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- 1. SCHOOL OF BASICEDUCATION "" SCHOOL YEAR 2020-2021 ANNUAL CURRICULAR PLAN FOR ENGLISH General Regulations to the LOEI Art. 1. INFORMATIVE DATA YEAR PARALLEL EGB TEACHER NAME: VALUES: Responsibility. I respect Autonomy Civility Puntuality. SUBJECT: ABP START DATE: END DATE: LEARNING OBJECTIVE: OBJECTIVE OF THE SUBNLEVEL: SPECIFIC OBJECTIVES: • Students will understand that, to solve problems of daily life related to social, environmental, economic, cultural issues, among others, it is necessary to apply logical, creative, critical, complex reasoning strategies, and communicate our ideas in an assertive way to act with autonomy and independence. • Students will understand the most relevant aspects of life and its diversity, from the study of its origin, its importance, its challenges and its commitment to maintain sustainable environments that ensure integral health, the continuity of life in its different ways, applying values such as empathy and communicating them in a timely manner. • Students will understand that certain actions of human beings negatively and directly affect phenomena that occur in nature and increase environmental problems such as global warming, thus contributing to awareness and assertive and responsible decision making with the immediate environment, communicating it in various spaces using environmentally friendly resources. • Students will understand that history, technology, science, and art intertwine and evolve together, fostering human curiosity to know and build a better world.
- 2. • Students willunderstand that health, culture and entertainment are fundamental axes in the development of the life project and that their dissemination is important, through artistic and cultural manifestations. • Students will understand that Ecuador is part of a megadiverse and multicultural world, contributing to the construction and care of a more just and equitable human society through assertive communication in its near and distant environment. • Students will understand that world citizenship and a culture of peace require the respect and practice of human rights, social justice, diversity, equality among all human beings, and environmental sustainability in order to promote a world and a better future for all. 1 y 2. PRIMER QUIMESTRE NOMBRE DEL PROYECTO/FIC HAS TEMA TIEMPO DESTREZAS CON CRITERIO DE DESEMPEÑO CRITERIO DE EVALUACIÓN CONTENIDOS
- 3. FROM 11 AUGUST TO 04 SEPTEM BER 2020 PROBLE MSOF THE CONTEM PORARY WORLD The /Z/ sound in words and verbs 4 SEMANAS EFL 2.3.1. Demonstrate basic reading comprehension skills by identifying the meaning of individual words, phrases, and sentences, including simple written instructions. I.EFL.2.11.1. Learners can understand familiar words, phrases, and short simple sentences and can successfully complete the simple accompanying task. ● Demonstrate basic r comprehension ● Participating in short dialogues greetings and leave-taking. ● Listening to or reading short dia and answering questions abo speakers’ names, grades, schoo ● Practicing the use of express politeness during collaborative p small group work.
- 4. Learners can express basic ideas,initiate conversation s EFL.2.2.11. Produce simple, mainly isolated utterances using very short phrases and sometimes individual words, possibly with slow and/or hesitant delivery. (Example: words, phrases and short sentences about people, animals, things, etc.) Learners can express basic ideas, initiate conversations, possibly with slow and/or hesitant delivery. (Ref.I.EFL.2.9.1.) ● Watch the following video w will help you to correctly rep pronunciation of the numbe 1 to 10 ● https://www.youtube.com/wa =b02Ojls1O14 ● Look at the picture and repea in English. ● Look at the numbers. Draw to show the value (Look Numbers. Draw objects acc to the number presented). ● File the tasks of the week in to present them at the end final project.
- 5. Verbs in the simple present EFL.2.9.1Learners can express basic ideas, initiate conversations, possibly with slow and/or hesitant delivery. Learners can express basic ideas, initiate conversations, possibly with slow and/or hesitant delivery. (Ref.I.EFL.2.9.1.) ● Count and write how many you see ● Watch the following vide repeat the counting of the nu from one to ten. (obse siguiente video y repite el con los números del uno al diez. ● https://www.youtube.com/wa =b02Ojls1O14
- 6. FROM 07 SEPTEM BER TO 08 OCTOBE R2020 LIFE AND DIVERSI TY Occupations and activities 5 SEMANAS EFL 2.1.4. Express curiosity about the world and other cultures by asking simple WH- questions in class after reading and/or participating in presentations or other group work. Learners can understand a simple text on an everyday topic. (Ref.EFL.2.12.1) ● Drawing different houses labeling different rooms and in a house. ● Using question words (who where) to ask about places. ● Showing the student some flashcards of familiar voca items and asking them to s words. (Example: It’s a ho school, a car, a bike, to see are easily understood, etc.) Ask the learner to sing a s recite a chant together group of friends or wi teacher. Record the st production with the rec device quite near to the st mouth and listen to the rec to assess clarity of s
- 7. production of phonemes, andintonation.
- 8. Actions and subjects in school EFL2.3.2. Read a short simple text (online or print) and demonstrate understanding of the gist and some basic details of the content. Learners can understand a simple text on an everyday topic. (Ref. .EFL.2.12.1) ● Listening to very short (spo recorded) descriptions of s and writing, coloring, or d items within them. (Ex learners are given a simple of a classroom. They liste description of it and ident table where Sara sits and pens and a red book on it, e ● Listening to a short dialogu filling in a simple form. (Exam conversation between a boy teacher meeting for the firs Learners fill in the boy’s nam birth date, (part of his) a (e.g., house number or name), favorite subject, etc simple form.) ● Listening to a short tex demonstrating understandin using an accompanying g
- 9. organizer. (Example:markin route ona map while liste directions, etc.) FROM OCTOBE R 19 TO NOVEMB ER 18, 2020 GLOBAL WARMIN G Dairy Products on the Farm 4 SEMANAS EFL.2.2.8. Mimic individual sounds of the English language, especially those phonemes that do not exist in the student's own L1, both in isolation and within key vocabulary elements. (Example: / ŋ / / ð / / ʌ / / i: / y en words like sing, these, up, sea, etc.) Learners can pronounce most familiar vocabulary items accurately. They can also produce some phrases and short sentences clearly. (Ref. I.EFL.2.8.1.) • Showing the student some flashcards of familiar voca items and asking them to s words. (Example: It’s a ho school, a car, a bike, to see are easily understood, etc.) • Ask the learner to sing a s recite a chant together with a of friends or with the te Record the student’s pro with the recording device near to the student’s mou listen to the recording to clarity of sounds, produc phonemes, rhythm and into
- 10. Farm Products EFL.2.2.4. Identify items ofspecific information within simple messages or from short and simple descriptions about familiar contexts, especially if visual support is provided. (Example: letters of the alphabet, numbers, prices and times, days, dates and months, etc.) Learners can understand short and simple spoken texts well enough to be able to pick out key items of information. Ref. I.EFL.2.7.1. (I.3) ● Watch the following video and p the pronunciation of the memb your family. ● Look, point and repeat the word ● Look at the graph and write its n English and its meaning in Span
- 11. Old MacDonald EFL.2.2.6. Enjoy extensive listeningin English. Example: listen to stories, watch short movies, experience song lyrics or poetry, etc.) Learners can understand the main ideas in short simple spoken texts. Ref.: I.EFL.2.6.1. (I.3) ● Find a clean and uncluttered area. ● Follow the instructions that teacher gives you to improv listening and pronunciation. ● Look, listen, and read, then s song. ● You can watch the video and pr the pronunciation of the song th macdonald ● https://www.youtube.com/watch AjeA2ggPs&list=RD1EAjeA2gg rt_radio=1 ● Draw the animals on the farm notebook.
- 12. FROM NOVEMB ER 19 TO 09 DECEMB ER. TECHNO LOGY, SCIENCE AND ART Musical Instruments 4 SEMANAS EFL.2.1.4.Express curiosity about the world and other cultures by asking simple WH- questions in class after reading and/or participating in presentations or other group work. Learners can recognize differences between where people live and write about their own surroundings, as well ask simple questions. (I.2, S.2) REF.( I.EFL.2.1.1) ● Listening to very short (spo recorded) descriptions of s and writing, coloring, or d items within them. (Ex learners are given a simple of a classroom. They liste description of it and ident table where Sara sits and pens and a red book on it, e Listening to a short tex demonstrating understandin using an accompanying g organizer. (Example: marki route on a map while liste directions, etc.)
- 13. Can, can’t EFL.2.5.5.Apply ICT and/or other resources to communicate simple thoughts in small groups. Learners can communicate thoughts, feelings, and/or personal experiences through a range of resources and other media, including ICT. Ref I.EFL.2.24.1. (I.2, I.3, I.4) ● Find information about what famous and influential peo home, school or work on a day? ● Prepare a set of quest interview our partner about lifestyle. ● Read and answer the questi ● I can play the guitar. Can yo the piano? ● What instrument can you pla ● I can play the marimba. I ca the trumpet and you? ● At the end, file your work school portfolio.
- 14. There is / Thereare EFL 2.3.7. Read and understand the main ideas in a short simple text on a cross-curricular topic. (Example: art, music, history, etc.) *The content is from other school subjects like art, music, math, science, geography. Ref. I.EFL.2.16.1. ● Identifying the main ideas in simple cross-curricular (Example: Text: short desc of towns in Ecuador; ● Task: circle the correct photo ● Reading short simple instr on a cross-curricular subje making something. (Exam sandwich, origami, or a mas ● Studying simple cross-cu information presented in the a graph, diagram, map, or ch answering the yes / no que (Example: a graph showin long different animals live answering yes or no to qu about them, etc.)
- 15. FROM DECEMB ER 09 TO DECEMB ER23, 2020 HEALTH, CULTUR E AND ENTERT AINMEN T Expressions of time 3 SEMANAS EFL.2.2.1. Understand meanings expressed in short dialogues on familiar topics, as well as basic spoken instructions and simple questions about self, people, animals, or things, especially when spoken slowly and clearly. (Example: greetings, short phrases, basic range of classroom instructions, common personal information questions: What’s your name? etc.) Learners can understand the main ideas in short simple spoken texts. Ref.: I.EFL.2.6.1. (I.3) ● Doing a mingle activity learners meet and greet eac and ask and answer questions. Observing to whether the learner can i effectively, and whether th able to ask for repetition required, and / or appropriately to res received. (Example: Find so who…. Do you have a re Yes? Great! – writes down n person.) ● Establishing a clear expecta English use for clas functions. (Example: gr requesting, thanking, aski repetition / clarification, o help, taking leave, etc.) In assessment could involve chart, with points for learne use L2 regularly.
- 16. Numbers 80- 90 EFL.2.2.4. Identifyitems of specific information within simple messages or from short and simple descriptions about familiar contexts, especially if visual support is provided. (Example: letters of the alphabet, numbers, prices and times, days, dates and months, etc.) Learners can pronounce most familiar vocabulary items accurately. They can also produce some phrases and short sentences clearly. Ref. I.EFL.2.8.1. • Form groups to describe pictures and what activiti they doing? • Describe what the peop wearing? ● Prepare a creative collage a the season and prepare a description for it.
- 17. Progressive/c ontinuous Tense EFL.2.2.1. Understand meanings expressedin short dialogues on familiar topics, as well as basic spoken instructions and simple questions about self, people, animals, or things, especially when spoken slowly and clearly. (Example: greetings, short phrases, basic range of classroom instructions, common personal information questions: What’s your name? etc.) Learners can understand the main ideas in short simple spoken texts. Ref.: I.EFL.2.6.1. (I.3) ● Doing a mingle activity learners meet and greet eac and ask and answer questions. Observing to whether the learner can i effectively, and whether th able to ask for repetition required, and / or appropriately to res received. (Example: Find so who…. Do you have a re Yes? Great! – writes down n person.) ● Establishing a clear expecta English use for clas functions. (Example: gr requesting, thanking, aski repetition / clarification, o help, taking leave, etc.) In assessment could involve
- 18. chart, with pointsfor learne use L2 regularly. Can/Cant EFL.2.1.10. Recognize when to speak and when to listen while working in pairs or small groups in class by following classroom instructions and simple commands. I.EFL.2.5.1. Learners can apply turn-taking and ways to express to others when something is not understood in short conversations. (J.3, S.1, S.4) ● We act with respect responsibility both t ourselves and others, natur the world of ideas. Wme obligations and demand resp our rights. ● We take on social responsibi have the ability to interac heterogeneous groups fro understanding, tolerant, empathetic standpoint ● We adapt to the deman working as part of a understanding the contex respecting the ide contributions of other people
