Professional Documents
Culture Documents
2013
Pichincha
CANTON:
Quito
PARISH:
Tumbaco
ADDRESS:
TIME:
Morning
TEACHER:
SCHOOL YEAR:
CLASS:
Lcda. MarianelaCanencia
2012- 2013
8th
8th
LEVEL A.1.1
40 weeks
3 weeks x 6 = 18
periods
Availableweeks:
37weeks
WEEKLY PERIODS
periods
6 x 37 = 222
PERIODS
3.
LEVELS
OF
THEIR APPLICATIOON PER SCHOOL YEAR.
PROFICIENCY
AND
considerationA1
the three main domains
of interest for the target group (i.e.
A2
B1 personal, educational, and
public) (Trim, 2009).
A1.1
A1.2
A2.1
A2.2
B1.1
B1.2
understand the main points of clear, standard speech on familiar matters regularly encountered in
informal situations at school, work, leisure, etc.; and
understand the main point of many radio or television programs on topics of personal or professional
interest when the delivery is clear.
Reading:
understand texts that consist mainly of high-frequency, everyday language; and
understand the description of events, feelings, and wishes in personal letters.
Speaking:
deal with most situations likely to arise while travelling in an area where the language is spoken (i.e.
basic social language);
enter unprepared into conversation on topics that are familiar, of personal interest, or pertinent to
everyday life;
connect phrases in a simple way in order to describe experiences and events, dreams, hopes, and
ambitions;
give brief reasons and explanations for opinions and plans; and
describe their reactions to the plot of a book or film; and
narrate a story.
Writing:
write simple connected text on topics which are familiar or of personal interest; and
write personal letters describing experiences and impressions.
2.Have enough language to get by with sufficient vocabulary to express themselves withsome
hesitation and circumlocution on topics such as family, hobbies, and interests,work, travel, and current
events, but at times lexical limitations may cause repetition
and even difficulty with formulation.
Regarding the sociolinguistic component of communicative competence, highschool graduates at the B1
level will be able to:
1. Perform and respond to a wide range of language functions, using their most common exponents in
a neutral register
2. Be aware of noticeable politeness conventions, and act appropriately; and
3. Be aware of and look out for signs of the most significant differences between the customs, usages,
attitudes, values, and beliefs prevalent in the community concerned and those of their own.
Regarding the pragmatic component of communicative competence, high-school graduates at the B1 level
will be able to:
1. Adapt their expression to deal with less routine, even difficult situations;
2. Exploit a wide range of simple language flexibly to express much of what they want;
3. Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
4.initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal
interest;
5. Relate a straightforward narrative or description as a linear sequence of points fluently
and reasonably; and
6. Link a series of shorter discrete simple elements into a connected, linear sequence of points.
With regard to the language skills, high-school graduates at the B1 level will be able to:
Listening:
understand the main points of clear, standard speech on familiar matters regularly encountered in
informal situations at school, work, leisure, etc.; and
understand the main point of many radio or television programs on topics of personal or professional
interest when the delivery is clear.
Reading:
Speaking:
deal with most situations likely to arise while travelling in an area where the language is spoken (i.e.
basic social language).;
enter unprepared into conversation on topics that are familiar, of personal interest, or pertinent to
everyday life;
connect phrases in a simple way in order to describe experiences and events, dreams, hopes, and
ambitions;
give brief reasons and explanations for opinions and plans; and
describe their reactions to the plot of a book or film; and
narrate a story.
Writing:
write simple connected text on topics which are familiar or of personal interest; and
write personal letters describing experiences and impressions.
understand and use familiar everyday expressions and very basic phrases aimed at the
satisfaction of needs of a concrete
type (e.g. basic personal information, greetings, numbers and prices, directions, habits, etc.);
introduce themselves and others;
ask and answer questions about personal details such as where they live, people they know, and
things they have;
interact in a simple way provided the other person/people talk(s) slowly and clearly and is/are
prepared to help;
understand, identify, and produce very simple informational, transactional, and expository texts
(e.g. signs, personal letters, short biographies, etc.) that have some detail and show some variety
in sentence structure and a range of vocabulary; and
be aware of the society and culture of the community or communities in which English is spoken.
A1.1: By the end of the 8 year EGB, students willbe able to:
th
SociolinguisticComponent
Have a very basic repertoire of words and phrases related to their personal and educational
background.
Have limited control over a few simgrammatical structures and sentence pattein a learned
repertoire, which relates to theirpersonal and educational background.
