UNIDAD EDUCATIVA

PROMOCIÓN SOCIAL

PLAN CURRICULAR ANUAL

1. DATOS INFORMATIVOS AÑO LECTIVO: 2022 - 2023 (EGB Superior Intensivo)
AREA LENGUA EXTRANJERA ASIGNATURA INGLES
DOCENTES LCDA. JESSICA KARINA ROCHA AUQUILLA
EDUCACIÓN BÁSICA SUPERIOR INTENSIVA EDUCACIÓN BÁSICA SUPERIOR INTENSIVA A (OCTAVO,
NOVENO Y DÉCIMO), EDUCACIÓN BÁSICA SUPERIOR INTENSIVA B (OCTAVO, NOVENO Y DÉCIMO),
EDUCACIÓN BÁSICA SUPERIOR INTENSIVA C (OCTAVO, NOVENO Y DÉCIMO), EDUCACIÓN BÁSICA
GRADO NIVEL EDUCATIVO EDUCACIÓN GENERAL BÁSICA
SUPERIOR INTENSIVA D (OCTAVO, NOVENO Y DÉCIMO), EDUCACIÓN BÁSICA SUPERIOR INTENSIVA E
(OCTAVO, NOVENO Y DÉCIMO), EDUCACIÓN BÁSICA SUPERIOR INTENSIVA F (OCTAVO, NOVENO Y
DÉCIMO)
2. TIEMPO
Carga horaria semanal No. Semanas de trabajo Evaluación del aprendizaje e imprevistos Total de semanas clases Total de periodos
2.0 40 5 35 70
3. OBJETIVOS GENERALES
Objetivos del área Objetivos del grado/curso
OG.EFL 4 Deploy a range of learning strategies, thereby increasing disposition and ability to Have a very basic vocabulary repertoire of words and phrases related to their personal and
independently access further (language) learning and practice opportunities. Respect themselves educational background. O.EFL 1.1
and others within the communication process, cultivating habits of honesty and integrity into O.EFL 1.1 Have a very basic vocabulary repertoire of words and phrases related to their personal
responsible academic behavior. and educational background.
OG.EFL 5 Directly access the main points and important details of up-todate English language texts, O.EFL 1.2 Use basic expressions to impart and elicit factual information as well as socialize (e.g.
such as those published on the web, for professional or general investigation, through the efficient greetings, addressing forms, introducing oneself and others, and saying ‘good-bye’, etc.).
use of ICT and reference tools where required. O.EFL 2.1 Identify some main ideas and details of written texts, in order to develop an approach of
OG.EFL 7 Interact quite clearly, confidently, and appropriately in a range of formal and informal critical inquiry to written and oral texts.
social situations with a limited but effective command of the spoken language (CEFR B1 level). O.EFL 2.2 Assess and appreciate English as an international language, as well as the five aspects of
OG.EFL 3 Access greater flexibility of mind, creativity, enhanced linguistic intelligence, and critical English that contribute to communicative competence.
thinking skills through an appreciation of linguistic differences. Enjoy an enriched perspective of O.EFL 2.6 Write short descriptive and informative texts and use them as a means of
their own L1 and of language use for communication and learning. communication and written expression of thought.
OG.EFL 1 Encounter socio-cultural aspects of their own and other countries in a thoughtful and O.EFL 3.5 Use print and digital tools and resources to investigate real-world issues, answer
inquisitive manner, maturely, and openly experiencing other cultures and languages from the questions or solve problems.
secure standpoint of their own national and cultural identity. O.EFL 3.6 Read and 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 3.8 Demonstrate an ability to interact with written and spoken texts, in order to explore
creative writing as an outlet to personal expression and intercultural competence.
O.EFL 3.9 Be able to interact in English using basic, frequently used expressions and short phrases
in familiar and personalized contexts, demonstrating a limited but effective command of the
spoken language in simple and routine tasks which require a direct exchange of information.
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 3.10 Demonstrate an ability to use English as a means to interact socially and work
cooperatively in pairs and groups.

1. Interculturalidad: respeto a la diversidad.

2. Formación de una ciudadanía democrática: toma de consciencia, derechos y obligaciones.
3. Protección del Medio Ambiente: practica de conservación y cuidado.
4. EJES TRANSVERSALES: 4. El cuidado de la salud y los hábitos alimenticios y fomentar el buen uso del tiempo libre.
5. La educación sexual en los estudiantes: conocer, cuidar y respetar su cuerpo.

