ANNUAL TEACHING PLAN

1. GENERAL INFORMATION
1.1. AREA: ENGLISH LANGUAGE
1.2. SCHOOL/ HIGH- SCHOOL: ECUADOR AMAZNICO
1.3. SCHOOL YEAR: 2015 -2016
1.4. LEVEL: A1.2
1.5. TARGET GROUP (S): 9TH year GBE.
1.6. TEACHER: DORIS BUSTOS, MARI E. MOROCHO, MARA YANANGMEZ, JOHANA ARROBO,
LUIS ORTIZ.
1.7. DISTRIBUTION OF THE TIME:
ITEM
WORKABLE DAYS
ANNUAL WEEKS
EVALUATION WEEKS
UNFORESEEN WEEKS
AVAILABLE WEEKS TO WORK
WEEK PERIODS
ANNUAL PERIODS

N
216
40
2
2
36
5
180

1. OBJECTIVES:
1.1.

COMUNICATIVE COMPETENCE OBJECTIVES

PROFICIENCY LEVEL
By the end of 8th year EGB, students will be able to:
Linguistic
Component

Have a basic repertoire of words and

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

Sociolinguistic
Component

Establish basic social

contact by using the
simplest everyday polite
forms to make request,
express
gratitude,
apologize,
ect.
in
accordance with the
most
important
conventions
of
the
community concerned.

Pragmatic
Component

Link words or
groups of words
with a winter
variety of basic
linear
connectors like
but, then, etc.

1.2.

LANGUAGE SKILLS OBJECTIVES

By the end of the 9th year EGB, students will be able to:
Listening
- In

Reading

Speaking

Writing

simple spoken - Understand

and - Produce slow, hesitant, - Produce informational,
texts, understand
identify
simple
lanned dialogues (i.e.
transactional
and
expressions,
informational,
Communication
still
expository
texts
words,
and
transactional and
depends on repetition,
consisting
of
a
sentences related
expository
texts
rephrasing and repair,
sequence of simple
to the learners
(e.g. signs, personal
however).
sentences that have
social background
letters,
short
more detail and show
(e.g. shopping, the
autobiographies,
- Interact and participate in
more variety in lexical
Simple Past tense
etc.) a single phrase
range and sentence
brief
informal
Regular
and
at a time, picking up
structure.
discussions, in a simple
Irregular
verbs
familiar
names,
way by asking and
entertainment,
words, and basic
answering
simple
services,
etc.),
phrases
and
questions
about
the
which
is
rereading
as
learners
personal,
complementary to
required.
educational and social
the personal and
background.
educational
- Extract the gist and
Communication
is
background with
key
information
dependent on repetition
which they are
items from simple
at a slower rate of
already familiar.
informational,
speech, rephrasing, and
transactional and
repair.
- Understand speech
expository texts.
which is very slow
and
carefully
articulated,
with
long pauses for
them to assimilate
meaning within the
public domain

2. CONTENTS
TIME
FRAME

NAME AND
UNIT NUMBER

FUNTIONS

GRAMMAR

-Revision section

REVIEW
UNIT
-

FIRST SET

UNIT 1
FAMILY
AND ME

UNIT 2
SECOND
SET

CULTURE AROUND
THE WORLD

THIRD
SET

UNIT 3

AMAZING
ABILITIES
-

UNIT 4
FIRST SET

HEALTHY
FOOD

UNIT 5
SECOND
SET

THEY WERE
SUCCESSFUL -

UNIT 6
THIRD
SET

VOCABULARY

UNFORGET TABLE
MOMENTS
-

Describe
peoples
personality.
Talk about lifestyles
and
freetime
activities.
Express likes and
dislikes.
To
talk
customs of
cultures.

about
other

To
talk
about
celebrations in other
countries
To
talk
abilities.

Simple
Present
tense with the
verbs to be, love,
like and prefer

Simple
Present
tense with adverbs
of frequency
Present
Progressive tense

about

To compare peoples attributes

and
abilities.
To express opinions
To talk about food
preferences.
To
express
agreement.
To ask and answer
questions about food
quantities.
To describe peoples
personalities
and
values.
To
talk
about
peoples lives in the
past.
To
talk
about
important events in
history.
To talk about
events in the
past.
To
ask
and
answer
questions about the past.
To
describe
emotions.

