1.

ANNUAL PLAN

TEACHER: Lic. Andrea Sanchez

SCHOOL YEAR: 2019-2020
LEVEL: Initial 1 (0-2 años) Nursery
2. INDEX

1. Cover

2. Index

3. Informative Data

4. Teacher’s profile

5. Professional purposes

6. Goal profile per level

7. Year objectives

8. Axis

9. Rules of the class

10. Mission and Vision

11. Units and experiences

12. Methodology

13. Assessment

14. Resources

15. Curricular Units

16. References
 3. Informative data:

Institution Gutenberg Kindergarten

Province Pichincha
Canton Rumiñahui
Regime Highland
Target group Initial 1 (0-2 años)
Class: A
Schedule: Morning
Area Foreign Language: English
School year 2019 – 2020
Teacher: Lic. Andrea Sanchez
Date: September, 2019

4. Teacher´s profile:
The profile required for this level demands a high experience in teaching children who start
learning their native language, so the teacher must be creative, patient and proactive, having
the purpose to innovate constantly in the process of learning a foreign language.

5. Professional purposes:
The main professional purpose for a teacher in this level involves a great responsibility in
taking care of the children during the English learning process because of the age, they really
need all the teacher`s attention and special care in order to get familiar with the foreign
language.

6. Goal profile per level:

At the end of this level students will be able to recognize the vocabulary learnt during the
scholar year and express basic commands, greetings and emotions in English. They are
involved in the process of learning English as a second language.
 7. Year objectives:
-Responds to commands
-Sings rhymes and chants
-Identifies, points and names to familiar images
-Uses the vocabulary already learnt
-Understands basic language
-Responds to greetings and basic questions.

LEARNING STANDARS

CEFR LEVEL A1
INITIAL EDUCATION 1 (0-2 years)

LEARNING STANDARDS: English language learners communicate for social,

intercultural, and instructional purposes within the school setting.
DOMAINS
A.-Listening: Understand and use familiar everyday expressions and phrases aimed at the
satisfaction of needs of a concrete type (basic personal information, greetings and habits)
B.- Speaking: Produce short phrases and requests.

COMMUNICATIVE COMPETENCE OBJECTIVES CEFR A1

LINGUISTIC SOCIOLINGUISTIC PHONOLOGICAL

COMPETENCE COMPETENCE COMPETENCE
-Hold a simple stock of -Use simple everyday forms -Pronunciation of a very
isolated words related to to establish basic social limited repertoire of learnt
particular concrete contact (greetings) words that can be
situations in the school understood with continuous
setting and in their personal repair.
background. .

-Have some elementary

phrases about needs like go
to the bathroom.
LANGUAGE SKILLS OBJECTIVES CEFR A1

LISTENING SPEAKING

 Identify the relationship between the  PRODUCTION

sound and pictures or images of English Try to pronounce words, in their personal
words within their lexical range. and educational repertoire intelligibly.

 Distinguish phonemically distinct words  INTERACTION

related to the learners’ personal and React to greetings with mimics.
educational background (e.g boy, girl,
teacher, table, door, window, scissors, etc.) Answer simple questions like; Are you
happy or sad?, what color?, etc.
 Understand instructions addressed to them
carefully and slowly.
Understand speech that is clear, standard, and
delivered slowly and intentionally.

8. Axis:

 AXIS INTEGRATED CURRICULUM:

To provide students an opportunity to learn a foreign language, thorough
innovative strategies in order to contribute to their integral training.
 LEARNING AXIS:
To develop the listening and speaking skills in a natural way, with the main purpose to
comprehend a second language.
 CROSS CURRICULAR AXIS: Interculturality and pluriationality: Interculturality
and plurinational guarantee system actor´s knowledge, recognition, respect, appreciation,
recreation of different nationalities, cultures and peoples that make up Ecuador and the
world, as well as their ancestral knowledge, advocating unity in diversity, promoting
intercultural and intercultural dialogue, and tending to the valuation of the forms and uses
of different cultures that are in line with human rights.

 INSTITUTIONAL AXIS:

1. September RESPECT.-Teach and give education with

no distinction of genre, social condition or
religious.
2. October PUNCTUALITY: The characteristic of
being able to complete a required task or
fulfill an obligation before or at a previously
designated time.
3. November RESPONSIBILITY: Live based on our
duties, rights and goals in order to reach a
better future.
4. December SOLIDARITY: It refers to the ties in a
society that bind people together as one.
5. January SHARE: part of a whole, esp. given to a
member of a group.
6. February FRIENDSHIP: It is a relationship of
mutual affection between two or more
people. friendship is a stronger form
of interpersonal bond than an association.
7. March GRATITUDE: the quality or feeling of
being grateful.
 8. April HONESTY: Be fair in order to guarantee
different actions according to our ideas.
9. May WORK.- The importance of something that
has been produced or accomplished through
the effort, activity, or agency of a person or
thing:
10. June FAITH: The obligation of loyalty or
fidelity to a person, promise, engagement,
etc.

9. RULES OF THE CLASS

The children should work with routines like:

 Always say please and thank you
 Speak English
 Sit down properly
 Listen to the teacher
 Be quiet
 Make a train
 Share with friends

10. MISSION VISION

MISIÓN
Somos una institución educativa particular con Educación Inicial; enfocada en estándares de
calidad nacional e internacional.
Nos distinguimos por brindar una enseñanza integral a niños y niñas, basada en valores
emblemáticos que promuevan el cuidado y respeto al medio ambiente.
Brindamos un seguimiento personalizado e inclusivo en un entorno de calidad y calidez.
Contamos con el apoyo de padres de familia colaboradores y profesionales calificados en
constante innovación y mejora continua, garantizando educandos fortalecidos en el Ser,
Saber, Hacer, y Tener para enfrentarse con su entorno y en sí con el mundo.
VISIÓN
Llegar a ser una institución educativa binacional líder en el Ecuador, reconocida a nivel
internacional, con un currículo que estimule el desarrollo intelectual y el equilibrio emocional
de la comunidad educativa incluyente, cuyos logros se reflejan en una sólida formación
académica y sobre todo humana en la que se fortalezca los valores, el cuidado y protección
de la naturaleza con la cual aporten a su entorno y en sí al mundo con sentido de liderazgo y
búsqueda de la excelencia.
 11. UNITS

UNIT NAME LEARNING WEEKS DAYS INITIAL END

EXPERIENCE DATE DATE

UNIT 1 A new 6 30 September October

I can play at school experience at 23rd /2019 31st/2019
and discover my the playgroup.
body
- My School
- My Body

UNIT 2 I have fun and 6 (7) 30 November December

My toys and yummy enjoy yummy Christmas 05th/2019 20th/2019
food food. Program
-My toys
- Food
UNIT 3 Let´s meet the 6 (7) 30 January February
I love to finger family. First term 2nd/2020 14th/2020
communicate with evaluation
my family
-My family
-Means of
communication
UNIT 4 Exploring 6 30 February April
I love nature and nature at the 26th/2020 10th /2020
animals kindergarten.
-Nature
-Pets
UNIT 5 The wheels on 6 30 April May
My town and the bus go round 13th/2020 22nd/2020
transportation and round.
-My Community
helpers
-Transportation
UNIT 6 Exploring outer 6 (7) 25 May Jul
My clothes and the space. Second term 26th/2020 y
rd
universe evaluation 03 /2020
-My clothes
-The universe
 12. METHODOLOGY

The teaching and learning process should be spontaneous, active, participative and
communicative. English learning process is based on learning experiences and playful
activities; factors, which permit students, use the learnt grammar structures and vocabulary
in a natural way, so that the children develop their listening and speaking skills, by promoting
the multiple intelligences.
According to the school perspective, based on the socio constructivist and humanist learning
theory, the school develops a program where children are the cornerstone of the whole
teaching and learning process, they create their own knowledge, strengthen experimentation,
creativity and socialization.
The school has the AMCO technological program, as a tool and complement to contribute to
the children learning process, which makes easier to introduce a second language by applying
useful and entertaining tools in the educational task.

Teachers use several English teaching methods applied to Initial Education, such as:

 3 Ps or PPP Presentation, Practice and Production Method

The PPP method could be characterized as a common-sense approach to teaching as it

consists of 3 stages.
a) The first stage is the presentation of an aspect of language in a context that
students are familiar with. Student is the listener. The teacher speaks up to 75%
of the time, as they are presenting information. The teacher focuses on accuracy
when correcting students at this stage.The teacher asks concept check questions
to see if students have understood.

This stage usually consists of two steps: an introductory activity such as a warm-
up or a lead-in, which is an activity, intended to raise students’ interest in the
topic; and an introduction of the target language. Here the teacher gives
explanation on the grammar and vocabulary of the topic to be covered.
 b) The second stage is practice, where students will be given an activity that gives
them plenty of opportunities to practice the new aspect of language and become
familiar with it whilst receiving limited and appropriate assistance from the
teacher. Students speak up to 60% of the time, teacher up to 40%. The teacher
uses activities to practice the new language orally and in written format. The
teacher models and corrects when mistakes occur. The teacher encourages lots of
pair work and group work during this stage.

The focus is on form. The teacher provides opportunities for students to practice
the learnt items in a controlled way. This is a chance for the students to use what
they have learnt without making mistakes. The students are monitored and all
mistakes are corrected. A common controlled activity can be in the form of an
oral exercise, targeted at individual students, or in the form of worksheets.

c) The final stage is production where the students will use the language in context,
in an activity set up by the teacher who will be giving minimal assistance.
Students speak up to 90% of the time, teacher up to 10%. Students use the
language in a natural, everyday context, through a practical task within minimal
input from the teacher. The teacher monitors but does not correct until the end.
Focus is now on fluency and rather than accuracy.

Focuses on fluency and provides students with an opportunity to personalize the

language learnt by doing less controlled tasks, that is, by using their own ideas.
In this stage the students start to produce language more freely. For example, they
might be given role play situations to devise and act out.

 Total Physical Response (TPR)

Total Physical Response (TPR) was systematized as a language teaching method by

American psychologist James Asher in the 1970s. It is rooted in the belief that when
action is combined with language, learning is boosted. TPR is a comprehension approach,
stressing the importance of input in the initial phase and modelled on the stress-free way
that children learn their mother tongue. By listening to the target language and converting
it to action, speaking will eventually manifest spontaneously. Motor activity encourages
right-brain learning and long-term storage (similar to learning to ride a bicycle).

Typical features of a TPR lesson:

 Target language
 Teacher-centred
 Low-stress environment
 Motor activity elicited by spoken commands
 No requirement for any learner to speak until ready
 Commands (spoken and initially demonstrated by teacher) elicit physical
response (stand up, pick up the book, close your eyes)
 Commands later given by learners to teacher and others
 Inductive learning of grammar (no explicit grammar teaching)
 Extended "action sequences" created later
 More advanced vocab and grammar structures possible: If somebody just knocked
at the door, stand up.

 The Audiolingual Method or audiolingualism

The Audiolingual Method (ALM) gained attention in the 1950s, largely in the USA
where it was rooted in the military's need during World War II to train large volumes of
personnel in disparate languages. Although it claimed to have turned language teaching
from an art to a science, it shared several aspects with the Direct Method. Both were a
reaction to the perceived failures of the Grammar-Translation Method. Both ban the use
of mother tongue, and both prioritize listening and speaking skills over reading and
writing. ALM is nevertheless different in several ways. It drew on early-20th century
beliefs of 1) behaviorism that anything could be learned through conditioning; and 2)
structuralism and structural linguistics that emphasized grammatical structure. In ALM,
grammar is prioritized over vocabulary, and accuracy over fluency, giving learners few
 opportunities to produce errors which are seen as potentially "contagious". Ultimately,
the learner will speak "automatically".

Typical features of an Audiolingual Method lesson:

 Target language/some mother tonue
 Teacher-centred
 Mechanical habit-formation activities with little opportunity for ("bad habit"-
causing) mistakes
 Immediate reinforcement of correct responses
 Presentation of new structural patterns and vocabulary through oral repetition and
memorization of scripted dialogues
 Oral pattern-drills of key structures from dialogues (repetition drills, chain drills,
substitution drills...)
 Inductive learning of grammar rules based on dialogues (ie no explicit grammar
teaching)
 Use of tapes, visual aids and ultimately language labs
 Reading and written work based on earlier oral work, sometimes given as
homework

 Suggestopedia

Suggestopedia is a language teaching method originated in the 1970s by Bulgarian

psychologist Georgi Lozanov. The name combines the terms "suggestion" and "pedagogy",
the main idea being that accelerated learning can take place when accompanied by de-
suggestion of psychological barriers and positive suggestion. To this end lessons take place
against a background of soothing music in an emotionally comforting environment, with the
teacher actively planting and unplanting thoughts in and from the learners' minds.

Typical features of a Suggestopedia lesson:

 Target language/mother tongue

 Teacher-centred
  Bright, cheerful classrooms with comfortable chairs

 Soothing background music

 Positive suggestion and negative "de-suggestion" by teacher

 New identities for learners with TL names and new occupations

 Printed TL dialogues with MT translation, vocabulary and grammar notes

 Reading of dialogues by teacher, rhythm and intonation matched to music

 Reading of dialogues by learners just before sleeping and on rising (homework)

 Classroom activities based on dialogues, including Q&A, games and song

13. ASSESSMENT

TIMES OF EVALUATION

Initial evaluation/Diagnostic
The initial evaluation is necessary to get to know the students’ interest, experiences and
previous knowledge in order to contribute with the new cycle of teaching and learning
processes and methodologies.

Constant evaluation/Progressive evaluation

This type of evaluation is carried out during all the learning process, which means it is
continuous and permanent and allows teachers to obtain clear information about the students’
advance, achievements, attitudes and different rates of development and learning.
Additionally, this progressive evaluation is helpful to detect any trouble in the learning
process which will guide the teacher to redesign her/his planning proposals in order to
overcome these difficulties.
It is very important to mention that evaluation techniques and instruments must be applied
during this stage of testing.
Final evaluation
This evaluation, which should be administered at the end of every quimester, also allows
teachers to gather systematic information about the children’s advances during the target
period. It is also a very useful tool to verify the achievement and development of specific
skills.
The main objective of this evaluation is to inform the parents about the children’s learning
process and state. In addition, it provides instructions and suggestions which will support not
only the teaching-learning process but also the kid’s general wellbeing and growth.
(Ministerio de Educación Del Ecuador, 2014)

TECHNIQUES AND INSTRUMENTS

TECHNIQUE TYPE INSTRUMENT

 Observation Participative Checklist
Non participative Criteria
Portfolio
Questionnaire

14. RESOURCES

 Teacher’s big book

 Cd player
 Cds
 Computer lab
 Classroom materials
 Videos
 Flashcards
 Worksheets
 Ipad
 Posters
 Puppets
 Toys
 Concrete material
 15. CURRICULAR UNITS

OBJECTIVE SKILL CONTENTS

UNIT 1: -Getting familiar with the - My school
To recognize the school and people who work at school -Body
identify the body. and some school objects.
UNIT 2
-My toys
- Recognizing toys in the
- Food
To identify some toys to
classroom.
play and recognize food.
-Distinguishing food they
consume everyday

UNIT 3 - Recognizing the members -My family

To identify family members of the family. -Means of communication
and communication. -Identifying basic means of
communication

-Counting form one to three.

UNIT 4 -Identifying pets and insects -Nature

To recognize some pets and in the playground -Pets
respect nature.

UNIT 5 -Identifying some basic -Transportation

To get familiar with means of transportation and -Community helpers
transportation and the community helpers.
community around -Counting from 1 to 5
 UNIT 6
To identify clothes that the -Identifying some basic -My clothes
kids wear every day and items of clothes. -The universe
discover the universe. -Recognize the sun, stars
and moon.
-Counting from 1 to 10

16. REFERENCES
Amco International Education Services. Gear Up. Teachers Guide. Level 3. Book. México.
Common European framework of reference for languages. (2003). Learning, teaching
assessment. Cambridge: Cambridge University Press.
DSS International Language Services Co., Ltd. (2005-2019). PPP TEFL Teaching
Methodology. Recuperado de: https://seetefl.com/ppp-tefl-teaching-methodology/
Google Sites. The Gift of Learning to Teach. PPP Method. Recuperado de:
https://sites.google.com/site/teachingtoteenangers/II--methods-in-elt/ppp-method
Ministerio de Educación del Ecuador. (2012 ). National Curriculum Guidelines .Quito.
Ministerio de Educación del Ecuador. (2012). Classroom Assessment Sugestions. Quito.
The world´s premier independent network for TEFL teachers (1998 – 2019). Language
Teaching Methods. Recuperado de: https://www.tefl.net/methods/audiolingual.htm

_________________ ______________________
DONE: CHECKED:
Lic. Andrea Sánchez MSc. Alexandra Silva