PARTICULAR EDUCATIVE UNIT "MIGUEL ANGEL ASTURIAS" REVISION: No.

001

ANNUAL PLAN DATE: 8/25/2014

COD: J.A.P.A001-14 NINETH Year of Basic Education SHEET: 1 de 6

1. GENERAL INFORMATION
LEVEL AREA SUBJECT
ELEMENTARY LEVEL LANGUAGES FOREIGN LANGUAGE
GRADE OR COURSE LEANING SYSTEM TEACHER
SIXTH GRADE QUIMESTRAL ALEXANDRA QUISHPE
ACADEMIC AREA SCHOOL YEAR
LIC. MARGARITA TAMAYO 2014 - 2015
No. OF IMPREVISTOS EVALUATION TOTAL OF TOTAL TOTAL OF
INTENSITY TIME WEEKS OF 10% 20% WEEKS OF HOURS No. OF UNITS HOURS PER
WORK CLASS UNIT

7 40 4 8 28 196 10 20

2. INITIAL ASSESSMENT
CRITICAL KNOTS SKILLS KNOWLEDGE NUMBER OF STUDENTS PERCENTAGES

To recognize advise for problems to give

suggestion for health problem. WRITING 6 de 22 27 %

To recofnize words find verbs that go with

words VOCABULARY 6 de 22 27 %

To Select information of an article.Reading an

article to find things inAstoria READING 8 de 22 36 %

Listen a conversation about two person if they

had great time, to select information in the past LISTENING 2 de 22 9%
tense.

To talk about family saying what your mather

and father do SPEAKING 10 de 22 45 %

3. AREA CONCEPTUALIZATION
To ensure high-school graduates reach a minimum B1 language proficiency level according to the CEFR, and,
To build up learners’ communicative language competence in its linguistic , and pragmatic, sociolinguistic
components through the development of the four language skills: listening, speaking, reading, and writing.

PARTICULAR EDUCATIVE UNIT "MIGUEL ANGEL ASTURIAS" REVISION: No. 001

ANNUAL PLAN DATE: 8/25/2014

COD: J.A.P.A001-14 9TH

Year of Basic Education SHEET: 2 de 6

4. OBJECTIVES: •To develop skills acquired by a varity of exercises that allow students developmente of
communicative skills in a integrated and progressive way using English in different situations, both orally and
in written form, listening and speaking allow students to have fun while learning, through snashpos,
coversations, grammar focus, pronunciations, discssion role play , word power, in different topics unit to unit.
•To provide a a variety of
opportunities to reinforce and apply new knoledege in many different ways like activities to be used in games
, songs,role plays , discussion and writing e mail and boigraphy life.

4.1. COMMUNICATIVE COMPETENCE OBJECTIVES:

By the end of 1oth year of EGB, students will be able to:

LINGUISTIC COMPONENTS SOCIOLINGUISTIC COMPONENT 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 Use basic expressions to impart and
Link words or groups of
Questions for describing people, Present perfect, elicit factual information as well as
socialize (e.g. Asking and describing words with very basic linear
Particles, Adverbs before adjectives, Adjectives+ connectors and collocations
people`s appearances, exchanging
infinitive nouns, conjunctions, modals verbs, sentences contrasting stress,
information about past experience,
comparative and superlatives forms, present linked sounds, can`t
asking and describing cities, asking and
/shouldn`t, reduction of to,
continuous, describing changes with present giving advises, , making request,
stress in responses,
tense, past tense, present perfect, comparative , expressing likes and dislikes, making
questions of choice,
comparisons, expressing opinions,
verb + infinitive. making invitations, describing changes, reduction of could, would,
and sentence patterns in a learned repertoire, vowel sounds. According
talking for the future plans
which relates to their personal and educational with vocabulary of topics.
background

4.2. LANGUAGE SKILLS OBJECTIVES:

LISTENING

Perceive, memorize, and note down words and expressions not previously encountered in the personal, educational, and
public domains as well as note their situational context and functional value.
Make use of clues such as stress and intonation to identify and understand relevant information in orally produced texts
within the personal and educational domains.

READING

Understand and identify very simple informational texts (e.g. articles, fitness quizzes, interviews 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 for main idea and details that involves personalization and analysis.

WRITING
Produce longer, more detailed, complex transactional and expository texts (e.g. writing an email describing people,
articles, restaurant review, , biography, ,unusual favors plan for class party. etc.) than those presented in the year EGB
with more variety in sentence structure and lexical range.