Modal verb Can

Comparative and
Superlative
Adjectives

Countable
and
Uncountable
Nouns
Some and Any
How much and
How Many

Words related to
customs
and
celebrations

Words related to
multiple
intelligences
Adjectives related
to
physical
description
Words related to
food, ways of
cooking, and units
of measurement

Words related to
personality
and
values

Years and dates

Simple Past tense

with the verb to be

The
Simple
Past tense
Regular
and
Irregular verbs

Words related to
personality
and
free time activities

Words related
to
describing
experiences

3.

LISTENING
- Listen to an interview for
specific information
- Listen
for
specific
information.
- Listen for information
about events.
- Listen
and
identify
people
based
in
description.
- Listen for details in an
interview.

METHODOLOGICAL STRATEGIES

READING
-

Reading information in a
profile; predict missing
lines.
Match paragraph with
pictures.
Read a map
Read a schedule.
Read a family tree
Recognize true and false
statement.

SPEAKING
-

Official textbook level 1

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

Describing people and -

event in the past.

Talking about abilities
and talents
Talking about past -

actions
Giving opinions about

past experiences
Talking about favorite

4. RESOURCES

WRITING

places
Asking for and giving
or refusing permission

Write about your

typical day
Write commands
Write about your
family.
Write
messages
about
weekend
plan
Write a summary
using the simple
past
Write information
questions
Write a story using
simple past events

5. EVALUATION
6.1 ASSESSMENT INDICATORS PER SKILL
Listening
- 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
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
informational,
transactional,
and

Reading

Speaking

- Writing

Use visual aids and - Pronounce words, expressions, - Copy familiar words
knowledge of familiar
and statements in their social
and short phrases
words
to
guess
as well as personal and
(e.g. simple signs,
meanings of unknown
educational
repertoire
instructions, names
terms.
intelligibly,
phonetically
of everyday objects,
differentiating distinct words
shops,
and
set
Follow multiple-step
so
as
to
avoid
phrases
used
misunderstandings.
regularly).
written directions (e.g.
to go from X to Y).
- Use rising and falling intonation - Take simple notes
Understand adapted
patterns to signal questions as
from a dictated or
opposed to statements and
recorded
message
and authentic texts
exclamations.
within the limits of
which are simple but
their vocabulary for
longer than those in
- Use more detailed, simple
the level.
8th EGB.
phrases and sentences about
- Write sequences of
Understand
and
people and places.
simple phrases and
identify
simple
- Read aloud a written text which
sentences
about
informational,
themselves
and
transactional,
and
is clearly written in simple
imaginary
people,
expository texts (e.g.
language. Interaction
where they live, and
personal letters, short
what they do for
biographies,
signs, - Deliver a short, rehearsed
short informational,
etc.) by making use of
dialogue/brief speech on a
transactional
and
clues such as visuals,
familiar topic (e.g. ask how
expository texts (e.g.
text shape and layout).
people are and react to news).
flyers,
posters,
personal
letters,
Extract the gist and - Participate in brief informal
autobiographies,
key information items
discussions among friends in a
etc.) by using basic
from simple, longer
relatively quiet atmosphere
appropriate
(than those in 8th
and on very familiar topics
punctuation marks.
EGB) informational,
within
the
personal,
transactional,
and
educational,
and
social
- Carry
out
expository
texts
domains.
correspondence (e.g.
especially if there is
personal letter) with
visual support and - Ask and answer display and
a partner, by giving
with the aid of a
simple referential questions27
and
eliciting
dictionary.
delivered directly to them in
information
and
clear, slow non idiomatic
advice on personal,
speech and in areas of
educational,
and
immediate need.
public issues.
- 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.

expository texts.
- Speech is generally clear but
exhibits minor difficulties
with
pronunciation,
intonation, and pacing and
may require some listener
effort at times.
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. (201U). National English curriculum, Guidelines.
www.pearsonlongman.com/aer/

7. OBSERVATIONS
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ENGLISH TEACHER

AREA DIRECTOR

COORDINATOR

DEPUTY HEADMASTER