ANNUAL CURRICULUM PROGRAMMING OF

THE ENGLISH AREA FOR BEGINNERS

I.- INFORMATIVE DATA

1.1.- UGEL : Santa

1.2.- SCHOOL: : Señor de la Vida

1.3.-PLACE :
Nvo.Chimbote

1.4.- AREA :
Inglés

1.5.-CYCLE : VI

1.6.-AGE : 4 años

1.6.- WEEKLY HOURS : 2 horas

1.7.- ELECTIVE YEAR : 2021

1.8.- TEACHER(S) : Atoche Toscano Debora

Regalado Perez, Maria
                                                                                  Salinas Rodriguez, Fiorella
                                                                                  Sevillano Quispe, Yeni
                                                                                  Silva Medina, Carlos
                                                                                  Villanueva Filgencio, Majumy

1.9.- DIRECTOR : Domingo Jara Estrada

II.-FOUNDATION

English has become a universal language and is one of the most widely spoken and
influential languages in the workplace and in education. Nowadays it is of the utmost
importance to learn it, it has become a useful tool in the integral formation of the
student since it allows them greater ease of learning, a positive impact on mental
health, the loss of shame and access to a globalized world.

Beginning with the teaching of the English language in the initial stage contributes to
the acquisition and development of the basic skills that can be transferred from one
area to another for the benefit of integral training. Skills such as oral
comprehension and expression can be developed with the teaching of this language.
Children are enthusiastic, curious and interested in learning a language. Even more so
at the early age of the initial period.
 III.- TRANSVERSAL THEMES

BIMESTER APPROACHES VALUES ATTITUDES

 Practice his citizenship.

Rights approach. Responsibility  Promotes participation and
peaceful coexistence, seeking to reduce
I Inclusive or inequity the rules of coexistence inside
 Respect
Respect and
diversity-focused and outside the classroom.
tolerance  Eradicate exclusion, discrimination
approach.
and inequality
 Respect your classmates without
Intercultural Respect for
discrimination.
approach. culture  Recognize the diverse cultures of
II its community.
Gender equality  Value the emotions of his/her peers.
Empathy  Put themselves in the place of others
approach.
and share their feelings.
Environmental  Promote biodiversity conservation and
III Respect for life a healthy lifestyle.
approach.
 Awareness of environmental issues.

Focus on the  Promote civic values and virtues.

Solidarity  Sense of justice for the construction of
common good.
a life in society.
IV
Focus on the search Personal and  Adapt to social and personal changes.
for excellence. social success  Overcomes their development within
the classroom.
 IV. SCHEDULING

CALENDAR OF THE 2021 SCHOOL YEAR

BIMESTERS START END NUMBER OF

WEEKS

I BIMESTER 04 MARCH 17 MAY 10 weeks

II BIMESTER 21 MAY 26 DE JULY 11 weeks

VACATIONS 29 JULY 09 AUGUST 02 weeks

III BIMESTER 12 AUGUST 18 OCTOBER 10 weeks

VACATIONS 21 OCTOBER 25 OCTOBER 1 weeks

IV BIMESTER 28 OCTOBER 20 DECEMBER 8 weeks

CLOSURE 07 JANUARY 42 weeks

V. ENGLISH LANGUAGE SKILLS

- Understand the intentions and messages that other children and adults communicate
to you.

- Use oral and body language to communicate your experiences of the new
language.

- To make creative use of different forms of graphic representation and communication

such as musical expression, art, graphics and drama for the purpose of learning the
second language.
 VI. INSTRUCTIONAL PROGRAMMING

TOPICS FROM KINDERGARTEN – 4 Years Old

VOCABULARY TOPIC
1. ABC ABC
2. VOWALS a, e, i, o, u
3. SEASONS summer, winter,spring
I Bimester

4. GREETINGS Good morning, good

afternoon
5. THE WEATHER Rainning , sunny , cloudy
6. WEEKDAYS Monday,Tuesday, Tuesday
Wednesday,Thursday,Friday
..
7. MOTHER’S SONG
Project “Mother’s day”
1. SPORTS Swimming, Athletics, boxing
II Bimester

2. PROFESIONS Doctor, teacher, nurse

3. ACTIONS Fly, jump, sit down
4. FATHER’S SONG
Project “Father’s day”
1. NUMBERS: 1-3 How many?
III Bimester

1. FAMILY MEMBERS: mother, She is my mother.

father.
2. FAMILY MEMBERS: brother, sister.She is my sister.
3. PETS: dog, cat, rabbit. I have a dog.
4. WILD ANIMALS: lion, cougar,tiger.
It is a lion.
1. COLORS: yellow, red, orange. My favourite colour is
orange.
2.MEANS OF TRANSPORT: car, train, It’s a car.
boat, plane
IV Bimester

3.SHAPES: circle, triangle, square This is a square

4.SHAPES: oval, star, rectangle. This is a square
5. FEELINGS: happy, angry, sad, How do you feel?
surprise.
Project “Christmas song”
VII. METHODOLOGY

Many factors influence the teaching-learning of a foreign language, including

the child's own characteristics, the motivation and interest of the learner in the
language, the importance given to the child's surroundings, etc. It is very important to
know and examine each of these factors, since they will be the main focus for the
child's motivation and for the methodology to be used.

a) Direct Method
Its author, L. Sauver, objects that a foreign language can be taught without
using the student's mother tongue, transmitting the information of meaning through
action. It is an inductive method in which the pupils are the main characters in the
teaching-learning process, since through the observation of the facts they are the ones
who arrive at the construction of theories. At the same time, the teacher acts as a
mediator, guiding the students in the process, letting them make mistakes and learn
from them. These are the main characteristics that define the method: - The exchange
of contents is carried out exclusively in the foreign language. - The vocabulary and
grammatical structures that are of interest are those we use in everyday life. -
Progressive teaching of the communicative ability in that language, based on the
exchange of conversation between the teacher and the students. - Concrete vocabulary
is learned through observation, objects, demonstration... while learning abstract
vocabulary is based on the association of ideas.

b) TPR (Total Physical Response)

This method is a set of techniques developed by James Asher, based on the
psychological theory of imprinting: "retention is all the greater the more intense and
frequent the imprint or trace left in the mind by a given memoristic association"
(Sánchez,
1997), according to which when a foreign language is learned it is internalised in a
similar way to the internalisation of the mother tongue. This method proposes rote
learning accompanied by motor activities, with the teacher and student assuming roles
very similar to those of parent and child; thus, the student responds physically to what
the teacher says or orders. In this case, attention is focused first on oral and written
comprehension skills rather than on expression skills. For the teaching-learning
process, simple strategies and games are used, such as Simon says or What's the time
of Mr. Wolf? (one, two, three English hideouts). These activities are fun for the
student, as they do not involve standing in the same place and are designed for students
in the Infant Education stage.
 c) Communicative Approach
It owes its name to the theory developed by Charles Curran, ''Counselling
learning'', which takes as its core the feelings and psychological reactions of the child
when learning a language, giving maximum importance to interaction as both a means
and an end goal in language learning. In this method, there is a special emphasis on
helping the student to use the language in a wide variety of contexts and situations,
through the exchange of opinions in a climate of companionship. (Sara, 2016)

VIII. DIDACTIC RESOURCES

FOR THE TEACHER FOR THE STUDENT

Board Flashcards Books Puzzles

Mota Puppets Glue Crayons
Gouaches Notebooks
Marker Speakers Markers
Chalk Type clean Scissors
CD Laptop, Cell phone Plasticine
Books Toys Games
Colored papers

IX. EVALUATION

Evaluation is a systematic activity and its special mission is to collect reliable

information on the learning process as a whole to help improve the learning process
itself, such as: learning techniques, resources, methods and all elements of the process.

Assessment should help to raise the quality of learning and increase the performance
of the learners. Evaluation will be:

 Formative Evaluation: They are produced continuously in the classroom.

Formative assessments occur when the student is learning and practicing new
skills often in the form of class work, homework, practical problems or other
assignments. Formative assessment serves not only to evaluate the
student's ongoing progress, but also our own effectiveness as educators.
Formative assessments provide the information needed to change teaching
methods and curricula.
 Qualitative Evaluation: This is where the quality of both the process and
the level of student achievement resulting from the dynamics of the teaching
and learning process are judged or valued most highly.

 Quantitative Evaluation: It is guided by the use of records with a

numerical rating scale, of the achievements, progress and scope of the students
in the development of the processes, in each of the learning areas.

 Summative Evaluation: They check the students' academic progress through

exams and questionnaires. These types of evaluations are useful for
determining quality and modifying teaching units.
X. BIBLIOGRAPHY

Educacion, M. d. (s.f.).

Educacion, M. d. (2017). Enfoques Transversales.

Sara, S. B. (2016). Metodología de la enseñanza del Inglés en. Palencia: Palencia.

CARPETA PEDAGOGICA. (2019). Obtenido de https://carpetapedagogica.com/plananualdeingles