Annual Plan 8th

SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S
DIRECCIN NACIONAL DE CURRCULO
ACADEMIC YEAR:
2017 - 2018
ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Foreign language Subject : English
Teachers Name
Target Group: 8th EGB Level: A1.1.
2. TIME
Weekly working Number of Learning evaluation and unexpected Total class weeks Total periods
hours weeks issues
6 40 4 weeks 36 180
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
By the end of the 8th year EGB, students will have reached the 3.1 Communicative Competence
communicative competence for A1 proficiency level (basic Linguistic competence
user) and will be able to: Have a very basic repertoire of words and phrases related to
their personal and educational background.
ask and answer questions about personal details Have limited control over a few simple grammatical structures
such as where they live, people they know, and and sentence patterns in a learned repertoire, which relates to
things they have; their personal and educational background.
interact in a simple way provided the other
person/people talk(s) slowly and clearly and is/are
prepared to help;
Educamos para tener Patria

Av. Amazonas N34-451 y Av. Atahualpa, PBX (593-2) 3961322, 3961508
Quito-Ecuador www.educacion.gob.ec
Sociolinguistic Component
understand, identify, and produce very simple Use basic expressions to impart and elicit factual information
informational transactional, and expository texts as well as
(e.g. signs, personal letters, short biographies, etc.) socialize (e.g. greetings, addressing forms, introducing
that have some detail and show some variety in oneself and others, and saying good-bye, etc.).
sentence structure and a range of vocabulary; and
Pragmatic Component
be aware of the society and culture of the Link words or groups of words with very basic linear
community or communities in which English is connectors like and or or.
spoken.
3.2 LANGUAGE SKILLS OBJECTIVES
Listening
In simple spoken texts, understand expressions, words, and
sentences related to the learners personal and educational
background (e.g. personal information, house, daily life
activities, curricular subjects, classroom equipment,
classroom commands, etc.).
Follow speech which is very slow and carefully articulated,
with long pauses for them to assimilate meaning within the
personal and educational domains.
Reading
Understand and identify very simple informational texts (e.g.
labels, messages, postcards, catalogs, etc.) a single phrase
at a time, picking up familiar names, words, and basic
phrases and rereading as required.

Extract the gist and key information items from very simple
informational texts.
Speaking
Produce slow, hesitant, planned monologues (i.e. with frequent
pauses to search for expressions, backtracking, errors, etc.)
Interact in a simple way by asking and answering simple
questions about the learners personal and educational
background. Communication is highly dependent on repetition
at a slower rate of speech, rephrasing, and repair.
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.
4. TRANSVERSAL AXES: Culture, democracy and citizenship, environment protection, health

care, recreate habits, and sexual education.
5. DEVELOPMENT OF PLANNING UNITS.

N. Name of the unit Specific Contents Methodology orientation Evaluation Time in
objectives of the weeks
planning unit
0. WHAT IS YOUR To greet Parts of Vocabulary: Individual work 7
NAME? formally and speech The alphabet Group work
informally. Verbs and Numbers 0-100 Oral and written

To ask and nouns Colors tests

answer personal Subject Instructions
information pronouns Days, month and years
questions. Can
To introduce Listening: Understanding
someone. instructions
1. WHAT IS FAMILY To describe Demonstrativ Vocabulary: Individual work 6

peoples es Family relationships Group work
physical Possessive Aunt, brother, cousin, daughter, Oral and written
appearance. adjectives father (dad), grandfather tests
To ask and Possessives (grandpa), grandmother
answer Verb to be (grandma), grandparent, mother
questions about (mon), nephew, niece, parent,
physical sister, son, uncle.
description.
Reading: Thinking about what
you know.
Writing: Making a poster
2. How do you learn To ask and Indefinite Vocabulary: Individual work 6

answer articles Group work
questions about Verb have School Places Oral and written
schedules. Preposition of Art room, auditorium, bathroom, tests
To ask for and place: under, cafeteria, classroom, computer
give dates. in, lab, gymnasium, (gym), laboratory
To ask for and next to, on (lab), library, music room
give the time.

School subjects
Chemestry, geography, math,
(mathematics), technology, P.E.
(physical education/gym class),
physics, history, science, biology
Listening: Thinking about the

topic
Writing: Making a class schedule
3. WHERE ARE YOU To express Verb be Vocabulary: looking at the Individual work 6
FROM? what people are ending of words to identify if they Group work
doing at the Can are singular or plural. Oral and written
moment of Grammar: writing the color tests
speaking. before the noun you are
To describe Describing.
what people are Reading: paying attention to the
wearing. categories to classify the
information
Writing: using so to talk about
the result or consequence of an
action.
Listening: creating mental
images to identify activities.
Speaking: using pictures to make
descriptions
5. AMAZING PLACES To identify Places in the Vocabulary: using your Individual work 6
places in the City knowledge to associate Group work

city. Tourist Places professions and places. Oral and written

To ask for and City Maps Reading: paying attention to the tests
give information words before or after to infer the
about location. meaning of unfamiliar words.
To give and Writing: using but to contrast
follow ideas.
instructions to Speaking: using new language in
get to a place. authentic situations.
6. DAILY ROUTINES To talk about Routines Vocabulary: Individual work 5
routines and Lifestyles associating new language with Group work
lifestyles. Famous familiar words to remember Oral and written
People vocabulary. tests
analyzing the parts of words to
guess their meaning.
Reading: identifying context
clues to organize a text.
Writing: using First, Then, After
and Finally to connect and give
order to your ideas.
Speaking: using What about you?
to ask about peoples activities.
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
Muz, O. J. (2015). TEACHERS BOOK - LEVEL 1. Quito: Norma. It will use the English Book 1, the which is
Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educacin del Ecuador - directed to 8th EGB.
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: NAME: NAME:

Signature: Signature: Signature:
Date: Monday, June 6th 2016 Date: Date:


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SUBSECRETARA DE FUNDAMENTOS EDUCATIV0S

DIRECCIN NACIONAL DE CURRCULO

ANNUAL PLAN CURRICULUM

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

4. TRANSVERSAL AXES: Culture, democracy and citizenship, environment protection, health

5. DEVELOPMENT OF PLANNING UNITS.

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

To ask and nouns Colors tests

1. WHAT IS FAMILY To describe Demonstrativ Vocabulary: Individual work 6

Writing: Making a poster

2. How do you learn To ask and Indefinite Vocabulary: Individual work 6

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Listening: Thinking about the

Writing: Making a class schedule

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

city. Tourist Places professions and places. Oral and written

Educamos para tener Patria

DIRECCIN NACIONAL DE CURRCULO

Signature: Signature: Signature:

Date: Monday, June 6th 2016 Date: Date:

Educamos para tener Patria

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