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COLEGIO NACIONAL LUIS FELIPE BORJA DEL ALCZAR


San Luis de Chillogallo Quito
Telefax 620 - 968
Mail: clfba1984@hotmail.com
ANNUAL TEACHING PLAN
1. GENERAL INFORMATION
Areas: English and Instrumental (EFL) High- school: Luis Felipe Borja del Alcazar
School Year: 2014-2015
Target group (s): 9th A-B
Teacher: Lic. Gabriela Carrillo
Class schedule: Afternoon

2. OBJECTIVES
2.1. COMMUNICATIVE COMPETENCE OBJECTIVE
By the end of the 9 th students will be able to:

Linguistic
Component

Sociolinguistic
Component

Pragmatic
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.

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.

-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 SKILL


Listening

Reading

Speaking

Writing

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

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

Produce slow, hesitant,


planned dialogues (i.e.
communication
still
depends on repetition,
rephrasing and repair,
however).

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

Interact and participate


in
brief
informal
discussions, in a simple
way by asking and

F
COLEGIO NACIONAL LUIS FELIPE BORJA DEL ALCZAR
San Luis de Chillogallo Quito
Telefax 620 - 968
Mail: clfba1984@hotmail.com
with which they
already familiar.

are

Understand speech
which is very slow and
carefully
articulated,
with long pauses for
them
to
assimilate
meaning
within
the
public domain.

Extract the gist and key


information items from
simple
informational,
transactional
and
expository texts.

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.

3. CONTENTS

TIME FRAME
September
(Review of blue
book)

October
1.- Can you count?
(Unit 1 )

November and
December
Unit 2
2.- I always get up at
six-thirty.

FUNCTIONS

Making request
using can
Expressing likes
and dislikes
Writing about
possessions

Asking for
permission
Talking about
abilities
(Can I ?)
Talking about daily
routines

GRAMMAR
- Can for request
- When, What time, What
day + prepositions of time
- Possessive forms of nouns
- Simple Present Tense of
Have like(affirmative,
negative, and yes/no
questions)
- Use of any and how many
Imperatives
Can to talk about abilities

Sequence words: First, then,


after that, next,
finally.Adverbs of frequency:
How often,Positions of
frequency adverbs.

VOCABULARY

Prepositions: In, on,


at
Object pronouns:
me, you, him ,her ,it,
us, you and they

Clock times

Daily routines

F
COLEGIO NACIONAL LUIS FELIPE BORJA DEL ALCZAR
San Luis de Chillogallo Quito
Telefax 620 - 968
Mail: clfba1984@hotmail.com
December and
January
Unit 3
3.- Miami a great
place to be.

Making
suggestions
Asking and saying
where places are.
Talking about
leisure activities.

Prepositions of location:
Across from, in front of,
behind, between, next to, on
the corner of, in, on.
There is/there are.
Some and any

Places in a town or
city.
Leisure activities.

February and March


4.- Whats Brian
doing?

Asking what
someones doing
now
Describing whats
happening right
now
Talking about a
house
Talking about past
events.
Expressing
approval and
disapproval

Present continuous: Be
(am/is/are) + verb-ing.
-Affirmative and negative
statements.
- Yes/No questions.
- Information questions

Rooms and part of a


house

Simple past of regular verbs.


-Affirmative and negative
statements.
- Yes/ No questions
- information questions

Past time
expressions
Emoticons and
acronyms.

Talking about the


past
Greeting people
and saying goodbye
Talking about
occupations.

Simple past of be
( was /were)
- Affirmative and negative
statements.
- Yes/No questions
- information questions
Simple past of irregular
verbs.
- Affirmative and negative
statements.
- Yes/No questions
- information questions

Some occupations.

April and May


5.-Did he call her again
today?

May and June


6.- I really had a great
time.

4 SPECS
5.- SCHOOL CALENDAR: 2013-2014
FIRST QUIMESTRE
September

21 days

October

22

Vacation: 11

F
COLEGIO NACIONAL LUIS FELIPE BORJA DEL ALCZAR
San Luis de Chillogallo Quito
Telefax 620 - 968
Mail: clfba1984@hotmail.com
November

21

December

21

Vacation :6, 25-31

January

15

Vacation :1

SUBTOTAL

100 DAYS

SECOND QUIMESTRE
February

17days

March

19

Vacation: 3 and 4

April

21

Vacation: 18

May

22

Vacation: 1

June

21

SUBTOTAL

100 days

TOTAL

200 DAYS

TIMING GOALS:
1.-Check things are going as planned
2.- Ensure curriculum guidelines are being followed
3.- Remember to consider end-of-term exam dates as well!!
2. TIME
Weekly periods:
Working weeks:
Unforeseen circumstances:
Quimestre Evaluation:
Subtotal Weeks

Working periods:
Unforeseen periods:
Evaluation periods:
Subtotal periods:

5
40
2 weeks
2 weeks
36 weeks

200
10
10
180 periods

6. METHODOLOGYCAL STRATEGIES
Listening

F
COLEGIO NACIONAL LUIS FELIPE BORJA DEL ALCZAR
San Luis de Chillogallo Quito
Telefax 620 - 968
Mail: clfba1984@hotmail.com

Use the background (familiarize with the topic)


Asking for clarification
Predicting information
Inferring for incomplete information
Monitoring comprehension
Providing a personal response to what has been heard
Listening for attitude

Reading

Reading for scanning


Predicting reading topics
Reading for gist
Getting global understanding
Reading for skimming
understand and find out specific information
find the meaning the words in context

Speaking

Pre-teach and practice the questions and vocabulary to answer the questions before handing
out the forms and explaining the task to the learners.
Model the procedures with one or two learners and check for comprehension of the
instructions before asking them to walk around the room, asking everyone, and recording the
answers, and
Monitor the process and be ready to assist learners if they ask for help.

Writing

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.
Complete forms and questionnaires (write numbers, dates, their names, nationalities,
addresses, ages, birth, or arrival datesexactly as it is done in a hotel record).
Give students clear models to follow
Help students produce appropriate texts even when students English levels are still fairly
limited.
Having students write descriptions of themselves in an imaginary vacation spot
encourage students to plan, draft, edit, re-draft, and proofread. The aim is to allow learners to
understand that the writing process is as important as the final product.
Encourage students to collect their work in a portfolio provided that they have understood and
made strong efforts to improve their last draft.

7 RESOURCES
5. Course book
6. Teachers guide

F
COLEGIO NACIONAL LUIS FELIPE BORJA DEL ALCZAR
San Luis de Chillogallo Quito
Telefax 620 - 968
Mail: clfba1984@hotmail.com
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.

Audio CD
CD player
Vocabulary cards
Cut outs
Web links
Flash Cards
Different kinds of paper
Assorted color markers ( permanent and board ones)
Students pencil case with necessary stationery for different activities
Realia
Different photographs / pictures

8.- EVALUATION
The students will be put through diagnostic (written test) at the beginning of the scholar year, formative
(along the school year), and/ or summative (at the end of the 1st and 2 nd term in the school year), the type
of assessment will be formal and informal.
For diagnosis evaluation, a placement test will be administered to determine not only students level of
proficiency but also the contest to be reviewed and the skills that need to be strengthened.
For Formative evaluation there will be individual activities, work in team, oral participation, homework
For Summative evaluation there will be written quiz, written test, oral test

Lic. Gabriela Carrillo

Lic. Gloria Jinez

Lic. Blanca Zambrano

ENGLISH TEACHER

AREA COORDINATOR

Vice Principle

Date: October, 2014

Date: October, 2014

Date: October, 2014

Signature:

Signature:

Signature:

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