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TODOS LOS CONTENIDOS DE ESTE DOCUMENTO ES DE PROPIEDAD DE LA UNIDAD EDUCATIVA PROMOCIÓN SOCIAL; POR LO TANTO QUEDA PROHIBIDO COPIAR, REPRODUCIR, DISTRIBUIR, PUBLICAR, TRANSMITIR TODO O PARTE DE ESTE DOCUMENTO SIN LA AUTORIZACIÓN PREVIA
 UNIDAD EDUCATIVA
PROMOCIÓN SOCIAL

5. DESARROLLO DE UNIDADES DE PLANIFICACIÓN

TÍTULO DE LA UNIDAD DE PLANIFICACIÓN : GREETINGS AND FAREWELLS DURACIÓN: 2
N.º OBJETIVOS CONTENIDOS ORIENTACIONES EVALUACIÓN
ESPECÍFICOS METODOLÓGICAS

1 Have a very basic vocabulary repertoire of EFL 4.1.1 Compare and contrast oral traditions, Listen and CE.EFL.4.1. Compare and contrast oral traditions
words and phrases related to their personal myths, folktales and literature from Ecuador repeat: and literature from Ecuador and beyond in
and educational background. O.EFL 1.1 and international regions and cultures and Hello My order to manifest an understanding of the
identify similarities and di erences and name is… relationship between cultural perspectives and
O.EFL 1.1 Have a very basic vocabulary universal cultural themes. What’s practices and by sharing cross cultural
repertoire of words and phrases related to their your experiences.
personal and educational background. name?
Practice
common
O.EFL 2.1 Identify some main ideas and details greetings:
Indicadores de evaluación:
of written texts, in order to develop an Good
approach of critical inquiry to written and oral morning CEFR: A2.1. Topics: World Around Us,
texts. Goodbye Countries and Nationalities, Descriptions and
See you Appearance, Adjectives, Time, Natural World,
O.EFL 2.6 Write short descriptive and tomorrow Personal Experiences, Food, Free Time and
informative texts and use them as a means of Ask people Hobbies.
communication and written expression of Do you
thought. have a Topics: World Around Us, Countries and
question? Nationalities, Descriptions and Appearance,
How do Adjectives, Time, Natural World, Personal
you say?
Experiences, Food, Free Time and Hobbies.
CEFR: A2.1.
Take some
objects
from the
EFL 4.1.5 Apply self-correcting and self- classroom,
monitoring strategies in social and classroom show them
to your
interactions. (Example: asking questions, teacher
starting over, rephrasing, exploring alternative and ask
pronunciations or wording, etc.) him/her
what they
are called.
EFL 4.1.8 Use suitable vocabulary, expressions,
Use the
language and interaction styles for formal and
question:
informal social or academic situations in order How do
to communicate specific intentions in online and you say…?
face-toface interactions. (Example: thanking,
making promises, apologizing, asking Ask for
permission, chatting with friends, answering in permission
class, greeting an authority figure, etc.)
May I go to the restroom please?
EFL 4.1.10 Recognize and appreciate individual
and group similarities and di erences by
establishing and maintaining healthy and
rewarding online and face-to-face relationships
based on communication and cooperation.

TÍTULO DE LA UNIDAD DE PLANIFICACIÓN : NUMBERS ( CARDINAL AND ORDINAL NUMBERS) DURACIÓN: 4

N.º OBJETIVOS CONTENIDOS ORIENTACIONES EVALUACIÓN
ESPECÍFICOS METODOLÓGICAS

PAG. 2
TODOS LOS CONTENIDOS DE ESTE DOCUMENTO ES DE PROPIEDAD DE LA UNIDAD EDUCATIVA PROMOCIÓN SOCIAL; POR LO TANTO QUEDA PROHIBIDO COPIAR, REPRODUCIR, DISTRIBUIR, PUBLICAR, TRANSMITIR TODO O PARTE DE ESTE DOCUMENTO SIN LA AUTORIZACIÓN PREVIA
 UNIDAD EDUCATIVA
PROMOCIÓN SOCIAL

2 Have a very basic vocabulary repertoire of EFL 4.1.1 Compare and contrast oral traditions, Identify the ordinal and cardinal numbers CE.EFL.4.1. Compare and contrast oral traditions
words and phrases related to their personal myths, folktales and literature from Ecuador and literature from Ecuador and beyond in
and educational background. O.EFL 1.1 and international regions and cultures and Write the number in the correct place. order to manifest an understanding of the
identify similarities and di erences and relationship between cultural perspectives and
O.EFL 1.1 Have a very basic vocabulary universal cultural themes. Read the texts. Underline the words you have difficulty practices and by sharing cross cultural
repertoire of words and phrases related to their in pronunciation. experiences.
personal and educational background.
Practice pronunciation
O.EFL 2.1 Identify some main ideas and details Indicadores de evaluación:
of written texts, in order to develop an Read the text in groups and individually.
approach of critical inquiry to written and oral CEFR: A2.1. Topics: World Around Us,
texts. Identify the main vocabulary Countries and Nationalities, Descriptions and
Appearance, Adjectives, Time, Natural World,
O.EFL 2.6 Write short descriptive and Make some preview questions. Read the text. Personal Experiences, Food, Free Time and
informative texts and use them as a means of Hobbies.
communication and written expression of Ask the questions.
thought. Topics: World Around Us, Countries and
Practice some consonant sounds.
Nationalities, Descriptions and Appearance,
O.EFL 3.5 Use print and digital tools and Adjectives, Time, Natural World, Personal
resources to investigate real-world issues, Experiences, Food, Free Time and Hobbies.
answer questions or solve problems. CEFR: A2.1.

O.EFL 3.8 Demonstrate an ability to interact with

written and spoken texts, in order to explore
creative writing as an outlet to personal EFL 4.1.4 Demonstrate mindfulness, empathy,
expression and intercultural competence. tolerance and an overall respect for the
integrity of cultures in daily classroom activities.
O.EFL 4.1 Identify the main ideas, some details
and inferences of written texts, in order to
EFL 4.1.5 Apply self-correcting and self-
produce level-appropriate critical analysis of monitoring strategies in social and classroom
familiar subjects and contexts.
interactions. (Example: asking questions,
O.EFL 3.10 Demonstrate an ability to use English starting over, rephrasing, exploring alternative
pronunciations or wording, etc.)
as a means to interact socially and work
cooperatively in pairs and groups.
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.)

TÍTULO DE LA UNIDAD DE PLANIFICACIÓN : VERB TO BE - ADJECTIVES DURACIÓN: 4

N.º OBJETIVOS CONTENIDOS ORIENTACIONES EVALUACIÓN
ESPECÍFICOS METODOLÓGICAS

PAG. 3
TODOS LOS CONTENIDOS DE ESTE DOCUMENTO ES DE PROPIEDAD DE LA UNIDAD EDUCATIVA PROMOCIÓN SOCIAL; POR LO TANTO QUEDA PROHIBIDO COPIAR, REPRODUCIR, DISTRIBUIR, PUBLICAR, TRANSMITIR TODO O PARTE DE ESTE DOCUMENTO SIN LA AUTORIZACIÓN PREVIA
 UNIDAD EDUCATIVA
PROMOCIÓN SOCIAL

3 Have a very basic vocabulary repertoire of EFL 4.1.1 Compare and contrast oral traditions, Observe a grammar chart and deduce the grammar CE.EFL.4.1. Compare and contrast oral traditions
words and phrases related to their personal myths, folktales and literature from Ecuador rules to make sentences with the verb to be and and literature from Ecuador and beyond in
and educational background. O.EFL 1.1 and international regions and cultures and the use of possessive pronouns in the simple order to manifest an understanding of the
identify similarities and di erences and present. relationship between cultural perspectives and
O.EFL 1.1 Have a very basic vocabulary universal cultural themes. practices and by sharing cross cultural
repertoire of words and phrases related to their Observe a grammar chart and deduce the experiences.
personal and educational background.
grammar rules to make sentences with the
O.EFL 1.2 Use basic expressions to impart and Indicadores de evaluación:
elicit factual information as well as socialize verb to be and the use of possessive pronouns in
(e.g. greetings, addressing forms, introducing simple present. CEFR: A2.1. Topics: World Around Us,
oneself and others, and saying ‘good-bye’, etc.). Countries and Nationalities, Descriptions and
Underline questions words. Appearance, Adjectives, Time, Natural World,
O.EFL 2.1 Identify some main ideas and details Say questions using Wh-words. Personal Experiences, Food, Free Time and
of written texts, in order to develop an In pairs: Ask and answer questions using Wh-words Hobbies.
approach of critical inquiry to written and oral
texts. Brainstorm about some daily activities and write Topics: World Around Us, Countries and
them on the board. Nationalities, Descriptions and Appearance,
O.EFL 2.6 Write short descriptive and Adjectives, Time, Natural World, Personal
informative texts and use them as a means of Observe some pictures cards about daily activities. Experiences, Food, Free Time and Hobbies.
communication and written expression of Read the texts. Underline the words you have CEFR: A2.1.
thought. difficulty in pronunciation.

O.EFL 3.5 Use print and digital tools and Practice pronunciation
resources to investigate real-world issues, EFL 4.1.4 Demonstrate mindfulness, empathy,
answer questions or solve problems. tolerance and an overall respect for the Read the text in groups and individually.
integrity of cultures in daily classroom activities.
O.EFL 3.6 Read and write short descriptive and Identify the main vocabulary
informative texts related to personal EFL 4.1.5 Apply self-correcting and self-
information or familiar topics and use them as a monitoring strategies in social and classroom Make some preview questions. Read the text.
means of communication and written interactions. (Example: asking questions,
expression of thought. Ask the questions.
starting over, rephrasing, exploring alternative
pronunciations or wording, etc.) Practice some consonant sounds.
O.EFL 3.9 Be able to interact in English using
basic, frequently used expressions and short
phrases in familiar and personalized contexts, EFL 4.1.8 Use suitable vocabulary, expressions,
demonstrating a limited but e ective command language and interaction styles for formal and
of the spoken language in simple and routine informal social or academic situations in order
tasks which require a direct exchange of to communicate specific intentions in online and
information. face-toface interactions. (Example: thanking,
making promises, apologizing, asking
O.EFL 4.1 Identify the main ideas, some details permission, chatting with friends, answering in
and inferences of written texts, in order to class, greeting an authority figure, etc.)
produce level-appropriate critical analysis of
familiar subjects and contexts. EFL 4.1.10 Recognize and appreciate individual
and group similarities and di erences by
O.EFL 3.8 Demonstrate an ability to interact with establishing and maintaining healthy and
written and spoken texts, in order to explore rewarding online and face-to-face relationships
creative writing as an outlet to personal based on communication and cooperation.
expression and intercultural competence.

O.EFL 2.2 Assess and appreciate English as an

international language, as well as the ve
aspects of English that contribute to
communicative competence.

PAG. 4
TODOS LOS CONTENIDOS DE ESTE DOCUMENTO ES DE PROPIEDAD DE LA UNIDAD EDUCATIVA PROMOCIÓN SOCIAL; POR LO TANTO QUEDA PROHIBIDO COPIAR, REPRODUCIR, DISTRIBUIR, PUBLICAR, TRANSMITIR TODO O PARTE DE ESTE DOCUMENTO SIN LA AUTORIZACIÓN PREVIA
 UNIDAD EDUCATIVA
PROMOCIÓN SOCIAL

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.)

TÍTULO DE LA UNIDAD DE PLANIFICACIÓN : DURACIÓN:

N.º OBJETIVOS CONTENIDOS ORIENTACIONES EVALUACIÓN
ESPECÍFICOS METODOLÓGICAS

6. BIBLIOGRAFÍA/ WEBGRAFÍA (Utilizar normas APA VI edición) 7. OBSERVACIONES

https://thinkfluency.com/reading-passages/

https://learnenglish.britishcouncil.org/skills/reading/a2-reading

https://es.liveworksheets.com/el1618967to

https://learnenglishteens.britishcouncil.org/skills/reading/a2-reading/films-
entertainment

ELABORADO VALIDADO APROBADO

LCDA. JESSICA KARINA ROCHA AUQUILLA LCDA. JESSICA KARINA ROCHA AUQUILLA -
DOCENTE: DIRECCIÓN ÁREA ACADÉMICA: VICERRECTOR:

Firma: Firma: Firma:

Fecha: Fecha: Fecha:

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TODOS LOS CONTENIDOS DE ESTE DOCUMENTO ES DE PROPIEDAD DE LA UNIDAD EDUCATIVA PROMOCIÓN SOCIAL; POR LO TANTO QUEDA PROHIBIDO COPIAR, REPRODUCIR, DISTRIBUIR, PUBLICAR, TRANSMITIR TODO O PARTE DE ESTE DOCUMENTO SIN LA AUTORIZACIÓN PREVIA