Use a series of phrases and sentences linked onto a list to communicate in simple and routine tasks within the personal
and educational domains.Handle very short social exchanges within the personal and educational domains even though
SPEAKING
they can usually understand enough to keep the conversation going themselves.

Handle very short social exchanges within the personal and educational domains even though they can usually
understand enough to keep the conversation going themself

PARTICULAR EDUCATIVE UNIT "MIGUEL ANGEL ASTURIAS" REVISION: No. 001

ANNUAL PLAN DATE: 8/25/2014

9TH
COD: J.A.P.A001-14 Year of Basic Education SHEET: 3 de 6

5. CONTENTS
TIME FRAME UNIT FUNCTIONS GRAMMAR VOCABULARY

•Questions for describing people

What…look like, how old , how
tall, how long , what color.
Expression: asking about
• Modifiers with participles and Nouns, adjectives, verbs, adverbs,
September appearence, identifying
prepositions. prepositions.
What does someone • Simple Present W- questions.
she look like? • Present perfect already , yet

2 • Present perfect vs. simple past.

• Statements and short answers
with regular and irregular past Nouns, adjectives, verbs, adverbs,
October Expression: making suggestioins
participles prepositions.
• Expressions For and Since.
People
 3 Adverbs before adjectives,
Expression: talking about past Conjunctions: and, but, though, Nouns, pronouns, adjectives,
November experiences, expressing and however; modal verbs, adverbs, prepositions,
uncertainty, apologizing modal verbs can and should conjuctions
Have you
ever riden a
camel.
Nouns helath problems, pharmacy
4 items,adjectives, modal verbs,
• Asking about and describing containers, prepositions.
Expression: describing cities
• Asking for and giving
something, asking information,
December talking abouit advisability, asking
suggestions.
It´s a very for and givin suggestions. • talking about travel and
exciting tourism
place!

5 • Infinitive complements.
Expression: Talking about health • Modal verb should for
problems, offering and accepting suggestions. Nouns food and avarage, pharmacy
January assistance, asking for and giving • Modal verbs can, could, and items,adjectives, modal verbs,
It really advice, expressing dislike, may for requests
works! agreeing.

• So, too, neither, and either

Expression: expressing feelings, • Modal verbs would and will Nouns, gorgraphy, distances and
February aggreeing and desagreeing,
for requests
measurements adjectives, verbs,
ordering in a restaurant. adverbs
May I take
your order?

7
• Comparative and superlative
forms of adjectives
Expression: talking about • questions: how far, how big,
March distances and measurements, how high, how deep, how long, Nouns, leisure activities, adjectives,
The biggest making comparisins verbs, adverbs, prepositions.
how hot, and how cold
and the best!

PARTICULAR EDUCATIVE UNIT "MIGUEL ANGEL ASTURIAS" REVISION: No. 001

ANNUAL PLAN DATE: 8/25/2014

COD: J.A.P.A001-14 9TH

Year of Basic Education SHEET: 4 de 6

8 • Talking about plans

• Making invitations; accepting
and refusing invitations
• giving reasons
Expression: talking about planes, • taking and leaving
apologizing and giving reasons, • Exchanging personal Nouns, adjectives, verbs,
April making a bussines call, asking for information describing changes adverbs, prepositions.
and giving suggestioins. • Talking about plans for the
future.
 • Talking about plans
• Making invitations; accepting
and refusing invitations
• giving reasons
Expression: talking about planes, • taking and leaving
apologizing and giving reasons, • Exchanging personal Nouns, adjectives, verbs,
April making a bussines call, asking for information describing changes adverbs, prepositions.
I´m going to a and giving suggestioins. • Talking about plans for the
soccer match. future.

9
• Describing changes with
present tense.
Expression: describing changes. • The present perfect Nouns, adjectives, verbs, adverbs,
May Talking about future plans. prepositions.
• Comparative
A change fot
the better.

10 • Verb and infinitive.

Expression:expressing Nouns, adjectives, verbs,

June congratulations. adverbs, prepositions.
Plans for the
future.

6. METHODOLOGICAL STRATEGIES
LISTENING

- Dialogues, recorded conversations, songs, karaokes, voki's, movies, movie creations.

READING

- Reading activities, newspaper article, extra sheets, summaries, letters,

WRITING

- Essays, letters, workshops, translations, articles, biographies, commentaries, analysis.

SPEAKING

- Role play, dialogues, speeches.

7. RESOURCES

HUMAN : Teachers, students. MATERIALS : Guide text, videos, reading material, films, magazines, internet articles slate.
TECHNOLOGY : DVD, TV, computer, recorder, infocus, scanner, internet applications, disks and multimedia interaction.

8. BIBLIOGRAPHY
RICHARDS Jack, Interchange IntroTeacher’s book, Cambridge University Press 2013
EDWARDS Lynda, Elevator 2 Teacher’s book, Richmond Publishing 2010
RICHARDS Jack, Interchange Full Contact 2A Students Book, Cambridge University Press 2006
SCHRAMPFER Betty, Intermediate English Grammar Activity Book, World Study 2008
RICHARDS Jack, Interchange IntroTeacher’s book, Cambridge University Press 2013
EDWARDS Lynda, Elevator 2 Teacher’s book, Richmond Publishing 2010
RICHARDS Jack, Interchange Full Contact 2A Students Book, Cambridge University Press 2006
SCHRAMPFER Betty, Intermediate English Grammar Activity Book, World Study 2008

PARTICULAR EDUCATIVE UNIT "MIGUEL ANGEL ASTURIAS" REVISION: No. 001

ANNUAL PLAN DATE: 8/25/2014

COD: J.A.P.A001-14 9TH

Year of Basic Education SHEET: 5 de 6

9. ASSESSMENT

Teacher will apply a diagnostic evaluation to determine the level of knowledge acquired in previous year
During the process of teaching learning will apply the formative evaluation it permit take decision in this process.
And the summative evaluation for check the effectiveness of the process.
Nonformal techniques Common practice in the classroom: Conversations and Dialogues, presentations with rubrics
Semiformal techniques are practical exercises done by students as part of the learning activities: Drills and exercises in class, Tasks
performed outside of class
Formal techniques are performed at the end of a unit or time period. Tests

WRITING

• spelling names, ohone unmbers, and email addresses.

•location of objects.
• description of a weekly schedule. Descriptions people. Description of clothing and colors. Identify times of day
Idetnify people`s actions.Identify activities and adays of week.

LISTENING

• Identify the relation between the sound and spelling of English words within their lexical range.
• Recognize and distinguish the words, expressions, and sentences in simple spoken texts related to the learner’s
personal and educational background.
• Distinguish phonemically distinct words related to the learners’ personal and educational background (e.g.listenig for
describing people, description of events, descriptions of cities, hometowns, orders in a restaurant, a TV game show,
Telephone messages description of changes..).
• Recognize contrastive stress, linked sounds, can´t and shouldn´t,
reduction of to, stress in responses, reduction of could and would, vowel sounds

READING
• Recognize related words and their L1 loan words.
• Follow the written instructions in a single step.
• To understand authentic and adapted texts that are simple and short.
• Know and identify the informational text short, simple (for example, articles, messages, interviews, calendars, etc),
• Making use of Visual cues, such as the shape of text and layout, and the reading of a phrase at a time.
• Extract the essence and key elements of summary information, informative texts simple, especially if there is
visual support.
 SPEAKING
• Introduce, asking about an desribing people`s appearances, exchanging information about past experiences.
• Talk about the health problems making request to give suggestions •
Expresing likes and islikes agreeing and desagreeing meal.
• Talk abiout plans acepting and refusing invitations
• Describing changes, talking about futures plans.

PARTICULAR EDUCATIVE UNIT "MIGUEL ANGEL ASTURIAS" REVISION: No. 001

ANNUAL PLAN DATE: 8/25/2014

COD: J.A.P.A001-14 9TH

Year of Basic Education SHEET: 6 de 6

10. EXIT PROFILE LEVEL A2

By the end of 1st year Bachillerato, students will have reached the communicative competence for A2 proficiency level
(basic user), and they will be able to:

• Understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. basic
personal and family information, shopping, local geography, employment);
• Communicate in simple, routine tasks requiring a simple, direct exchange of information on familiar and routine
matters;
• Describe in simple terms aspects of their background, immediate environment, and matters in areas of immediate
need;
• Understand, identify, and produce longer, more detailed informational, transactional, and expository texts (e.g.
traveling forms, formal letters, biographies, etc.) as well as simple procedural descriptions and narratives (e.g. ‘how to’
instructions and !rst-person stories); and
• Be aware of some features that make their culture and the foreign culture different as well as develop attitudes to
cope with such dissimilarities.

Ma. Isabel Cajamarca Ma. Isabel Cajamarca Lic. Margarita Tamayo

ENGLISH TEACHER ENGLISH COORDINATOR ACADEMIC ASSEMBLY