Use basic expressions to impart and elicit factual information as well as socialize (e.g.greetings,
addressing forms, introducingoneself and others, and saying good-bye,etc.)
PragmaticComponent
Link words or groups of words with very basic linear connectors like and or or.
8. LANGUAGE SKILLS
PROFICIENCY LEVEL
LANGUAGE SKILLS
Listening
A1.1: By the end of the 8 year EGB, students willbe able to:
th
Follow speech which is very slow and carefully articulated, with long pauses
for them to assimilate meaning within the personal and educational
domains.
Extract the gist and key information items from simple informational texts.
Reading
Speaking
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.
MODULE OBJECTIVES 1:
Understanding, analyzing and producing simples sentences through the verb TO BE, questions words,
MODULE OBJECTIVES 2:
Understanding, analyzing and producing the simple present, adverbs of frequency and capital letters:
come through sentences, activities, appearance and character, likes/dislikes and daily routines in order
to write a paragraph yourself.
MODULE OBJECTIVES 3:
Understanding, analyzing and producing present progressive, simple present vs. present progressive and
present progressive (future use): turn through postcards, speech and descriptions and written exercises
in order to improve their English language.
MODULE OBJECTIVES 4:
Understanding, analyzing and producing simple past, used to be and joining words: go through
sentences, descriptions, intonation in questions, dialogues and biographies in order to describe activities
according the information.
MODULE OBJECTIVES 5:
Understanding, analyzing and producing past progressive, simple past vs. past progressive and time
expressions: put through sentences about emotions, dreams, animals & parts of the body, mystery,
stories and superstitions in order to read for comprehension and listen for the specific information.
MODULE OBJECTIVES 6:
Understanding, analyzing and producing simple future, (will/wont), conditionals type 1 & 2 and tag
questions: take through sentences, questions, predictions, opinions, and written exercises in order to
listen for ideas and learn expressions.
11.INTEGRATOR ELEMENT
English has a close relationship with Spanish Language Area so our integrator element is Listening,
Speaking, Reading and Writing to social interaction.
TITLE OF
module
Lesson
GRAMMAR STRUCTURES
vocabulary
General culture
Curricular cut
Starter unit
Nice to meet
you
Favorite
objects
Home
Family
The verb TO BE
Questions words
A/an
Plurals
Possessive pronouns s
This/that
These/those
Subject/object pronouns
Possessive
adjectives/case
There is/there are
Some/any
Prepositions of places
The verb TO HAVE
Countries
Nationalities
Numbers
Objects, clothes
& colors
Rooms
&
household
objects
Family members
Profiles
Help
around
the house
Fun days
Culture
Id love to!
CrossCurricular Cut
Simple present
Adverbs of frequency
Capital letters
Activities
1d Teenage life in 1f Time zones of the
Britain
world (science).
Likes/dislikes
Appearance
&
character
Chores/
daily
routines
Days
of
the
week/the time
Lets
celebrate!
Special days
Celebrations
Festivals
Culture corner
Sweet sixteen
CrossCurricular
Present progressive
Simple
present
vs.
Present progressive
Present
progressive
(future use)
Weather
Celebrations
Traditions
Special days
Fruit
Colors
Characters
larger than
life
Superheroes
Superpowers
Fame
Simple past
Used to
Joining words
Abilities
Biographies
Life events
DAY
DAY
AFTER
2d
US
Food
festivalwatermelon
thump.
2f
Warm/cold
colors(art
&
design).
3d Legends
Excalibur
Ancient
Egyptian
kings(history)
Culture corner
Who stars in
it?
CrossCurricular cut
5
Unexplained
mysteries
Dreams
Mysteries
Stories
Culture corner
Nightmares
CrossCurricular cut
Past progressive
Simple past vs. Past
progressive
Time expressions to
show
sequence
of
events
Emotions
Dreams
Animals & parts
of the body
Mystery
Stories
Superstitions
Our planet
Earth SOS
Super
volcanoes
Can we help?
Culture corner
Good Idea
CrossCurricular Cut
Simple
future
(will/wont)
Conditionals type 1 & 2
Tag questions
Environment
actions
Wild animals
Volcanoes
Environment
problems
4d Superstitions
in the UK: Good
luck Bad luck
4f The minotaur
Language arts).
5d
The
bald
eagle a true
survivors story.
Why should we
recycle at home?
