QUMESTRAL TEACHING PLAN

1. GENERAL INFORMATION
AREA:
Gonzanam
SCHOOL YEAR:
Basic Education
TEACHERS:
LEVEL:
Evening

INTRODUCTION.

English Languaje

2014-2015

Lic. Sonia Granda Rojas.

Dr. Rodrigo Martinez.
Lic. Servio Correa.
A1.1

HIGH SCHOOL:

TARGET GROUP:

LEARNING MODE:

Educational Unit

Eight Year of General

On site

CLASS SCHEDULE:

Morning and

English is unquestionably the worlds lingua franca at present. Not only is much of our technological, scientific,
academic, and social information written in English, but also learning and speaking more than one foreign
language is esencial in order to interact and communicate in todays globalized world.
Therefore, current education has the challenge of contributing toward the development of students skills (a) to
live together in their local communities, and (b) to take a more proactive role as world citizens.
In order to face such a challenge, the Ecuadorian Ministry of Education (MinEduc) acknowledges the following
three key issues:
The importance of the English Language as a tool which equips individuals to understand people and
cultura beyond Linguistic and geographic boundaries.
The need to align the English curriculum to standars like the common European Framework of Reference:
Learning, teaching, assessment (CEFR) which is internationally recognized and provides a common basis
for the elaboration of language curriculum guidelines and syllabi; and
That the Communicative Approach is currently the most recognized, accepted norm in the field of
language teaching and learning worldwide because it comprises a theoretically well-informed set of
principles about the nature of language and of language learning and teaching.
Furthermore, and in agreement with Richard and rodgers (2001), The MinEduc recognizes that the main
objective of the present English curriculum design is to help student develop their communicative
language skills through the consideration of the following principles:
o Language is a system for the expression and conveyance of meaning.
o The primary function of language is interaction and communication.
o The structure of lenguaje reflects its functional and communicative uses.
o The primary units of language are not merely its gramatical and structural features, but also
categories of analytic, functional, and communicative meaning as exemplified in discourse.
o Therefore, the following English curriculum guidelines are shaped by the CEFR and their underlying
philosopy is the communicative Language Teaching approach whose syllabus is organized in terms
of different language functions the learners and to express or understand to communicative
effectively

2.- OBLECTIVES
2.1.- COMMUNICATIVE COMPETENCE OBJECTIVES.
By the end of 8th year EGB, students will be able to:
LINGUISTIC COMPONENT

Have a very basic vocabulary

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.

SOCIOLINGUISTIC COMPONENT

Use basic expresions to impart

and elicit factual information
as well as socialize (e.g.
Greetings, addressing forms,
introduccing
oneself
and
others, and saying good- bye
etc)

PRAGMATIC COMPONENT

Link words or groups of words

with
very
basic
linear
connectors like and or or.

2.2 LANGUAGE SKILLS OBJECTIVES.

By the end of the 8th year of GBE, students will be able to:

LISTENING
In simple spoken texts,
understand
expressions,
words
and sentences related
to
the
learners
personal
and
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

READING
Understand
and
identify very simple
informational
texts
(e.g. labels, messages,
postcards,
catalogs,
etc) a single 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.

SPEAKING
Produce slow, hesitant,
planned
monologues
(i.e.
with
frequent
pauses to search for
expressions,
backtracking, errors,
etc.).
Interact in a simple
way by asking and
answering
simple
questions about the
learners personal and
educational
background.
Communications
is
highly dependent on
repetition at a slowler
rate
of
speech,
rephrasing and repair.

WRITING

Produce very simple

informational
texts
that can have Little or
no detail, can have
Little
variety
in
sentence
structure,
and may have some
usage error.

3.- CONTENTS
QUIMESTR
E

TIME
FRAME
MAY

FUNCTIONS

Follow and give instructions

related to the classroom
Asking for spelling and spell
words.
Saying hello and good bye.
Ask about favorites

Introduce yourself.

Exchanging personal information

(place of origen, age, address,
telephone number, etc.
Giving
and
understanding
commands,
instructions,
prohibitions.

JUNE

FIRST

JULY

Introduce people
Identifying oneself and others
Making
and
understanding

GRAMMAR

VOCABULARY

What`s your name?

-Simple present of be:
am/is/are
-Affirmative statements
-Negative statements
-Subject pronouns
-Questions with be
-yes/no questions
-linking word: and
-Information
questions:
what?How old? Who?.
This is Brian.
-Prepositions of place: in,
on, above, under, at,
behind, in front of

Introductions
( formal & informal)
-Greetings
and
farewells (formal &
informal)

-Possessive
adjectives:
my, your, his, her, our,
your, their.

-school things
-Family members

-Cadinal numbers 1100

-Occupations
-Things for teens
-House and furniture

AUGUST

SEPTEMB
ER

OCTOBER

SECOND

NOVEMBE
R

requests.
Ask where people and things
are: Where is? Where are?
Exchanging personal information
(place of origen, age, address,
telephone number, etc.
Identifying and finding out the
names of object things in English
Talk about where people are
from
Ask for and give personal
information
Identifying
and
describing
people.
Talking about special occasions
Talk about plans and wants.
Ask about birthdays

DECEMBE
R

Ask questions: When? What

time? What day
Telling the time
Identifying and describing people
Talking about family members

JANUARY

Expressing likes and dislikes

-Conjunction: and

Where are you from?

-Nouns:
singular
and
plural forms
-This/that; these/those
-Articles: a and an.

Can you repeat that

please?
-Can for requests.
-Questions words: when,
what time, what day +
(am, is, are).
-Prepositions of time: in+
month, on + day, at +
time.
I have two sisters
-Possessive
forms
of
nouns
-Simple present of have;
any
-Affirmative and negative
statements.
- Yes/ No questions
-Information
Questions

-Countries
nationalities
-Usual Things
-Adjecties

and

-Adjecties

-Ordinal numbers
-Months
-dates

-countries

-Family members
-Adjectives
for
physical description
-hairstyles
-Positive and negative
adjectives.

-Hair color

FBRUARY

Talking about activities, places

and food

Talking about possessions

with how many

I`m not crazy about
hip-hop
-Simple present of like
-Affirmative and negative
statements
-yes/No questions
-Information questions
-Object pronouns: me,
you, him, her, it, us, you,
them.

-Ways of expressing
likes and dislikes.
-Leisure activities,
sports
-Expressions
(great,me too,ugh!)
-Food tems (snack,
dishes, etc.)

4.- METHODOLOGICAL STRATEGIES

LEVEL A1.1
Language learners will do classroom tasks/activities in which they will not only use the language, but also understand
and produce an oral/ or written text both individually and in pair/ groups.
Mainly, they will be exposed to spoken and written informational text that include, labels, messajes (over the pone and
e-mails) forms, ads, cards and catalogs.

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, usefull expresions, reading and stories.
- Pre-listening activities, during listening activities and after-listening activities. Use of dialogues and recorded passages;
choral repetition; pair and group work. Filling gaps in tables with the information extracted from what the students are
listening
READING.
Pre-reading, during-reading, and after reading, activities will be carried out.
- Adapted and authentic texts presented (e.g. labels , messajes, invitations, ads, postcards, catalogs, magazine articles,
etc.) will serve as a model for writing.
- Intensive and extensive Reading. Using of different types of texts transactional, expository and informational texts
(e.g. signs, personal letters and short autobiographies). Therefore, the type of texts they will be Reading includes short
personal letters, fliers and newspaper articles.
SPEAKING.
Manipulative activities for learners to gain control over basic structures will be initially carried out (e.g. drills,
repetitions of patterns, use of language chuncks, backchaining, etc)
- Simplified versions of communicative speaking activities will be carried out eventually as students gain control over
basic structures (interviewing others, completing, surveys, having uncomplicated discussions supported by notes on
visual aids, etc.)
- The use of photographs to be used for warm up and to help students predict the escene of the dialogue and also to
elicit key vocabulary. Modeling patterns to guide students to speaking practice
WRITING.
- Guided writing activities will be carried out so 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 marking written paragraphs and
compositions with correction symbol explained by the teacher.
- Using a modeling Reading or set of questions to guide students to writing exercise.
- Brainstorming about the kind of content students may include in their writing.

5.- RESOURCES

Official textbook, real objects, cards, computer, internet, an English-Spanish, Spanish-English dictionary,
magazines, pictures, paper, CDs. Taperecorder, markers, board, stapler, tape, telephone, tissues, pencil,
sharpener, blinds, backpacks.

6.- EVALUATION.

Three types of assessment are commonly practiced in our educational system along the school year: diagnostic
(at the beginning of the school year), formative (along the school year) and summative (at the end of each
quimestre). Therefore, in agreement with Ur (2012), we can summarize five main reasons why English
proficiency assessment is carried out in Ecuadorian classroom.
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 assessment suggestions, provided by theministry of education.)
Students will be evaluated during the process:
Class and extra-class Works.
Individual, pair work, or group work participation.
Test at the end of each unit, at the end of each partial, and at the end of a five-monthly period.
Written and oral lessons.
Teachers, as a result, need to plan and design formal assessment tools (e.g. written and oral tests) as well as informal
instruments (e.g. checklists).

..

ENGLISH TEACHER
SCHOOL DIRECTOR

.
ENGLISH DEPARTMENT / AREA COORDINATOR