"Year of the Productive Diversification and Strengthening Education

CURRICULUM PROGRAMMING AND ANNUAL WORKPLAN 2015

SCHOOL

I.E. LA ALBORADA FRANCESA

UGEL

04-COMAS

AREA

ENGLISH AS A FORAINGLANGUAGE

GRADES

FIRST, SECOND, THIRD, FOURTH, FIFHT

ROOMS

18 SECCIONES

SHIFT
(afternoons)
HOURS
TEACHERS NAME
(Link teacher)

:
:

FIRST (mornings) AND SECOND SHIFTH

2 HOURS PER WEEK

:

MRS. MARIA ELENA ROJAS SANCHEZ

_______________________________________

CURRICULUM PROGRAMMING AND ANNUAL WORKPLAN 2015

1. DATA:
SCHOOL
UGEL
AREA
GRADES
ROOMS
SHIFT
HOURS
TEACHERS NAME

:
;
:
:

:
I.E. LA ALBORADA FRANCESA
04-COMAS
ENGLISH AS A FORAINGLANGUAGE
:
FIRST, SECOND AND FIFHT
:
18 SECCIONES
MORNINGS (1) AFTERNOONS (2)
:
2 HOURS PER WEEK
MRS. MARIA ELENA ROJAS SANCHEZ (Link teacher)

2. PRESENTATION:
Language defines human beings, and its one of the most important social ability we have. By language we can:*
Communicate and interact with others
Reflect about our behaviors and other ones,
Acquire and transmit good knowledge
Apprehend and transmit our world
Construct our identities.
There are many languages and many local varieties and uses in our country, but Spanish became in the most spoken language in South America,
and in Peru.
If we understand our complex social and linguistic context we can assume:
We cant believe any high school student in monolingual they have the same language level.
There are differences may be used to discriminate or abuse against who dont speak as we do. (Something we cant accept as neither
normal nor correct).
We can use English as a vehicle to teach about tolerance and respect to promote integration and fraternity, not only in class so in our
school community.
On the other hand, since the 50`s, English has had a privileged position around the world, so it is used for business, and commercial
relationships; not education and science.
Now days, speaking English is a must, so its a curricular area in our educational system.
Finally, its important our students develop the necessary abilities and capabilities for gradually acquiring of English for speaking, reading and
writing to any purpose in its standard use. To do that, English teachers have to consider students social characteristics, interest and previous
knowledge. Only the, teachers will exchange them to build their own knowledge.
GENERAL PURPOSES OF THE CURRICULAR AREA:
Implies developing oral comprehension (listening); oral expression (speaking) text comprehension (reading) and text production (writing).
By nature, its transversality permits to go across the curriculum and presents topics from other areas. So, its important to use English to
reinforce student English knowledge by continue personal construction by exposing by continue personal construction by exposing them
to the language in the most natural way.

 Developing in our students values to promote tolerance and respect about others ideas, believes, or culture differences.
PURPOSES OF VI CYCLE: 1st 2nd GRADES:
Developing basic communicative in English for social and practice purposes in everyday situations.
Acquiring of grammar and lexical standard uses to express about different topics by using language in a natural way
PURPOSES OF VIII CYCLE;. 3rd, 4th, 5th Grades:
Expressing and understanding of ideas, emotions, feelings by using language spontaneously.
Producing different text considering grammar structures cohesion, coherence and accuracy about many different topics of their interest
according their own needs and interests.
* Taken from Rutas del aprendizaje

3. LEARNING UNITS:

FIRST GRADE
CALENDAR
UNIT

TITLLE

HOURS
I

II

III

IV

x
I

WELCOME TO SCHOOL

II

DESCRIBING PEOPLE, PLACES AND HOME

III

DAILY ACTIVITIES

IV

DESCRIBING CURRENT ACTIONS

x
x

SECOND GRADE
CALENDAR
UNIT

TITLLE

HOURS
I
x

ASKING AND GIVING PERSONAL INFORMATION

II

ROUTINES AND EVERYDAY ACTIVITIES

III

TALKING ABOUT PRESENT AND PAST EVENTS

IV

FUTURE PLANS AND INTENTIONS

II

III

IV

THIRD GRADE

x
x

CALENDAR
UNIT

TITLLE

MY FAMILY, CLOTHES AND SHOPPING

I
II
III
IV

REMEMBERING THE PAST, ONGOING EVENTS

AROUND THE WORLD, ALL ABOUT TELEVISION
HABITS AND ROUTINES, HOBBIES AND SPORTS

HOURS
I
x

II

III

IV

8
x
8
8

FOURTH GRADE
CALENDAR
UNIT

TITLLE

HEALTHN AND FIRST AID, SHOPPING

I
II
III
IV

LEISURE AND ENTERTAINMENT, PERSONAL EXPERIENCES

SURVIVAL, ALL ABOUT SCIENCE
LIFE AND CAREER, HEALTH AND FITNESS

HOURS
I
x

II

III

IV

8
x
8
8

FIFTH GRADE
CALENDAR
UNIT

TITLLE

HOURS
I
x

PRESENT AND PAST ACTIVITIES

II

EXPRESSING ABOUT PAST HABITS

III

TALKING ABOUT UNREAL SITUATIONS

IV

DESCRIBING PROCESSES

II

III

IV

4. METHODOLOGY:

x
x

Learning strategies are aimed at the three knowledge: conceptual, procedural, and attitudinal and these include the Professor teaching and
learning strategies to students
METHOD:

T.P.R (TOTAL PSYSICAL RESPONSE)

FUNCTIONAL ECLEPTICAL AND PROJECTS

Techniques:

GAMES
ROLE PLAYS
SPEECH
DIALOGUES
DRILLS

5. RECOURSE:
Human recourse

English teachers, the link teacher, specialist of the innovation room.

Equipment & Materials:

Classroom innovation, recorder, CDs, videos, lexical card, Flash cards, wallpapers, markers, other materials.

Organizational: Regulation internal and manual functions, planning documents, teams of coordination
between teachers in the area and representatives of the students.

6. GUIDELINES FOR ASSESSMENT (evaluation) :

Types

Criteria
: Will take into account the basic oral and written communication skills, focusing on expected learning outcomes in the:
comprehension and production of texts.

: Diagnostic, formative or process in permanent form of exit

1.

BIBLIOGRAPHY:
TEACHERS:
1.

GRAVES, Kathleen and others

EAST WEST (BASIC AND 1)

Oxford University Press Teachers guide

2.

HUTCHINSON, Tom

PROYECT ENGLISH 1 Y 2
Oxford University Press

3.

SEIDI, Jennifer

GRAMMAR ONE
Oxford University Press

4.

PATERSON, Ken

GRAMMAR SPECTRUM
Oxford University Press

5.

WARD, Ann and mother

6.

PRENTICE HALL

BASIC ENGLISH GRAMMAR

Prentice Hall

7.

RICHARDS, Jack

ENGLISH FOR INTERNATIONAL COMMUNICATION

Cambridge University Press

8. NUTESA
9.

NUTESA

10. OXFORD

OPEN HOUSE 1, 2
Oxford University Press (methodological guidances)

CLICK ON 1, 2, 3 Nutesa
ACCESS 1, 2, 3
Longman/Pearson SB WB Teacher guide / CDs
GRAMMAR DICTACTION, VOCABULARY, GRADUADED READERS
Methodology guides for teachers

11. OXFORD

ENGAGE 1, 2, 3
SB WB - Teacher guide / CDs

12. ROJAS SANCHEZ, Mara E. y otros

APPROACHES 1,2,3,4
Univ. Inca Garcilaso de la Vega Programa de Educacin a Distancia

13. ROJAS SANCHEZ, Mara y SOTO LINARES, Lilia

MY ENGLISH WORLD 1,2,3,4,5

Edicin especial preparada para la I.E. Alborada Francesa

STUDENTS:
SPANISH - ENGLISH DICTIONARY
OFFICIAL STUDENT BOOK