Annual teaching plan octavo
- 1. UNIDAD EDUCATIVA FISCAL“riobamba” Riobamba- Ecuador ANNUAL TEACHING PLAN 1. GENERAL INFORMATION Area: English Language School/ high- school: “Riobamba” School Year: 2013 - 2014 Target group (s): 8th year EGB Responsible : English Department Teachers. Date: 2014 2. OBJECTIVES 2.1. COMMUNICATIVE COMPETENCE OBJECTIVES By the end of 8th year EGB,students will be able to: LinguisticComponent SociolinguisticComponent PragmaticComponent Have a very basic repertoire of words and phrases related to their personal21 and educational22 background. Have limited control over a few simple grammatical structures and sentence patterns in a learned repertoire, which relates to their personal and educational background. Use basic expressions to impart and elicit factual information as well as socialize (e.g. greetings, addressing forms, introducing oneself and others, and saying ‘good-bye’, etc.). Link words or groups of words with very basic linear connectors like and or or.
- 2. UNIDAD EDUCATIVA FISCAL“riobamba” Riobamba- Ecuador 2.2. LANGUAGE SKILLS OBJECTIVES 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 information, house, daily life activities, curricular subjects, classroom equipment, classroom commands, etc.). Follow speech which is very slow and carefully articulated, with long pauses for them to assimilate meaning within the personal and educational domains. Understand and identify very simple informational texts (e.g. labels, messages, postcards, catalogs, 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. Produce slow, hesitant, planned monologues (i.e. with frequent pauses to search for expressions, backtracking24, errors, etc.) Interact in a simple way by asking and answering simple questions about the learners’ personal and educational background. Communication is highly dependent on repetition at a slower rate of speech, rephrasing, and repair25. 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.
- 3. UNIDAD EDUCATIVA FISCAL“riobamba” Riobamba- Ecuador 3. CONTENTS TERM TIME FRAME FUNCTIONS GRAMMAR VOCABULARY F September - I October R November S December T January What’s your name? Ask about favorites Introduce yourself Simple present of be: am/ is / are - Affirmative statements - Negative statements Subjects pronouns Questions with be - Yes / no questions Information questions: what? How old? Who? Cardinal Numbers 21 - 100 END OF TERM EXAMS AND FIRST TERM BREAK (FEBRUARY 1ST TO 15TH 2013 S February This is Brian Introduce people Ask where people and things are: Where is? / where are? Prepositions of place: in, on, above, under, at, behind, in front of Possessive adjectives: my, your, his, her,our, your, their Things for teens E March Where are you from? Talk about where people are from Ask for and give personal information Nouns: Singular and plural forms This/that; these/those Articles: a and an Countries and nationaties C April Can you repeat that, please? Ask about birthdays Ask questions: when? What time? What day? Can for requests Question words: When, what time, what day+ Ordinal numbers
- 4. UNIDAD EDUCATIVA FISCAL“riobamba” Riobamba- Ecuador (am/is/are) Prepositions of time: in + month, on+day, at + time O May I have two sisters Talk about your family Describe people Possessive forms of nouns Simple present of have; any - Affirmative and negative statements - Yes/ no questions Information questions with How many Family members Adjectives for physical description N June I’m not crazy about Hip- hop Talk about likes and dislikes Simple present of like - Affirmative and negative statements - Yes/ no questions - Information questions Object pronouns: me, you, him, her, it, us, you, them Ways of expressing likes and dislikes D 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).
- 5. UNIDAD EDUCATIVA FISCAL“riobamba” Riobamba- Ecuador 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)
- 6. UNIDAD EDUCATIVA FISCAL“riobamba” Riobamba- Ecuador Student’s book (Ministerio de Educación) Class Audio CDs Posters Television Cd player Board and markets Cards Internet Videos Portfolio 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) _____________________ _______________________ Dp.S. Cecilia Peñafiel Lic. Rosana Moreno ENGLISH DEPARTMENT/AREA SCHOOL DIRECTOR COORDINATOR