Plan anual de inglés 2016 2017 10th

SUBSECRETARÍA DE FUNDAMENTOS EDUCATIV0S
DIRECCIÓN NACIONAL DE CURRÍCULO
Educamos para tener Patria
Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
ANNUAL CURRICULUM PLAN
UNIDAD EDUCATIVA LUIS RIVADENEIRA 2016 - 2017
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
Area: Foreign Language Subject: English
Teachers: MSc. Jesús Granda Ortiz
Grade / course 10th Class: “A” Education Level EGB
2. TIME
Weekly course load No. of working Learning evaluation and unexpected issues Total class weeks Total periods
5 40 3 37 185
3. GENERAL OBJECTIVES
Objectives of the Area Objectives of the level/course
Educational Overall Objectives. Level A2.1
Linguistically:
Have a limited repertoire of short memorized phrases covering predictable survival situations at
the personal and educational level; frequent breakdowns and misunderstandings occur in non-
routine situations.
Produce brief, everyday expressions in order to satisfy simple needs of concrete types: personal
and educational details, daily routines, wants and needs, and requests for information at home or
school.
Sociolinguistically:
Perform and respond to simple language functions, such as exchanging information and requests.
Pragmatically:
Adapt well-rehearsed simple, memorized phrases to particular circumstances through limited
lexical substitution.
Level A1.2 10° EGB
Linguistic Component
Have a limited repertoire of short memorized phrases covering predictable survival situations at the personal
and educational level; frequent breakdowns and misunderstandings occur in nonroutin situations.
Produce brief, everyday expressions in order to satisfy simple needs of concrete types: personal and
educational details,
daily routines, wants and needs, and requests for information at home or school
Sociolinguistic Component
Perform and respond to simple language functions, such as exchanging information and requests.
Pragmatic Component
Adapt and build well-rehearsed simple, memorized phrases to particular circumstances through limited
lexical substitution.
4. TRANSVERSAL AXES : Health care and recreation habits of students/ solidarity
Formation of democratic citizenship/ honesty and loyalty

Sex education/ respect
Environmental protection/ justice
Interculturality/ equity/ innovation
5. DEVELOPMENT OF PLANNING UNITS*
N.º Name of the Unit Specific objectives
of the Planning
Unit.
Contents** Methodology orientation Evaluation*** Time in
weeks
1
10th
Breakthroughs in
Science and
Technology
You will be able to
talk about some
inventors and their
inventions.
Listening
Can understand spoken language,
live or broadcast.
Reading
Can red different texts with a large
degree of independence.ng
Oral Expression
Can talk about an outstanding
inventor or invention, including
details such as who, when, where,
what and why.
Oral Interaction
Can ask and answer wh-questions
as well as yes/no questions in the
Simple Past tense to discuss
discoveries, inventions and
creations.
Written
Can write clear and well-
structured texts about general
information.
Vocabulary:
associating images with words
Reading:
activating previous knowledge
reading for details
looking at the text quickly
Writing:
following model texts
Listening:
paying attention to specific details
Speaking:
integrating idioms into daily
conversations
Listening
Identifies specific details regarding people, places, times and
reasons.
Uses background knowledge to aid comprehension.
Explores visual aids before listening with the purpose of
activating previous knowledge.
Reading
� Locates main ideas and relevant details in a text.
Predicts the content of a reading by taking a look at vocabulary
first.
Answers information questions.
Recognizes the structure of an encyclopedia entry
Oral Expression
Gives a presentation about an inventor or invention.
Plans what to say and rehearses after collecting relevant
information about the topic of a presentation.
Oral Interaction
Asks and answers questions about people and their
achievements.
Uses idioms to talk about everyday topics.
Uses wh-questions to obtain extra details in dialogs.
Written
Writes an encyclopedia entry.
Narrates and connects ideas chronologically when describing
important events.
6
2
10th
Travel and
Adventure
You will be able to
narrate personal
experiences
Listening
Can understand and extract the
essential information from short,
recorded passages delivered
slowly and clearly, dealing with
predictable matters.
Reading
Can understand short, simple texts
on concrete matters
which consist of high frequency
words.
Can identify general topics in a
Vocabulary:
playing with words
Reading:
using words with similar meaning
recombining knowledge of vocabulary
and grammar to understand a text
Writing:
mapping the events of a narrative into
a story map
Speaking:
paying attention to connectors of
sequence
Listening
Catches the gist of a recorded text by associating it to a
corresponding graph.
Follows a text transcript to identify specific words in a recording.
Understands the meaning of a number of expressions present in a
recorded text based on the context in which they appear.
Identifies the chronological order of a number of events,
accounted for in a recorded text, by paying attention to
connectors of sequence and time conjunctions.
Identifies details in a narrative by answering wh questions.
Reading
Uses vocabulary knowledge to aid reading comprehension.

