INSTITUTIONAL LOGO SCHOOL NAME SCHOOL YEAR : 2016-2017

CURRICULAR ANNUAL PLAN

1. INFORMATIONAL DATA

Area: English as a Foreign Language Subject: English

Teacher(s):

Grade/ Course: FIRST Education Level: A2.2 BGU

2. TIME

Weekly hours Number of weeks of work Learning Assessment Weeks Total Weeks of class Total of periods
5 Hours 40 weeks 4 weeks 36 weeks 180 Hours

3. GENERAL AIMS

Objectives of the Area (macro objectives in the annual) Objectives of the Grade/Course (micro objectives for the unit plan)
Review the General Objectives of the English as a Foreign Language Review the Curricular Objectives of the English as a Foreign Language Area part in
area by the end of the Bachillerato General Unificado, we have 7 and each level or sublevel (decide what you want and how many objectives you
COPY them, copy and paste of the pag. 30 IN ALL THE LEVELS consider. MINIMUN 3 COULD BE 3 FOR FIRST, 3 FOR SECOND, 3 FOR THIRD
OF BACHILLERATO BECAUSE IS THE FIRS YEAR BUT IT IS RECOMENDABLE
WRITE ALL THE OBJECTIVES IN EACH LEVEL THE NEXT LECTIVE YEARS,
REMEMBER, YOU CAN WRITE JUST THE PRINCIPAL PART OF THE
OBJECTIVE)

OG.EFL 1 Encounter socio-cultural aspects of their own and other coun-

Encounter socio-cultural aspects of their own and other countries in a tries in a thoughtful and inquisitive manner, maturely, and openly
thoughtful and inquisitive manner, maturely, and openly experiencing O.EFL 5.1
experiencing other cultures and languages from the secure
other cultures and languages from the secure standpoint of their own standpoint of their own national and cultural identity.
national and cultural identity.
OG.EFL 2 Draw on this established propensity for curiosity and tolerance
Draw on this established propensity for curiosity and tolerance towards O.EFL 5.2 towards different cultures to comprehend the role of diversity in
different cultures to comprehend the role of diversity in building an building an intercultural and multinational society.
intercultural and multinational society. Access greater flexibility of mind, creativity, enhanced linguistic
OG.EFL 3 intelligence, and critical thinking skills through an appreciation of
O.EFL 5.3
Access greater flexibility of mind, creativity, enhanced linguistic linguistic differences. Enjoy an enriched perspective of their own
intelligence, and critical thinking skills through an appreciation of L1 and of language use for communication and learning.
linguistic differences. Enjoy an enriched perspective of their L1 and of
language use for communication and learning.
OG.EFL 4
Deploy a range 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.
OG.EFL 5
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.EFL 6
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.
OG.EFL 7
Interact quite clearly, confidently, and appropriately in a range of formal
and informal social situations with a limited but effective command of the
spoken language (CEFR B1 level).
TRANSVERSAL AXES: values to develop during the school year, write Responsibility, Honesty, Respect, Love, Peace, Justice, etc.
them in general

4.UNITS TO BE DEVELOPED

Nº Title of the unit Unit Specific Contents/skills Methodological Orientations Evaluation Weeks
Objectives Review the evaluation duration
Select the best (Skills and strategies) criteria part because this
Write them according EFL according to the part evaluates contents,
unit contents in the Consider the methodology of the
to the unit, copy the cognitions and values.
student´s book, (It can book to define our methodological
goals of the unit Write the criteria, its
be one per threat) strategies and write in the best indicator and value
THIS INFO IS IN
curricular threat TOGETHER
THE BOOK

1 Talk about Communication and Cultural

lifestyles, Awareness
Inspirational People CE.EFL.5.3. Interpret
personality types,
• Participating in short role plays cultural and language
EFL 5.1.7 Interpret and
preferences and demonstrate knowledge using a range of verbal and nonverbal patterns in English, 5
interests. of nonverbal and oral communication. including nonverbal
communication features communication, and
• Talking in pairs about video learners
by applying them in apply them in appropriate
have watched using only English.
appropriate contexts. contexts.
(Example: use of stress, • Watching a video and identifying
I.EFL.5.3.1. Learners
intonation, pace desirable language use. can interpret cultural and
• Comparing nonverbal and body language patterns in
language between L1 and L2 English, including
nonverbal
cultures.
communication, and
• Creating selfie videos for class apply them in appropriate
assignments and sharing them on a contexts. (I.3, I.4, S.1,
class blog. S.2)