(earth science)
Techniques
Audiovisual method
Notional-functional method
Communicative method
Natural approach
Deductive-inductive method
Direct method
14. - RESOURCES
Brainstorming
Using vocabulary so that the
cadets understand the
meaning in context of the
sentences
Using of Scrolls is a good
technique so that students
learn how to understand a
written text
During reading, the use of
techniques such a Skimming,
Scanning, Gist by Skimming
a text a student gets the
general idea about a text, by
Scanning a text
The students gets or looks
for specific information and
by Gist, the student gets a
code or main idea of a text.
Test Mapping, is a simple
tools or strategy for
improving reading
comprehension
SQ3R. Is the use of Survey
Questions and the 3 R =
read, recite and review
Play rolls about the things
they are learning
Projects done by themselves
each month
Discussions in class
Institutional
LCD and TV
DVDs
Recorders
Institutional
curricular
planning
Classrooms
English labs
Teacher
Teachers guide
Flashcards
Videos
Reading books
Charts
Laptop
Photocopies
Worksheets
Tools TIC
Pictograms
Magazines
Story books
student
Students book
Cds
Videos
Internet
Dictionary
Magazine
Newspaper
15. Evaluation
The evaluation is done in a permanent way; every students effort is worth during the teaching
learning process.
According New Curricular Program, well evaluate students skills through essential indicators and
activities of evaluation
It will be specified in each block planning, level by level
QUIMESTRAL I = 3 ( partial )
GRADES ( modules) and ONE QUIMESTRAL EVALUATION ( exam)
PARTIAL = %80
EXAM = % 20
Listening
Reading
Identify the relation between the sound and spelling of English words within
their lexical range.
Recognize and distinguish the words, expressions, and sentences in simple
spoken texts related to the learners personal and educational background.
Distinguish phonemically distinct words related to the learners personal and
educational background (e.g. cat, at, not, etc.)
Recognize syllable, word, and sentence stress.
Understand instructions addressed to them carefully and slowly.
Understand speech that is clear, standard, and delivered slowly and
intentionally.
Extract the gist and key information items from simple informational texts.
Recognize cognate words and loan words from their L1.
Follow single- step written instructions.
Understand adapted and authentic texts which are simple and short.
Understand and identify short, simple informational texts (e.g. labels,
messages, postcards, timetables, etc.) by making use of clues such as visuals,
text shape and layout, and reading one phrase at a time.
Extract the gist and key information items from short, simple informational
Speaking
Writing
Interaction
Deliver a very short, rehearsed monologue (e.g. introduce a speaker and use
basic greeting and saying good-bye expressions).
Participate in short conversations on very familiar topics within the personal
and educational domains.
Ask and answer simple display questions delivered directly to them in clear,
slow non-idiomatic speech and in areas of immediate need.
Ask people for things and give people things.
Ask and answer questions about themselves and other people, where they live,
people they know, things they have.
Respond with simple, direct answers given that the interviewer is patient and
co-operative.
Speech is clear at times, though it exhibits problems with pronunciation,
intonation or pacing and so may require significant listener effort.
Spell personal and educational details (e.g. own name, numbers and dates,
nationality, address, age, date of birth, school, etc.).
17.BIBLIOGRAPHY
Brown, D. (2007). Teachingby Principles: An Interactive Approach to Language Pedagogy. New York, NY: Pearson, Longman.
Council of Europe. (2003). Common European framework of reference for languages: Learning, teaching, assessment.
Cambridge,
UK: Cambridge University Press.
Harmer, J. (2010). How to teach English. (New ed.). Essex, UK: Pearson, Longman.
Ligthbown, P.M., &Spada, N. ( 2011). How languages are learned. Oxford, UK: Oxford University Press.
Ovesdotter, C. (2003). English in the Ecuadorian Commercial Context. World Englishes, 22, 143-158.
Richards, J.C., & Rodgers, T.S. (2001). Approaches and methods in language teaching: A description and analysis (2ed.).
NuevaYork, NY: Cambridge University Press.
Richards, J.C., & Schmidt, R. (2010). Dictionary of Language Teaching and Applied Linguistics. (4th ed.). UK: Pearson,
Longman.
van Ek, J.A., &Trim, J. L. M. (1998). Threshold 1990. Cambridge, UK: Cambridge University Press.
van Ek, J.A., &Trim, J. L. M. (2009). Breakthrough. Cambridge, UK: Cambridge University Press.