UNIDAD EDUCATIVA GLORIA 2018-2019

GORELIK
ANNUAL CURRICULUM PLAN
1. INFORMATIONAL DATA
Area: English as a Foreign Language Subject: English
Teacher(s): Lcda. Diana Orellana Parrales
Grade/ Course: 1st Science- Accounting Educational level: A2-B1
2. TIME
Weekly hours No. of working hours Learning evaluation and unexpected issues Total class weeks Total periods
5 185 hours 15 hours 40 weeks 200 periods
3. GENERAL OBJECTIVES:
Objectives of the Area Objectives of the level
OG.EFL1. Encounter socio-cultural aspects of their own and other countries in a J.1 We understand the needs and strengths of our country and commit to building an
thoughtful and inquisitive manner, maturely, and openly experiencing other equal, inclusive and democratic society.
cultures and languages from the secure standpoint of their own national and J.2 Our actions are carried out with ethics, generosity, integrity, coherence and
cultural identity. honesty in mind.
OG.EFL2. Draw on this established propensity for curiosity and tolerance towards J.3 We act with respect and responsibility both towards ourselves and others, nature
different cultures to comprehend the role of diversity in building an intercultural and the world of ideas. We meet our obligations and demand respect for our rights.
and multinational society. J.4 We accept and act on our strengths and weaknesses in order to become better
OG.EFL3. Access greater flexibility of mind, creativity, enhanced linguistic human beings and fulfill our life plan.
intelligence, and critical thinking skills through an appreciation of linguistic I.1 We have creative initiatives and proceed with passion, open minds and a vision of
differences. Enjoy an enriched perspective of their own L1 and of language use for the future. We assume authentic leadership, are responsible and proactive when
communication and learning. making decisions and prepare ourselves to face the risks brought on by our actions.
OG.EFL4. Deploy a range of learning strategies, thereby increasing disposition and I.2 We are driven by intellectual curiosity, question both local and international
ability to independently access further (language) learning and practice realities, reflect on and apply our interdisciplinary knowledge to cope with problems
opportunities. Respect themselves and others within the communication process, in a collaborative and codependent manner, so as to take advantage of all possible
cultivating habits of honesty and integrity into responsible academic behavior. resources and information.
OG.EFL5. Directly access the main points and important details of up-todate I.3 We can communicate in a clear manner, in our own and other languages. We make
English language texts, such as those published on the web, for professional or use of different codes of communication such as numerical, digital, artistic and
general investigation, through the efficient use of ICT and reference tools where gestures. We take responsibility for what we say.
required. I.4 We perform our actions in an organized manner, with independence and
OG.EFL6. Through selected media, participate in reasonably extended spoken or autonomy. We use logical, complex and critical thinking skills and practice intellectual
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.EFL7. 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)
humility throughout our learning process in life.
S.1 We take on social responsibility and have the ability to interact with
heterogeneous groups from an understanding, tolerant and empathetic standpoint.
S.2 We build our national identity in search of a peaceful world and we value our
multi- ethnicity and multi-cultural background. We respect the identity of other
people and individuals.
S.3 We look for harmony between the physical and the intellectual. We use our
emotional intelligence to be positive, flexible, friendly and self-critical.
S.4 We adapt to the demands of working as part of a team, understanding the context
and respecting the ideas and contributions of other people.