Oral Communication: (Listening

EFL 5.2.11 Express CE.EFL.5.12. Engage
and Speaking)
opinions on abstract with a variety of digital
topics, such as film and • Playing a conversation game, where and print texts and
music, and concrete learners move their tokens around the resources by evaluating
topics, such as personal board after choosing a card and and detecting
experiences, while answering the question. complexities and
describing one’s discrepancies in the
• Working in pairs to complete an
reactions to them and information in order to
information gap activity.
others’ opinions. find the most appropriate
• Doing a mingle activity where sources to support an
learners ask and answer questions idea or argument.
about things they have or haven’t
I.EFL.5.12.1. Learners
done. Observing to see whether the
can engage with a variety
learners can interact effectively and
of digital and print texts
whether they are able to ask follow up
and resources by
questions in order to extend the
evaluating and detecting
exchange.
complexities and
• Establishing a clear expectation of discrepancies in the
English use for classroom functions. information in order to
Informal assessment could involve find the most appropriate
personal notes from the teacher to sources to support an
 learners who use L2 regularly. idea or argument. (I.2,
I.4, J.3)
Reading
CE.EFL.5.14. Identify,
• Read quickly looking for words each
critically evaluate and
paragraph.
EFL 5.3.4 Find the most recommend a variety of
important information in • To get familiar with the topic of a potential resources and
print or online sources in text, take a quick look at the references, including
order to support an idea vocabulary it contains. digital tools, that support
or argument. (Example: collaboration and
• Comparing and contrasting the productivity, for
Internet search engines,
opinions of two experts on a topic of educational and
online advertising, online
personal interest. academic use.
or print timetables, web
pages, posters, adverts, • Identifying unreliable resources on CE.EFL.5.18. Use a
catalogues, etc.) the Internet. range of criteria to
evaluate and recommend
• Reading about a topic and then
literary texts to others,
identifying reference materials and and recognize how
sources that could be used to find out chosen criteria affect
more information. evaluation.
Writing
I.EFL.5.18.1. Learners
EFL 5.4.4 Select and • Finding a variety of online can use a variety of
make effective use of a references to practice a grammar criteria for evaluating and
range of digital tools to structure, then recommending the recommending literary
write, edit, revise and best one to the class. texts to others, and
publish written work in a recognize how chosen
• Using new words or information criteria affects evaluation.
way that supports
from a class lesson and creating an (S.1, S.4, J.2, J.4)
collaboration, learning
online game to practice them, then
and productivity.
sharing and playing the game with the
(Example: image editing,
rest of the class.
Google Drive,
infographic makers, • Reading a dialogue which serves as
audio and video editing, a model text, then writing a similar
presentation apps, etc.) dialogue on a different topic while
implementing new words/expressions
from the unit.
 sequence del texto.

Language through the Arts

EFL 5.5.6 Evaluate • Analyzing three different rubrics and
one’s own and others’ discussing how each one might
work, individually and influence the way it is evaluated.
collaboratively, on the
• Discussing how visual presentation
basis of a variety of
can change your response to a
criteria, and recognize
literary text.
how chosen criteria
affect evaluation.
(Examples of criteria:
clarity of ideas, use of
English grammar and
vocabulary, register,
originality, visual
presentation, etc.)

5. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition) 7. OBSERVATIONS

http://educacion.gob.ec/curriculo-fortalecimiento-del-ingles/

ELABORATED BY REVISED BY APPROVED BY

TEACHER(S): NAME: NAME:

Signature: Signature: Signature:

Date: Date: Date:

SPANGLISH ACRONYMS: CURRICULAR THREADS (HILOS CURRICULARES) GUIDES ARE DIFFERENT FOR THE LEVEL OF PROFICIENCY:
OGEFL GENERAL OBJECTIVE CULTURAL AWARENESS (CONCIENCIA CULTURAL)
OEFL SPECIFIC OBJECTIVE CURRICULAR FRAMES (MARCOS CURRICULARES) - ELEMENTAL # 2 : nivel 2nd, 3rd, 4th EGB
EFL PERFORMANCE OF CRITERIA (CRITERIO DE LANGUAGE ACQUISITION (ADQUISICION DEL - Básica medio # 3: 5th, 6th, 7th EGB
DESEMPEÑO) LENGUAGE)
CE EVALUATION CRITERIA (CRITERIO DE
- Básica superior # 4: 8th,9th, 10th
EVALUACION) - BGU # 5: 1st, 2nd, 3rd BGU
J JUSTICE
I INNOVATION
S SOLIDARY