ENGLISH CURRICULAR ANNUAL PLAN 1. INFORMATIVE DATAS
1.1 ACADEMIC AREA: ENGLISH 1.2 ENGLISH TEACHER: GRACIELA PERLAZA ITURRE 1.3 SUBJECT: FOREING LANGUAGE 1.4 ACADEMIC YEAR: 2014-15 1.5 TARGET GROUP: 8th YEAR EGB 1.6 DATE: JUNE, 2nd 2014-15
2. TIME FRAME 2.1.1. FIRST QUIMESTRE: FROM MAY 5th , 2014 TO SEPTEMBER 22th, 2014-05-19 2.1. SECOND QUIMESTRE: FROM OCTOBER 6 th , 2014 TO FEBRUARY 25 th , 2015
3. TIME AVAILABLE FOR PLANNING 3.1 DAYS PER YEAR: 200 DAYS 3.2 WEEKS PER YEAR: 40 WEEKS 3.3 UNEXPECTED ACADEMIC: 10% 3.4 ASSIGNED HOURS: 5 PER WEEK 3.5 TOTAL ANNUAL HOURS: 180 3.6 TOTAL HOURS OF THE FIRST QUIMESTRE: 90 3.7 TOTAL HOURS OF THE SECOND QUIMESTRE: 90
UNIDAD EDUCATIVA GUEDA GONZLEZ QUIONEZ ATACAMES-ECUADOR 2013-2014 4.TRANSVERSAL AXIS: GOOD LIFE AND INCLUSION 5. AXIS INTEGRATED CURRICULUM: LISTENING,SPEAKING, WRITING AND READING 6. AXIS OF LEARNING: - LISTENING COMPREHENSION. - READING COMPREHENSION. - WRITING EXPRESSION. - ORAL EXPRESSION. 7. EDUCATIONAL ACADEMIC OBJECTIVES 1. TO ENSURE HIGH SCHOOL GRADUATES REACH A MINIMUN B1 LANGUAGE PROFICIENCY LEVEL ACCORDING TO THE CEFR, AND 2. TO BUILD UP LEARNERS COMMUNICATIVE LANGUAGE COMPETENCE IN ITS LINGUISTIC, SOCIOLINGUISTIC AND PRAGMATIC COMPONENTS THROUGH THE DEVELOPMENT OF THE FOUR LANGUAGE SKILSS: LISTENING, SPEAKING, READING, AND WRITING.
PRAGMATIC COMPONENT Have a very basic repertoire of words and phrases related to their personal and educational background.
Have limited control over a few simple grammatical structures and sentence patterns in a learned repertoire, which relates to their personal and educational background
Use basic expressions to impart and elicit factual information as well as socialize (e.g. greetings, addressing forms, introducing oneself and others, and saying good- bye, etc.).
Establish basic social contact by using the simplest everyday polite forms to make requests, express gratitude, apologize, etc. in accordance with the most important conventions of the community concerned.
2.2 LANGUAGE SKILL OBJECTIVES
LISTENING READING SPEAKING WRITING
In simple spoken texts, understand expressions, words, and sentences related to the learners personal and
Understand and identify very simple informational texts (e.g. labels, messages, postcards, catalogs, etc.) a single
Produce slow, hesitant, planned monologues (i.e. with frequent pauses to search for expressions, backtracking, errors, etc.)
Produce very simple informational texts that can have little or no detail, can have little variety in sentence structure, and may UNIDAD EDUCATIVA GUEDA GONZLEZ QUIONEZ ATACAMES-ECUADOR 2013-2014 educational background (e.g. personal information, house, daily life activities, curricular subjects, classroom equipment, classroom commands, etc.).
Follow speech which is very slow and carefully articulated, with long pauses for them to assimilate meaning within the personal and educational domains.
phrase at a time, picking up familiar names, words, and basic phrases and rereading as required.
Extract the gist and key information items from very simple informational texts.
Interact in a simple way by asking and answering simple questions about the learners personal and educational background. Communication is highly dependent on repetition at a slower rate of speech, rephrasing, and repair.
have some usage error.
9.- EXIT PROFILE TO SHOW ARTICULATION AND PROGRESSION , THE SPECIFIC OBJECTIVES FOR LISTENING AND SPEAKING HAVE BEEN FORMULATED BY TAKING INTO CONSIDERATION THE THREE DOMAINS OF INTEREST FOR THE TARGET GROUPS (PERSONAL, EDUCATIONAL AND PUBLIC). FOR PEDAAGOGICAL PURPOSES, THE FIRST TWO (PERSONAL AND EDUCATIONAL) ARE ADDRESSED IN LEVEL A1 BECAUSE THEY CONSTITUTE THE LEARNERS`IMMEDIATE SURROUNDING WICH COME AFTERWARDS. UNIDAD EDUCATIVA GUEDA GONZLEZ QUIONEZ ATACAMES-ECUADOR 2013-2014 MOREOVER, OBJECTIVES AND ASSESSMENT INDICATORS FOR SPEAKING PRODUCTION AND SPEAKING INTERACTION HAVE BEEN SET UP.
10.- CURRICULAR BLOCKS:
FIRST QUIMESTRE TIME FRAME FUNCTIONS GRAMMAR VOCABULARY MAY
Whats your name?
- Ask someones age, name, and favorites: What?, How old?, Who?
*The simple present: be (am/are/is) -Affirmative statements - Negative statements - Yes/No questions Cardinal numbers JUNE - Introduce yourself -Information questions: What?, How old?, Who? *Subject pronouns
JULY
This is Brian
- Introduce people - Ask where people and things are: Where is/ are? *Prepositions of place: in, on, above, under, at, behind, in front of * Possessive adjectives: my, your, her, his, our, their Things for teens AUGUST
Where are you from?
- Talk about where people are from.
*Nouns. Singular and plural forms.
*This/ that; these/ those Countries and nationalities
SEPTEMBER
- Ask for and give personal information.
*Articles: a and an SECOND QUIMESTRE
TIME FRAME FUNCTIONS GRAMMAR VOCABULARY OCTOBER
- Ask for personal information * Can for requests * Question words: When/ What time/ What Ordinal numbers 1 Study corner Using capital letters Using end punctuation
Can you repeat that, please? day + (am, are, is) *Prepositions of time: in + month, on + day, at + time NOVEMBER
I have two sisters.
- Talk about your family *Possessive forms of nouns * The simple present: have - Affirmative and negative statements
- Family members - Adjectives for physical description DECEMBER
- Yes/ No questions - Information questions with: How many - Any in questions and negative statements
JANUARY
Im not crazy about hip- hop
Ways of expressing likes and dislikes *The simple present: like - Affirmative and negative statements - Yes/ No questions - Information questions * Object pronouns
-Talk about likes and dislikes - Describe people FEBRUARY Feedback
- Talk about the simple present of: Regular and Irregular verbs
11. METHODOLOGICAL STRATEGIES
Level A1.1 language learns will do classroom tasks/ activities in which they will not only use the language, but also understand and produce an oral and/ or written text bath individually and in pairs/ groups. Mainly, they will be exposed to spoken and written informational texts that include labels, messages (over the phone and emails) forms, ads, cards and catalogs.
5 6 Study corner Checking for subject verb agreement UNIDAD EDUCATIVA GUEDA GONZLEZ QUIONEZ ATACAMES-ECUADOR 2013-2014 Listening Language to be heard and learned will be presented through both teachers speech and audio recordings that contain, among other materials, dialogues, vocabulary, pronunciation, exercises, use expressions and stories. Reading Pre- reading, during, reading and after reading activities will be carried out. Adapted and authentic texts presented (e.g. labels, messages, invitations ads, postcards, catalogs, magazine articles, etc.) will serve as a model for writing. Speaking Manipulative activities for learns to gain control over basic structures will be initially carried out (e.g. drills, repetition of patterns, use of language chunks, back chaining, etc.) Simplified versions of communicative speaking activities will be carried out eventually as student gain control over basic structures (interviewing others, completing surveys, having uncomplicated discussions supported by notes or visual aids, etc.) Writing Guided writing activities will be carried out that students can produce the simple informational texts proposed (postcards, messages, etc.) Students will check their partners work by using a peer editing checklist or marling written paragraphs and compositions why correction symbol explained by the teacher.
12. RESOURCES MATERIALS HUMANS TECHNOLOGICAL A Language Booster is divided in two parts: - A Workbook - A grammar builder. - Flashcards - Teacher - Students - Parents
Three forms of evaluation will take place along the school Year: diagnostic (at the beginning of the school Year), formative (along the school Year), and summative (at the end of the school Year). For diagnostic evaluation a placement test will be administered to determine not only students level of proficiency but also the content to be reviewed and the skills that need to be strengthened There will be an oral test (interview or picture description) graded with the help of the oral assessment rubric available in the document with 2Assessment Suggestions provided by the Ministry of Education.
14. BIBLIOGRAPHY English Book of Ministry of Education of Ecuador http/www.pbs.org.teachers
http/www.discoveryeducation.com
http://iteslj.org/Techniques/
http/www.coe.uh.edu./digital-storytelling/
http://esl.fis.edu/vocab/index-e.html
. .. ENGLISH TEACHER ENGLISH DEPARTMENT/AREA SCHOOL PRINCIPAL COORDINATOR
Zachos, Dimitrios, Institutional Racism? Roma Children, Local Community and School Practices, Journal For Critical Education Policy Studies, Vol. 10, No. 2, Pp. 53-66. Institutional Racism