reading as well as detailed
information by applying reading
techniques such as skimming and
scanning.
Oral Expression
Can give a short presentation on a
specific topic.
Oral Interaction
Can give or ask for information on
general knowledge topics.
Written
structured general information
texts.
Uses words with similar meanings to summarize information
from a reading.
Answers wh-questions to help with comprehension of details in a
text.
Identifies the main elements of a narrative: beginning, middle and
end.
Oral Expression:
Gives an account of a vacation experience in the form of a
personal narrative.
Oral Interaction
Asks and answers questions about people´s vacation activities.
Uses idiomatic expressions to talk about traveling experiences.
Written
Maps the events of a narrative into a story map.
Writes a personal narrative in his/her own words by following a
model
3
10th
Hobbies leisure and
Entertainment
You will be able to
discuss hobbies
and free time
activities.
Listening
Can understand and extract the
essential information from short,
recorded passages, delivered
slowly and clearly, dealing with
predictable matters.
Reading
Can understand short, simple
texts on matters of a concrete
type which consist of high-
frequency words.
Can establish the structure of a
reading paragraph in terms of
main ideas and supporting ideas
and/ or examples.
Oral Expression
Oral Interaction
specific topic.
Written
information.
Vocabulary:
looking up new
words in the dictionary
Reading:
using dictionaries
Listening
Listens for specific information.
Follows a text transcript to identify specific words in a recording.
Transfers information from a passage into a chart.
Follows speakers turn-taking in conversations.
Reading
Uses vocabulary knowledge to aid reading comprehension.
Determines main ideas and supporting information, such as
examples.
Uses the dictionary to find meanings of new words.
Identifies discourse markers that establish the relationship among
ideas in paragraphs.
Oral Expression
Asks and answers questions about people´s hobbies and leisure
activities.
Uses idiomatic expressions to talk about free time activities.
Oral Interaction
Gives a presentation about a hobby or favorite pastime.
Written
Writes a suggestion for a hobby, based on a student’s profile
10th
The world is the
limit
You will be able to
make comparisons
about places and
Listening
live or broadcast.
Vocabulary:
making groups of words around a
central concept
Listening
Identifies specific details that describe places, landmarks and
countries around the world.

4
people Reading
Can read different texts with a
large degree of independence.
Oral Expression
Oral Interaction
specific topic.
Written
information.
Grammar:
paying attention to adjectives that
double their last consonant
Reading:
using graphic organizers to
summarize information identifying
cognates
Listening:
paying attention to specific details by
focusing on words you know words
you know
Speaking:
Keeping conversations going by using
informal expressions
Understands the development of a conversation based on turn-
taking exchanges.
Transfers information to complete charts or specific texts.
Reading
Categorizes words based on specific criteria.
Identifies cognates as a vocabulary aid in reading comprehension.
Uses graphic organizers to summarize key information from a
reading passage.
Answers information questions to establish the content of a
reading.
Summarizes the contents of a paragraph
Oral Expression
Asks and answers questions about places, landmarks and people.
Creates dialogs based on language prompts.
Uses idiomatic expressions to talk about everyday topics.
Oral Interaction
Asks and answers questions about general knowledge topics.
Recombines language elements to create new ideas and dialogs.
Written
Writes a profile of a celebrity from the sports world.
5
10th
Jobs and
Occupations
You will be able to
talk about career
choices and
occupations.
Listening
live or broadcast.
Reading
Oral Expression
specific topic.
Oral Interaction
Written
information.
Vocabulary:
discriminating word compound word
Reading:
Transferring information from graphs
and texts to aid comprehension
Speaking:
Building conversations using sets of
ideas or formulaic expressions as cues
Writing:
developing texts following key concepts
or ideas to focus the content of the
message
Listening
Listens for specific information such as words, numbers or
particular details.
Follows conversations and provides specific information that
completes dialogs
Reading
Predicts the content of a reading by working on word association
activities beforehand.
Pays attention to words and/or expressions that facilitate the
reading of facts, numbers and statistics in texts.
Is able to use synonyms to facilitate reading comprehension.
Reads graphs and tables to aid his or her reading comprehension
processes.
Oral Expression
Gives information about people´s jobs or occupations.
Describes jobs and occupations.
Uses idiomatic expressions to talk about everyday topics.
Oral Interaction
Asks and answers questions about career choices and
occupations.
Uses formulaic expressions to keep the flow of a conversation.
Written
Writes a career prospect.

6
10th
Lifetime
Achievements
You will be able to
talk about people
and their
achievements
Listening Comprehension
live or broadcast.
Reading Comprehension
Oral Interaction
specific topic.
Oral Expression
Written Expression
information.
Vocabulary:
associating words with pictures
Pronunciation:
linking words to help people produce
connected speech
Listening:
categorizing information to aid in
comprehension
using charts to transfer information
Reading:
using reference words to keep track of
ideas
Writing:
using reference words as cohesive
devices in texts
Listening Comprehension
Listens for specific information such as names, verb forms or
particular details.
Follows conversations and provides specific information to
complete charts
Reading Comprehension
Predicts the content of a reading by working on knowledge
activation activities.
Understands the subject being talked about in a reading by
combining previous knowledge with the information in the
reading passage.
Uses reference words to keep track of ideas in a reading.
Infers information from facts presented in a reading passage.
Oral Interaction
Describes talents and abilities for particular jobs or occupations.
Uses idioms to talk about life achievements.
Oral Expression
Asks and answers questions about career choices and
occupations.
Uses formulaic expressions to keep the flow of a conversation.
Written Expression
Writes a short composition about the achievements of a famous
person.
6. BIBLIOGRAPHY/ WEBGRAPHY 7. OBSERVATIONS:
Educación, M. d. (2014). NATIONAL CURRICULUM SPECIFICATIONS. Quito Ecuador:
Ministerio de Educación.
Educación, M. d. (2014). NATIONAL CURRICULUM GUIDELINES. Quito, Ecuador: Minsterio
de Educación.
Núñez, A. (2015). English Level 3. Quito Ecuador: Santillana.
DONE BY: REVISED BY: APPROVED BY:
TEACHER (S):
MSC. Jesús Granda Ortiz
Area Director.
Lic. Byron Santana
Vice Principal
Lic. Luzmila Sánchez
Signature: Signature: Signature:
Date: May/2/2016 Date: May/2/2016 Date: May/2/2016

Plan anual de inglés 2016 2017 10th

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