4. TRANSVERSAL AXES :
- Interculturality
- Protection of the environment
5. DEVELOPMENT OF PLANNING UNITS*
No. Name of the Unit Specific objectives of the Skills and performance Contents Methodological Evaluation Criteria and Time
Planning Unit. criteria orientation Indicators in
weeks
 EFL 5.1.7. Interpret and COMMUNICATION AND
demonstrate knowledge Review: daily - Reading a story about CULTURAL AWARENESS
of nonverbal and oral routines, food and another culture and CE.EFL.5.3. Interpret
communication features drink, free-time responding to the main cultural and language
by applying them in activities, ideas with a short patterns in English,
appropriate contexts. transportation, opinion. including nonverbal
(Example: use of stress, parts of the body. - Participating in short communication, and
0 Who we are? Identifying statements and intonation, pace, etc.) Grammar: role plays using a apply them in appropriate
responses. -Present Simple range of verbal and contexts.
EFL 5.1.9 Communicate I.EFL.5.3.1. Learners can
-Going to nonverbal
information and ideas -Will communication. interpret cultural
effectively to diverse -Time expressions - Listening to a and language patterns in
audiencesusing a variety (present and dialogue and English, including 10
of media and formats. future) identifying main ideas. nonverbalcommunication,
-Information - Talking in pairs about and apply them in
EFL 5.1.11 Apply self- appropriate contexts. (I.3,
questions with wh- a video learners have
correcting and self- I.4, S.1,S.2)
words watched using only
monitoring strategies in CE.EFL.5.4. Communicate
English.
social and classroom effectively using a variety
Celebrations: - Writing a short
interactions by adjusting of media and formats,
(Vocabulary) conversation and
presentation and including ICT, by saying
birthday, blow out including an
language production to things in alternative ways
Making a mind map. candles, get a appropriate idiom.
effectively express and applying self-
diploma, - Participating in short
opinions and make correcting and self-
graduation, dialogues and role
evaluations. (Example: monitoring strategies
Independence Day, plays to practice target
asking questions, when needed.
make resolutions, language. (Example:
starting over,rephrasing, I.EFL.5.4.1. Learners can
What do you Understanding a description of a New Year´s Eve, thanking others,
exploring alternative communicate effectively
1 celebrate? holiday. open presents, set apologizing, asking for
pronunciations, etc.) using a variety of media
off fireworks, help, greeting
watch a parade, authorities, etc.) and formats, including
EFL 5.2.1 Deduce the ICT, by saying things in
wave flags, wear a - Recording student
meanings of unfamiliar alternative ways and
cap and gown. interactions in class
phrases and words from applying self-correcting
Making a holiday infographic. Grammar: and watching them
a context containing and self-monitoring
-Present later in order to
familiar elements.
 (Example: colloquial continuous identify behaviors the strategies when needed.
greetings, exclamations, (future meaning) learners need to (I.1, I.3, J.4)
interjections, etc.) increase and those
First Aid: they need to decrease. ORAL COMMUNICATION
Taking notes to identify main EFL 5.2.2 Identify the (Vocabulary) -Responding to CE.EFL.5.5. Listening for
points and supporting examples. main idea and some Antiseptic spray, classroom activities Meaning: Identify the
2 How are you details of recorded news bandages, burn and pair work through main idea in a variety of
feeling? reports, documentaries gel, first-aid kit, ice short expressions or audio recordings (e.g., 15
and interviews reporting pack, medicine, emoticons. interviews, radio ads,
on seasonal festivities, thermometer. -Using pictures and news reports, etc.) and
environmental issues, Symptoms and other visuals to predict deduce the meanings of
Reading a magazine article. food and international Injures: the main idea of a unfamiliar phrases and
customs, climate, (Vocabulary) short conversation. words in familiar
weather, etc., where the Bruise, cut, fever, -Listening to a set of contexts, provided speech
visuals support the headache, runny instructions and is clear and visuals help
commentary. nose, sore throat, putting them in order. support meaning.
stomachache, -Listening to a I.EFL.5.5.1. Learners can
EFL 5.2.3 Follow main sunburn straightforward article identify the main idea in a
ideas in topics covered Grammar: and correcting false variety of audiorecordings
in other curricular -Should statements. (e.g., interviews, radio
subjects with the help of -Short answers -Listening for specific ads, news reports, etc.)
Making a fact sheet. visual support, using -Zero conditional words in a and deduce the meanings
concepts and vocabulary conversation and of unfamiliar phrases and
that have been studied The Environment: trying to guess the words in familiar contexts
in advance. (Vocabulary) meaning from the where speech is clear and
Conserve water, context. visuals help support
Identifying opinions. EFL 5.2.4 plant trees, pollute -Listening to a dialogue meaning. (I.3, I.4)
How can we save Follow oral directions in the environment, and writing the main CE.EFL.5.6. Listening for
3 the planet? classroom activities and recycle, reduce idea and setting. Information: Deal with
projects and provide carbon emissions, -Listening to a dialogue practical, everyday
Giving reasons to support your directions to peers in save electricity, and completing a chart communication
opinions. selected interactions. send garbage to with key information. demands in familiar social
landfills, use clean -Listening to an and academic contexts,
EFL 5.2.5 Understand the energy, use fossil interview with a including following
 main idea of radio and
audio recordings on
Making a minidocumentary. subjects of personal
interest, provided
speech is clear.
Understanding questions in a EFL 5.2.6 Use new words
dialogue. and expressions which
4 What’s your occur in conversations
passion? in the personal and
educational domains,
Asking questions as an active and make use of such
listener. terms and expressions
wherever appropriate
and necessary.
EFL 5.2.7 Present
information clearly and
effectively in a variety of
Making a Fan Activities brochure oral forms for a range of
audiences and purposes.
(Example: summarizing,
paraphrasing, personal
How much do narratives, research
5 you remember? Making connections between reports, essays, articles,
images and texts. posters, charts and
other graphics, etc.)
EFL 5.2.13 Deal with
practical, everyday
Completing an outline. communication
demands within familiar
contexts, effectively and
without undue effort.
fuels. celebrity and directions in class
Grammar: discussing key points activities and identifying
-First conditional with a partner. main ideas in other
-Listening to a short curricular subjects when
Fan activities: dialogue and then given sufficient support.
(Vocabulary) writing and acting out I.EFL.5.6.1. Learners can
Be a fan of, be a similar dialogue,using deal with practical,
good at, collect some of the same everyday communication
action figures, phrases and demands in familiar social 15
dress up as expressions. and academic contexts,
characters, get an -Asking and answering such as following
autograph, put on questions about directions in class
face paint, put up unique or interesting activities and identifying
posters, stand in things one has main ideas in other
line, wear a hat, experienced. curricular subjects when
wear team colors. -Asking the learners to given sufficient support.
Grammar: read a dialogue in (I.1, I.3, S.1)
-Intensifiers pairs. Learners record CE.EFL.5.7. Production –
-Already, yet themselves and then Accuracy andIntelligibility:
listen to the recording Use appropriate
Personal in order to assess vocabulary and language
Experiences: clarity of sounds, in a variety of oral
(Vocabulary) production of interactions for a range of
Buy a lot of phonemes, rhythm and audiences and level-
souvenirs, fall in intonation. appropriate purposes.
love, forget, get in -Using the new unit I.EFL.5.7.1. Learners can
trouble, get lost, vocabulary in a short communicate clearly and
have a lot of fun, dialogue. effectively by using
make a mistake, -Asking classmates to appropriate vocabulary
take care of repeat an answer or and language in a variety
Keepsakes: statement if needed to of oral interactions for a
(Vocabulary) clarify something. range of audiences and
Baby tooth, -Comparing answers in level-appropriate
drawing, necklace, pairs or small groups. purposes. (I.2, I.3, J.2)

