UNIDAD EDUCATIVA “CRISTÓBAL COLÓN”

CURRICULAR ANNUAL PLANIFICATION LECTIVE YEAR: 2019 - 2020

AREA: English as a Foreing language SUBJECT: English

TEACHER: Marina Román

CLASS: Second EDUCATION LEVEL: Second EGB

2. TIME
WEEKLY COURSE NO. OF WORKING LEARNING TOTAL CLASS TOTAL PERIODS NO. OF
MICROCURRICULAR
LOAD WEEKS EVALUATION AND WEEKS
UNIT
UNEXPECTED
ISSUES
3 hours 40 weeks 4 weeks 36 weeks 108 hours 6 units
3. OBJECTIVES
- Identify some words. (Ref.O.EFL 2.1)
- Assess English as an international language, as well as the five aspects of English that contribute to communicative competence. (Ref.O.EFL 2.2)
- Look and listen level-appropriate texts in English for pure enjoyment/entertainment and to access information. (Ref. O.EFL 2)
- Arouse curiosity about learning using both spoken and written (Ref. O.EFL 2.4)
- Know in-class library resources and explore the use of ICT to enrich competencies in the four skills. (Ref. O.EFL 2.5)
- Write descriptive and informative words and use them (Ref. O.EFL 2.6)
- Appreciate the use of English language through spoken songs, in order to foster imagination, curiosity and memory, while developing a taste for literature.
(Ref. O.EFL 2.7
- Encourage relationship with the English language through interaction with written and spoken texts, in order to explore creative writing as an outlet to personal
expression.(Ref. O.EFL 2.8)
- Be able to interact in English in a simple way using basic expressions and short phrases in familiar contexts to satisfy needs of a concrete type, provided others
talk slowly and clearly and are prepared to help. (Ref. O.EFL 2.9)
 UNIDAD EDUCATIVA “CRISTÓBAL COLÓN”

4. TRANSVERSAL AXES: Interculturality

Environmental care
Study, sport and recreation
Sexual and health education
Formation of a democratic citizenship
Gender equality
Education in the practice of values: Respect, Punctuality, Responsibility, Justice, Solidarity, Inclusion
5. MICROCURRICULARES UNITS
COMMUNICATION AND CULTURAL AWARENESS
- Identify the differences between where people live among the regions of the country in order to appreciate their own environment. (Example:
house/apartment, country/city). Ref.(EFL.2.1.2.)
- Experience 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. Ref.(EFL 2.1.4.)
- Introduce 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. Ref.(EFL.2.1.4.)
- Listen and use common expressions of politeness in class while working in pairs or groups on projects. (Example: Please, sorry, thank you.)
Ref.(EFL.2.1.6.)
- Listen basic introductions and limited personal information in class using simple present tense in order to get to know their peers. (Example: where one
lives or goes to school, etc.) Ref.(EFL.2.1.1.)
- Check in a friendly manner by sharing classroom materials and personal objects while participating in games. Ref.(EFL.2.1.7.)
- Look when to speak and when to listen while working in pairs or small groups. Ref.(EFL.2.1.10.)
- Use of simple basic questions. Ref.(EFL.2.1.9.)

ORAL COMMUNICATION (LISTENING AND SPEAKING)

- Listen and say meanings expressed in short dialogues on familiar topics, as well as basic spoken instructions and simple questions about self. (Example:
greetings). Ref.(EFL.2.2.1.)
 UNIDAD EDUCATIVA “CRISTÓBAL COLÓN”

- Enjoy listening in English. (Example: listen to songs and watch short movies.) Ref.(EFL.2.2.6.)
- Color family members, 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.)
Ref.(EFL2.2.3.)
- Look and say items of specific information within simple messages or from short and simple. Ref.(EFL.2.2.4.)
- Listen individual English language sounds, especially those phonemes which do not exist in the student’s own L1, both in isolation and within key
vocabulary items. (Example: /ŋ/ /ð/ /ʌ/ /i:/ and in words like singing, these, up, sea, etc.) Ref.(EFL.2.2.8.)
- Clap, move, chant, or sing along with short authentic English language rhymes or songs, approximating English rhythm and intonation once familiar with
the text. (Example: jump or clap in time to jump-rope rhymes, do the actions to action songs or short rhythmic poems, enunciating some of words in time
with the rhythm, etc.) Ref.(EFL.2.2.10)
- Quote 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.) Ref.(EFL.2.2.11.)
- Analyze basic greetings, leave-taking expressions, and other simple everyday phrases to facilitate interpersonal interaction, to introduce others, and to
name things. (Example: Thank-you, Can I help you? This is [name].) Ref.(EFL.2.2.13.)
- Ask and answer basic personal information questions, as well as simple questions about other people, animals. Ref.(EFL.2.2.14.)
- Repeat when they do not understand and ask for slower or clearer repetition where required. (Example: Sorry? Could you say that again?)
Ref.(EFL.2.2.16.)

READING
- Look and color basic reading comprehension skills by identifying the meaning of individual words, phrases. Ref.(EFL.2.3.1.)
- Match a short simple sentences (online or print) and demonstrate understanding of the gist and some basic details of the content. Ref.(EFL.2.3.2.)
- Remember the content in simple short written environmental print text types, using artwork, symbols, and layout for support. (Example: price tags, signs,
notices (No eating, etc.), candy wrappers, etc.). Ref.(EFL.2.3.4.)
 UNIDAD EDUCATIVA “CRISTÓBAL COLÓN”

- Employ the ability to use a simple learning resource. (Example: a small set of flashcards. Ref.(EFL.2.3.5.)
- Check the content of a simple graphic organizer (online or print). (Example, Venn Diagrams, charts, and labeled diagrams.) Ref.(EFL.2.3.6.)
- Listen and practice some basic songs. Ref.(EFL.2.3.7.)
- Show a variety of simple text types and graphic organizers used to present cross-curricular information (Example: instructions, graphs, diagrams, charts,
plans or maps, etc.) Ref.(EFL.2.3.10.)
WRITING
- Know how to spell English alphabet and some words. Ref.(EFL.2.4.1)
- Teach simple words. Ref.(EFL.2.4.3.)
- Color and draw simple words, phrases, and sentences for controlled practice of language items. Ref.(EFL.2.4.4.)
- Listen and repeat simple sentences on familiar topics to communicate basic ideas. Ref.(EFL.2.4.5.)
- Use flash card in short simple sentences about people, animals, places, things, yourself or others, with the support of a model text. (Example: where they
live, what they do.) Ref.(EFL.2.4.6.)
- Complete a basic survey or a questionnaire by providing personal details. Ref.(EFL.2.4.8.)

LANGUAGE THROUGH THE ARTS

- Share key information such as events, characters, and objects in stories and other age-appropriate literary texts if there is visual support. Ref.(EFL.2.5.1.)
- Use basic adjectives and related images through written work on the school or class bulletin board. Ref.(EFL.2.5.2.)

- Organize ideas by responding in a fun and playful manner to oral and written texts in order to increase enjoyment of the language through playground
games, and songs and chants. Ref.(EFL.2.5.6.)
- Listen and tell short narratives and/or other oral and written literary texts in class (with a preference for authentic texts) in order to stimulate imagination,
curiosity and a love for literature. Ref.(EFL.2.5.4.)
- Apply ICT and/or other resources to communicate simple thoughts in small groups. Ref.(EFL.2.5.5.)
- Increase creative thinking skills to learn how to share and respect all ideas through brainstorming activities and pair work in class. Ref.(EFL.2.5.9.)
 UNIDAD EDUCATIVA “CRISTÓBAL COLÓN”

6. OBSERVATIONS
The respective modifications according to the needs of the group will be accomplished
ELABORATED BY: REVISED BY: APPROVED BY:
Teacher: Head of area: Vice-Chancellor:
Ing. Marina Román Tlg. Pilar Portilla Lic. Guido Rosero
Signature: Signature: Signature:

Date: 26- 08-2019 Date: Date: