ANNUAL TEACHING PLAN

2015-2016

1.

GENERAL INFORMATION:

AREA:
English
(Instrumental)
TEACHER: Lic. Mg.sc.
EDUCATIONAL TRACK:
TARGET GROUP: First
CLASS SCHEDULE: Morning
NUMBER OF CLASSES: 5 hours per week

2. OBJECTIVES:

Understand and use everyday expressions as well as simple phrases aimed at

the satisfaction of immediate needs,
Introduce him/herself and others and ask and answer questions about personal
details such as where s/he lives, people s/he knows, and things s/he has, and
Interact in a simple way provided the other person talks slowly and clearly and is
prepared to help.

2.1. COMMUNICATIVE COMPETENCE OBJECTIVES

By the end of 1st

year of, the students will be able to:

SOCIOLINGUISTIC
COMPONENT

PRAGMATIC
COMPONENT

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.

Link words or groups

of words with a wider
variety of basic linear
connectors like but
,then, etc.

LINGUISTIC COMPONENT
Have a basic repertoire of words and
phrases related to their social background
which is complementary to the personal
and educational background with which
they are already familiar.
Have limited control of a few simple
grammatical structures and sentence
patterns in a learned repertoire, which
relates to their social background.

2.2. LANGUAGE SKILLS OBJECTIVES

By the end of

year of, students will be able to:

LISTENING
In simple spoken texts,
understand expressions,
words, and sentences related
to the learners social
background (e.g. shopping,
entertainment, services, etc.),
which is complementary to
the personal and educational
background with which they
are already familiar.
Understand speech which is
very
slow
and
carefully
articulated, with long pauses
for
them
to
assimilate
meaning within the public
domain

READING
Understand and identify
simple informational,
transactional and
expository texts (e.g.
signs, personal letters,
short autobiographies,
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
simple informational,
transactional
and
expository texts.

SPEAKING
Produce slow, hesitant,
planned dialogues (i.e.
communication still
depends on repetition,
rephrasing and repair,
however).
Interact and participate
in
brief
informal
discussions, in a simple
way by asking and
answering
simple
questions
about
the
learners
personal,
educational and social
background.
Communication is
dependent on repetition
at a slower rate of
speech, rephrasing, and
repair.

WRITING
Produce
informational,
transactional
and
expository
texts
consisting of a
sequence of
simple
sentences
that have
more detail
and show
more variety
in lexical
range and
sentence
structure.

3. CONTENTS

First

Term
s

Time
frame
May

May June

Functions
Listen for specific
information
Follow classroom
commands

Predict missing lines

Listen for specific
information
Talk about abilities and
talents
Ask permission to borrow
something
Write commands

Grammar

Vocabulary

REVISION UNIT:
Lets Get started
To Be verb

Alphabet
Numbers from 1 to
100
Personal Pronouns
Days of the week
Months of the year
Classroom objects
Colors
Adjectives

UNIT 1
Can you count?
Imperatives
Can to talk about abilities
(cant)

Clock times
(quarter after/to,
half past , oclock)
Look out, be quiet,
please help me,
pull the door, look
it

Second
June August

Time
frame

Functions
Make suggestions
Ask and say where places
are talk about leisure
activities

Third

Term
s

Read for specific

information
Study a graph
Listen for specific
information and complete
a chart
Talk about routines and
activities
Write about your typical
day or week

August Septembe
r

Exam
s

Grammar
UNIT 3
Miami a great place to
be!
Prepositions of
location: across
from, in front of,
behind, between,
next to, on the
corner
Of, in, on
There is/are
some and any

Daily
routines

Vocabulary

places in a
town or city
leisure
activities

September

Vacation
of

the

First

October Novembe
r

Second

UNIT 2
I always get up at sixthirty
Sequence word:
first, then, after
that, next, finally
Adverbs of
frequency:
always, usually,
often, sometimes,
rarely/seldom,
never
How often
Positions
of
frequency
adverbs

First

ask what someones

doing now
describe what
happening right now
talk about a house

Talk about past events

Express approval and
disapproval

Decembe
r
January

Quimestre
September
UNIT 4: Whats
Bryan doing?
Present continuous:
be(am/is/are) +verbing
Affirmative and
negative statements
Yes/no questions
Information
questions
UNIT 5: Did he call
her again
today?
Simple past of regular
verbs
Affirmative and
negative statements
Yes/no questions
Information questions

29 th
to
October 10th
Rooms and
parts of a
house

Past time
expressions
Emoticons
and
acronyms

Third

Talk about the past

Greet people and say
good-bye
Talk about occupations

January
February

Exam
s

UNIT 6:
I really have a great
time
Simple past of be
(was/were):
Affirmative and
negative statements
Yes/no questions
Information questions

Some
occupations

Simple past of
irregular verbs:
Affirmative and
negative statements
Yes/no questions
Information questions

February
24th
February
28th

4. METHODOLOGICAL STRATEGIES
LISTENING

READING

SPEAKING

WRITING

-Identify and preserve

the
vowel
and
consonant contrasts of
the English language
in their own speech.
-Recognize
and
distinguish the words,
expressions,
and
sentences in simple
spoken texts related
to the learners social
as
well
as
their
personal
and
educational
background.
-Distinguish
phonemically distinct
words related to the
learners social (e.g.
movie, holiday) as well
as their personal and
educational
Background.
-Recognize
basic
intonation
patterns
(e.g. distinguishing a
question
from
a
statement
or
exclamation)
and

-Use visual aids

and knowledge of
familiar words to
guess meanings of
unknown terms.
-Follow
multiplestep
written
directions (e.g. to
go from X to Y).
-Understand
adapted
and
authentic
texts
which are simple
but longer than
those in the past
year.
-Understand
and
identify
simple
informational,
transactional, and
expository
texts
(e.g.
personal
letters,
short
biographies, signs,
etc.) by making
use of clues such
as
visuals,
text
shape and layout).
-Extract the gist

Production
-Pronounce
words,
expressions,
and
statements in their social as
well
as
personal
and
educational
repertoire
intelligibly,
phonetically
differentiating
distinct
words so as to avoid
misunderstandings.
-Use rising and falling
intonation patterns to signal
questions as opposed to
statements
and
exclamations.
-Use more detailed, simple
phrases
and
sentences
about people and places.
-Read aloud a written text
which is clearly written in
simple language.

-Copy familiar words

and
short
phrases
(e.g.
simple
signs,
instructions, names of
everyday
objects,
shops,
and
set
phrases
used
regularly).
-Take
simple notes
from a dictated or
recorded
message
within the limits of
their vocabulary for
the level.
-Write sequences of
simple phrases and
sentences
about
themselves
and
imaginary
people,
where they live, and
what they do for short
informational,
transactional
and
expository texts (e.g.
flyers,
posters,
personal
letters,
autobiographies, etc.)
by
using
basic
appropriate

Interaction
-Deliver a short, rehearsed
dialogue/brief speech on a
familiar topic (e.g. ask how
people are and react to
news).
-Participate in brief informal

reduced forms (e.g.

didja, gonna).
-Follow short, simple
directions.
-Understand
speech
characterized
by
frequent
pauses,
repetitions,
and
rephrasing, which give
the listener enough
time to absorb the
message.
-Extract the gist and
key information items
from simple
-Dialogues
-Recorded passages
-Using
teachers
voices

and
key
information items
from simple, longer
informational,
transactional, and
expository texts
especially if there
is visual support
and with the aid of
a dictionary.
-Personal letters
-Flyers
-News
articles

paper

discussions among friends

in
a
relatively
quiet
atmosphere and on very
familiar topics within the
personal, educational, and
social domains.
-Ask and answer display and
simple referential questions
delivered directly to them in
clear, slow non- idiomatic
speech and in areas of
immediate need.
-Handle
numbers,
quantities, cost and time.
-Indicate time by using
expressions that indicate
present
and
immediate
present.
-Make brief contributions,
given that interlocutors are
patient and cooperative.
-Speech is generally clear
but
exhibits
minor
difficulties
with
pronunciation,
intonation,
and pacing and may require
some listener effort at
times.
-Dialogues
-Role plays
-Brief
rehearsed
presentation
-Personal letters

punctuation marks.
-Carry
out
correspondence (e.g.
personal letter) with a
partner, by giving and
eliciting
information
and
advice
on
personal, educational,
and public issues.
-Short
auto
biographies
-Personal letters
-Thank you notes

5. RESOURCES
EDUCATIONAL
RESOURCES

AUDIOVISUALRESOU
RCES

Teachers and students

postcard book level 2 ,
English dictionary,
notebook, pamphlets,
magazines, newspapers,
letters, posters, board,
markers, charts,
flashcards.

Cds, audio cds,

photographs, videos

TECHNOLOGY
RESOURCES
Computer, dvd, internet

6. EVALUATION PROCESS
TYPE

TIME STAGE

KIND OF
ASSESSMENT

INSTRUMENTS

-Diagnostic
-Formative
-Sumative

The beginning,
middle or end of:
-First term
-Second term
-School year

-Formal
-Informal

Quizzes,
presentations,
projects,
writing rubrics,
matching,
comparing,
completing, filling
gaps, and so on.

7. BIBLIOGRAPHY

BRIAN ABBS, CHRIS BARKER, INGRID FREEBAIRN WITH JJ WILSON.

POSTCARDS 1A LEVEL 2. SECOND EDITION.
NATONAL CURRICULUM GUIDELINES. - MINISTRY OF EDUCATION OF
ECUADOR
WWW. PEARSONLONGMAN.COM/AE/POSTCARDS2E/INDEX.ASP.
INTERNET RESOURCES

ENGLISH TEACHER
COORDINATOR

VICE-PRINCIPAL

ENGLISH AREA