ENGLISH ANNUAL PLANNING

I. INFORMATIVE DATA:
1.1. REGION : Amazonas
1.2. UGEL : 301 - Utcubamba
1.3. SCHOOL : 16606 “San José” - San José Bajo
1.4. ÁREA : English
1.5. GRADE AND SECTION : 1st to 5th
1.6. EXECUTION : Beginning: 12-03-2018 Finish: 14-12-2018
1.6. TEACHER : Jim Darwin Guimac Zumaeta
1.7. E-MAIL : guimac89@gmail.com
1.8. SKYPE : guimac9@hotmail.com
1.7. SCHOOL DIRECTOR : EDGAR JOSELITO VILLEGAS MEGO

II. JUSTIFICATION:

Globalization and the accelerated development of science and technology have made it essential to master a second language that allows us
to access information from primary sources, as one of its advantages. Nowadays, the most widely used language around the world is English.
The mastery of this language gives us benefits such as the possibility of continuing studies abroad, access to jobs that provide socio-economic
improvements, communicate with people around the world and access updated information in real time. Therefore, it can be affirmed that
the mastery of this language acquires vital importance. Those who do not use, drive or dominate will be at a disadvantage, which will affect
their individual and community development.

In this line and within the framework of the strengthening of the improvement of Education in Peru, it is sought to give importance to the
teaching of the English language in the public educational institutions of the Secondary Education level and in this way be able to offer the
students possibilities of access to information found in this language, to continue with their professional studies in other countries, and get
better job opportunities not only in our country, but also abroad.

The English area is based on the "communicative approach" which seeks to develop the communicative competence of the students so that
they develop properly in varied contexts. This approach proposes the use of authentic communication situations through which students
understand and produce oral and written texts of different types. The teaching-learning process is based on the use of authentic material in
diverse contextualized situations for students to use the language.
 III.

ME”

“MY
UNIT I

UNIT II

UNIT IV
UNIT III

“I LOVE
“THIS IS

ROUTINE”

“I’M SICK”
NAME

SHOPPING”
UNIT’S
and

CAPACITY IS DEVELOPED.
lessons)

18 hours
9 lessons
18 hours
9 lessons
18 hours
9 lessons
18 hours
9 lessons
LENGTH
(in hours

NUMBER OF TIMES THAT THE

Identify information of the texts you hear in

4
X
X
X
X
UNITS’ ORGANIZATION

English.

4
X
X
X
X
Infer information from the text.

4
X
X
X
X
Express orally various types of texts in English.

3
X
X
X
Reflect on the oral use of the foreign language.

Interact with other people to exchange

Oral expression and comprehension

4
X
X
X
X

information in English.

Identify information in various types of written

4
X
X
X
X

texts in English.

4 Infer implicit and explicit information in written

X
X
X
X

texts in English.
3
X
X
X

Interpret various types of written texts in English.

COMPETENCES / CAPABILITIES
Reading comprehension

3
X
X
X

Assess written texts in English.

Adequate information according to the

4
X
X
X
X

communicative situation to elaborate various

types of texts in English.
Write various types of texts in English with
4
X
X
X
X

coherence and cohesion.

Reflect on the proper use of communicative

Text production

3
X
X
X

functions, grammatical structures and vocabulary

in order to improve their written text.
 LENGTH
UNIT / MEANING SITUATION THEMATIC FIELDS PRODUCTS
(in lessons)
UNIT I  Greetings and farewells
“THIS IS ME”  Introducing oneself
Students begin the learning of a foreign language by  Identifying classroom objects
developing topics that will allow them to introduce  Asking for personal information
themselves and describe their immediate environment
 Verb To Be  Dialogs
using basic grammar and lexicon to greet, introduce 9 lessons  Demonstratives: This / that / these / those
themselves, request personal information, describe the  Short paragraphs
18 hours  Personal pronouns
location of objects around them, and provide information  There is / There are  Exposition
about their family.  Wh-questions: what, where, who.
 Hi! What’s your name?  Prepositions of place
 Where is she from?
 What’s this?  Family members
 Classroom objects
UNIT II  Telling the time
“MY ROUTINE”  Asking for the date
Students exchange information with their peers about  Talking about routines
activities they perform daily using appropriate grammar  Asking for others routines
and vocabulary. 9 lessons  Dialogs
 Present simple: Affirmative and negative
 What time is it? 18 hours  Short paragraphs
statements, questions and short answers.
 What do you do in the morning?
 What does she do in the afternoon?  The time
 Days of the week
 Action verbs
UNIT III  Talking about illnesses  Dialogs
“I’M SICK” 9 lessons  Describing symptoms  Short paragraphs
Students expand their knowledge of the English language 18 hours  Giving advice for health problems
 Role play
on topics that allow them to describe ailments, symptoms
 and discomforts, provide recommendations and advice  Present simple: Affirmative and negative
related to health. statements, questions and short answers.
 How do you feel?
 I have a headache.  Body parts
 Take an aspirin.  Illnesses and recommendations
UNIT IV  Describing clothes
“I LOVE SHOPPING”  Talking about the weather
Students communicate with their classmates by using  Buying clothes
expressions to describe the clothes they wear according to
 Present Progressive  Dialogs
the season and its cost. 9 lessons  Present Simple
 What do you wear in summer?  Short paragraphs
18 hours
 In summer, people wear t-shirts and shorts.  Adjectives: Colors and size  Exposition
 What is she wearing?  Clothes
 She’s wearing a long red dress.  Seasons
 Demonstratives
 Numbers for Price

IV. LINK WITH OTHER LEARNINGS

The Didactic Unit I "This is me" is directly linked to the "Person, family and human relationships" area since the students give
information about themselves as a sample of their identity. By sharing this information, the knowledge of their own person is demonstrated
and allows them to interact by establishing friendly relationships not only with their colleagues but with other people in different contexts.
Values such as respect and tolerance are fostered in students; for this reason it is also linked to the area of "Citizen and civic education".
The Didactic Unit II "My routine" is linked to the area of "Science, technology and environment" because it seeks students to express
their daily activities so that they are aware of their health care and lifestyles. Likewise, it emphasizes the habit of responsible consumption
with respect to products such as food, television programs, music, etc. It is also linked to the area of "Communication" by presenting
various texts, both oral and written, helping students develop their ability to understand and produce texts in different contexts to express
information, ideas and feelings.
The Didactic Unit III "I'm sick" is related to the area "Civic and civic education" as the student recognizes that he belongs to a
community and actively participates in it. In the same way, it is linked to the "Science, technology and environment" area, given that
 health issues and care are developed. The themes proposed in the unit promote values such as compassion, empathy and solidarity, which
also relates it to the area of "Citizen and Civic Education"
In Unit IV "I love shopping!" Is linked to the "Communication" area. Scenarios are established in which students exchange oral and
written information supported by visual information and texts. When proposing these activities based on the subject of clothing, is also
linked to the area "Person, family and human relationships", students share information about their interests and preferences by dressing
showing respect for the style of each person helping this to your socialization process In turn, it is related to the area of "Civic and Civic
Education" because it presents situations that promote values such as tolerance, honesty and respect.

V. MATERIALS AND RESOURCES

5.1.To the teacher:

 Learning units
 Worksheets
 Flashcards
 Board and Markers
 RSG N°2060-2014-MINEDU Lineamientos para la implementación de la enseñanza del Idioma Inglés en las Instituciones
Educativas Públicas de Educación Básica Regular
 DCN 2009 MINEDU

5.2. To the student:

 Worksheets.

VI. BIBLIOGRAPHY:

 COMYNS CARR, Jane and MAGUIRE, Gabby (2012). Speakout Starter Teacher’s Resource Book. Pearson Editorial.
 HADFIELD, Jill (1999). Beginners’ Communication Game. Longman
 HARMER, Jeremy (2007). The Practice of English Language Teaching. Pearson Education.
 HARMER, Jeremy (2012). Essential Teacher Knowledge. Pearson Education.
 MOLINSKY, Steven (2003). Side by side 1: Communication Games & Activity Masters. Longman.
 TABOR, Carol (2010). English Result Elementary Photocopiable Resource book. Oxford University Press.
  Teacher´s book. English 1 – Grupo Editorial Norma.
 American Headway Starter Teacher’s Book, OUP, editorial Manager: Nancy Leonhardt, 2009, Printed in China.
 Essential Grammar in Use, Editorial Cambridge, second edition 2003, printed in Great Britain by Bemrose Booth, Derby.
 Oxford Practice Grammar Basic, fifth edition 2010, printed in China.
 Oxford Practice Grammar Intermediate, fifth edition 2010, printed in China.
 Oxford Practice Grammar Advanced, fifth edition 2010, printed in China.
 Oxford Dictionary advanced, 3rd edition 2006, Managing Editor; Kate woodford.
 Cambridge’s Dictionary 2nd edition, 2004, Managing Editor; Elizabeth Walter

VII. WEBSITES:

 Adele’s Corner www.adelescorner.org

 British Council – Teaching English https://www.teachingenglish.org.uk/teaching-teens/resources
 Busy Teacher http://busyteacher.org/
 ESL Video www.eslvideo.com
 ISL Collective https://en.islcollective.com
 MES English http://www.mes-english.com/
 One Stop English http://www.onestopenglish.com/
 Pearson Longman www.pearsonlongman.com
 YouTube www.youtube.com

EDGAR JOSELITO VILLEGAS MEGO JIM DARWIN GUIMAC ZUMAETA

SCHOOL DIRECTOR ENGLISH TEACHER