PLAN CURRICULAR INSTITUCIONAL

Año lectivo 2 014 – 2 015

DATOS INFORMATIVOS:  PROVINCIA: SANTO DOMINGO DE LOS TSÁCHILAS

 UNIDAD EDUCATIVA PARTICULAR “NAZARET”  CANTÓN: SANTO DOMINGO DE LOS COLORADOS
 AREA: LENGUA EXTRANJERA  PARROQUIA: ABRAHAM CALAZACÓN
 ASIGNATURA: IDIOMA EXTRANJERO  DISTRITO: 2
 AÑO: TERCEROS  ZONA: 4
 NÚMERO DE ALUMNOS:
 JEFE DE ÁREA: LIC. LORENA GARZÓN
 PROFESOR: JUDITH AZOGUE

MISIÓN:
Formar seres humanos de forma integral a través de una educación humanista e inclusiva a la luz de los principios cristianos del
evangelio bajo el lema de “Enseñar a vivir para servir”.

VISIÓN:
Ser una comunidad educativa humanista e inclusiva reconocida internacionalmente por su calidad académica y sus aportes a la
formación científica – humana; que promueve el desarrollo integral de la persona y de su entorno en miras de una sociedad justa y
equitativa.

VALORES CORPORATIVOS:
 Amor a Dios y al prójimo.
 Búsqueda de la verdad.
 Pluralismo.
 Compromiso social.
 Conciencia ambiental.
 Comunidad participativa.
 Educar en la solidaridad y el servicio.
 Calidad y rigurosidad académica.
 FODA DEL ÁREA:

FORTALEZAS DEBILIDADES
 Trabajo unificado del área de Lengua extranjera.  Falta de compromiso de los padres de familia para acompañar
 Monitoreo continuo del proceso enseñanza-aprendizaje. a sus hijos en el cumplimiento las tareas escolares.
 Capacitación constante, actualización e intercambio de  Escaso interés de los estudiantes para practicar el idioma
experiencias docentes. extranjero fuera de clases.
 Planificación Curricular del área de manera integrada.  Uso del Español en las clases de Idioma Extranjero.
 Acompañamiento permanente a los estudiantes con  Acceso limitado a la tecnología de la comunicación.
problemas de aprendizaje.  Escaso material didáctico.
 Textos reconocidos internacionalmente según los  Subutilización de la tecnología.
estándares del Marco Común Europeo.
 Disponer de recursos tecnológicos en el aula.

OPORTUNIDADES
 Talleres organizados por el área para compartir ideas y
reestructurar el avance de los contenidos, para lograr el
desarrollo de las destrezas con criterio de desempeño.
 Talleres de capacitación y actualización a cargo de la
editorial Oxford University Press.
 Organización de eventos internos para demostrar los
logros del aprendizaje con aplicaciones prácticas.
 Buenas relaciones entre los miembros del área.
AMENAZAS
 Escasa participación de los estudiantes en eventos que
dan presencia al establecimiento.
 Quedar a la saga en el uso de herramientas tecnológicas
en relación a los otros establecimientos
 Obligatoriedad para los docentes de presentar la
certificación de nivel B2 de conocimiento del idioma.
 PLANES DE MEJORA

DEBILIDAD:
Falta de compromiso de los padres de familia para acompañar a sus hijos en el cumplimiento las tareas escolares.

Actividades Responsable Plazo Recursos Resultado Forma de Evaluar

Esperado

 Enviar comunicados semanales a los  Profesor Cada  Diario escolar.  Mejora del  Registro de
padres de familia con información de la viernes.  Ficha estudiante en el tareas cumplidas
detallada de tareas requeridas. asignatur estudiantil. cumplimiento de e incumplidas.
 Entrevistas con los padres de familias a.  Ficha de tareas.  Informe al jefe de
para establecer compromisos en el entrevista del área al final de la
monitoreo de las tareas. padre de unidad.
familia.

DEBILIDAD:
 Escaso interés de los estudiantes para practicar el Idioma Extranjero fuera de clases.

Actividades Responsable Plazo Recursos Resultado Esperado Forma de Evaluar

 Revisar páginas web para  Profesor de Cada  Internet  Practica  Vía internet.
asignar actividades que creen la asignatura. cuatro  Material foto frecuentemente el  Socialización en
interés en los estudiantes para semanas. copiable Idioma Extranjero. clases.
utilizar el idioma extranjero.  Folleto “Making
 Reuniones del área para Digital Senses-
intercambiar las actividades y OTA”
recursos encontrados en
internet.
DEBILIDAD:
 Uso del Español en las clases de idioma extranjero.

Actividades Responsable Plazo Recursos Resultado Esperado Forma de Evaluar

 Entrenar y monitorear a los  Profesor Cada  Lista  Uso exclusivo del  Registro de la
estudiantes en el uso del “Survival de la periodo de estandariza Idioma Extranjero frecuencia del uso
Language”. asignatur clase. da “Survival en la clase. de la lengua
 Utilizar estrategias para motivar a a. Language”. nativa.
los estudiantes a comunicarse en el
Idioma Extranjero.

DEBILIDAD:
 Limitado acceso a la tecnología de la comunicación.

Actividades Responsable Plazo Recursos Resultado Esperado Forma de Evaluar

 Utilizar la sala de audiovisuales.  Profesor de Una vez  Salón de  Mejora del  Registro de uso
la asignatura. a la audiovisuales. estudiante en el del salón de
semana.  iTools. cumplimiento de audiovisuales.
tareas.  Planificaciones.
 Leccionarios.

MALLA CURRICULAR DE LA EDUCACIÓN GENERAL BÁSICA

HORAS SEMANALES DE CLASE

ASIGNATURAS Segundo Tercer Cuarto Quinto Sexto Séptimo
grado grado grado grado grado grado
Inglés 5 5 5 5 5 5
 OBJETIVOS GENERALES DEL CURSO
OBJETIVOS GENERALES DEL AREA

 Encourage students to communicate with one another in

pairs and in groups. * Identify and describe toys.
 Reinforce the natural rhythm, stress, and intonation of the
language taught. * Identify and talk about family members.
 Build grammatical accuracy as students learn vocabulary.
 Develop key values. * Name body movements and actions.
 Build on content connections to learn about the natural
world, science, social studies, and geography. * Name parts of the face.

* Identify and describe animals

* Identify food items

* Identify and talk about clothes.

* Talk about the weather.

ESTANDARES DE CALIDAD

NIVEL DOMAIN GENERAL STANDARDS SPECIFIC STANDARDS

SEGUNDO 1. LANGUAGE 1.a Teachers demonstrate understanding of
language as a system.
1.b Teachers understand and apply theories
and research in language acquisition and
development to support their students’ English
language and literacy learning and content-
area achievement.
1.a.1 Understand the components of
language (phonology, morphology, syntax,
pragmatics and semantics) as an integrative
system.
1.a.2 Use knowledge of these interrelated
aspects of language to help students develop
oral, reading, and writing skills in English.
1.b.1. Demonstrate understanding of current
 and historical theories and research in
language acquisition as applied to students.
1.b.2 Understand theories and research that
explain how L1 literacy development differs
from L2 literacy development.
1.b.4. Comprehend and apply knowledge of
socio-cultural, psychological, and political
variables to facilitate the process of learning
English.

1.b.5. Understand and apply knowledge of

the role of individual learning styles in the
process of learning English.

NIVEL DOMINIO ESTANDARES ESPECIFICOS ESTÁNDARES DE APRENDIZAJE

SEGUNDO 2. CULTURE Teachers know, understand, and use major 2.a. Understand and apply knowledge about
theories and research related to the nature and role cultural values and beliefs in the context of
of culture in their instruction. teaching and learning.

2.b. Understand and apply knowledge about

the effects of racism, stereotyping, and
discrimination to teaching and learning.

2.d. Understand and apply knowledge about

communication between home and school to
enhance English teaching.

2.e. Understand and apply concepts about

the interrelationship between language and
culture.
 2.f. Use a range of resources, including the
Internet, when possible, to learn about
Ecuadorian cultures and also the cultures of
English speaking and non-English speaking
countries and apply that learning to
instruction.

DOMINIO NIVEL ESTANDARES ESPECIFICOS ESTÁNDARES DE APRENDIZAJE

3. Curriculum SEGUNDO 3.a.Teachers know, understand, and apply concepts,
Development research, and best practices to plan classroom
instruction in a supportive learning environment for
students.
3.b Teachers know, manage, and implement a variety of
standards-based teaching strategies and techniques for
developing and integrating English listening, speaking,
reading, and writing.
3.a.1. Plan standards-based English and content
instruction.
3.a.2. Create supportive, welcoming classroom
environments.
3.a.3. Plan differentiated learning experiences
based on assessment of students’ English
proficiency, learning styles, and prior formal
educational experiences and knowledge.
3.a.5 Plan for instruction that embeds
assessment, includes scaffolding, and provides
re-teaching when necessary for students to
successfully meet learning objectives.
3.b.1. Organize learning around standards-based
language learning objectives.
3.b.2. Incorporate activities, tasks, and
assignments that develop authentic uses of
language as students learn academic vocabulary
and content-area material.
3.b.3. Provide activities and materials that
integrate listening, speaking, reading, and
writing.
3.b.4. Develop students’ listening skills for a
variety of academic and social purposes.
3.b.5. Develop students’ speaking skills for a
variety of academic and social purposes.
3.b.6. Provide standards-based instruction that
builds on students’ oral English to support
learning to read and write.

3.c Teachers, in addition to the textbooks, are familiar
with a range of standards-based materials, resources, 3.c.1. Select, adapt, and use culturally
and technologies, and choose, adapt, and use them in responsive, age-appropriate, and linguistically
effective English and content teaching.
NIVEL DOMINIO ESTANDARES ESPECIFICOS
SEGUNDO 4. ASSESSMENT 4.a. Issues of Assessment for English Language
Learners Teachers demonstrate understanding of
various assessment issues as they affect students,
such as accountability, bias, special education testing,
language proficiency, and accommodations in formal
testing situations.
4.b. Language Proficiency Assessment
Teachers know and can use a variety of standards-
based language proficiency instruments to show
language growth and to inform their instruction.
3.b.7. Provide standards-based reading
instruction adapted to students.
3.b.8. Provide standards-based writing
instruction adapted to students. Develop
students’ writing through a range of activities,
from sentence formation to expository writing.
accessible materials.
3.c.2. Select additional materials and other
resources that are appropriate to students’
developing language and content-area abilities,
including appropriate use of English.
3.c.3. Employ a variety of materials for language
learning, including books, visual aids, and realia
in addition to the textbook.
3.c.4. Use technological resources (e.g., internet,
software, computers, and related devices) to
enhance language and content-area instruction
for students.
ESTÁNDARES DE APRENDIZAJE
4.a.1. Demonstrate an understanding of the
purposes of assessment as they relate to students
and use results appropriately.
4.a.2 Knowledgeable about and able to use a
variety of assessment procedures for students.
4.a.3. Demonstrate an understanding of key
indicators of good assessment instruments.
4.a.5. Distinguish among students’ language
varieties (e.g. pronunciation, vocabulary from
different regions), giftedness, and special
education needs.
4.b.2. Understand the appropriate use of norm-
referenced assessments with students.

4.c. Classroom-Based Assessment for English
Language Learners
Teachers know and can use a variety of performance-
based assessment tools and techniques to inform
instruction in the classroom.
NIVEL DOMINIO ESTANDARES ESPECIFICOS
SEGUNDO 5. Professionalism 5.a. English as a Foreign Language Research, History
and Ethical and Legislation
Commitment Teachers demonstrate knowledge of history,
research, educational public policy, and current
practice in the field of EFL teaching and apply this
knowledge to inform teaching and learning.
5.b. Professional Development, Partnerships, and
4.b.3. Assess students’ language skills and
communicative competence using multiple
sources of information
4.c.1. Use performance-based assessment tools
and tasks (e.g., portfolios, projects, classroom
observation checklists, reading logs, video,
spreadsheet software) that measure students’
progress.
4.c.2. Understand and uses criterion-referenced
assessments appropriately with students.
4.c.3 Use various instruments and techniques to
assess language skills, both individually and
integrated (e.g. listening, spea- king, reading and
writing, as well as vocabulary and grammar) for
students at varying levels of language and
literacy develop- ment.
4.c.4. Use various instruments and techniques to
assess content-area vocabulary learning for
students at varying levels of language and
literacy development.
4.c.5. Prepare students to use self- and peer-
assessment techniques when appropriate.
4.c.6. Use a variety of rubrics to assess students’
language development in classroom settings
ESTÁNDARES DE APRENDIZAJE
5.a.1. Demonstrate knowledge of language
teaching methods in their historical contexts.
5.a.2. Demonstrate knowledge of the
evolution of laws and policy in bilingual and
English as a foreign language (EFL) profes-
sion.
5.a.3. Demonstrate ability to read and
conduct classroom research.
 Advocacy
Teachers take advantage of profes- sional growth
opportunities and demonstrate the ability to build
partner- ships with colleagues and students’ families,
serve as community resour- ces, and advocate for
students
5.c. Ethical Commitment
Teachers promote active citizenship as stated in The
Ecuadorian Constitution.
ESTÁNDARES DE APRENDIZAJE Y DESTREZAS CON CRITERIO DE DESEMPEÑO
SPECIFIC STANDARDS COMPETENCIES AND PERFORMANCE
5.a.5. Distinguish among students’ language
varieties (e.g. pronunciation, vocabulary
from different regions), giftedness, and
special education needs.
5.b.1. Participate in professional growth
opportunities.
5.b.2 Establish professional goals.
5.b.3. Work with other teachers and staff to
provide comprehensive, challenging
educational opportunities for students in the
school.
5.b.4. Engage in collaborative teaching in
general education, content-area, special
education, and gifted classrooms.
5.b.5. Advocate for students’ access to
academic classes, resources, and
instructional technology.
5.b.7. Serve as professional resource
personnel in their educational communities.
5.c.1. Educate students to practice the
principles of active citizenship, e.g. those
stated in the Ecuadorian Constitution as the
Buen Vivir.
5.c.2. Know about national legislation and
take action to protect and respect the rights
of all students including those at risk.
3.a.2. Create supportive, welcoming classroom environments. Greet each other and ask about each other.

3.b.4. Develop students’ listening skills for a variety of academic Ask and answer questions about school items.
and social purposes.
Use these and those to identify and ask about school items.
3.b.5. Develop students’ speaking skills for a variety of
academic and social purposes.

SPECIFIC STANDARDS COMPETENCIES AND PERFORMANCE

3.b.4. Develop students’ listening skills for a variety of academic Ask and answer questions about personal possessions.
and social purposes.
Ask and answer Yes/No questions.
3.b.5. Develop students’ speaking skills for a variety of
academic and social purposes. Learn classroom commands.

3.c.3. Employ a variety of materials for language learning,

including books, visual aids, and realia in addition to the
textbook.

SPECIFIC STANDARDS COMPETENCIES AND PERFORMANCE

3.b.4. Develop students’ listening skills for a variety of academic Talk about things they can´t do.
and social purposes.
Identify and talk about activities that others can do.
3.b.5. Develop students’ speaking skills for a variety of
academic and social purposes. Learn classroom commands.

3.c.2. Select additional materials and other resources that are

appropriate to students’ developing language and content-area
abilities, including appropriate use of English.

SPECIFIC STANDARDS COMPETENCIES AND PERFORMANCE

3.b.5. Develop students’ speaking skills for a variety of academic Talk about how they feel.
and social purposes.
Identify and ask about jobs using he and she.
3.b.2. Incorporate activities, tasks, and assignments that develop
authentic uses of language as students learn academic Read a story that recycles the phonics words.
vocabulary and content-area material.
Learn classroom commands.

SPECIFIC STANDARDS COMPETENCIES AND PERFORMANCE

3.b.4. Develop students’ listening skills for a variety of academic Accept and refuse food politely.
and social purposes.
Talk about food they like or want to eat.
3.b.5. Develop students’ speaking skills for a variety of
academic and social purposes. Talk about things students like using plural and uncountable
foods.
3.c.3. Employ a variety of materials for language learning,
including books, visual aids, and realia in addition to the
textbook.

SPECIFIC STANDARDS COMPETENCIES AND PERFORMANCE

3.c.2. Select additional materials and other resources that are Talk about where they live and their telephone number.
appropriate to students’ developing language and content-area
abilities, including appropriate use of English. Name and ask about things found in a house.

3.c.3. Employ a variety of materials for language learning, Identify and ask about the location of objects in a house.
including books, visual aids, and realia in addition to the
textbook.

SPECIFIC STANDARDS COMPETENCIES AND PERFORMANCE

3.b.5. Develop students’ speaking skills for a variety of academic Learn to tell time and talk about what students do at specific
and social purposes. times.

3.c.2. Select additional materials and other resources that are Talk about daily routines.
appropriate to students’ developing language and content-area
abilities, including appropriate use of English.

SPECIFIC STANDARDS COMPETENCIES AND PERFORMANCE

3.b.4. Develop students’ listening skills for a variety of academic Talk about what they are doing.
and social purposes. Talk and ask about where they are going.
Ask and answer yes/no questions.
3.b.5. Develop students’ speaking skills for a variety of Ask what others are doing using he and she.
academic and social purposes.

CONOCIMIENTOS ESENCIALES Y DESTREZAS CON CRITERIOS DE DESEMPEÑO

UNIT TOPICS COMPETENCIES AND PERFORMANCE

1. My toys  Toys Identify and describe toys.

 Numbers Identify numbers 1 - 20
Use demonstrative pronouns.

2. My family  Family members Ask and answer questions about personal

 Neighborhood places possessions.
Ask and answer Yes/No questions.
Learn classroom commands.
3. Move your body  Actions Talk about things they can´t do.
 Physical abilities Identify and talk about activities that others can do.
Learn classroom commands.

4. My face  Parts of the body Talk about how they feel.

 Hairstyles Identify and ask about jobs using he and she.
Read a story that recycles the phonics words.
Learn classroom commands.

5. Animals  Farm animals Accept and refuse food politely.

 Wild animals Talk about food they like or want to eat.
Talk about things students like using plural and
uncountable foods.

6. Food  Food items. Talk about where they live and their telephone
number.
Name and ask about things found in a house.
Identify and ask about the location of objects in a
house.

7. Clothes  Clothes. Learn to tell time and talk about what students do
at specific times.
Talk about daily routines.

8. Weather  Weather Talk about what they are doing.

 Days of the week Talk and ask about where they are going.
Ask and answer yes/no questions.
Ask what others are doing using he and she.
 EJES TRANSVERSALES

Ejes Transversales Descripción de los Ejes Transversales

El reconocimiento a la diversidad de manifestaciones ético – culturales en las
1. Cultural diversity esferas local, regional, nacional y planetaria, desde una visión de respeto y
valoración.
El desarrollo de valores humanos universales, el cumplimiento de las
obligaciones ciudadanas, la toma de conciencia de los derechos, el desarrollo de
2. Formation of democratic citizenship. la identidad ecuatoriana y el respeto a los símbolos patrios, el aprendizaje de la
convivencia dentro de una sociedad intercultural y plurinacional, la tolerancia
hacia las ideas y costumbres de los demás y el respeto a las decisiones de la
mayoría.
La interpretación de los problemas medioambientales y sus implicaciones en la
3. Protection of the environment. supervivencia de las especies, la interrelación del ser humano con la naturaleza y
las estrategias para su conservación y protección.
El desarrollo biológico y psicológico acorde con las edades y el entorno socio-
4. Health care and recreation habits of ecológico, los hábitos alimenticios y de higiene, el empleo productivo del tiempo
students. libre.
El conocimiento y respeto por la integridad de su propio cuerpo, el desarrollo de
5. Sexual education for teenagers. la identidad sexual y sus consecuencias psicológicas y sociales, la
responsabilidad de la paternidad y la maternidad.

ELABORADO POR: REVISADO POR: APROBADO POR:

JEFE DEL ÁREA VICERRECTOR
JUDITH AZOGUE
f. f. f.

Fecha: Fecha: Fecha:

OBSERVACIONES: