UNIDAD EDUCATIVA

GUEDA GONZLEZ QUIONEZ

ATACAMES-ECUADOR
2013-2014


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.






UNIDAD EDUCATIVA
GUEDA GONZLEZ QUIONEZ
ATACAMES-ECUADOR
2013-2014

8. EDUCATIONAL OBJECTIVES OF THE YEAR

LINGUISTIC
COMPONENTS


SOCIOLINGUISTIC
COMPONENTS

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

2
3
Study corner
Keeping a vocabulary
notebook

4
UNIDAD EDUCATIVA
GUEDA GONZLEZ QUIONEZ
ATACAMES-ECUADOR
2013-2014

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

- Laptop
- Infocus
- Grabadora
- Cellphone


UNIDAD EDUCATIVA
GUEDA GONZLEZ QUIONEZ
ATACAMES-ECUADOR
2013-2014

13. EVALUATION

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


UNIDAD EDUCATIVA
GUEDA GONZLEZ QUIONEZ
ATACAMES-ECUADOR
2013-2014