Making a personalized timeline.
What do you
6 need to travel?
Reading images.
Identifying images from
descriptions
Making a Travel Experience
poster
How
7 adventurous are
you?
Understanding text organization
(Example: meeting seashell, toy car -Asking learners simple CE.EFL.5.8. Interaction –
people, extending and Grammar: questions about Interpersonal: Respond to
accepting invitations, -Past continuous themselves, their and build on other
exchanging -Short answers family or their people’s ideas in
information, giving -Past continuous possessions extended conversations
reasons, asking and and past simple: and noting that their on familiar social and
answering questions when response time is academic topics by
about routines and -Past continuous: relatively quick and expressing opinions and
preferences, etc.) while there are minimal feelings and clarifying
basic errors. meaning.
EFL 5.2.14 Request and Travel: -Asking learners to I.EFL.5.8.1. Learners can
provide information and (Vocabulary) describe a picture of a respond to and build on
assistance orally for Book a flight, catch familiar scene and other people’s ideas in
personal, social and a train, exchange asking them to give full extended conversations
academic purposes in money, get a predictions about what on familiar social and
order to clarify and passport, hire a they can see. academic topics by
extend meaning in guide, pack a -Researching a topic expressing opinions and
spoken interactions. suitcase, stay in a and preparing a feelings and clarifying
hotel. presentation for the meaning. (I.3, I.4, S.1,J.3,
EFL 5.3.1 Find specific Collocations: class. J.4)
predictable information (Vocabulary) -Reading a text on a
in short, simple texts in Get hot, get familiar content area READING
a range of age- and hungry, get lost, subject and answering CE.EFL.5.10. Find specific
level-appropriate topics. get ready, get information questions. information and identify
(Example: biographies, started, get there, -Reading a text and the main points in simple,
news articles,narratives, get thirsty, get up. answering information straightforward texts on
memoirs and personal Grammar: questions. subjects of personal
accounts, formal letters -Present perfect -Choosing from a list of interest or familiar
and emails, etc.) -Short answers words to complete academic topics while
-Present perfect gaps from a reading. making informed
EFL 5.3.2 Identify and use -Ever -Reading a paragraph decisions about one’s
reading strategies to -Present perfect about a familiar own reaction to the text.
make informative and -Already, yet content area subject I.EFL. 5.10.1. Learners can
narrative texts -Been and then correcting find specific information

