ANNUAL TEACHING PLAN

1. GENERAL INFORMATION
Area: English Language
School/ high- school: Unidad Educativa “Atahualpa”
School Year: 2015 -2016 2017-2018
Target group (s): 9thyear EGB
Teacher:Azucena Ayala
Date:
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 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 9th year EGB,students will be able to:

LinguisticComponent SociolinguisticComponent PragmaticComponent

 Has a very basic range of simple
expressions about personal details and
needs of a concrete type.
 Has a basic vocabulary repertoire of
isolated words and phrases related to
particular concrete situations.
 Pronunciation of a very limited repertoire
of learnt word and phrases can be
understood with some effort by native
 Can establish basic social contact by
using the simplest everyday polite
forms of greetings and farewells,
introductions, saying “please”, “thank
you”, “sorry”, etc.
 Can link words or groups of words
with very basic linear connectors like
“and” or “so”.
 Can manage very short, isolated,
mainly pre-packaged utterances, with
much pausing to search for
expressions, to articulate less familiar
words and to repair communication.
 speakers used to dealing with speakers of
his/her language group.
 Can copy familiar word and short phrases
e.g. simple signs or instructions, names of
everyday objects, and names of shops or
set phrases used regularly.
 Can spell his/her address, nationality and
other personal details.

2.2. LANGUAGE SKILLS OBJECTIVES

LISTENING READING SPEAKING WRITING

 Understand very short
dialogues.
 Recognize familiar words and
very simple phrases.
 Understand numbers,
quantities, prices and times.
 Understand simple questions
about themselves, and,
 Understand and extract
essential information from
short recorded passages.
 Understand simple  Described him/herself,  Express like and
messages on postcards or what s/he does, and dislikes.
short and simple personal where s/he lives.  Write a series of
letters.  Ask and answer simple phrases and
 Identify names, words questions about sentences about their
and phrases in simple themselves and other family, living
informational material people (where they conditions,
and short, simple live, things they have, educational
descriptions(especially if people they know). backgrounds..
there is visual support)  Ask and answer simple  Write short, simple
 Understand short, simple questions and initiate biographies.
directions, such as how to and respond to simple  Write simple personal
get somewhere. statements in areas of correspondence.
 Identify specific immediate need or on  Write very short, basic
information in simpler very familiar topics descriptions of events
written material such as  Ask people for things and places
letters, brochures, and and give people  Write a simple
short (newspaper) things. postcard.
 articles, and.  Express like and  Fill in a questionnaire
 Understand information dislikes. or form with personal
about people in  Produce simple mainly details, and,
newspapers, etc.(age, isolated phrases about  Link words or
place of residence, etc) people and places. groups of words
 Use simple, everyday with simple
phrases (e.g. Thank connectors( and, but,
you, Can I help you?) so, because, etc).
 Give a short,
rehearsed, basic
presentation on a
familiar subject.
 Give and receive
information about
numbers, quantities,
prices and times.
 Give simple
instructions, and.
 Indicate time by
such phrases as next
week, in November,
On Monday, etc..

3.-CONTENTS
 TERM TIME FRAME FUNCTIONS GRAMMAR VOCABULARY
From September, 2nd to October  Describe people´s  Simple present tense  Words related with
18th personality with the verbs to be, personality and free
MY FAMILY AND ME  Talk about life styles love, like and prefer. time activities.
and free time activities
 Express likes and
dislikes
First

From October 21st to November,  Talk about customs  Simple present tense  Words related to
29th about other cultures with adverbs of customs and
CULTURES AROUND THE WORLD  Talk about celebrations frequency celebrations
in other countries  Present progressive
tense
From December, 2nd to January  Talk about abilities  Modal verb can  Words related to
17th  Compare people´s  Comparative and multiple
AMAZING ABILITIES tributes and abilities superlative adjectives intelligences
 Express opinions  Adjectives related to
physical description
END OF TERM EXAMS AND FIRST TERM BREAK (FEBRUARY 1ST TO 15TH 2016)
From February 17th to April 4th  Talk about food  Countable and  Words related to
HEALTHY FOOD preferences uncountable nouns food
 Express agreement  Some and any  Ways of cooking
Second

 Ask and answers  How much and how  Units of

questions about food many measurement
quantities  Imperatives

From April 7th to May 16th  Describe people´s  Simple present tense  Words related to
THEY WERE SUCCESSFUL personality and values with the verbs to-be personality an values
 Talk about people´s  Years and dates
lives in the past
  Talk about important
events in history
From May 16th to June 27th  Talk about events in  The simple past tense  Words related to
UNFORGETTABLE MOMENTS the past  Regular and irregular describing
 Ask and answers verbs experiences
questions about the
past
 Describe emotions

4.- METHODOLOGICAL STRATEGIES:

LISTENING
Kinesthetic experience: the sensation of bodily movement combined with perception and/or production of sound ( Richards and Schmidt, 2010, p.307)
Input: language which a learner hears or receives and from which he or she can learn. (Richards and Schmidt , 2010, p.286)
Graded language: is classroom language that is adapted to the level of the learners in some way. Many course books use graded language. It can be compared with authentic language,
which is not changed in any way. (http://www.teachingenglish.org.uk/knowledge-database/graded-language)
Introductory listening activities: “an introduction to the topic of the text and activities focusing on the language of the text” (Spratt, M. et al.,2008, 32)
Main listening activities: “a series of comprehension activities developing different listening subskills” (Spratt, M et al.,2008, 32)
Post-listening activities: “activities which ask learners to talk about how a topic in the text relates to their own lives or give their opinions on parts of the text” (Spratt, M et al., 2008,
32).

READING
Authentic texts: “texts which are not written especially for language learners, but which are intended for any competent user of the language” (Harmer, 2007, p.100)
Intensive reading: “refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms” (Harmer, 2007, p.99).
Intensive reading: refers to the type of activities done to make learners more aware of how language is used. Sometimes we use texts to examine language and therefore, we might ask
learners to look for all the words in a text related to a particular topic, or work out the grammar of a particular sentence. (Spratt, et al, 2008)
Extensive reading: means reading in quantity and in order to gain a general understanding of what is read. It is intended to develop good reading habits, to build up knowledge of
vocabulary and structure, and to encourage a liking for reading. (Richards and Schmidt, 2010, p.212). Examples are reading long pieces of text like a story or an article.
Graded readers: Also simplified reader is a text written for children learning their mother tongue, or for second or foreign language learners, in which the language content is based on
a language grading scheme. A graded reader may use a restricted vocabulary or set of grammatical structures (Richards and Schmidt, 2010, p.251)

SPEAKING
 Activate: means that learners put to use all and any language at their disposal or command and which may be appropriate for a given situation or topic. According to Harmer (2007),
“This element describes exercises and activities which are designed to get students using language as freely and communicatively as they can” (p.53).
Automatic: this means that learners will be able to use words and phrases fluently without very much conscious thought (Brown, 2007).
Backtracking: returning to a previous point or subject, as in a discussion or lecture (www.thefreedictionary.com)
Repair: a term for ways in which errors, unintended forms, or misunderstandings are corrected by speakers or others during conversation (Richards and Schmidt, 2010, p. 495)—e.g. I
have a, uhm…what do you call it… pencil case (self-initiated repair).
Controlled practice: “activities in which learner output is managed and controlled by the teacher or the materials to avoid the possibility of student errors” (Richards and Schmidt,
2010, p.448)
Drill: a technique commonly used in older methods of language teaching particularly the audio-lingual method and used for practicing sounds or sentence patterns in a language, based
on guided repetition or practice. A drill which practices some aspect of grammar or sentence formation is often known as pattern practice (Richards and Schmidt, 2010, p.184)
Modeling: providing a model (e.g. a sentence, a question, a behavior, an action) as an example for someone learning a language to imitate it. (Richards and Schmidt, 2010, p.370)

WRITING
Display question: “a question which is not a real question (i.e. which does not seek information unknown to the teacher) but which serves to elicit language practice—e.g. Is this a
book? Yes, it’s a book.” (Richards and Schmidt, 2010, p. 178).
Writing process: the strategies, procedures and decision- making employed by writers as they write. Writing is viewed as the result of complex processes of planning, drafting,
reviewing and revising and some approaches to the teaching of first and second language writing teach students to use these processes (Richards and Schmidt, 2010, p.640)
Accuracy: refers to the ability to produce grammatically correct sentences but may not include the ability to speak or write fluently (Richards and Schmidt, 2010, p.222)
Portfolio: a purposeful collection of work that provides information about someone’s effort, progress or achievement in a given area. It is a learning as well as assessment tool
(Richards and Schmidt, 2010, p.443)

5.- RESOURCES

 Teacher’sbook (Ministerio de Educación)

 Student’sbook (Ministerio de Educación)
 Class Audio CDs
 Posters
 Television
 Cd player
 Board and markets
 Cards
 Internet
 Videos
 Portafolio
 Magazines
6. EVALUATION

Diagnostic (at the beginning of the school year)

Formative (along the school year)
Summative (at the end of the course)
Assessment
1. Be aware of students’ strengths and weaknesses (diagnostic assessment).
2. Formative assessment (e.g., oral and writing lessons, homework, projects, etc.)
3. Summative assessment (According to the new bylaws of the Law of Education)
4. Assessment tools (e.g. written and oral tests)

_____________________ _______________________

ENGLISH DEPARTMENT/AREA SCHOOL DIRECTOR COORDINATOR

_____________________ __________________________
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