UNIDAD EDUCATIVA PARTICULAR LEV VIGOTSKY

DIRECCIÓN: CALLE 309 AVENIDA 229

AÑO LECTIVO 2024 - 2025

ANNUAL CURRICULUM PLAN 2 BGU

1. INFORMATION DATA
Area: Foreign Language Subject: English
Teacher(s): Luis Cabrera Mero
Educational
Grade: 2 BGU 2do 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: (240).
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.EFL4. Deploy a range of learning strategies, thereby increasing disposition and ability to independently access further (language) learning and practice
opportunities.
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.

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,
4. TRANSVERSAL AXES
formation of a democratic citizenship, environmental protection, health care and recreational
habits, sexual education in young people.
5. DEVELOPMENT PLANNING UNITS TEAM UP
Specific Unit Methodological Evaluation criteria Length In
N.º Unit Title Contents **
Objectives Orientation and indicators Weeks
1 Eating out O.EFL 5.1 Encounter I Learn -Ask your students to 6
socio-cultural aspects of EFL 5.2.11 Express prepare a “Cooking day:”
their own and other opinions on abstract Each person will be in CE.EFL.5.1. Display an
countries in a thoughtful topics, such charge of a different part of understanding of the
and inquisitive manner, as film and music, and the recipe : starters, main integrity of different
maturely, and openly concrete topics, such as course, etc. cultures by sharing
experiencing other personal - Ask your students three experiences and by
cultures and languages experiences, while thing they want to do in the participating in class
from the secure describing one’s future and have them activities and
standpoint of their own reactions to them and compare answers. discussions in a way
national and cultural others’ - Practice vocabulary that shows empathy and
identity. through the use of memory respect for others
O.EFL 5.3 Access opinions. games and crossword
greater flexibility of EFL 5.2.12 Use puzzles.
mind, creativity, appropriate vocabulary,
enhanced linguistic expressions, language,
intelligence, and critical routines and interaction
thinking skills through styles in formal and CE.EFL.5.3. Interpret
an appreciation of informal social or cultural and language
linguistic differences. academic situations by patterns in English,
Enjoy an enriched asking permission, including nonverbal
perspective of their own thanking someone, communication, and apply
them in appropriate
L1 and of language use apologizing to friends, contexts.
for communication and giving advice, making a I.EFL.5.1.1. Learners
learning. can demonstrate an
suggestion, etc.
understanding of the
My World our World:
integrity of different
EFL 5.2.13 Deal with
cultures by sharing
practical, everyday
experiences and by
communication
participating in class
demands within familiar
activities and
contexts, effectively and
discussions in a way
without
that shows empathy and
undue effort. respect for others. (I.3,
S.1, S.2, J.1, J.3)
I Listen and Analyze: I.EFL.5.3.1. Learners
EFL 5.2.6 Use new can interpret cultural
words and expressions and language patterns in
which occur in English, including
conversations in the nonverbal
personal and communication, and
educational domains, apply them in
and appropriate contexts.
make use of such terms (I.3, I.4, S.1,
and expressions S.2)
wherever appropriate
and necessary.
Reading is Fun
EFL 5.1.9 Communicate
information and ideas
effectively to
diverse audiences using
a variety of media and
formats.

Writing is Fun
EFL 5.4.6 Produce
emails and blog posts
describing personal
experiences and
feelings.

I Learn Literature
EFL 5.5.10 Evaluate
and recommend a
literary text, or a
Favorite activity to a
peers.

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.

2 Meet the natural I Learn Grammar: - Ask students to make 6

World EFL 5.2.1 Deduce the a collage of all the animals
O.EFL 5.1 Encounter meanings of unfamiliar they know and to share with CE.EFL.5.1. Display an
socio-cultural aspects of phrases and words from the class. understanding of the
their own and other a context containing - Ask students to make integrity of different
countries in a thoughtful familiar elements. a list of things the must do to cultures by sharing
and inquisitive manner, (Example: colloquial protect animals and things experiences and by
maturely, and openly greetings, exclamations, they must not do. participating in class
experiencing other - Use new words to activities and
cultures and languages interjections, etc.) create texts about an specific discussions in a way
from the secure EFL 5.2.3 Follow main topic reviewed in class. that shows empathy and
standpoint of their own ideas in topics covered Reading and listening about respect for others.
national and cultural in other curricular different topics to increase CE.EFL.5.2.
identity. subjects with the help of vocabulary and improve Demonstrate an ability
O.EFL 5.2 Draw on this visual support, using comprehension. to discuss culture by
established propensity concepts and analyzing cultural
for curiosity and vocabulary that have products and referents
tolerance towards been studied in advance. from Ecuador and other
different cultures to countries while making
My World, Our World
EFL.5.4. Communicate
 effectively using a
variety of media and
comprehend the role of formats, including ICT, informed choices about
diversity in building an by saying things in and taking action on
intercultural and alternative ways and issues of prejudice and
multinational society. applying self-correcting discrimination
and self-monitoring I.EFL.5.1.1. Learners
strategies can demonstrate an
when needed. understanding of the
integrity of different
cultures by sharing
I Listen and Analyze experiences and by
EFL 5.1.9 Communicate participating in class
information and ideas activities and
effectively discussions in a way
to diverse audiences that shows empathy and
using a variety of media respect for others. (I.3,
S.1, S.2, J.1, J.3)
and formats. I.EFL.5.2.1. Learners
Reading is Fun can exhibit an ability to
EFL 5.3.2 Identify and discuss culture by
use reading strategies to analyzing cultural
make informative and products and referents
narrative texts from Ecuador and other
comprehensible and countries while making
meaningful. (Example: informed choices about
skimming, scanning, and taking action on
previewing, reading for issues of prejudice and
main ideas and details, discrimination. (I.1, I.2,
using structural and S.2, J.1, J.3)
context clues, cognates,
format, sequence, etc.)
 Writing is Fun
EFL 5.5.8 Contribute to
team projects to produce
original works and solve
problems while
effectively negotiating
and managing
interactions to
accomplish social and
classroom tasks.

3 That’s O.EFL 5.4 Deploy a I Learn Grammar: - Asking learners sim- CE.EFL.5.4. 6
entertainment range of learning EFL 5.2.11 Express ple questions about movies Communicate
strategies, thereby opinions on abstract they have seen. effectively using a
increasing disposition topics, such as film and - Create a jeopardy variety of media and
and ability to music, and concrete about movies and then ask formats, including ICT,
independently access topics, such as personal students to be movie critics. by saying things in
further (language) experiences, while - Underlining interest- alternative ways and
learning and practice describing one’s ing facts in a text and then applying self-correcting
opportunities. Respect reactions to them and doing a little research on the and self-monitoring
themselves and others others’ opinions topic. strategies when needed.
within the - Using an interesting
communication process, . idea from a text to inspire I.EFL.5.4.1. Learners
cultivating habits of EFL 5.2.12 Use extra research on a topic. can communicate
honesty and integrity appropriate vocabulary, effectively using a
into responsible expressions, language, variety of media and
academic behavior. routines and interaction formats, including ICT,
styles in formal and by saying things in
informal social or alternative ways and
applying self-correcting
academic situations by and self-monitoring
asking permission, strategies when needed.
thanking someone, (I.1, I.3, J.4)
apologizing to friends,
giving advice, making a
suggestion, etc.

My World, Our World

EFL 5.2.9 Build on
others’ ideas when
engaged in pair, group
or wholeclass
discussions on personal,
social, community and
academic
topics.
I Listen and Analyze
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.
Reading is Fun
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
EFL 5.4.9 Use a variety
of oral, print and
electronic forms for
writing to others or for
writing for self,
applying the
conventions of social
writing. (Example:
notes, invitations,
emails, blog entries and
comments, notes to self,
etc.)

I Learn Geography
EFL 5.5.8 Contribute to
team projects to produce
original works and solve
problems while
 effectively negotiating
and managing
interactions to
accomplish social and
classroom tasks.
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.

4 Family I Learn Grammar: - Asking learners sim- 6

relationships EFL 5.2.11 Express ple questions about them-
O.EFL 5.1 Encounter opinions on abstract selves, their family or their CE.EFL.5.1. Display an
socio-cultural aspects of topics, such as film and possessions and noting that understanding of the
their own and other music, and concrete their response time is rela- integrity of different
countries in a thoughtful topics, such as personal tively quick and there are cultures by sharing
and inquisitive manner, experiences, while minimal basic errors. experiences and by
maturely, and openly describing one’s - Underlining interest- participating in class
experiencing other reactions to them and ing facts in a text and then activities and
cultures and languages others’ opinions doing a little research on the discussions in a way
from the secure EFL 5.2.12 Use topic. that shows empathy and
standpoint of their own appropriate vocabulary, - Using an interesting respect for others.
national and cultural expressions, language, idea from a text to inspire CE.EFL.5.2.
identity. routines and interaction extra research on a topic. Demonstrate an ability
styles in formal and - Using new words to
informal social or create texts about a specific
 academic situations by topic reviewed in class.
asking permission, Reading and listening about
O.EFL 5.2 Draw on this thanking someone, different topics to increase to discuss culture by
established propensity apologizing to friends, vocabulary and improve analyzing cultural
for curiosity and giving advice, making a comprehension. products and referents
tolerance towards suggestion, etc. from Ecuador and other
different cultures to My World, Our World countries while making
comprehend the role of EFL 5.2.9 Build on informed choices about
diversity in building an others’ ideas when and taking action on
intercultural and engaged in pair, group issues of prejudice and
multinational society. or wholeclass discrimination
O.EFL 5.6 Through discussions on personal,
selected media, social, community and
participate in reasonably academic CE.EFL.5.6. Listening
extended spoken or topics.
for Information: Deal
written dialogue with I Listen and Analyze
with practical, everyday
peers from different L1 EFL 5.2.12 Use communication
backgrounds on work, appropriate vocabulary,
demands in familiar
study, or general topics expressions, language, social and academic
of common interest, routines and interaction
contexts, including
expressing ideas and styles in formal and
following directions in
opinions effectively and informal social or class activities and
appropriately. academic situations by
identifying main ideas
asking permission,
in other curricular
thanking someone,
subjects when given
apologizing to friends,
sufficient support.
giving advice, making a
suggestion, etc.
I.EFL.5.1.1. Learners
Reading is Fun
can demonstrate an
EFL 5.3.2 Identify and
understanding of the
use reading strategies to
integrity of different
make informative and
cultures by sharing
narrative texts experiences and by
comprehensible and participating in class
meaningful. (Example: activities and
skimming, scanning, discussions in a way
previewing, reading for that shows empathy and
main ideas and details, respect for others. (I.3,
using structural and S.1, S.2, J.1, J.3)
context clues, cognates, I.EFL.5.2.1. Learners
format, sequence, etc.) can exhibit an ability to
Writing is Fun discuss culture by
EFL 5.4.9 Use a variety analyzing cultural
of oral, print and products and referents
electronic forms for from Ecuador and other
writing to others or for countries while making
writing for self, informed choices about
applying the and taking action on
conventions of social issues of prejudice and
writing. (Example: discrimination. (I.1, I.2,
notes, invitations, S.2, J.1, J.3)
emails, blog entries and I.EFL.5.6.1. Learners
comments, notes to self, can deal with practical,
etc.) everyday
I Learn Geography communication
EFL 5.5.8 Contribute to demands in familiar
team projects to produce social and academic
original works and solve contexts, such as
problems while following directions in
effectively negotiating class activities and
and managing identifying main ideas
interactions to in other curricular
accomplish social and subjects when given
classroom tasks. sufficient support. (I.1,
 Living in Harmony I.3, S.1)
EFL 5.4.1 Critically
evaluate information
from references,
including those found
on the web, and
recommend print and
digital sources to other
learners.

5 An emergency? Grammar/ - Demonstrating appropriate CE.EFL.5.2. 6

Vocabulary: language use during class, Demonstrate an ability
O.EFL 5.2 Draw on this EFL 5.2.3 Follow main group and pair discussions. to discuss culture by
established propensity ideas in topics covered (Example: correct intonation, analyzing cultural
for curiosity and in other curricular natural pace, using modals to products and referents
tolerance towards subjects with the help of show politeness, etc.) from Ecuador and other
different cultures to visual support, using -Practicing the use of countries while making
comprehend the role of concepts and expressions of politeness informed choices about
diversity in building an vocabulary that have during collaborative pair and and taking action on
intercultural and been studied in advance. small group work. issues of prejudice and
multinational society. My World, Our -Playing games that practice discrimination.
O.EFL 5.4 Deploy a World: classroom language, turn- CE.EFL.5.4.
range of learning EFL 5.2.12 Use taking, being polite, etc. Communicate
strategies, thereby appropriate vocabulary, - Using the new unit effectively using a
increasing disposition expressions, language, vocabulary in a short variety of media and
and ability to routines and interaction playcript. formats, including ICT,
independently access styles in formal and -Creating their own joke by saying things in
further (language) informal social or base on the vocabulary they alternative ways and
learning and practice academic situations by have learnt. applying self-correcting
opportunities. Respect asking permission, and self-monitoring
thanking someone, strategies when needed.
apologizing to friends, CE.EFL.5.7. Production
 giving advice, making a – Accuracy and
suggestion, etc Intelligibility: Use
themselves and others I Listen and Analyze appropriate vocabulary
within the EFL 5.2.3 Follow main and language in a
communication process, ideas in topics covered variety of oral
cultivating habits of in other curricular interactions for a range
honesty and integrity subjects with the help of of audiences and level-
into responsible visual support, using appropriate purposes.
academic behavior. concepts and
O.EFL 5.7 Interact quite vocabulary that have I.EFL.5.2.1. Learners
clearly, confidently, and been studied in advance can exhibit an ability to
appropriately in a range Reading is Fun discuss culture by
of formal and informal EFL 5.3.6 Display an analyzing cultural
social situations with a appreciation of the products and referents
limited but effective language by interacting from Ecuador and other
command of the spoken and engaging with a countries while making
language variety of digital and informed choices about
print texts and resources and taking action on
and by selecting and issues of prejudice and
evaluating these discrimination. (I.1, I.2,
materials as a means to S.2, J.1, J.3)
promote and strengthen I.EFL.5.4.1. Learners
literacy skills and can communicate
language acquisition. effectively using a
Writing is Fun variety of media and
EFL 5.4.7 Use the formats, including ICT,
process of prewriting, by saying things in
drafting, revising, peer alternative ways and
editing and applying self-correcting
proofreading (i.e., “the and self-monitoring
writing process”) to strategies when needed.
produce well- (I.1, I.3, J.4)
 constructed I.EFL.5.7. Learners can
informational texts. improve their
Production – Accuracy
and Intelligibility by
using appropriate
vocabulary and
language in a variety of
oral interactions for a
range of audiences and
level-appropriate
purposes. (I.2, I.3, J.2)
6 Healthy Living Grammar/ - Writing about them- 6
Vocabulary: selves in a diary format.
O.EFL 5.1 Encounter EFL 5.1.3 Find parallels - Listening to descrip- CE.EFL.5.1. Display an
socio-cultural aspects of between Ecuadorian tions about people and iden- understanding of the
their own and other cultural and political tifying them. integrity of different
countries in a thoughtful referents and those of - Using pictures and cultures by sharing
and inquisitive manner, other countries by other visuals to predict the experiences and by
maturely, and openly talking about holidays, main idea of a short conver- participating in class
experiencing other symbols, customs and sation. activities and
cultures and languages schooling. - Researching a topic discussions in a way
from the secure EFL 5.2.12 Use and preparing a presentation that shows empathy and
standpoint of their own appropriate vocabulary, for the class respect for others.
national and cultural expressions, language, - Using intonation to CE.EFL.5.3. Interpret
identity. routines and interaction convince a partner to take ac- cultural and language
styles in formal and tion. (Example: Pay atten- patterns in English,
informal social or tion! careful – You should including nonverbal
academic situations by eat vegetables and fruits ev- communication, and
O.EFL 5.3 Access
asking permission, ery day.) apply them in
greater flexibility of
thanking someone, - Sharing learners’ sto- appropriate contexts.
mind, creativity,
apologizing to friends, ries in pairs or small groups
enhanced linguistic
giving advice, making a and choosing to represent I.EFL.5.1.1. Learners
intelligence, and critical
thinking skills through suggestion, etc. some through a role play. can demonstrate an
an appreciation of My World, Our - Searching the Internet understanding of the
linguistic differences. World: for illustrations and exam- integrity of different
Enjoy an enriched EFL 5.2.9 Build on ples of effective group col- cultures by sharing
perspective of their own others’ ideas when laborations and then sharing experiences and by
L1 and of language use engaged in pair, group why they are effective. (Ex- participating in class
for communication and or wholeclass ample: In this picture, they activities and
learning. discussions on personal, are sitting in a circle. One discussions in a way
social, community and person is talking and every- that shows empathy and
academic topics. one else is listening, etc.) respect for others. (I.3,
I Listen and Analyze - Talking about a S.1, S.2, J.1, J.3)
EFL 5.2.2 Identify the healthy diet and its impor- I.EFL.5.3.1. Learners
main idea and some tance in their life. can interpret cultural
details of recorded news and language patterns in
reports, documentaries English, including
and interviews reporting nonverbal
on seasonal festivities, communication, and
environmental issues, apply them in
food and international appropriate contexts.
customs, climate, (I.3, I.4, S.1, S.2)
weather, etc., where the
visuals support the
commentary.
Reading is Fun
EFL 5.5.4 Read aloud
with confidence,
accuracy, fluency and
expression to
demonstrate
understanding and to
convey an interpretation
of meaning.
Writing is Fun
EFL 5.5.3 Identify and
explain the
distinguishing features
of diverse literary
genres, periods and
traditions, and use those
features to aid
comprehension,
interpretation and
discussion of literary
texts.
I Learn Science
EFL 5.5.2 Make
predictions, inferences
and deductions to
demonstrate different
levels of meaning of
literary texts presented
orally or in digital form,
including literal and
implied meanings.
(Example:
summarizing,
explaining and
identifying, word
choice, symbols, points
of view, etc.)
Living in Harmony
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.)
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
planning. Also, some fittings may be suggested,
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: