AIMING AT DEVELOPING VALUABLE NATIONAL CHANGE IN ENGLISH

Subsecretaria de FundamentosEducativos
Proyecto de Ingles Advance
ANNUAL TEACHING PLAN
1. General Information
School/ high school: School year:
Area/ Subject: Target group:
Teacher: Date:
2. OBJECTIVES
2.1.COMMUNICATIVE COMPETENCE OBJECTIVES
Linguistic Components Sociolinguistic Components Pragmatic
Components
Lineamientos

2.1. LANGUAGE SKILL OBJECTIVES: by the end of the year students will be able to:
Listening Reading Speaking Writing

3.CONTENTS
Time frame Themes function Grammar Vocabulary Specifications

4. METODOLOGICAL STRATEGIES
Listening Reading Speaking Writing

5. RESOURCES
6. EVALUATION
Listening Reading Speaking Speaking



English teacher English Department/ Area Coordinator School Headmaster







AIMING AT DEVELOPING VALUABLE NATIONAL CHANGE IN ENGLISH
Subsecretaria de FundamentosEducativos
Proyecto de Ingles Advance
ANNUAL TEACHING PLAN
1. General Information
Colegio de Bachillerato Fiscomisional Sagrado Corazn School year: 2013-2014
Area: Foreign Language Target group: first of Bachillerato
Subject: English Shift: Morning and Afternoon

Teacher: Date: May
2. OBJECTIVES:
*To ensure high-school graduates reach a minimum B18 language proficiency level according to the CEFR, and
*To build up learners communicative language competence9 in its linguistic10, sociolinguistic11,and pragmatic12 components through the
development of the four language skills: listening, speaking, reading, and writing.

2.1.COMMUNICATIVE COMPETENCE OBJECTIVES
Linguistic Components Sociolinguistic Components Pragmatic
Components

*Have a repertoire of basic language which
enables them to deal with everyday situations
with predictable content in the public and
vocational domaincomplementary to the
personal and educational background with which
they are already familiar though they will
generally have to compromise the message and
search for words.

*Use simple basic sentence patterns and
communicate with formulaic phrases and groups
of few words about themselves and other people,
what they do, places, possessions, etc., in the
public and vocational Areas complementary to
the personal and educational background with
which they are already familiar.

*Socialize in basic yet effective terms by expressing opinions and attitudes
in a simple way.

*Expand learned and built
phrases through simple
recombinations of their elements.

.1. LANGUAGE SKILL OBJECTIVES: by the end of the year students will be able to:

understand sentences and frequently used expressions related to areas of most immediate relevance(e.g. basic personal and family information,
shopping, local geography, employment);
communicate in simple, routine tasks requiring a simple, direct exchange of information on familiar androutine matters;
describe in simple terms aspects of their background, immediate environment, and matters in areas ofimmediate need;
understand, identify, and produce longer, more detailed informational, transactional, and expository texts(e.g. traveling
forms, formal letters, biographies, etc.) as well as simple procedural28 descriptions and narratives29 (e.g.
how to instructions and first-person stories); and
be aware of some features that make their culture and the foreign culture different as well as developattitudes to cope with such dissimilarities.
Listening Reading Speaking Writing

Perceive, memorize, and note
down wordsand expressions
encountered in the publicand
vocational domains
complementary tothe personal
and educational background
withwhich they are already
familiaras well as notetheir
situational context and functional
value.
Make use of clues such as
structurally relevant
pauses, tone of voice, stress, and
intonation
to identify and understand
relevant information
in orally produced texts within the
public and
vocational domains
complementary to the
personal and educational
background they are
already familiar with.
Understand and identify longer,
more complex
transactional, expository and
informational texts
than those presented in 9th year
EGB texts as
well as simple procedural and
narrative texts
(e.g. traveling forms, recipes, short
personal
stories etc.). The texts should all
contain the
highest frequency vocabulary,
including a
proportion of shared international
vocabulary
items (e.g. television, sandwich,
football, etc.).
Use a series of phrases and sentences linked
onto a list to communicate in simple and
routine tasks within the public and vocational
domainscomplementary to the personal and
educational background with which they are
already familiar.
Handle very short social exchanges within the
public and vocational domains even though
they can usually understand enough to keep the
conversationgoing themselves.
Produce longer, more detailed,
complex
transactional, expository and
informational
texts than those presented in previous
years
and with more variety in sentence
structure and
lexical range.
Produce simple procedural and
narrative
texts with some detail and variety in
sentence structure yet may contain
some usage error.
3.CONTENTS
Time
frame
Themes Function Grammar Vocabulary
May
My Vacations/ Zone in
Listening and understanding for specific
information.
Listening for dictation.
Writing theirs ideas and opinions.
Review of grammar, topics (
present simple, past simple,
comparative, superlative).
Explanation about making
question with polite request.

Phrases to Start or Finish the
conversations.
Personal information question
phrases
June
Sports for all
Reading and answering questions.
Talking about what sport you like to do and
why.
Present and past simple
Present and past perfect.
Gerunds and infinitives
WH questions

Asking and answering
questions phrases about
sport
Sports vocabulary like:
rugby, bowling, basketball
Keep in good shape, get
together with friends, get
rid of stress

July
Stressed out
Keeping the conversation going and showing
polite interest by asking questions.
Talking about the causes of stress.
Using language to introduce a new topic into a
conversation.
Pronouns
Modal Verbs
Non-action (static) verbs


Vocabulary referring to
stress like: feel nervous,
putting on weight, work
problems, fighting in the
family.
Using language to change the subject of a
conversation.

August
The world of food / Buy
one, get one free
Talking about which countries are famous for
which foods.
Using vague language in a conversation when
there is no need to be specific.
Using a vague language in a conversation to
explain other words.
The future with be going to
affirmative, negative and
interrogative statement
Vocabulary referring to
different kind of food:
sausages, lamb, coconut,
pasta, egg plant
Septem
ber
A changing World
Talking about changes that are taking place in
society and in the world.
Present perfect progressive a
nd present perfect
New different expressions
about society changes:
separating the trash,
kissing in public, down
lowding a movie, giving up
meat and fast food.
October Virtual space Talking about changes that people get using
social networking for chatting, sending e-mail
and so on.
Gerunds : as object and
subject
New words about the
world of internet: share
files, social networking
site, online games, log on
to computer
Novem
ber
Buy one and get one
free
Creating an advertisement for new styles and
give longer answers to keep a conversation
going.
Imperative
Will for the future
New phrases about
advertising and slogans:
treat you like a king, get
away and relax,
commercials, get a free
box of chocolate
Decem
ber
Getting around town Making arrangement over the found to go to
concert with a friend
Talking about using very kind of transportation
Opening and closing, telephone conversation,
formally and informally
The simple past Vocabulary about various
kinds of transportation:
taxi, bicycle, airplane, drive
my car, catch a taxi.
January Staying home Making arrangements over the phone to go to
somewhere and open and close conversations.
Asking for help when you dont know how to
do something and learn expressions to
describe how to play games.

Necessity: have (got)to dont
have to
Must, must not, cant
New words and phrases
about entertainment at
home: listen to music,
watch movies on DVD,
turn on the computer
,change the channel
February

4. METODOLOGICAL STRATEGIES
Listening Reading Speaking Writing
My vacation
Listen to some students working together.
Sport for all
Listen to the characters talking about how
many miles they run.
Listen to people talking about sports
Stressed out
Listen to the characters talking about the
worst things that happened in theirs work.
Listen and respond about the causes of
My vacation
Read about my vacation
Sport for all
Read and complete about
sports
Read and listen a
conversation about
sports .
Stressed out
Read, listen and
My vacation
Talk about personal
information, interest and
experience
Sport for all
Ask and answer questions
about sports
Stressed out
Talk about different
topics.
My vacation
Write about your
personal information,
interest and experience
Write about the things in
common
Sport for all
Write about sports and
keeping fit
Write a dynamic hint
stress.
Listen to people introducing different topics.
The World of Food
Listen to characters talking about the famous
dish from Thailand.
Listen to couple shopping in a supermarket.
A Changing World
Listen to characters about their stories
Listen to people talk about changes in theirs
life.
Listen a man and woman having
conversation about throwing out trash.
Virtual Space
Listen to characters about music video-
sharing sites.
Listen and check about social networking
sites.
Buy One, Get One Free



pronounce about. What
advice does Gina give Liz?
Read the example and
complete giving
suggestions about the
stress.
The World of Food
Read and listen to the
conversation about the
vague words and
expressions to the
correct ideas.
Read, listen and
pronounce about the
vegetables and fruit.
A Changing World
Read about what
changes are taking place
in your society?
Read, listen and
pronounce about the
agree or disagree of
theirs looks bad.
Virtual Space
Read and complete the
conversation about social
networking sites.
Read, listen and
pronounce the
conversation about the
websites.
Buy One, Get One Free


The World of Food
Talk about the shopping
list to prepare a salad
fruit.
A Changing World
Talk about theirs
different lifes style

Virtual Space
Talk about the
information in their user
profile .
Buy One, Get One Free

about sports Stressed out
Stressed out
Write about the causes of
stress.
Write questions or
statements about the
communication strategy.
The World of Food
Write a shopping list to
prepare a dish.
A Changing World
Write your own ideas
about the lifes changes in
the society.
Write your opinion and
some reasons about lifes
style .
Virtual Space
Write about yourself using
the profile.
Buy One, Get One Free




5. RESOURCES:
Humans: Students and teachers.
Didactic: Students book, audio CD, dictionary, teachers guide and folder.
Technological: Laboratory, projector, mimio (virtual laboratory), on line dictionary and web site: www.myizonelab.com.
Material: Board, papers, markers and flash cards.
6. EVALUATION
Listening Reading Speaking Writing


*Understand
procedures for
carrying out
simple
experiments.


*Scan longer
expository,
procedural, and
narrative texts
than those in 1
st
.
Production
Interaction

*Write short sentences on everyday
subjects (e.g. directions: how to get
somewhere).

*Write about everyday aspects of

*Repeat new words
and expressions which
occur in conversations
in the personal,
educational, public and

Deal with common aspects of everyday living within the personal,
educational, public and vocational domains without undue effort:
- Exchanging views and expressing attitudes concerning matters of
common interest (e.g. social life, environment, occupational activities
and interests, everyday goods and services) as well as briefly giving

*Follow in
outline
straightforward
short talks on
familiar topics
within the
personal and
educational
domains
provided these
are delivered in
clearly
articulated,
standard
speech.

Within the
personal and
educational
domains,
follow the
main points of
extended
discussion
among native
speakers
talking around
them, provided
speech is
clearly
articulated in
standard
dialect.

Provided that
resources are
available,
understand the
main point of
simple
recorded
material (e.g.
radio news
bulletins) or TV
programs on
current affairs
or topics of
personal or
educational
interest when
year Bachillerato
in order to locate
desired
information.

*Skim to
understand the
gist of expository,
procedural, and
narrative texts.

*Recognize
significant points
in straightforward
media articles on
familiar subjects.

*Identify the main
conclusions/moral
in descriptions,
reports, and
stories.

*Understand
clearly written,
straightforward
descriptions of
procedures,
events, feelings
and wishes in the
corresponding
text types.

*Identify relevant
information38.

*Make use of
clues such as
titles and
illustrations.
vocational domains,
and make use of such
terms and expressions
whenever
appropriate/necessary.
Explain their likes and
dislikes in general.
Give short, basic
descriptions and
sequencing of
everyday events and
activities within the
personal, educational,
public and vocational
domains (e.g. their
environment, present
or most recent job,
etc.).
Describe plans and
arrangements, habits
and
routines, past
activities, and
experiences within
the personal,
educational, public,
and vocational
domains.
Within the
corresponding
domains, deliver very
short, rehearsed
announcements of
predictable, learned
content which are
intelligible to listeners
who are prepared to
concentrate.
Understand clear,
standard speech on
familiar matters within
the personal,
educational, public,
and vocational
domains, provided
they can ask for
repetition or
reformulation from
time to time.
reasons and explanations for opinions.
- Travel, lodgings, and transport (e.g. getting all the information
needed from a tourist office).
- Eating (e.g. ordering a meal).
- Shopping (e.g. making simple purchases by stating what is wanted
and asking the price).
- Transactions in shops, post offices, or banks.
- Proposing plans /arranging a course of action and briefly giving
reasons and explanations.
- Extending invitations and reacting to being invited. (e.g. an interview)
and short conversations within the corresponding domains, provided
they are addressed clearly, slowly, and directly.
Answer straightforward follow-up questions within the personal,
educational, public and vocational domains provided they can ask for
clarification occasionally and are given some help to express what they
want.
When addressed directly in a formal meeting, say what they think
about issues within the personal, educational, public and vocational
domains, provided they can ask for repetition of key points if
necessary.
Follow changes of topic in formal discussion, within the
corresponding domains.
Speech is readily intelligible both to native speakers and to non-
native speakers who approximate to standard norms.
their environment, e.g. people,
places, a job, or study experience in
linked sentences.

*Write a series of simple phrases
and sentences for product
packaging, safety notices, brochures,
etc.

*Complete travelling forms.

*Write short how to instructions
and recipes.

*Write short narratives such as
adventure or realistic fiction31.
the delivery is
relatively slow
and clear.
English teacher:

Betancourt Rodrguez Nelly Estrella
Cabezas Betancourt Andrea Stephana
Mero Sosa Jhon Roberto
Vivar Cusme Pearly Eugenia
Valenzuela Molina Mara Luisa ______________________________________

English Department/ Area Coordinator: Lcda. Mara Luisa Valenzuela.

School Vice-principal:
Lcda. Carmen Vargas B. Msc. Walter Estupinn


UNIT PLAN

GENERAL INFORMATION
High School: Sagrado Corazon SchoolYear: 2013-2014
Area:ForeignLanguage Target Groups
Subject: English Theme:
Teacher: Date:May

COMMUNICATIVE COMPETENCE COMPONENTS
Linguistic Component Sociolinguistic Component Pragmatic Component



UNIT RATIONALE:
Overview/ Goals

General Objective

1


LESSON PLAN
SPECIFIC OBJECTIVE CONTENT LEARNING ACTIVITIES DAYS















LIST OF RESOURCES LIST OF MATERIALS ASSESSMENT




Explanation of how the unit addresses a particular student profile



School: Sagrado Corazon Class: N of Students Lesson Time:

Teacher: Date: Unit: Subject:ForeignLanguage

ResentTopic RecentLanguage
Work


Objective:

Assessment:

Materials:
1

COMMUNICATIVE LANGUAGE COMPETENCE
It has four basic components:
1. Grammatical competence
* words and rules
2.

Sociolinguistic competence

appropriateness

Anticipatedproblems:

Timing TeacherActivities StudentsActivities SuccessIndicators















AdditionalPossibilities

Homework


3.

Discourse competence

cohesion and coherence
4.

Strategic competence

appropriate use of communication
Linguistic Component
Pragmatic Component:
functional use of linguistic resources
production of language functions
speech acts
drawing on scenarios or scripts of interactional exchanges
mastery of discourse
identification of text types and forms


Sociolinguistic Component
Sociocultural conditions of the language use
Sensitivity to social conventions
Affects all language communication between representatives of different cultures.

Linguistic Component



3. Curriculum Specifications for English 1st, 2nd, & 3rd Year Bachillerato
Level A1.2
3.1 Educational objectives
In addition to what was learned in level A1.1, by the end of level A1.2, students will be able to:
Linguistically:
Have a basic vocabulary repertoire of words and phrases related to their social l38 background.
Have limited control of few simple grammatical structures and sentence patterns in a learned repertoire,
which relates to their social background.

Sociolinguistically
:

.
Pragmatically:


















English Teacher Area Coordinator School Director


UNIT PLAN

GENERAL INFORMATION
High School SchoolYear
Subject Target Groups
Unit Theme
Teacher Date

COMMUNICATIVE COMPETENCE COMPONENTS
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT

UNIT RATIONALE:
OVERVIEW/ GOALS
GENERAL OBJECTIVE
SPECIFIC OBJECTIVE CONTENT LEARNING ACTIVITIES DAYS

LIST OF RESOURCES LIST OF MATERIALS ASSESSMENT

EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE