UNIDAD EDUCATIVA LA SCHOOL YEAR:

INDUSTRIA 2015 -2016

ANNUAL TEACHING PLAN

1. GENERAL INFORMATION
ENGLISH
AREA: English Language KELLY MACIAS R TARGET GROUP (S): 3th year EGB
TEACHER
CARGA HORARIA CARGA HORARIA
5 200 PARALELO A
SEMANAL ANUAL

2. OBJECTIVES
By the end of 2nd year Bachelorship, students will have reached the communicative competence for A1.2 proficiency level
(basic user), and they 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 and routine
matters;
 Describe in simple terms aspects of their background, immediate environment, and matters in areas of
immediate 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 develop attitudes to
cope with such dissimilarities.

2.1. COMMUNICATIVE COMPETENCE OBJECTIVES

Linguistic Component Sociolinguistic Component Pragmatic Component
 . Have a repertoire of language  Perform and respond to a wide  Adapt their expression to deal
which enables them to explain range of language functions, with less routine, even difficult
the main points in an idea or using their most common situations
problem with reasonable exponents36 in a neutral register
precision.
 Have a sufficient range of
language to describe
unpredictable situations and
express thoughts on abstract or
cultural topics such as films,
books, and music.
 Use a repertoire of frequently
used routines and patterns
associated with more predictable
situations and some
unpredictable situations quite
accurately; though errors may
occur, they do not interfere with
the conveyance of meaning

2.2. LANGUAGE SKILLS OBJECTIVES

Listening Reading Speaking Writing
 Understand the main  Understand and identify  Sustain a  Produce longer, more
points of clear standard longer, more complex straightforward detailed and complex
speech on familiar expository, procedural description of a (or a expository, procedural
matters regularly and narrative texts than variety of) subject and narrative texts
encountered in the those in 1st year matters within the than those in 1st year
personal and Bachelorship (e.g. personal and Bachelorship (e.g.
educational domains informational reports, educational domains essays, experiments,
(e.g. leisure, school, etc.). experiments, fairy tales, rather fluently, fantasy, science fiction,
mystery, etc.) with a presenting it as a linear etc.) by linking a series
 Identify both general satisfactory level of sequence of points. of shorter discrete
 messages and specific comprehension. elements into a linear
details within the  Communicate with sequence.
personal and  Use appropriate some confidence on
educational domains, interpretation strategies familiar routine and  Convey information
provided speech is to deal with the non-routine matters and ideas on abstract
clearly articulated in a corresponding text related to their as well as concrete
generally familiar accent types (i.e. expository, interests and topics through the text
procedural and educational field. types that correspond
narrative) to the level with
 Enter unprepared into reasonable precision.
conversations on topics
that are familiar, of
interest, or pertinent to
everyday life within the
personal and
educational domain
(e.g. family, hobbies,
travel, etc.).

3. CONTENTS.
1° QUIMESTRE
TIME FRAME FUNCTIONS GRAMMAR VOCABULARY
MAY -Describe someone´s Review of the simple Personality traits
Personality Present.
1 Meet Alex and his Possessive pronouns:
Friends. yours(sing),hers,his,ours,
yours(pl.)their. Whose?
JUNE Identify people from
Descriptions. Describe - Information questions Personality traits, talk
People´s personality; talk Whose? about yourself and a friend.
About yourself.
JULY Give and follow Count and noncount Food for various meals
instructions Nouns imperatives
2 Do you have any (commands)
Pizza dough?

AUGUST Make an offer There is / There are with Foods at the

Some and any. supermarket
3 Are there any chips Questions with How much
Left? and How many

SEPTEMBER Use of expressions of There is/ There are

Quantity: a little, a few,
A lot of, not much, not
many
2° QUIMETRE
TIME FRAME FUNCTIONS GRAMMAR VOCABULARY
OCTOBER Express preference: Adverbs of frequency Sports and activities
Would rather Expressions of frequency.
4 How often do you
Go rock climbing?
NOVEMBER Use about Would rather How often and gerunds

DECEMBER Talk about what´s The present continuous Classroom activities

Going on now The simple present
5 Everybody´s Contrasted with the
Waiting for us. Present continuous

JANUARY Talk about clothes Too + adjective; not + Clothes

Comment and Adjective + enough
6
What are you going compliment Present continuous for
 To wear? future arrangements Be
Going to + verb for future
plans, intentions, and
predictions
FEBRUARY Feedback Present continuous with its - Talk about the suffix of
rule. present countinuous.

4. METHODOLOGICAL STRATEGIES
Listening
o Set the context of the listening. Ask warm-up questions to generate interest.
o Make sure that students understand the instructions and ask
o Play the audio once for students to grasp the general idea.

Reading
o As a few general warm-up questions to set the context of the reading. Elicit the title and ask questions about the
photographs. Ask students to predict what the reading will cover
o Have students read the instructions and questions or task, explaining any new vocabulary words therein. Make
sure students understand what they are to do.
o Have the students read the text silently once or twice to themselves. Alternatively, play the audio or read the text
aloud the first time with the students following along in their books, and then let them read the text again
silently. Encourage students to guess the meaning of new words and expressions as they read.
o Have the class do the comprehension task, either individually or in pairs.

Speaking
o Briefly introduce the pronunciation feature. Model mouth position for basic sounds; use the board or gestures for
stress, intonation, and supra-segmental features.
o Play the audio and have students practice the target sound several times.
o Practice the exchanges chorally using back-chaining to help students with overall rhythm and intonation.
o Call on one or more pairs or groups to stand and perform for the class. If helpful, you may want to have students
write out the conversation after the oral practice.

Writing
o Help students brainstorm about what kind of content they might include in their writing. You may wish to do this
as a class, in groups, or in pairs.
o Encourage students to make notes or an outline before they begin writing. If helpful, review the relevant
paragraph structure with your students; for example:
- Topic sentence
- Examples or support
- conclusion
o If students are performing the writing exercise in class, circulate to monitor and help them. Encourage them to
check a dictionary for the spellings of new words.
o After students have finished their writing, have them exchange papers with a partner and mark their partner’s
work using the Peer editing checklist. Then have students take back and correct their writing before turning it in
to you. You may wish to have students use the following correction symbols when marking each other’s work:
SP = spelling gr = grammar wo = word order

5. RESOURCES.
 Materials
- Language Booster is divided into two parts:
A workbook
A grammar builder
- A class Audio CDs
- Posters
- DVDs
- Placement test

 Humans
- Students
- Provincial Autorities
 - Local Autorities
- Teachers
- Parents

7. EVALUATION.
 Three forms of evaluation will take place along the school Year: diagnostic (at the beginning of the school Year),
formative (along the school Year), and summative (at the end of the school Year).
 For diagnostic evaluation a placement test will be administered to determine not only students’ level of
proficiency but also the content to be reviewed and the skills that need to be strengthened
 There will be an oral test (interview or picture description) graded with the help of the oral assessment rubric
available in the document with 2Assessment Suggestions” provided by the Ministry of Education.

ELABORADO REVISADO APROBADO

ENGLISH DEPARTMENT/AREA
ENGLISH TEACHER SCHOOL DIRECTOR
COORDINATOR
Date: Date: Date: