Sunteți pe pagina 1din 7

ANNUAL TEACHING PLAN

1. GENERAL INFORMATION

1.1. AREA: ENGLISH LANGUAGE


1.2. SCHOOL/ HIGH- SCHOOL: ROCAFUERTE EDUCATIVE UNIT
1.3. SCHOOL YEAR: 2016 -2017
1.4. LEVEL: A1.1
1.5. TARGET GROUP (S): 8TH year GBE.
1.6. TEACHERS:
1.7. DISTRIBUTION OF THE TIME

ITEM N
WORKABLE DAYS 216
ANNUAL WEEKS 40
EVALUATION WEEKS 2
UNFORESEEN WEEKS 2
AVAILABLE WEEKS TO WORK 36
WEEK PERIODS 5
ANNUAL PERIODS 180

1. OBJECTIVES:

1.1. COMUNICATIVE COMPETENCE OBJECTIVES

PROFICIENCY LEVEL

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

Linguistic Sociolinguistic Pragmatic


Component Component Component
Have a very basic vocabulary repertoire of Use basic expressions to Link words or groups
words and phrases related to their personal impart and elicit factual of words with very
and educational background. information as well as basic linear
socialize (e.g. greetings, connectors like and or
Have limited control over a few simple addressing forms, introducing or
grammatical structures and sentence oneself and others, and
patterns in a learned repertoire, which saying good-bye, etc.).
relates to their personal and educational
background.
1.2. LANGUAGE SKILLS OBJECTIVES

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

Listening Reading Speaking Writing

In simple spoken Understand and Produce slow, hesitant, Produce very simple
texts, understand identify very simple planned monologues (i.e. informational texts that
expressions, words, informational with frequent pauses to can have little or no
and sentences texts (e.g. labels, search for expressions, detail, can have little
related to the messages, postcards, backtracking, errors, variety in sentence
learners personal catalogs, etc.) a etc.) structure, and may have
and educational single phrase at a some usage error.
background (e.g. time, picking up Interact in a simple way
personal familiar names, by asking and answering
information, house, words, and basic simple questions about the
daily life activities, phrases and rereading learners personal and
curricular subjects, as required. educational background.
classroom Communication is highly
equipment, dependent on repetition at
classroom Extract the gist and a slower rate of speech,
commands, etc.) in key information rephrasing, and repair25.
simple spoken texts items from simple
informational texts.
Follow speech
which is very slow
and carefully
articulated, with
long pauses for them
to assimilate
meaning within the
personal and
educational
domains.
Look Write
Listen Circle
Practice Check 2. CONTENTS
Read Match
Underline Spell TIME FRAME
NAME AND UNIT NUMBER
FUNTIONS
GRAMMAR
VOCABULARY

FIRST TERM

REVIEW UNIT
- To become familiar with classroom language and vocabulary
- Singular and plural forms
- How many ?
- How do you say?
- How do you spell?

- Cardinal numbers
- The alphabet

UNIT 1
PEOPLE
AROUND US
- To introduce themselves and provide personal information

- To talk about countries, nationalities and how to introduce people


- Simple present tense with the verb To Be

- Words related with personal information

- Countries and nationalities

SECOND TERM

UNIT 2
PEOPLE I LOVE
- To describe themselves and others physical appearance

- To identify the parts of the body

- To describe family members

- Simple present tense with the verb To Be

- Possessive adjectives

- Word related to family members and human body


- Word related to Physical appearance
THIRD TERM

UNIT 3
LEISURE ACTIVITIES
- To differentiate our own customs from the foreign ones

- To schedule cultural events


- Prepositions of time
- Wh questions (what time/when)
- Word related to festivals and art events

- Word related to months, days and time

FIRST TERM

UNIT 4

STREET LIFE
- To express what people are doing on the street

- To describe what people are wearing


- Present progressive
tense

- Demonstrative pronouns

- Word related to street activities

- Word related to clothes


SECOND TERM

UNIT 5

AMAZING PLACES
- To locate places in the city

- Ask for and give information about locations

- Give and follow instructions to get to a place

- There is / there are


- Prepositions of place
- Imperatives

- Words related to tourist place


- Word related to places in the city

THIRD TERM

UNIT 6
DAILY ROUTINES

- Talk about routines and lifestyles

- Simple present tense

- Word related to lifestyles


- Word related to personalities

3. METHODOLOGICAL STRATEGIES

Listening Reading Speaking Writing


- Listening to follow and - Complete information - Activate general From:
give instructions. - Label pictures knowledge - Notes
- Identify different - Give instructions - Letters
- Listening and take elements in a topic - Give own opinions - Spoken notes
notes - Sequence information - Give and ask for To:
- Listening and repeat - Label pictures personal information
- Listening for details in - Match information - Introduce people - Write a personal
an interview. - Classify information - Talk about favorites profile
- Listening to identify - Select information - Exchange ideas from - Describe people,
people based on - Infer meaning from notes places or events
description context. - Describe people, places - Answer
- Listening and Label or events.
pictures or match
information

4. RESOURCES

Official textbook level 1


Notebooks
Board
Data show
Audio player
Cards
Markers
Computer,
Pictures/ flashcard
Wallpaper
Smart tv
Worksheet
Laptop
Speakers
5. EVALUATION

6.1 ASSESSMENT INDICATORS PER SKILL

Listening Reading Speaking Writing


- Identify the relation - Recognize cognate - Pronounce words, expressions, - Spell personal and
between the sound words and loan words and statements in their personal educational details
and spelling of from their L1. and educational repertoire (e.g. own name,
English words intelligibly, phonetically numbers and dates,
within their lexical - Follow single-step differentiating distinct words so nationality, address,
range. written instructions. as to avoid misunderstandings. age, date of birth,
school, etc.).
- Recognize and - Understand adapted and - Place stress on the correct
distinguish the authentic texts which syllables of mono- and - Take down in writing a
words, expressions, are simple and short. polysyllabic words and dictated or recorded
and sentences in sentences in their repertoire. message within the
simple spoken texts - Understand and identify limits of their
related to the short, simple - Use simple phrases and sentences repertoire for the
learners personal informational texts to describe themselves, what level.
and educational (e.g. labels, messages, they do, where they live, what
background. postcards, timetables, they have, etc. - Write isolated phrases
etc.) by making use of and
- Distinguish clues such as visuals, - Read aloud a short set of written sentences for simple
phonemically text shape and layout, instructions which are clear and informational
distinct words and reading one simple. texts such as labels,
related to the phrase at a time. messages, forms,
learners personal - Deliver a very short, rehearsed cards, etc. by using
and educational - Extract the gist and key monologue (e.g. introduce a basic appropriate
background (e.g. information items Speaker and use basic greeting punctuation marks
name, address, from short, simple and saying good-bye (i.e. commas and
pencil, etc.). informational texts expressions). periods).
especially if there is
- Recognize syllable, visual support. - Participate in short conversations - Carry out
word, and sentence on very familiar topics within correspondence
stress. - the personal and educational (e.g. e-mail) with a
domains. partner, by giving
- Understand instructions and eliciting
addressed to them - Ask and answer simple display personal and
carefully and slowly. questions26 delivered directly educational
to information.
- Understand speech that them in clear, slow non-
is clear, standard, idiomatic
and delivered slowly Speech and in areas of
and intentionally. immediate need.

- Extract the gist and key - Ask people for things and give
information items people things.
from simple
informational texts. - Ask and answer questions about
themselves and other people,
where they live, people they
know, things they have, etc.

- Respond with simple, direct


answers given that the
interviewer is patient and co-
operative.
- Speech is clear at times, though it
exhibits problems with
pronunciation, intonation or
pacing and so may require
significant listener effort.

6.2 TYPES OF EVALUATION

DIAGNOSTIC EVALUATION: At the beginning of the school year in order to establish the initial
level of students knowledge.

FORMATIVE EVALUATION: During the whole process in order to provide students feedback, if it
is necessary.

SUMATIVE EVALUATION: At the end of the core units and the first and second term in order to
know the students performance in each stage

6. BIBLIOGRAPHY
- Dictionary Pocket
- Ministerio de Educacin. (2014). English Book level 1
- Ministerio de Educacin. (2015). National English curriculum, Guidelines.
- www.pearsonlongman.com/aer/

7. OBSERVATIONS
..............................................................................................................................................................................................
..............................................................................................................................................................................................
..............................................................................................................................................................................................
..............................................................................................................................................................................................

ENGLISH TEACHER AREA DIRECTOR DEPUTY HEADMASTER

S-ar putea să vă placă și