2012 - 2013

ENGLISH CURRICULAR PROGRAM1. - INFORMATIVE DATA

INSTITUTION:MilitaryAcademy “Miguel Iturralde” N. 2 Tumbaco.

LOCATION:

PROVINCE: Pichincha

CANTON: Quito

PARISH: Tumbaco

ADDRESS: KM 17 Vía Interoceánica - Boyacá Sector LaMorita

TIME: Morning

TEACHER: Lcda. MarianelaCanencia

SCHOOL YEAR: 2012- 2013

CLASS: 8th High School A.1.1

PRINCIPAL’S NAME: Msc.Sara Muñoz

ENGLISH AREA COORDINATOR: Lcda. Pamela Erazo

Lcdo. Gerardo Revelo

2. STIMATED TIME FOR WORKING

8th LEVEL A.1.1

3. LEVELS OF PROFICIENCY AND THEIR APPLICATIOON PER SCHOOL YEAR.

To show articulation and progression, the specific objectives for listening and speaking have been formulated by taking into

consideration the three main domains of interest for the target group (i.e. personal, educational, and public) (Trim, 2009).

4. CURRICULUM EXIT PROFILE (LEVEL B1)

200 Work days: 40 weeks

Weeks for evaluations and unforeseen events

3 weeks x 6 = 18 periods

Availableweeks: 37weeks

WEEKLY PERIODS 6 periods 6 x 37 = 222 PERIODS

LEVELS OF PROFICIENCY: BRANCHING APPROACH

BASIC USER INDEPENDENT USER

A1

A1.2 A2.2A2.1

A2 B1

A1.1 B1.2B1.1

Regarding the linguistic component of communicative competence, high-school graduates at the B1 level will be able to:

1. Have a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision, and express thoughts on abstract or cultural topics such as music and films; and 2. Have enough language to get by with sufficient vocabulary to express themselves with some 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, high school 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: 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.

5.curricular exit profile (level b1)

Regarding the linguistic component of communicative competence, high-school graduates at the B1 level will be able to:

1.Have a sufficient range of language to describe unpredictable situations, explain the main points in an idea or problem with reasonable precision, and express thoughts onabstract or cultural topics such as music and films; and

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 repetitionand 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 register2. 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 fluentlyand 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: 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.

6. Exit profile level a1

By the end of the 9th year EGB, students will have reached the communicative competence for A1 proficiency level (basic user) and will be able to:

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.

7. SPECIFIC OBJECTIVES PER SCHOOL YEAR (8th and 9th EGB)

To show articulation and progression, the specific objectives for listening and speaking have been formulated by taking into consideration the three main domains of interest for the target group (i.e. personal, educational, and public) (Trim, 2009).For pedagogical purposes, the first two (personal and educational) are addressed in level A1.1 because they constitute the learners’ immediate surroundings. On the other hand, the third one (public) is addressed in level A1.2 as it constitutes the learners’ extended surrounding which come afterwards. Moreover, objectives and assessment indicators for speaking production and speaking interaction have been set up. Regarding reading and writing, on the other hand, not only are the specific objectives established for students to face different text types they may encounter when they read English (Brown, 2007), but the texts are also progressively more complex to follow basic pedagogical principles in education.

PROFICIENCY LEVELA1.1: By the end of the 8th year EGB, students willbe able to:COMMUNICATIVE

COMPETENCE

LinguisticComponent 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.

SociolinguisticComponent 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 A1.1: By the end of the 8th year EGB, students willbe able to:LANGUAGE SKILLS

Listening In simple spoken texts, understand expressions, words, and sentences related to the learner’s

personal and educational background (e.g. personal information, house, daily life activities, curricular subjects, classroom equipment, classroom commands, etc.) in simple spoken texts

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 simple informational texts.

Produce slow, hesitant, planned monologues (i.e. with frequent pauses to search for

Speaking 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.

9. EDUCATIVE OBJECTIVE OF module.

According the new Curricular Program, our educative objective is UNDERSTANDING, ANALIZYING AND PRODUCING new grammatical structures through a variety of communicative tasks, and systematically recycles key language items; to interact and give information in English.

MODULE OBJECTIVES 1:

Understanding, analyzing and producing simples sentences through 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 and the verb “TO HAVE” in order to learn and practice vocabulary.

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/won´t), 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.

10. CROSS CURRICULAR Connection

General cultureValues

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.

12. CURRICULAR module PLANNING

MODULE

TITLE OF module

Lesson GRAMMAR STRUCTURES vocabulary General culture Curricular cut

1 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

2 DAY AFTER DAY

Profiles Help around the

house Fun days Culture I’d love to! Cross-Curricular

Cut

Simple present Adverbs of frequency Capital letters

Activities Likes/dislikes Appearance &

character Chores/ daily

routines Days of the week/the

time

1d Teenage life in Britain

1f Time zones of the world (science).

3 Let’s celebrate!

Special days Celebrations Festivals Culture corner Sweet sixteen Cross-Curricular

Present progressive Simple present vs. Present

progressive Present progressive (future

use)

Weather Celebrations Traditions Special days Fruit Colors

2d US Food festival-watermelon thump.

2f Warm/cold colors(art & design).

4 Characters larger than life

Superheroes Superpowers Fame Culture corner Who stars in it? Cross-Curricular

Simple past Used to Joining words

Abilities Biographies Life events

3d Legends - Excalibur

Ancient Egyptian kings(history)

cut

5 Unexplained mysteries

Dreams Mysteries Stories Culture corner Nightmares Cross-Curricular

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

4d Superstitions in the UK: Good luck – Bad luck

4f The minotaur Language arts).

6 Our planet Earth – SOS Super volcanoes Can we help? Culture corner Good Idea Cross-Curricular

Cut

Simple future (will/won’t) Conditionals type 1 & 2 Tag questions

Environment actions Wild animals Volcanoes Environment

problems

5d The bald eagle – a true survivor’s story.

Why should we recycle at home? (earth science)

13. METHODOLOGY AND TECHNIQUES

Didactic methods Techniques

Audiovisual method

Notional-functional method

Communicative method

Applying of songs, chants, poems 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

Total physical response

The silent way

Natural approach

Deductive-inductive method

Direct method

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

14. - RESOURCES

Institutional Teacher student LCD and TV DVDs Recorders Institutional

curricular planning Classrooms English labs

Teacher’s guide Flashcards Videos Reading books Charts Laptop Photocopies Worksheets

Student’s book Cds Videos Internet Dictionary Magazine Newspaper

Tools TIC Pictograms Magazines Story books

15. Evaluation

The evaluation is done in a permanent way; every student’s effort is worth during the teaching – learning process. According New Curricular Program, we’ll 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

GRADE 1, 2, 3 = 4 FORMATIVE GRADES (HOMEWORK, CLASSWORK, GROUPAL WORKS, ORAL LESSONS, salen de lastareas de aprendizajeevaluadas con evidencias.)

AND 1 SUMATIVE EVALUATION (final module assessment)

16. Essential assessment indicators per school year.

Assessment indicators for every skill are given below:

PROFICIENCY LEVEL A1.1: 8thyear EGB

Listening

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 learner’s 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.

Reading

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 texts— especially if there is visual support.

Speaking

Production Pronounce words, expressions, and statements in their personal and educational repertoire

intelligibly, phonetically differentiating distinct words so as to avoid misunderstandings. Place stress on the correct syllables of mono- and polysyllabic words and sentences in their

repertoire. Use simple phrases and sentences to describe themselves, what they do, where they live, what

they have, etc. Read aloud a short set of written instructions which are clear and simple.

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. Writing Spell personal and educational details (e.g. own name, numbers and dates, nationality, address,

age, date of birth, school, etc.).

17.BIBLIOGRAPHY

Ministerio de educación del ecuador (2010). Actualización y Fortalecimiento Curricularde la Educación General Básica. Ecuador; Quito.

Dirección Nacional del Currículo, (2006). Programa curricular de inglés por competencias. Ecuador; Quito, EDIMPRESPublishing.

Rodgers, R. (2003). Approaches and Methods in Language Teaching.USA, California; Daphne Publishing. Williams, R.(2006). Practical dictionary. Richmond Publishing. www.englishraven.com . ESL/EFL Resources www.eslstarter.com . The best for teachers on the web Virginia Evans – Jenny Doley access 2, EU, express publishing

Acuerdo No. 306-11. (2011). Quito, Ecuador: Ministerio de Educación Ecuador.

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.