UNIDAD EDUCATIVA FISCAL “PROVINCIA DE IMBABURA”

PERIODO 2024-2025
Cantón Durán. Parroquia. “El Recreo”, 2° Etapa Mz-233 junto al Centro de Salud Tipo C, frente al UVC y Cuerpo de Bomberos.
Código AMIE 09H03489

ANNUAL CURRICULAR PLAN FOR ENGLISH 2024 – 2025

1. . INFORMATIVE DATA
Nombre del docente: MSc. Michelle León Sánchez Área: English as a Foreign Language Asignatura: English
Breakthroughs in science and
1-2-3-4 technology
Travel and Adventure
Título de la Hobbies, Leisure and
unidad Entertainment Números de
Unidad didáctica: didáctica: The World is the Limit semanas: 20
Grado/Curso: Third BGU Paralelos: Fecha de inicio y 06/05/20204
A-B-C de fin: 20/09/2024

2. VALORES U EJES TRANSVERSALES

➢ Intercultural awareness, tolerance, respect, multiculturalism, responsibility, solidarity, responsibility, honesty, respect, love, peace, justice, innovation, etc.

3. OBJETIVOS GENERALES
Objetivos del área

O.EFL 2.3 Independently read level-appropriate texts in English for pure enjoyment/ entertainment and to access information.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and deci¬sion making.
O.EFL 2.6 Write short descriptive and informative texts and use them as a means of communication and written expression of thought.
O.EFL 2.7 Appreciate the use of English language through spoken and written literary texts such as poems, rhymes, chants, riddles and songs, in order to foster
imagination, curiosity and memory, while developing a taste for literature.

4. EJES TRANSVERSALES
Objetivos del grado /curso
O.EFL 4.1 Identify the main ideas, some details and inferences of written texts, in order to produce level-appropriate critical analysis of familiar subjects and contexts.
O.EFL 4.2 Appreciate and value English as an international language and a medium to interact globally.
O.EFL 4.3 Independently read A2.1 level text in English as a source of enter-tainment and interpersonal and intrapersonal interaction.
O.EFL 4.4 Develop creative and critical thinking skills when encountering challenges in order to promote autonomous learning and deci¬sion making.

5. PLANIFICACIÓN

SKILLS WITH CRITERIA Techniques and

NO. ACTIVITIES RESSOURCES Indicators of Achievement
PERFORMANCE instruments of evaluation
WEEK (¿Cómo se va a enseñar?) (¿Con qué se va a enseñar?) (¿Qué se va a evaluar?)
(¿Qué se va a enseñar?) (¿Cómo se va a evaluar?)

Semana 1 EFL 5.1. Communicate

EXPERIENCE
information, ideas and
Ask students about the possessive
• English - Teacher´s
opinions and make evaluations Book A 1.2 Observation
adjective.
in social and classroom Interview
REFLECTION I.EFL.5.3.1. Learners can
Self and pair-evaluation
interactions by applying Ask students the possessions about • English - Teacher´s communicate effectively using a
communication strategies things in the course. Book A 1.2 (Audios) variety of media and formats,
(self-monitoring, self-
CONCEPTUALIZATION INSTRUMENTS
Explain students the difference between including ICT, by saying things
correcting) and a variety of the possessive adjective and possessive • Videos in youtube in alternative ways and applying
Anecdotal Records
media and formats by pronouns. self-correcting and self-monitoring
Checklists
effectively adjusting APP • Crosswords strategies when needed.
Rubrics
Complete and practice on the
presentation and language blackboard different exercises. Questionnaire
production. • Apps
• Possessive Adjective
Semana 2 EFL 5.1. Communicate
EXPERIENCE
information, ideas and
Ask students about the possessive a
• English - Teacher´s
opinions and make evaluations Book A 1.2 Observation
possessive pronouns.
in social and classroom Interview
REFLECTION I.EFL.5.3.1. Learners can
Self and pair-evaluation
interactions by applying Ask students the possessions about • English - Teacher´s communicate effectively using a
communication strategies things in the course. Book A 1.2 (Audios) variety of media and formats,
(self-monitoring, self-
CONCEPTUALIZATION INSTRUMENTS
Explain students the difference between including ICT, by saying things
correcting) and a variety of the possessive adjective and possessive • Videos in youtube in alternative ways and applying
Anecdotal Records
media and formats by pronouns. self-correcting and self-monitoring
Checklists
effectively adjusting APP • Crosswords strategies when needed.
Rubrics
Complete and practice on the
presentation and language blackboard different exercises. Questionnaire
production. • Apps
• Possessive Pronouns
Semana 3 EFL.4.6.1. Learners can EXPERIENCE • English - Teacher´s II.EFL.5.3.1. Learners can Observation
grasp the general meaning EXPERIENCE Book A 1.2 communicate effectively using a Interview
 of spoken texts set in Ask students what we use to variety of media and formats, Self and pair-evaluation
familiar everyday contexts express different activities or • English - Teacher´s including ICT, by saying things
and infer changes in the routines. Book A 1.2 (Audios) in alternative ways and applying INSTRUMENTS
REFLECTION self-correcting and self-monitoring
topic of discussion, as well
Students mention activities they • Videos in youtube strategies when needed. Anecdotal Records
as deduce the meanings of do daily. Checklists
unfamiliar words and CONCEPTUALIZATION • Crosswords Rubrics
exchanges through the use Remind students of the Questionnaire
of context clues, provided conjugation rules for verbs in • Apps
speech is given slowly and present simples.
clearly and there is APP
Complete and practice on the
sufficient visual support.
blackboard different exercises.
• Simple Present
Tense – rules and exercises

Semana 4 EFL 5.1. Communicate EXPERIENCE • English - Teacher´s Observation

information, ideas and Ask students what are the Book A 1.2 Interview
opinions and make adjectives. Self and pair-evaluation
evaluations in social and
REFLECTION • English - Teacher´s
Ask students about the Book A 1.2 (Audios) II.EFL.5.3.1. Learners can INSTRUMENTS
classroom interactions by difference between comparative communicate effectively using a
applying communication and superlative adjectives. • Videos in youtube variety of media and formats, Anecdotal Records
strategies (self-monitoring, CONCEPTUALIZATION including ICT, by saying things Checklists
self-correcting) and a Explain to students the different • Crosswords in alternative ways and applying Rubrics
variety of media and rules about the endings of self-correcting and self-monitoring
formats by effectively adjectives. • Apps strategies when needed. Questionnaire
APP
adjusting presentation and
Complete and practice on the
language production. blackboard different exercises
• Superlative adjectives with different rules.
Semana 5 EFL 5.1. Communicate EXPERIENCE • English - Teacher´s Observation
information, ideas and Remember students what are the Book A 1.2 II.EFL.5.3.1. Learners can Interview
opinions and make comparative and superlative communicate effectively using a Self and pair-evaluation
evaluations in social and
adjectives. • English - Teacher´s variety of media and formats,
REFLECTION Book A 1.2 (Audios) including ICT, by saying things INSTRUMENTS
classroom interactions by
 applying communication Ask students about the • Videos in youtube in alternative ways and applying Anecdotal Records
strategies (self-monitoring, difference between comparative self-correcting and self-monitoring Checklists
self-correcting) and a and superlative adjectives. • Crosswords strategies when needed. Rubrics
CONCEPTUALIZATION
variety of media and
Explain to students the different Apps Questionnaire
formats by effectively rules about the endings of
adjusting presentation and adjectives.
language production. APP
• Comparative and Complete and practice on
Superlative adjectives worksheet different exercises
with different rules.
Semana 6 Use a series of phrases and EXPERIENCE • English - Teacher´s Observation
sentences to describe Complete a illustrating statement Book A 1.2 Interview
aspects of personal about a socially responsible Self and pair-evaluation
background, immediate
behavior. • English - Teacher´s I.EFL.4.9.1.
REFLECTION Book A 1.2 (Audios) INSTRUMENTS
environment and matters of Learners can use simple language
Circle the words they hear while
immediate need in simple to describe, compare and state
listening to a conversation. • Videos in youtube facts about familiar everyday
Anecdotal Records
terms using grammatical CONCEPTUALIZATION Checklists
topics such as possessions,
structures learnt in class Read a text and answer • Crosswords classroom objects and routines in
Rubrics
(although there may be information questions.
short, structured situations,
frequent errors with tenses, APP • Apps Questionnaire
interacting with relative ease.
Write about a subject with a list
personal pronouns,
of given words.
prepositions, etc.) Share a story through a role
play.
Semana 7 EFL 4.2.2 Use a series of EXPERIENCE • English - Teacher´s I.EFL.4.8.1. Observation
phrases and sentences to Watching a short video. Book A 1.2 Learners can communicate Interview
describe aspects of personal REFLECTION personal information and basic Self and pair-evaluation
background, immediate
talking to a partner about • English - Teacher´s immediate needs and deal with
whether or not they agree with Book A 1.2 (Audios) other practical everyday demands INSTRUMENTS
environment and matters of the speaker or a statement. in familiar contexts, effectively
immediate need in simple CONCEPTUALIZATION • Videos in youtube and without undue effort and Anecdotal Records
terms using grammatical Recording in-class conversations using grammatical structures and Checklists
structures learnt in class and dialogues in order to make • Crosswords vocabulary seen in class (although Rubrics
(although there may be note of correct and appropriate there may be frequent, basic
frequent errors with tenses, • Apps errors). Questionnaire
 personal pronouns, language usage and
prepositions, etc.) intelligibility.
APP
Doing a mingle activity where
learners ask and answer survey
questions about after school
activities.
Semana 8 EFL 4.3.6 Apply learning EXPERIENCE I.EFL.4.11.1. Learners can Observation
strategies to examine and Observing to see whether each • English - Teacher´s understand main ideas and some Interview
interpret a variety of written student’s questions and answers Book A 1.2 details in short simple online or Self and pair-evaluation
are understandable by other print texts on familiar subjects.
materials using prior
learners and if they use • English - Teacher´s using contextual clues to help INSTRUMENTS
knowledge, graphic appropriate or new vocabulary. identify the most relevant
Book A 1.2 (Audios)
organizers, context clues, REFLECTION information. . Anecdotal Records
note taking and finding Asking the learners to read a • Videos in youtube Checklists
words in a dictionary. dialogue in pairs. Rubrics
CONCEPTUALIZATION • Crosswords
Learners record themselves and Questionnaire
then listen to the recording in • Apps
order to assess clarity of sounds,
production of phonemes, rhythm
and intonation.
APP
Asking learners simple questions
about themselves, their family or
their possessions and noting that
their response time is relatively
quick.
Semana 9 EFL 4.2.11 Give short, EXPERIENCE Observation
basic descriptions of Watching a short video and then • English - Teacher´s I.EFL.4.8.1. Interview
everyday activities and talking to a partner about Book A 1.2 Learners can communicate Self and pair-evaluation
whether or not they agree with personal information and basic
events within familiar
the speaker or a statement. • English - Teacher´s immediate needs and deal with INSTRUMENTS
contexts and use simple REFLECTION other practical everyday demands
Book A 1.2 (Audios)
descriptive language to Recording in-class conversations in familiar contexts, effectively Anecdotal Records
compare and make brief and dialogues in order to make • Videos in youtube and without undue effort and Checklists
statements about objects and note of correct and appropriate Rubrics
 possessions. (Example: language usage and • Crosswords using grammatical structures and
family, school, living intelligibility. vocabulary seen in class Questionnaire
conditions, personal CONCEPTUALIZATION • Apps
Doing a mingle activity where
belongings, etc.)
learners ask and answer survey
questions about after school
activities.
APP
Complete and practice on the
blackboard different exercises.

Semana 10 Identify and differentiate in Discuss with the students before

each of the questions the the test. Sheets, pens Analyze the answers before Diagnostic test
possessive adjectives, Choose the correct answer. finishing the test for an adequate •Brainstorm
performance. •Observation
possessive pronouns, Reflection: Read carefully and
comparative and superlative carefully avoiding mistakes. Instrument:
adjectives, solve questions Conceptualization: Participants Exam
about readings. will have the proper discernment
after reading to answer questions
wisely formulated.
Application: Development of the
test.

Semana 11 EFL 5.1. Display and EXPERIENCE I.EFL.5.3.1. Learners can Observation
understanding of the Ask students what are the ways •English - Teacher´s communicate effectively using a Interview
relationship between the to make questions and deny Book A 1.2 variety of media and formats, Self and pair-evaluation
sentences in English. including ICT, by saying things
practices and perspectives
REFLECTION •English - Teacher´s in alternative ways and applying INSTRUMENTS
of different cultures by Explain them to replace the Book A 1.2 (Audios) self-correcting and self-monitoring
recognizing and sharing question mark. strategies when needed. Anecdotal Records
cross-cultural experiences CONCEPTUALIZATION •Videos in youtube Checklists
ad ideas in order to Explain to the students the Rubrics
demonstrate mindfulness, different situations of how •Crosswords Questionnaire
empathy, tolerance and an auxiliaries can be used
APP •Apps
overall respect for the
 integrity of cultures and Complete and practice on the
daily classroom activities. blackboard different exercises.
•Auxiliaries DO -DOES
Semana 12 EFL 5.1. Display and EXPERIENCE •English - Teacher´s I I.EFL. 4.20.1. Learners can
understanding of the Practice with the students Book A 1.2 evaluate and recommend literary Observation
relationship between the different exercises about present texts (both written and oral, Interview
simple in affirmative sentences. •English - Teacher´s online, in video or in print) Self and pair-evaluation
practices and perspectives
REFLECTION Book A 1.2 (Audios) according to pre-established
of different cultures by Explain them to replace the criteria. Learners can work in INSTRUMENTS
recognizing and sharing question mark. •Videos in youtube collaborative groups to write their
cross-cultural experiences CONCEPTUALIZATION own criteria for evaluating literary Anecdotal Records
ad ideas in order to Explain to the students the •Crosswords texts and the effectiveness of Checklists
demonstrate mindfulness, different situations of how group work Rubrics
empathy, tolerance and an auxiliaries can be used •Apps Questionnaire
APP
overall respect for the
Complete and practice on the
integrity of cultures and blackboard different exercises.
daily classroom activities.
•Simple present:
Affirmative sentences
Semana 13 EFL 5.1. Display and EXPERIENCE •English - Teacher´s I I.EFL. 4.20.1. Learners can
understanding of the Practice with the students Book A 1.2 evaluate and recommend literary Observation
relationship between the different exercises about present texts (both written and oral, Interview
simple in negative sentences. •English - Teacher´s online, in video or in print) Self and pair-evaluation
practices and perspectives
REFLECTION Book A 1.2 (Audios) according to pre-established
of different cultures by Explain them to replace the criteria. Learners can work in INSTRUMENTS
recognizing and sharing question mark. •Videos in youtube collaborative groups to write their
cross-cultural experiences CONCEPTUALIZATION own criteria for evaluating literary Anecdotal Records
ad ideas in order to Explain to the students the •Crosswords texts and the effectiveness of Checklists
demonstrate mindfulness, different situations of how group work Rubrics
empathy, tolerance and an auxiliaries can be used •Apps Questionnaire
APP
overall respect for the
Complete and practice on the
integrity of cultures and blackboard different exercises.
daily classroom activities.
•Simple present:
 Negative sentences
Semana 14 EFL 5.1. Display and EXPERIENCE •English - Teacher´s I I.EFL. 4.20.1. Learners can Observation
understanding of the Practice with the students Book A 1.2 evaluate and recommend literary Interview
relationship between the different exercises about present texts (both written and oral, Self and pair-evaluation
simple with interrogative •English - Teacher´s online, in video or in print)
practices and perspectives
sentences. Book A 1.2 (Audios) according to pre-established INSTRUMENTS
of different cultures by REFLECTION criteria. Learners can work in
recognizing and sharing Explain them to replace the •Videos in youtube collaborative groups to write their Anecdotal Records
cross-cultural experiences question mark. own criteria for evaluating literary Checklists
ad ideas in order to CONCEPTUALIZATION •Crosswords texts and the effectiveness of Rubrics
demonstrate mindfulness, Explain to the students the group work Questionnaire
empathy, tolerance and an different situations of how •Apps
auxiliaries can be used
overall respect for the
APP
integrity of cultures and Complete and practice on the
daily classroom activities. blackboard different exercises.
•Simple present:
Interrogative sentences
Semana 15 EFL 5.1. Display and EXPERIENCE English book A1.1 I.EFL.5.3.1. Learners can
understanding of the Ask students what are the ways to • Didactic sheet communicate effectively using a Diagnostic test
relationship between the make questions and deny • Internet links variety of media and formats, •Brainstorm
sentences in English. including ICT, by saying things •Observation
practices and perspectives
REFLECTION in alternative ways and applying
of different cultures by Explain them to replace the self-correcting and self-monitoring Instrument:
recognizing and sharing question mark. strategies when needed. Questionnaire
cross-cultural experiences CONCEPTUALIZATION
ad ideas in order to Explain to the students the
demonstrate mindfulness, different situations of how
empathy, tolerance and an auxiliaries can be used
APP
overall respect for the
Complete and practice on the
integrity of cultures and blackboard different exercises.
daily classroom activities.
•Auxiliaries DO -DOES
•Simple present
Semana 16 EFL.4.6.1. Learners can EXPERIENCE English - Teacher´s Book .EFL.4.18.1. Learners can locate Observation
grasp the gen¬eral meaning Remember students about verb A 1.1 and identify literary elements and Interview
of spoken texts set in TO BE. techniques in other works, Self and pair-evaluation
REFLECTION English - Teacher´s Book including one’s own. Learners can
famil¬iar everyday contexts
Link the verb to be in past tense, A 1.1 (Audios) give personal responses to and INSTRUMENTS
and infer changes in the ask students: Where were interpret a variety of literary texts,
topic of discussion, as well people? What were their Videos in youtube including those of a peer, referring Anecdotal Records
as de¬duce the meanings of occupations? Different questions to details and features of the text. Checklists
unfamiliar words and in the past. Crosswords Rubrics
exchanges through the use CONCEPTUALIZATION Questionnaire
of con-text clues, provided Explain students the different
conjugations about WAS -
speech is given slow¬ly and
WERE
clearly and there is APP
sufficient visual support. Complete and practice on the
blackboard different exercises.
•Simple Past Tense – WAS
- WERE

Semana 17 EFL.4.6.1. Learners can the blackboard different English - Teacher´s Book I.EFL.4.18.1. Learners can locate Observation
grasp the general meaning exercises EXPERIENCE A 1.1 and identify literary elements and Interview
of spoken texts set in Invite students to explore the techniques in other works, Self and pair-evaluation
English - Teacher´s Book including one’s own. Learners can
familiar everyday contexts images in their activity.
A 1.1 (Audios) give personal responses to and INSTRUMENTS
and infer changes in the REFLECTION interpret a variety of literary texts,
topic of discussion, as well Link the verb to be in past tense, Videos in youtube including those of a peer, referring Anecdotal Records
as deduce the meanings of ask students: Where were to details and features of the text. Checklists
unfamiliar words and people? What were their Crosswords Rubrics
exchanges through the use occupations? Different questions Questionnaire
of context clues, provided in the past.
speech is given slowly and CONCEPTUALIZATION
clearly and there is Explain students the different
sufficient visual support. conjugations about WAS -
WERE
 • Simple Past Tense – APP
WAS – WERE in history Complete and practice on.
(reading).
Semana 18 EFL 4.2.1 Understand EXPERIENCE English - Teacher´s Book I.EFL.4.13.1. Learners can apply Observation
phrases and expressions Choosing from a list of words to A 1.1 learning strategies such as using Interview
related to areas of most complete gaps from a reading. prior knowledge and graphic Self and pair-evaluation
English - Teacher´s Book organizers to interpret new
immediate priority within REFLECTION
A 1.1 (Audios) information in a text. Learners can INSTRUMENTS
the personal and educational Predicting main ideas by reading assess this information according
domains, provided speech is the title and using other Videos in youtube to the organization, subject area Anecdotal Records
clearly and slowly contextual clues. and purpose of the text, through Checklists
articulated. (Example: daily CONCEPTUALIZATION Crosswords the use of different criteria, Rubrics
life, free time, school Reading a paragraph about a including ICT tools. Questionnaire
activities, etc.) familiar content area subject and Apps
then correcting incorrect
sentences.
APP
Studying an infographic on a
familiar subject and answering
questions about the information.
Semana 19 EFL.4.6.1. Learners can EXPERIENCE English - Teacher´s Book I.EFL.4.18.1. Learners can locate Observation
grasp the general meaning Invite students to explore the A 1.1 and identify literary elements and Interview
of spoken texts set in images in their activity. techniques in other works, Self and pair-evaluation
English - Teacher´s Book including one’s own. Learners can
familiar everyday contexts REFLECTION
A 1.1 (Audios) give personal responses to and INSTRUMENTS
and infer changes in the Link the verb to be in past tense, interpret a variety of literary texts,
topic of discussion, as well ask students: Where were Videos in youtube including those of a peer, referring Anecdotal Records
as deduce the meanings of people? What were their to details and features of the text. Checklists
unfamiliar words and occupations? Different questions Crosswords Rubrics
exchanges through the use in the past. Questionnaire
of con-text clues, provided CONCEPTUALIZATION Apps
speech is given slowly and Explain students the different
clearly and there is conjugations with the verbs.
sufficient visual support. APP
 •Simple Past Tense – verbs Complete and practice on the
in the past blackboard different exercises.

Semana 20 Identify and differentiate in Discuss with the students before

each of the questions about the test. Sheets, pens Analyze the answers before Diagnostic test
simple present, affirmative, Choose the correct answer. finishing the test for an adequate •Brainstorm
performance. •Observation
negative and interrogative Reflection: Read carefully and
sentence, auxiliaries in carefully avoiding mistakes. Instrument:
simple past tense, readings. Conceptualization: Participants Exam
will have the proper discernment
after reading to answer questions
wisely formulated.
Application: Development of the
test.
ESTUDIANTES CON NECESIDADES EDUCATIVAS ESPECÍFICAS: En esta sección se plasman las estrategias dirigidas a los estudiantes con necesidades educativas
específicas ligadas o no a la discapacidad.

DATOS INFORMATIVOS

Cedula Iniciales del estudiante Fecha Nacimiento Edad NEE Tipo de NEE % Grado de adaptación

DESTREZAS CON CRITERIOS DE ACTIVIDADES Técnicas e instrumentos de

RECURSOS Indicadores de Logro (¿Qué se va
DESEMPEÑO. (¿Cómo se va a evaluación
(¿Con qué se va a enseñar?) a evaluar?)
(¿Qué se va a enseñar?) enseñar?) (¿Cómo se va a evaluar?)

ELABORADO POR DOCENTE: REVISADO POR REVISADO POR COORDINADORA PCEI: APROBADO POR RECTOR/A:
COORDINADOR DE ÁREA:
Nombre: Nombre: Nombre: Nombre:
Firma: Firma: Firma: Firma:
Fecha: Fecha: Fecha: Fecha: