ECUATORIANO SUIZO “HIGH SCHOOL”

Hermanas Franciscanas de María Inmaculada 2017 -2018

Quito – Ecuador
ANNUAL CURRICULUM PLAN
1. INFORMATIVE DATA
SUBJECT TEACHER´S NAME Docente David Chachalo GRADE/COURSE Eighth Course B -C
English
2. TIME
5 hours a
NO. OF WORKING
week
HOURS LEARNING
No. OF HOURS 20 hours CARGA HORARIA ANUAL 240 HOURS
EVALUATION AND
per UNEXPECTED ISSUES 200 hours
month
3. OBJECTIVES
AREA OBJECTIVES
OG.EFL.1 Encounter socio-cultural aspects of their own and
other countries in a thoughtful and inquisitive manner, O.EFL Identify the main ideas, some details and inferences of written texts, in order to
maturely, and openly experiencing other cultures and 4.1 produce level-appropriate critical analysis of familiar subjects and contexts.
languages from the secure standpoint
of their own national and cultural identity. O.EFL Appreciate and value English as an international language and a medium to
OG.EFL.2 Draw on this established propensity for curiosity 4.2 interact globally.
and tolerance towards different cultures to comprehend the
role of diversity in building an intercultural and multinational O.EFL Independently read A2.1 level text in English as a source of entertainment and
society. 4.3 interpersonal and intrapersonal interaction.
OG.EFL.3 Access greater flexibility of mind, creativity,
enhanced linguistic intelligence, and critical thinking skills
O.EFL Develop creative and critical thinking skills when encountering challenges in
through an appreciation of linguistic differences. Enjoy an
4.4 order to promote autonomous learning and decision making.
enriched perspective of their own L1 and of language use for
communication and learning.
OG.EFL.4 . Deploy a range of learning strategies, thereby O.EFL Introduce the need for independent research as a daily activity by using
increasing disposition and ability to independently access and 4.5 electronic resources (ICT) in class while practicing appropriate competences in
practice opportunities. Respect themselves and others the four skills.
within the communication process, cultivating habits of
honesty and integrity into responsible academic behavior.. O.EFL Write short descriptive and informative texts related to personal information or
OG.EFL.5 Directly access the main points an important details 4.6 familiar topics and use them as a means of communication and written
of up-to date expression of thought.
English language texts, such as those published on the web,
for professional or general investigation, through the efficient O.EFL Use spoken and written literary text in English such as poems, short stories,
use of ICT and reference tools where required. 4.7 comic strips, short magazine articles and oral interviews on familiar subjects in
OG.EFL.6 Through selected media, participate in reasonably order to inspire oral and written production at an A2.1 level.
extended spoken or written dialogue with peers from different
L1 backgrounds on work, study, or general topics of common O.EFL Integrate written and spoken text in order to identify cultural differences and
interest, expressing ideas and opinions effectively and 4.8 similarities within a range of local, national and global contexts familiar to the
appropriately. learner.
OG.EFL.7 Interact quite clearly, confidently, and appropriately
in a range of formal and informal social situations with a
O.EFL Create a sense of awareness in terms of accuracy when learners interact in
limited but effective command of the spoken language (CEFR
4.9 English using high-frequency and level-appropriate expressions in order to
B1 level).
reach an effective command of spoken language.

4. TRANSVERSAL AXES
 Interculturality
 Vivencial values: respect, tolerance, cordiality, justice, solidarity
 Hygiene and health habits
 Thinking development
5. UNIT PLANS (SUBLEVEL 3)
EIGHTH GRADE
UNIT 1
ORAL COMMUNICATION (LISTENING-SPEAKING)
Making Predictions
Drawing inferences
Summarizing
Listening to specific details
Recognizing word-order patterns
Talking about free time activities
Expressing likes and dislikes
Exchanging personal information
Using language to describe routines
WRITING:
Writing about past events with regular verbs
 Generating Ideas
Developing and organizing ideas
Supporting the main idea and adding details
Writing a short report
Answering questions
Writing a description about routines
READING:
Previewing
Summarizing
Guessing from context
Looking at the main idea and details
Skimming and scanning
LANGUAGE THROUGH THE ARTS
Creating an activities planner or schedule
All these skills are going to be develop in Grammar: Simple Present/W Questions. Vocabulary: hobbies and interests
UNIDAD 2
ORAL COMMUNICATION (LISTENIGN-SPEAKING)
Listening for the main idea
Predicting
Drawing inferences
Summarizing
Listening for specific details
Talking about things happening now or around now
Describing clothes and styles
Expressing polite offers and requests
Talking about clothe style and fashion
WRITING:
Generating ideas
Developing and organizing ideas
Answering questions
Reorganizing ideas
Writing paragraphs about things happening now
Supporting the main Idea and adding details
Writing about personal information
READING:
Previewing
Predicting
Looking at the main idea and details
Guessing from context
Skimming articles
 LANGUAGE THROUGH THE ARTS
Write an essay about the biography of a historical character and do a presentation.
All these skills are going to be develop in Grammar: Simple Present/present continuous. Vocabulary: clothe and styles.
UNIT 3
ORAL COMMUNICATION (LISTENING-SPEAKING)
Listening for the main idea
Predicting
Drawing inferences
Summarizing
Recognizing word-order patterns
Listening for specific details
Giving opinions
Discussing about historical characters and famous explorers
Describing past events
WRITING:
Generating ideas
Developing and organizing ideas
Answering questions
Supporting the main Idea and adding details
Writing an informative text
Writing about past events
Identifying a sequence of events in order
READING:
Predicting
Looking at the main idea and details
Skimming information
Guessing from context
LANGUAGE THROUGH THE ARTS
Design a brochure about an important explorer and his/her explorations experiences
All these skills are going to be develop in Grammar: Simple past /Sequencing words. Vocabulary: map parts and places.
UNIT 4
ORAL COMMUNICATION (LISTENING-SPEAKING)
Listening for the main idea
Drawing inferences
Summarizing
Listening for specific details
Recognizing word-order patterns
Describing events or continuous actions in the past
Asking for and Giving information
WRITING:
Generating ideas
Developing and organizing ideas
Supporting the main idea and adding details
Answering questions
Reorganizing ideas
Writing a short article about a current event o story in the past
Identifying pronouns reference
READING:
Predicting
Looking at the main idea and details
Skimming and scanning
Guessing from context
LANGUAGE THROUGH THE ART
Organize a presentation about a local, national and international news
All these skills are going to be develop in Grammar: Past continuous/W Questions. Vocabulary: natural disasters.
UNIT 5
ORAL COMMUNICATION (LISTENING-SPEAKING)
Listening for the main idea
Predicting
Drawing inferences
Summarizing
Listening for specific details
Expressing quantities
Talking about types of parties
Talk about cultural etiquettes
WRITING:
Generating Ideas
Developing and Organizing Ideas
Supporting the Main Idea and adding Details
Writing an e mail invitation
Using quantifiers
Answering Questions
Writing invitations and responding
Using modal verbs
READING:
Predicting
Skimming information
Guessing from context
Looking at the main idea and details
 LANGUAGE THORUGH THE ARTS
Make an invitation to your party
All these skills are going to be develop in Grammar: modal verbs quantifiers. Vocabulary: invitation and party games
UNIT 6
ORAL COMMUNICATION (LISTENING-SPEAKING)
Listening for the main idea
Drawing inferences
Summarizing
Listening for specific details
Recognizing word-order patterns
Describing characters qualities
Comparing people and things
Expressing opinion about legends and myths
WRITING:
Generating ideas
Developing and organizing ideas
Supporting the main Idea and adding details
Reorganizing ideas
Answering questions
Writing a paragraph using comparatives and superlatives
Writing about legends and myths
READING:
Predicting
Looking at the main idea and details
Skimming and scanning
Guessing from context
LANGUAGE THORUGH THE ARTS
Design a magazine of legends
All these skills are going to be develop in Grammar: comparatives and superlatives adjectives, Vocabulary: Adjectives to describe people’s personality
UNIT 7
ORAL COMMUNICATION (LISTENING-SPEAKING)
Listening for the main idea
Drawing inferences
Summarizing
Listening for specific details
Talking about change over time
Expressing strong advice, obligations or prohibition
Saying large numbers
WRITING:
Generating Ideas
 Developing and Organizing Ideas
Supporting the Main Idea and adding Details
Reorganizing Ideas
Answering Questions
Writing an informative text
Writing opinions about museums and exhibitions
READING:
Predicting
Looking at the main idea and details
Recognizing meaning from context
Skimming and scanning
Guessing from context
LANGUAGE THORUGH THE ARTS
Make a brochure about archeology or museums
All these skills are going to be develop in Grammar: modal verbs/Present perfect. Vocabulary: archeology and ancient civilization
UNIT 8
ORAL COMMUNICATION (LISTENING-SPEAKING)
Listening for the main idea
Giving information with a relative clause
Drawing inferences
Summarizing
Listening for specific details
Making predictions
Giving opinions
To Distinguish between phonetic sounds
WRITING:
Generating ideas
Developing and organizing ideas
Supporting the main idea and adding details
Reorganizing ideas
Answering questions
Writing a balanced essay
Writing a future prediction plan
READING:
Predicting
Guessing from context
Looking at the main idea and details
Skimming and scanning
LANGUAGE THORUGH THE ARTS
Design a presentation about technology pros and cons
All these skills are going to be develop in Grammar: Simple Future. Vocabulary: technology, negative and positive opinions
UNIT 9
ORAL COMMUNICATION (LISTENING-SPEAKING)
Listening for the main idea
Predicting
Drawing inferences
Summarizing
Listening for specific information
Recognizing word-order patterns
Giving opinions
Describing jobs and routines
WRITING:
Generating ideas
Developing and organizing ideas
Supporting the main idea and adding details
Reorganizing ideas
Answering questions
Summarizing information
Writing about jobs and routines
Writing descriptive article
READING:
Predicting
Skimming information
Guessing from context
Looking at the main idea and details
LANGUAGE THORUGH THE ARTS
Create a jobs booklet
All these skills are going to be develop in Grammar: Connectors/Simple Present. Vocabulary: profession and jobs
UNIT 10
ORAL COMMUNICATION (LISTENING-SPEAKING)
Listening for the main idea
Drawing inferences
Summarizing
Listening for specific details
Recognizing word-order patterns
Describing a place
Asking travel information
Discussing elements of a story
WRITING:
Generating ideas
 Developing and organizing ideas
Supporting the Main Idea and adding Details
Matching problems with their solutions
Writing about trips and places
Answering Questions
Writing an experience in other places or countries
READING:
Predicting
Guessing from context
Looking at the main idea and details
Skimming and scanning
LANGUAGE THORUGH THE ARTS
Create a tourist brochure. All these skills are going to be develop in Grammar: Simple Future/ Past simple and continuous. Vocabulary: Transportations and
places

6. METHODOLOGYCAL SKILLS
METHODS
TECHNICS INSTRUMENT
Inductive Method Individual Graphic Organizers
Deductive Method Grouped. Games
Listening and linguistic Mimics gestures Work with posters and cut outs
Narrative Dramatize. Lessons
Motivational Tests
Brainstorms
Reflexives Exams
Discussion
Conversation
Role play
Chorus repetition
Brochure
Set-up
Asking questions

7. EVALUATION (EVALUATION CRITERIA)

CE.EFL.4.1. Compare and contrast oral traditions and literature from Ecuador and beyond in order to manifest an understanding of the relationship
between cultural perspectives and practices and by sharing cross cultural experiences.
CE.EFL.4.2. Recognize and demonstrate an appreciation of commonalities between cultures as well as the consequences of one’s actions while exhibiting
socially responsible behaviors.
CE.EFL.4.3. Interact with others using self-monitoring and self-correcting strategies as well as appropriate nonverbal and oral communication features.
CE.EFL.4.4. Demonstrate the ability to ask for and give information and assistance using appropriate language and interaction styles in a variety of social
interactions.
CE.EFL.4.5. Display an appreciation of and demonstrate respect for individual and group differences by establishing and maintaining healthy and
rewarding relationships based on communication and cooperation.
CE.EFL.4.6. Listening for Meaning: Understand and follow the main idea in spoken texts set in familiar everyday contexts, provided speech is clear and
articulate, and deduce the meanings of unfamiliar words and phrases using context clues and/or prior knowledge.
CE.EFL.4.7. Listening for Information: Follow and identify some main ideas and details in short and straightforward spoken or audio texts set in familiar
contexts, when delivered slowly and with visuals to provide contextual support. Use spoken contributions in class as models for one’s own speech.
CE.EFL.4.8. Production – Accuracy and Intelligibility: Communicate needs and information clearly and in simple terms, using grammatical structures
learned in class (although there may be frequent errors), effectively and without undue effort. Demonstrate an ability to make appropriate use of new
words and expressions in social interactions.
CE.EFL.4.9. Production – Fluency: Use simple language to describe, compare and make statements about familiar everyday topics such as objects,
possessions and routines in structured situations and short conversations. Interaction is with reasonable ease, provided speech is given clearly, slowly
and directly.
CE.EFL.4.10. Interaction – Interpersonal: Participate effectively in familiar and predictable conversational exchanges by asking and answering follow-up
questions, provided there are opportunities to use repair strategies (e.g. asking for clarification) and sustain conversational exchanges in pairs to
complete a task, satisfy a need or handle a simple transaction.
CE.EFL.4.11. Demonstrate comprehension of main ideas and some details in short simple texts on familiar subjects, making use of contextual clues to
identify relevant information in a text.
CE.EFL.4.12. Use a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, find relationships and
relate ideas between different subject areas.
CE.EFL.4.13. Apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text, and assess this
information according to the organization, subject area and purpose of the text, using different criteria, including ICT tools.
CE.EFL.4.14. Display an ability to interact and engage with a wide range of ICT and classroom resources and texts by selecting and evaluating them in order
to strengthen literacy skills and promote acquisition.
CE.EFL.4.15. Express information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to
influence an audience, while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s
own writing.
CE.EFL.4.16. Make use of simple learning resources, including those created by one’s self, in order to compare and contrast information, and choose
appropriate resources according to the value, purpose and audience of each.
CE.EFL.4.17. Show an ability to convey and organize information through the use of facts and details and by employing various stages of the writing
process, while using a range of digital tools to promote and support collaboration, learning and productivity.
CE.EFL.4.18. Use main ideas in order to understand, predict, infer and deduce literal and implied meanings in short, simple, everyday literary texts (online,
oral or in print).
CE.EFL.4.19. Find and identify literary elements and techniques and relate those elements to the learner’s own experiences and to other works, including
one’s peers, in order to present personal responses and interpretations.
CE.EFL.4.20. Create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using a range of digital tools, writing
styles, appropriate vocabulary and other literary concepts.
CE.EFL.4.21. Use pre-established criteria, including that which is written by learners collaboratively, in order to evaluate and recommend literary texts
(written, online, oral, in video, etc.) and the effectiveness of group work.
CE.EFL.4.22. Show the ability to work collaboratively and to participate effectively in a variety of student groupings by employing a wide range of creative
thinking skills through the completion of activities such as playing games, brainstorming and problem solving.

Indicators

I.EFL.4.1.1. Learners can compare and contrast oral traditions, myths, folktales and literature from Ecuador and other cultures in order to demonstrate an
understanding of the relationship between cultural practices and perspectives. Learners can share cross-cultural experiences while naming universal cultural themes.
(I.2, S.1, S.2, J.1)
I.EFL.4.2.1. Learners can name similarities and differences between different aspects of cultural groups. Learners can demonstrate socially responsible behaviors at
school, online, at home and in the community, and evaluate their actions by ethical, safety and social standards. (J.3, S.1, I.1)
I.EFL.4.3.1. Learners can employ a range of self-monitoring and self-correcting strategies and interpret and use appropriate verbal and nonverbal communication
features to communicate in familiar contexts. (I.3, S.4, J.4)
I.EFL.4.4.1. Learners can demonstrate an ability to give and ask for information and assistance using level-appropriate language and interaction styles in online or
face-to-face social and classroom interactions. (J.2, J.3, J.4, I.3)
I.EFL.4.5.1. Learners can appreciate and show respect for individual and group differences by establishing and maintaining healthy and rewarding online and face-to-
face interactions. Learners can communicate and cooperate in a respectful, empathetic manner. (J.3, S.1, S.4)
I.EFL.4.6.1. Learners can grasp the general meaning of spoken texts set in familiar everyday contexts and infer changes in the topic of discussion, as well as deduce the
meanings of unfamiliar words and exchanges through the use of context clues, provided speech is given slowly and clearly and there is sufficient visual support. (I.3,
S.1, J.4)
I.EFL.4.7.1. Learners can identify the main idea and some details in short straightforward spoken audio texts set in familiar contexts when the message is delivered
slowly and there is other contextual support. (Example: rules for a game, classroom instructions, a dialogue in a scene from a cartoon or movie, etc.) Learners can use
other classmate’s contributions in class as models for their own. (I.2, I.3, S.4)
I.EFL.4.8.1. Learners can communicate personal information and basic immediate needs and deal with other practical everyday demands in familiar contexts, effectively and without
undue effort and using grammatical structures and vocabulary seen in class (although there may be frequent, basic errors). (I.1, I.2, I.3, S.1)
I.EFL.4.9.1. Learners can use simple language to describe, compare and state facts about familiar everyday topics such as possessions, classroom objects and routines
in short, structured situations, interacting with relative ease. (I.3, I.4, S.4)
I.EFL.4.10.1. Learners can effectively participate in familiar and predictable everyday conversational exchanges in order to complete a task, satisfy a need or handle a
simple transaction, using a range of repair strategies. (Example: asking for clarification, etc.) (I.3, J.3, J.4)
I.EFL.4.11.1. Learners can understand main ideas and some details in short simple online or print texts on familiar subjects, using contextual clues to help identify the
most relevant information. (Example: title, illustrations, organization, etc.) (I.2, I.4)
I.EFL.4.12.1. Learners can employ a range of reference materials and sources, both online and in print, in order to support ideas, answer inquiries, find relationships
and relate ideas between different subject areas. (I.1, I.2, J.2)
I.EFL.4.13.1. Learners can apply learning strategies such as using prior knowledge and graphic organizers to interpret new information in a text. Learners can assess
this information according to the organization, subject area and purpose of the text, through the use of different criteria, including ICT tools. (I.2, I.4, J.4)
I.EFL.4.14.1. Learners can interact and engage with a wide range of ICT and classroom resources and texts by selecting and evaluating them in order to strengthen
literacy skills and promote acquisition. (I.2, I.4, S.3, J.2, J.3)
I.EFL.4.15.1. Learners can convey information and ideas and describe feelings and opinions in simple transactional or expository texts on familiar subjects in order to
influence an audience, while recognizing that different texts have different features and showing the ability to use these features appropriately in one’s own writing.
(I.3, I.4, S.3, J.2)
I.EFL.4.16.1. Learners can use and make simple learning resources, both online and in print, in order to compare and contrast information. Learners can choose
appropriate resources and critically evaluate the information in these resources, according to the value, purpose and audience of each. (I.1, I.3, I.4, J.2, J.4)
I.EFL.4.17.1. Learners can convey and organize information through the use of facts and details and by employing various stages of the writing process, while using a range of digital
tools to promote and support collaboration, learning and productivity. (I.1, I.3, S.4, J.2, J.4)
I.EFL.4.18.1. Learners can understand, predict, infer and deduce literal and implied meanings in short, simple, everyday literary texts (online, oral or in print),
especially when visual support is provided. (I.2, I.3, I.4)
I.EFL.4.19.1. Learners can locate and identify literary elements and techniques in other works, including one’s own. Learners can give personal responses to and
interpret a variety of literary texts, including those of a peer, referring to details and features of the text. (Example: text structure, plot, ideas, events, vocabulary, etc.)
(I.3, S.3, J.4)
I.EFL.4.20.1. Learners can create short, original literary texts in different genres, including those that reflect Ecuadorian cultures, using a range of digital tools, writing
styles, appropriate vocabulary and other literary concepts. (I.1, I.3)
I.EFL.4.21.1. Learners can evaluate and recommend literary texts (both written and oral, online, in video or in print) according to pre-established criteria. Learners
can work in collaborative groups to write their own criteria for evaluating literary texts and the effectiveness of group work. (I.4, S.3, S.4, J.3)
I.EFL.4.22.1. Learners can collaborate and participate effectively in a variety of student groupings by employing a wide range of creative thinking skills through the completion of
activities such as playing games, brainstorming and problem solving. (S.2, S.4, J.1, J.2, J.3, J.4)
8. RESOURCES
STUDENTS TEACHERS
 Student Book Teacher´s Guide
 Notebook Pen Drive
 Pen Drive Dictionary
 Videos Computer
Internet
 Posters Projector
 Computer Radio
 Internet Logos Platform
 Logos Platform
9. BIBLIOGRAPHY/ WEBGRAPHY: Utilizar normas APA vigentes 10. OBSERVATIONS
 • Rogers, P. (2014). Crossover Intro. University of Dayton Publishing: México
D.F. Increase speaking skill is the most important part of
• Ministerio de Educación (s.f.). Currículo de los niveles de educación English class in eighth grade. To achieve this objective,
obligatoria. Recuperado de http://educacion.gob.ec/curriculo-educacion-general- in the class the teacher is going to increase
basica/ presentations, discussions and role plays.
ELABORATED BY REVISED BY APPORVED BY
TEACHER: Teacher David TEACHER: Teacher Marcelo Angulo NAME: VICEPRINCIPAL Msc. Miriam Caiza
Chachalo
SIGNATURE: SIGNATURE: SIGNATURE:

DATE: July 18th, 2017 DATE: July 18th, 2017 DATE: July 18th, 2017