Plan Anual De Octavo - Ingles 4l401m

ANNUAL TEACHING PLAN 1. GENERAL INFORMATION 1.1. AREA: ENGLISH LANGUAGE 1.2. SCHOOL/ HIGH- SCHOOL: ROCAFUERTE EDUCATIVE UNIT 1.3. SCHOOL YEAR: 2016 -2017 1.4. LEVEL: A1.1 1.5. TARGET GROUP (S): 8TH year GBE. 1.6. TEACHERS: 1.7. DISTRIBUTION OF THE TIME ITEM WORKABLE DAYS ANNUAL WEEKS EVALUATION WEEKS UNFORESEEN WEEKS AVAILABLE WEEKS TO WORK WEEK PERIODS ANNUAL PERIODS

Nº 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 Sociolinguistic Component Component Have a very basic vocabulary repertoire of Use basic expressions to words and phrases related to their personal impart and elicit factual and educational background. information as well as socialize (e.g. greetings, Have limited control over a few simple addressing forms, introducing grammatical structures and sentence oneself and others, and patterns in a learned repertoire, which saying ‘good-bye’, etc.). relates to their personal and educational background. 1.2. LANGUAGE SKILLS OBJECTIVES

Pragmatic Component Link words or groups of words with very basic linear connectors like and or or

By the end of the 8th year EGB, students will be able to: Listening

Reading

Speaking

Writing

In simple spoken texts, understand expressions, words, and sentences related to the learner’s personal and educational background (e.g. personal

Understand and identify very simple informational texts (e.g. labels, messages, postcards, catalogs, etc.) a single phrase at a time, picking up familiar names,

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 have some usage error.

Interact in a simple way by asking and answering

information, house, daily life activities, curricular subjects, classroom equipment, classroom commands, etc.) in simple spoken texts Follow speech which is very slow and carefully articulated, with long pauses for them to assimilate meaning within the personal and educational domains.

words, and basic simple questions about the phrases and rereading learners’ personal and as required. educational background. Communication is highly dependent on repetition at a slower rate of speech, Extract the gist and rephrasing, and repair25. key information items from simple informational texts.

Look Listen Practice Read Underline

Write Circle Check Match Spell

2. CONTENTS TIME FRAME NAME AND UNIT NUMBER FUNTIONS GRAMMAR VOCABULARY

FIRST TERM REVIEW UNIT - To become familiar with classroom language and vocabulary - Singular and plural forms - How many …? - How do you say…? - How do you spell…? -

Cardinal numbers The alphabet

UNIT 1 “PEOPLE AROUND US ” - To introduce themselves and provide personal information - To talk about countries, nationalities and how to introduce people - Simple present tense with the verb To Be -

Words related with personal information

-

Countries and nationalities SECOND TERM

UNIT 2 “PEOPLE I LOVE ” - To describe themselves and others physical appearance - To identify the parts of the body - To describe family -

Simple present tense with the verb To Be

-

Possessive adjectives

-

Word related to family and human body

-

Word related to Physical appearance THIRD TERM

UNIT 3 “LEISURE ACTIVITIES ” - To differentiate our own customs from the foreign ones - To schedule cultural events - Prepositions of time - Wh questions (what time/when) - Word related to festivals and art events -

Word related to months, days and time FIRST TERM

UNIT 4 “STREET LIFE ” - To express what people are doing on the street - To describe what people are wearing - Present progressive tense -

Demonstrative pronouns

-

Word related to street activities

-

Word related to clothes SECOND TERM UNIT 5 “AMAZING PLACES”

- To locate places in the city - Ask for and give information about locations - Give and follow instructions to get to a place -

There is / there are Prepositions of place Imperatives -

Words related to tourist place Word related to places in the city THIRD TERM UNIT 6

“DAILY ROUTINES ” -

Talk about routines and lifestyles -

Simple present tense

-

Word related to lifestyles Word related to personalities

3.

METHODOLOGICAL STRATEGIES

Listening Reading - Listening to follow and - Complete information give instructions. - Label pictures - Identify different - Listening and take elements in a topic notes - Sequence information - Listening and repeat - Label pictures - Listening for details in - Match information an interview. - Classify information - Listening to identify - Select information people based on - Infer meaning from description context. - Listening and Label pictures or match information 4. RESOURCES              

Official textbook level 1 Notebooks Board Data show Audio player Cards Markers Computer, Pictures/ flashcard Wallpaper Smart tv Worksheet Laptop Speakers

-

Speaking Activate general knowledge Give instructions Give own opinions Give and ask for personal information Introduce people Talk about favorites Exchange ideas from notes Describe people, places or events.

Writing

From: - Notes - Letters - Spoken notes To: -

Write a personal profile Describe people, places or events Answer

5. EVALUATION 6.1 ASSESSMENT INDICATORS PER SKILL Listening

Reading

Speaking

Writing

- Identify the relation - Recognize cognate - Pronounce words, expressions, - Spell personal and between the sound words and loan words and statements in their personal educational details and spelling of from their L1. and educational repertoire (e.g. own name, English words intelligibly, phonetically numbers and dates, within their lexical - Follow single-step differentiating distinct words so nationality, address, range. as to avoid misunderstandings. age, date of birth, written instructions. school, etc.). - Recognize and - Understand adapted and - Place stress on the correct distinguish the syllables of monoand - Take down in writing a authentic texts which words, expressions, polysyllabic words and are simple and short. dictated or recorded and sentences in sentences in their repertoire. message within the simple spoken texts - Understand and identify limits of their related to the short, simple - Use simple phrases and sentences repertoire for the learner’s personal to describe themselves, what informational texts level. and educational they do, where they live, what (e.g. labels, messages, background. they have, etc. postcards, timetables, - Write isolated phrases etc.) by making use of and Distinguish clues such as visuals, - Read aloud a short set of written sentences for simple phonemically text shape and layout, instructions which are clear and informational distinct words and reading one simple. texts such as labels, related to the phrase at a time. messages, forms, learners’ personal - Deliver a very short, rehearsed cards, etc. by using and educational - Extract the gist and key monologue (e.g. introduce a basic appropriate background (e.g. information items Speaker and use basic greeting punctuation marks name, address, from short, simple and saying ‘good-bye’ (i.e. commas and pencil, etc.). informational texts— expressions). periods). especially if there is - Recognize syllable, visual . - Participate in short conversations - Carry out word, and sentence on very familiar topics within correspondence stress. the personal and educational (e.g. e-mail) with a domains. partner, by giving - Understand instructions and eliciting addressed to them - Ask and answer simple display personal and carefully and slowly. questions26 delivered directly educational to information. - Understand speech that them in clear, slow nonis clear, standard, idiomatic and delivered slowly Speech and in areas of and intentionally. immediate need. - Extract the gist and key information items from simple informational texts.

- Ask people for things and give people things. - Ask and answer questions about themselves and other people, where they live, people they know, things they have, etc. - Respond with simple, direct answers given that the interviewer is patient and cooperative.

- Speech is clear at times, though it exhibits problems with pronunciation, intonation or pacing and so may require significant listener effort.

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 , 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 Educación. (2014). English Book level 1 Ministerio de Educación. (2015). National English curriculum, Guidelines. www.pearsonlongman.com/aer/

7. OBSERVATIONS .............................................................................................................................................................................................. .............................................................................................................................................................................................. .............................................................................................................................................................................................. ..............................................................................................................................................................................................

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