be used for the development of the planning unit, especially that bibliography used for
planning. Also, some fittings may be suggested,
the design of each planning unit, as well as the selected texts to use with students, in order to do this work.
for the better achievement of the goal of what is
planned in the instrument.
ELABORATED BY REVIEWED BY APPROVED BY
Teacher(S): Area Director: Vice- Principal:
Signature: Signature: Signature:
Date: Date: Date: