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INSTITUTIONAL LOGO

SCHOOL NAME: Unidad Educativa Eloy Alfaro


SCHOOL YEAR: 2016-2017
CURRICULAR ANNUAL PLAN
1. INFORMATIONAL DATA
Area:
English
Subject:
English
Teacher:
Leticia Toapanta
Grade/ Course:
4 EGB
Educational level :
EGB
2. TIME:
WEEKLY HOURS
5 Hours
NUMBER OF WEEKS OF WORK 40 weeks
LEARNING ASSESSMENT WEEKS
4 weeks
TOTAL WEEKS OF CLASS
36 weeks
TOTAL OF PERIODS
180 hours
3. GENERAL AIMS:

Objectives of the Area:


Objectives of the grade /course

Through selected media, participate in reasonably extended spoken or written dialogue with peers from different L1 backgrounds on work, study, or
general topics of common interest, expressing ideas and
Write short descriptive and informative texts and use them as a means of
opinions effectively and appropriately.
communication and written expression of thought.

4. TRANSVERSALS AXES:
Responsibility, Honesty, Respect, Love, Peace, Justice, etc.

5. Unit to be developed
N.
Title of the unit
Unit Specific Objectives
Contents/Skills
Methodological orientations (skills and strategies)
Evaluation
Weeks duration
1.
Months

To get familiar with months of the year by asking: whens your birthday? It is in (month)

EFL.2.1.1. Exchange basic introductions and limited personal information in class using simple present tense in order to get to know their peers.
Ask the children to call out the month when their birthday is. Its ok if they all call out different months.
Then ask children some special days for them to practice the new vocabulary words.
CE.EFL.2.3. Make use of basic personal information and expressions of politeness in order to introduce oneself and participate in a short conversation.

2.
Clothes
To ask and answer about what people are wearing in some pictures.

EFL2.2.3. Recognize familiar names, words, and short phrases about simple everyday topics whether heard in isolation or within short, simple
spoken texts describing people and objects.
Introduce the topic and teach basic vocabulary: Today Im wearing ___ (list & point to visible clothing.) Who else is wearing [a sweater]? Who else is
wearing ____?.
I.EFL.2.7.1. Learners can understand short and simple spoken texts well enough to be able to pick out key items of information and record them in writing
or drawings, or physically act upon them.

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3.
Verbs

To practice and study some commons verbs by looking some pictures.

EFL.2.3.5. Show the


ability to use a simple learning resource. (Example: a small set of flashcards, a picture based dictionary (online or print), or a simple word list).

Tell the children all the words we use for actions are called verbs .
Then, play the CD, ask the children to point to the pictures as they hear the words.
CE.EFL.2.7. Listening for Information: Follow short and simple spoken texts that include familiar vocabulary and are set in everyday contexts. Identify key
items of information within the text, and record or act upon them.

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4.
Verbs for sports

To practice and use verbs for sports by looking some pictures.

EFL.2.4.3. Write simple words, phrases and sentences with correct use of standard writing mechanics. (Example:
spelling, punctuation, capitalization, and writing by hand and/or on the computer.

Play the CD, the children point to the pictures as they hear the words, then play the CD again; say Say the word. Pause after every word for the children
to repeat.
CE.EFL.2.14. Demonstrate familiarity with study resources (both print and digital). (Example: a picture dictionary, some flashcards of known words, or a
word list.)

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5.
Sports
To identify the meaning of each sport by looking some pictures.
EFL.2.5.2. Express emotions and feelings using basic adjectives and related images through written work on the school or class bulletin board.
Point to the pictures cards on the board again, the children call out the word, then write the word in their book, spelling it as they write.
I.EFL.2.22.1. Learners can generate and expand on personal opinions and responses to oral and written texts through TPR, playground games, and songs

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6. BIBLIOGRAPHY/ WEBGRAPHY (APA VI edition)
7. OBSERVATION
Instone R. (2008). Twist and shout Teacher's Edition three . London: Editorial Macmillan
ELABORATED BY
REVISED BY
APROVED BY:
TEACHER(S): Leticia Toapanta
NAME:
NAME:
Signature:

Signature:
Signature:
Date:
Date:
Date:

DIDACTIC PLAN (FIRST BLOCK)


1. INFORMATIVE DATA
Course / Grade

FOURTH (EGB)

School year:

2016 - 2017

Topic:

Months

Time

6 weeks

Specific Objective:

To ask the children to call out the month when their birthday is. Its ok if they all call out different months. Then ask
children some special days for them to practice the new vocabulary words

Transversal axis:

Teaching foreigner language.

DICACTIC PLANNING
MACROSKILL WITH
MACROSKILL
CRITERION OF
PERFORMANCE
In Planning we cover Action is a tool box of
the main principles of practical activities and
English
Language a guide to classroom
Teaching and look at practice. There are
the basics of lesson examples of different
preparation.
types of exercises and
how to exploit them in
We consider how to your class. Action also
put those plans into includes
information
practice
in
the and advice on using a
classroom.
range of
technology in your
lessons

Quimester

First.

Starting time
Finishing Time

Block:

First

2.

3.

4.

MYTHOLOGICAL
STRATEGIES
CRITIC PROCESS
THOUGHT
Anticipation:
Every lesson is unique
and is made up of
different
stages.
Lessons can focus on
grammar, vocabulary,
reading or writing.
Consolidation:
Students
who
are
interested in, involved
in and enjoy what they
are studying tend to
make better progress
and learn faster.

RESOURCES
Student Book
(Everything 1A)
Teacher Book.
Dictionary
Multimedia
resources:
Computer,
Stereo,
Projector.

EVALUATION
SUCCESS INDICATORS
A course book gives the students a sense of
security. As the class moves through it, the
students can see the progress they are
making and what they have achieved.
A good course book can give a structure for
a series of lessons, providing continuity and
consistency for the class. There is usually a
logical progression of language items
including built-in revision as well as a good
balance of skills work, with listening, reading
and writing practice as well as activities for
speaking.
Perform and respond to simple language
functions, such as exchanging information
and requests.
Have limited control over few simple
grammatical structures and sentence patterns
in a learned repertoire.

BIOGRAPHY
Ministerio de Educacin: Actualizacin y Fortalecimiento Curricular de la Educacin General Bsica, 2010. 8, 9 y 10 Aos de EGB.
ACTION PLAN FOR TEACHERS, Callum Robertson, BBC World Service, England, 2014
NATIONAL CURRICULUM SPECIFICATIONS, MEC, Ecuador, 2014
RESPONSIBLE
Leticia Toapanta
C.C: 0503646226

TECHNICS AND
INSTRUMENTS
Questionnaire, Quiz
Test, Exams, Oral
presentation.
For
each block.

DIDACTIC PLAN (SECOND BLOCK)


5. INFORMATIVE DATA
Course / Grade
Topic:

Clothes

Time

6 weeks

Specific Objective:

To introduce the topic and teach basic vocabulary: Today Im wearing ___ (list & point to visible clothing.) Who else
is wearing [a sweater]? Who else is wearing ____?..

FOURTH (EGB)

School year:

2016 2017
Quimester

First.

Starting time
Finishing Time

Transversal axis:
Teaching foreigner language.
6. DICACTIC PLANNING
MACROSKILL WITH
MYTHOLOGICAL
MACROSKILL
CRITERION OF
STRATEGIES
PERFORMANCE
In Planning we cover Action is a tool box of
CRITIC PROCESS
the main principles of practical activities and
THOUGHT
English
Language a guide to classroom Anticipation:
Teaching and look at practice. There are Every lesson is unique
the basics of lesson examples of different
and is made up of
preparation.
types of exercises and
different
stages.
how to exploit them in
Lessons can focus on
We consider how to your class. Action also
grammar, vocabulary,
put those plans into includes
information
reading or writing.
practice
in
the and advice on using a Consolidation:
classroom.
range of
Students
who
are
technology in your
interested in, involved
lessons
in and enjoy what they
are studying tend to
make better progress
and learn faster.

Block:

RESOURCES
Student Book
(Everything 1A)
Teachers Book.
CD
Dictionary
Multimedia
resources:
Computer,
Stereo,
Projector.

Second

EVALUATION
SUCCESS INDICATORS
A course book gives the students a sense of
security. As the class moves through it, the
students can see the progress they are
making and what they have achieved.
A good course book can give a structure for
a series of lessons, providing continuity and
consistency for the class. There is usually a
logical progression of language items
including built-in revision as well as a good
balance of skills work, with listening, reading
and writing practice as well as activities for
speaking.
Perform and respond to simple language
functions, such as exchanging information
and requests.
Have limited control over few simple

TECHNICS AND
INSTRUMENTS
Quiz,
Oral
presentation,
Workshop
Test, Exams. For
each block.

grammatical structures and sentence patterns


in a learned repertoire.
7.

8.

BIOGRAPHY
Ministerio de Educacin: Actualizacin y Fortalecimiento Curricular de la Educacin General Bsica, 2010. 8, 9 y 10 Aos de EGB.
ACTION PLAN FOR TEACHERS, Callum Robertson, BBC World Service, England, 2010
NATIONAL CURRICULUM SPECIFICATIONS, MEC, Ecuador, 2014
RESPONSIBLE
Leticia Toapanta
C.C: 0503646226

DIDACTIC PLAN (THIRD BLOCK)


9. INFORMATIVE DATA
Course / Grade
Topic:

FOURTH (EGB)

Time

6 weeks

Specific Objective:

To tell the children all the words we use for actions are called verbs.
Then, play the CD, ask the children to point to the pictures as they hear the words.

School year:

Verbs

2016 2017
Quimester

First.

Starting time
Finishing Time

Transversal axis:
Teaching foreigner language.
10. DICACTIC PLANNING
MACROSKILL WITH
MYTHOLOGICAL
MACROSKILL
CRITERION OF
STRATEGIES
PERFORMANCE
In Planning we cover Action is a tool box of
CRITIC PROCESS
the main principles of practical activities and
THOUGHT
English
Language a guide to classroom Anticipation:
Teaching and look at practice. There are Every lesson is unique
the basics of lesson examples of different
and is made up of
preparation.
types of exercises and
different
stages.
how to exploit them in
Lessons can focus on
We consider how to your class. Action also
grammar, vocabulary,

Block:

RESOURCES
Student Book
(Everything 1A)
Teacher Book.
Dictionary
Multimedia
resources:
Computer,
Stereo,

Third

EVALUATION
SUCCESS INDICATORS
A course book gives the students a sense of
security. As the class moves through it, the
students can see the progress they are
making and what they have achieved.
A good course book can give a structure for
a series of lessons, providing continuity and
consistency for the class. There is usually a
logical progression of language items

TECHNICS AND
INSTRUMENTS
Oral
lesson
,Questionnaire, Quiz
Test, Exams. For
each block.

put those plans into


practice
in
the
classroom.

11.

12.

includes
information
and advice on using a
range of
technology in your
lessons

reading or writing.
Consolidation:
Students
who
are
interested in, involved
in and enjoy what they
are studying tend to
make better progress
and learn faster.

Projector,
Worksheet.

including built-in revision as well as a good


balance of skills work, with listening, reading
and writing practice as well as activities for
speaking.
Perform and respond to simple language
functions, such as exchanging information
and requests.
Have limited control over few simple
grammatical structures and sentence patterns
in a learned repertoire.

BIOGRAPHY
Ministerio de Educacin: Actualizacin y Fortalecimiento Curricular de la Educacin General Bsica, 2010. 8, 9 y 10 Aos de EGB.
ACTION PLAN FOR TEACHERS, Callum Robertson, BBC World Service, England, 2010
NATIONAL CURRICULUM SPECIFICATIONS, MEC, Ecuador, 2014
RESPONSIBLE
Leticia Toapanta
C.C: 0503646226