Classifying facts
Making an Adventure Profile
Identifying speakers
8 What do we have
in common?
Reading a blog
comprehensible and -Gone incorrect sentences. and identify the main
meaningful. (Example: -Underlining points in simple,
skimming, scanning, Extreme Sports: interesting facts in a straightforward texts on
previewing, reading for (Vocabulary) text and then doing a subjects of personal
main ideas and details, Kite surfing, little research on the interest or familiar
using structural and mountain biking, topic. academic topics while
context clues, cognates, rock climbing, -Explaining through making informed
format, sequence, etc.) skydiving, pictures, physical decisions about one’s
snowboarding, expression or charts own reaction to the text.
EFL 5.3.3 Determine the white water rafting (ICT) how a text makes (I.1, I.2, S.2)
main conclusion in texts Adjectives: the learner feel. CE.EFL.5.11. Identify and
which clearly argue a Bored, boring, -Completing a chart apply a range of reading
point of view in order to excited, exciting, with literary elements strategies in order to
make informed interested, from a text. make texts meaningful
decisions about one’s interesting, -Predicting the content and to select information
own opinion and terrified, terrifying, of a story using the within a text that might
reaction to the text. thrilled, thrilling, title and pictures. be of practical use for
EFL 5.3.8 Identify and tired, tiring -Summarizing the main one’s own academic
understand the main Grammar: idea of a song. needs.
points instraightforward -Might -Comparing answers in I.EFL.5.11.1. Learners can
texts on subjects of -Would pairs in order to help Identify and apply a range
personal interest or -Present perfect: each other understand of reading strategies in
familiar academictopics. never errors or concepts. order to make texts
-Teaching a story, meaningful and to select
EFL 5.4.3 Apply new and Habits: grammar point, information within a text
prior knowledge in (Vocabulary) vocabulary word or that might be of practical
order to plan and create Go out to eat, hang topic to a group of use for one’s own
texts and determine if out, keep a journal, peers. academic needs. (I.1, I.2,
the new knowledge order take-out, -Assigning roles for a I.4, S.3)
adds value to or sleep in, stay up group project.
contradicts prior late, stream (Example: deciding WRITING
information. movies, work out who is secretary, who CE.EFL.5.13. Produce
Grammar: is the emails, blog posts and
EFL 5.4.6 Produce emails -Too, either organizer, who makes other written texts using
 and blog posts
describing personal -Me too, Me
experiences and neither
feelings.
EFL 5.4.9 Use a variety of
Conducting a Social Acceptance oral, print and electronic
survey 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.)
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.)
EFL 5.5.4 Read aloudwith
confidence, accuracy,
fluency and expression
-So, neither the artwork, etc.) an effective voice and a
-Participating in variety of appropriate
classroom games in writing styles and
which problem-solving conventions.
as a team is important. I.EFL.5.13.1. Learners can
produce emails, blog
posts and other written
texts using an effective
voice and a variety of
appropriate writing styles
and conventions.
(I.3, S.3, J.2)
CE.EFL.5.14. Identify,
critically evaluate and
recommend a variety of
potential resources and
references, including
digital tools, that support
collaboration and
productivity, for
educational and academic
use.
I.EFL.5.14.1. Learners can
identify, critically
evaluate and recommend
a variety of potential
resources and references,
including digital tools,
that support collaboration
and productivity, for
educational and academic
use. (I.1, I.2, S.3, S.4)
LANGUAGE THROUGH THE
 to demonstrate ARTS
understanding and to CE.EFL.5.19. Engage in
convey aninterpretation collaborative activities
of meaning. through a variety of
student groupings in
EFL 5.5.5 Create original, order to solve problems
imaginative stories using and reflect on literary
appropriate vocabulary texts, and produce criteria
and elements of the for evaluating the
literature learners have effectiveness of the
read or heard. group.
I.EFL.5.19.1. Learners can
EFL 5.5.9 Engage in engage in collaborative
collaborative activities activities through a
through a variety of variety of student
student groupings to groupings in order to
share, reflect on, solve problems and
express and interpret reflect on literary texts,
opinions and and produce criteria for
evaluations of a range of evaluating the
literary texts. (Example: effectiveness of the
small groups, group. (I.1,I.2, S.2, S.3,
cooperative learning S.4, J.3, J.4)
groups, literature
circles, process writing
groups, etc.)

6. BIBLIOGRAPHY/ WEBGRAPHY 7. OBSERVATIONS

Brewster, S (2016) Stopwatch Student´s Book & Workbook level 4 Richmond Publishing, S.A. de C.V.
Ministerio de Educación (2016) EFL for Subnivel Superior of EBG (PDF Document)
Retrieved from https://educación. gob.ec/curriculo-lengua-extranjera/

DONE BY: REVISED BY: APPROVED BY:

TEACHER (S): Lcda. Diana Orellana Parrales NAME: Mrs. Rocío Luzardo R. NAME: Mrs. Eufemia Maldonado

Signature: Signature: Signature:

Date: June 1st, 2018 Date: June 1st, 2018 Date: June 1st,2018