Planificacion Curricular Anual 9TH.
Planificacion Curricular Anual 9TH.
Planificacion Curricular Anual 9TH.
UNE
MACHALA-EL ORO-ECUADOR
ANNUAL CURRICULUM PLAN
1. INFORMATION DATA:
AREA: SUBJECT:
Grade / course
English Language
9th
TEACHERS NAME:
TAGECT GROUP:
9th EGB
A1.2
2. LEARNING STANDARDS
Recognize expressions, words, and sentences in simple spoken texts related to the learners
personal, educational, and social background.
Follow speech which is very slow and carefully- articulated, with long pauses for them to assimilate
meaning within the personal, educational, and domains.
LEVEL : A.1.2 Reading
Understand and identify simple informational, transactional, and expository textsa single phrase
at a timepicking up familiar names, words, and basic phrases and rereading as required.
Extract the gist and key information items from simple informational, transactional, and expository
texts
Speaking Production
Produce slow, hesitant, planned dialogues (i.e. communication still depends on repetition,
Speaking Interaction
rephrasing and repair).
Interact and participate in brief informal discussions in a simple way by asking and answering
simple questions about the learners personal, educational, and social background.
Communication is dependent on repetition at a slower rate of speech, rephrasing, and repair.
Writing
Produce informational, transactional, and expository texts consisting of a sequence of simple
sentences that have more detail and show more variety in lexical range and sentence structure.
3. 0BJECTIVES
OBJETIVE OF THE YEAR
OBJETIVE OF AREA
To show articulation and progression, the specific objectives
By the end of the 9TH EGB, students will be able to
for listening and speaking have been formulated by taking into
To understand and use familiar everyday expressions and very basic phrases aimed at the
consideration the three main domains of interest for the target
satisfaction
group (i.e. personal18,
of needs of a concrete type (e.g. basic personal information, greetings, numbers and prices,
educational19, and public20) (Trim, 2009).
directions, habits, etc.);
To introduce themselves and others;
To ask and answer questions about personal details such as where they live, people they know,
and
things they have;
To interact in a simple way provided the other person/people talk(s) slowly and clearly and is/are
prepared to help;
To understand, identify, and produce very simple informational15, transactional16, and
expository17
Listening
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
To be aware of the society and culture of the community or communities in which English is
spoken.
Listening, reading,
No.
WEEKLY COURSE
LOAD
NO. OF WORKING
HOURS
LEARNING
EVALUATION AND
UNEXPECTED ISSUES
TOTAL
200
4 weeks
40 weeks =200
180
BLOCK TITLE
SKILLS WITH
DEVELOPED
Grammar:
Simple Present tense with
Adverbs of Frequency
Present Progressive tense
Vocabulary: making word
combinations to remember new
expressions
Grammar: paying attention to
PERFORMANCE
CRITERIA
TO
BE
-Diverse Customs
3.AMAZING ABILITIES
- To talk about
abilities.
-To compare peoples
attributes and abilities.
-To express opinions.
-Multiple Intelligences
-Unique People
-Outstanding People
-Its a Piece of Cake!
4.HEALTHY FOOT
-Celebrating Diversity
-Enjoying a New Culture
-Out of this World!
reactions
better
Famous Characters
World History
Inspirational Lives
Success Against All Odds!
6.UNFORGETTABLE MOMENTS
FOR STUDENTS
o Videos
o Copies
o Highlighter
o Scissors
o Sheet markers
o cardboard
o City news papers
o Flipchart
Grammar:
Simple Past tense with verb To Be
Vocabulary: using context clues to get the meaning of words
Reading:
using ones background knowledge to predict the content of a text
using a timeline to organize the sequence of events
Writing: using time-related expressions to organize events
Speaking: using sorry and
wh- questionsat the end of
sentencesto ask for repetition
Grammar:
The Simple Past tense
Regular and Irregular Verb
Vocabulary: looking for the past form of the verbs in a dictionary to
improve vocabulary
Reading: identifying referents to understand detailed information
Writing:
using also to give additional information
using so to describe a result or consequence
Listening:
using wh-questions to get the most important details of an event
paying attention to the speakers tone of voice to get more clues
about their
emotions
Speaking: using the verb to be to give more details in a
conversationProject
5.RESOURCES
Rubber
Student book
Dictionary CDs
PROPOSED METHODS
COMMUNICATIVE APPROACH
o
o
o
English lab
Videos
cardboard
6 METHOLOGY
TECHNIQUES
INSTRUMENTS
Intruding oneself
Test
role-players
Checklist
projects
Questionnaire
Game contests
Self-evaluation
Classifying
Quiz
Discussion mini debates
Glossary activities
Reading and writing stories
Intervening grammar rules
Sequencing
Group work
Doing crossword puzzle
Drawing and interpreting maps
and graphs
Play the audio and listen
Self-evaluation
Reflection
EXISTING APA 8. OBSERVATIONS
MinEduc
contenidohttps//educacin.gob.ec/uploads/downloads
2014.09.01 National Curriculum Guidelines EFL. Agouto del
2014 PDF
ELABORATED BY
REVISED BY
APPROVED BY
Teachers name:
Lic. Luzmila Loja Orosco
Area director
Lic. Luzmila Loja Orosco
Headmaster
Prof. Isabel Sandoval
SIGNATURE
SIGNATURE
SIGNATURE
DATE:
01/05/2015
DATE:
01/05/2015
DATE:
01/05/2015
DINCU- Coordinacion de Lengua Extranjera 2015 (ACUERDO MINISTERIAL Nro. MINEDUC-ME-2015-00168-A de 01-12-2015)