- 19. FROM DECEMB ER 21 TO JANUAR Y29, 2020 MEGADI VERSE AND CULTUR AL ECUADO R Short /o/ and /u/. 5 SEMANAS EFL2.2.3. Recognize familiar names, words, and short phrases about simple everyday topics whether heard in isolation or within short, simple spoken texts describing people and objects. (Example: vocabulary about self, family, friends and immediate surroundings at school and home, adjectives for color and size, etc.) Learners can understand short and simple spoken texts well enough to be able to pick out key items of information. Ref. I.EFL.2.7.1. (I.3) ● Listening to very short (spo recorded) descriptions of s and writing, coloring, or d items within them. (Ex learners are given a simple of a classroom. ● They listen to a description o identify the table where Sa and draw 3 pens and a red b it, etc.) ● Listening to a short dialogu filling in a simple form. (Exam conversation between a boy teacher meeting for the firs Learners fill in the boy’s nam birth date, (part of his) a (e.g., house number or name), favorite subject, etc simple form.) ● Listening to a short tex demonstrating understandin
- 20. using an accompanyingg organizer. (Example: marki route on a map while liste directions, etc.)
- 21. Jobs and Professions Frequency Adverbs EFL 2.1.4.Express curiosity about the world and other cultures by asking simple WH- questions in class after reading and/or participating in presentations or other group work. Learners can recognize differences between where people live and write about their own surroundings, as well ask simple questions. (I.2, S.2) REF.( I.EFL.2.1.1) ● Drawing different houses labeling different rooms and in a house. ● Using question words (who where) to ask about places. ● Showing the student some flashcards of familiar voca items and asking them to s words. (Example: It’s a ho school, a car, a bike, to see are easily understood, etc.) ● Ask the learner to sing a s recite a chant together with a of friends or with the te Record the student’s pro with the recording device qui to the student’s mouth and l the recording to assess cla sounds, production of phon rhythm and intonation.
- 22. Math EFL.2.2.4. Identifyitems of specific information within simple messages or from short and simple descriptions about familiar contexts, especially if visual support is provided. (Example: letters of the alphabet, numbers, prices and times, days, dates and months, etc.) Learners can pronounce most familiar vocabulary items accurately. They can also produce some phrases and short sentences clearly. Ref. I.EFL.2.8.1. ● Watch the following video and p the pronunciation of the memb your family. ● Look, point and repeat the word ● Look at the graph and write its n English and its meaning in Span
- 23. FEBRUA RY 01, 2021 WE ARE ALLTHE SAME AND WE SHARE THE SAME SUN Numbers 5 SEMANAS EFL.2.2.4. Identify items of specific information within simple messages or from short and simple descriptions about familiar contexts, especially if visual support is provided. (Example: letters of the alphabet, numbers, prices and times, days, dates and months, etc.) Learners can pronounce most familiar vocabulary items accurately. They can also produce some phrases and short sentences clearly. Ref. I.EFL.2.8.1. ● Watch the following video and p the pronunciation of the memb your family. ● Look, point and repeat the word ● Look at the graph and w name in English and its mea Spanish.
- 24. Food and Verbs inthe Present Simple EFL.2.1.9. Communicate to peers and teacher when something is not understood in class through the use of simple basic questions. I.EFL.2.5.1. Learners can apply turn-taking and ways to express to others when something is not understood in short conversations. (J.3, S.1, S.4) ● Access greater flexibility of creativity, enhanced lin intelligence, and critical thinkin through an appreciation of lin differences. ● Enjoy an enriched perspective own L1 and of language u communication and learning. ● Role-playing and participating i dialogues. ● Playing games that practice clas language and turn-taking. ● Singing songs or chants that p helpful language. ● Working in pairs and groups on project. ELABORADO REVISADO APROBADO DOCENTE: ________________________________________ ___ COORDINADORA PEDAGÓGICA SUBNIVEL ___________: ______________________________________________ DIRECTORA: Mgs. Narcisa Olaya Ramírez Firma: Firma: Firma:
- 25.