INSTITUTIONAL LOGO NAME OF THE INSTITUTION SCHOOL YEAR:

2017 - 2018

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Foreign language Subject: English
Teachers Name
Target Group: 10th EGB Level: A2.1.
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
5 6 2 periods 36 180
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
To show articulation and progression, the specific objectives for listening and To understand sentences and frequently used expressions related to areas of most
speaking have been formulated by taking into consideration the four main immediate relevance (e.g. basic personal and family information, shopping, local
domains of interest for the target group: personal, educational, public, and geography, employment);
vocational30 (Trim, 2009). The first two (personal and educational) are To communicate in simple, routine tasks requiring a simple, direct exchange of
addressed in level A2.1 because they constitute the learners immediate information on familiar and routine matters;
surroundings. The third and fourth (public and vocational), however, are To describe in simple terms aspects of their background, immediate environment, and
addressed in level A2.2 because they constitute the learners extended matters in areas of immediate need;
surroundingswhich come afterwards. Moreover, objectives and assessment To understand, identify, and produce longer, more detailed informational, transactional,
indicators for spoken production and spoken interaction have been set up. and expository texts (e.g. traveling
To forms, formal letters, biographies, etc.) as well as simple procedural descriptions and
narratives (e.g. how to instructions and first-person stories); and
To be aware of some features that makes their culture and the foreign culture different as
well as develop attitudes to cope with such dissimilarities.

4. TRANSVERSAL AXES: Listening, speaking, reading, and writing to build up learners communicative language
competence in its linguistic, sociolinguistic, and pragmatic components.

5. DEVELOPMENT OF PLANNING UNITS.

 N. Name of the unit Specific objectives of Contents Methodology orientation Evaluation Time in weeks
the planning unit
1. WHY DO WE NNED RULES To describe school Present simple Vocabulary: using antonyms to remember words Collage 6
supplies and school Adverbs of Grammar: paying attention to different comparative Creating an infographic.
subject. frequency: always, and superlative adjective.
never, often, Reading: describing ones morning routine.
sometimes, usually. Writing: expressing opinions
Prepositions of Listening: identifying key words.
time: in, on, at.
2. WHAT IS THE BEST JOB To describe place and Present continuous Vocabulary: making word combinations to Slide Show Presentation 6
workplace Prepositions of remember new expressions Researching and writing about
place: on, at, in. Grammar: paying attention to time expressions to a dream job
choose the right form of the verb
Reading: Identifying and distinguishing facts from
opinions.
Writing: describing imaginary job.

3. DO WE REALLY NEED ALL To describe what are you Comparative and Vocabulary: using mind maps to learn new words Talent Show 6
THIS STUFF wearing superlative Reading: skimming and scanning Designing a bulletin board
adjectives Writing: completing a form
Listening: identifying specific information

4. HOW DO YOU PROTECT To talk about food and Countable and Vocabulary: classifying words into categories to Collage 6
THE PLANET describe how to make uncountable nouns. remember vocabulary Creating a short
healthy recipes. Quantifiers: a lot Reading: using charts to extract and organize the
of, main ideas in texts
Some, a little, a Writing: organizing ideas in paragraphs
few, any. Speaking: interviewing a classmate
How much, how
many.
5. WHAT DOES MEAN TO BE To talk about pastime Verb be: was /were Vocabulary: using context clues to get the meaning Party of Famous Characters 6
HAPPY There was/were of words You will organize a party of
Reading: famous characters of the past.
using ones background knowledge to predict the
content of a text
using a timeline to organize the sequence of
events
Writing: using time-related expressions to organize
events
Speaking:susing sorry and wh- question sat the end
 sof sentencesto ask for repetition
6. WHERE DO BRIGHT IDEAS To talk about Scientifics Past simple Vocabulary: looking for the past form of the verbs in Photo Album 6
COME FROM method, adjective and a dictionary to improve vocabulary You will create an album with
prepositions. Reading: identifying referents to understand detailed photos of some important
information events in your life.
Writing:
using also to give additional information
using so to describe a result or consequence
Speaking: using the verb to be to give more details in
a conversation
7. WHEN IS THE RIGH TIME To talk about weather future simple: will Vocabulary: looking for the past form of the verbs Project 6
future: going to in a dictionary to improve vocabulary Making a poster
Reading: identifying referents to understand detailed
information
Speaking: using the verb to be to give more details in
a conversation
8. HOW DO YOU FEEL To talk abou feelings question: what and Vocabulary: looking for the past form of the verbs in Project 6
which a dictionary to improve vocabulary Making a brochure
Writing: expressing opinions in a review essay
Speaking: discussing movie reviews
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
Nuez, P. A. (2015). TEACHERS BOOK - LEVEL 2. Quito: Norma. It will use the English Book 2, the which is directed to 9th EGB.
Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educacin del Ecuador - MinEduc. Obtenido de
http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:

Date: Date: Date: