11H GRADE ENGLISH ANNUAL PLAN 2022

“LUISA DE MARILLAC” CATHOLIC
HIGH & ELEMENTARY SCHOOL
MODELO “T”
2022
11° GRADE “A” & “B”
ENGLISH
ANNUAL PLAN
TEACHER: JOSÉ MENA
MODEL “T” ANNUAL PLAN
Subject: English Grado: 11° grade
Teacher: José Mena Year: 2021
UNITS RESOURCES LEARNING METHODOLIGIES
0. CAN LEARNING BE FUN?  Comprehensive reading of current news text fragments, song
I. WHY DO WE NEED RULES? lyrics, famous phrases, authors' thoughts, dialogues, etc., aloud
II. WHAT’S THE BEST JOB? with pronunciation, emphasis, rhythm, pauses and proper
III. DO WE REALLY NEED ALL THIS STUFF? vocalization.
IV. HOW DO YOU PROTECT OUR PLANET?  Pronunciation of oral and written texts and dialogues with
originality and imaginative fluency through instruments and
different resources.
 Vocabulary use and use of common & specific dictionaries such
as the etymology, the synonym, the antonym, the theme, and the
history dictionaries.
 Discrimination of information, theory, characters, social, &
political organizations, periods, contexts, ideologies, etc. through
the identification of the differences between them.
 Grammatical analysis of sounds, syllables, phonemes,
complexity sentences, graphic signs, etc. according to the age of
the student.
 Inference-deduction or conclusion about the information that has
been gotten through lectures, observed & read situations, through
the analysis of their contents and answering questions that have
been formulated.
 Interpretation of messages through the dialogue, question
responses, showing oral or written value judgements, summary
making, expression of an opinion, etc.
 Correct spelling, grammar and syntax use in the production of
different texts either oral or written.
 Production of written and oral texts and dialogues with
authenticity, imaginative fluency through different instruments and
resources.
CAPABILITIES-SKILLS GOALS VALUES-ATTITUDES
 ORAL COMPENHENSION AND  RESPONSIBILITY
EXPRESSION (COMPRENHENSION &  Be punctual
EXPRESSION)  Commit with the assinged homework.
1. Read  Show effort
2. Pronunciate  Respect the class rules
3. Vocabulary use
4. Discriminate  FRIENDSHIP
 Being Honest
 TEXT COMPRENHENSION  Show affect for the others
(COMPRENHENSION)  Show friendship
1. Analize  Colaborate
2. Infer-deduct
 RESPECT
3. Interpret  Accept different points of view & opinions.
 Recognize the other’s dignity
 TEXT PRODUCTION  Accept suggestions
 Accept the other
1. Spelling & gramar use
2. Production of oral & written texts  JUSTICE
 Have critical attitude towards the reality
 Show respect
 Commit with the others and their needs
 Be generous
FIRST
BIMESTER
“ENGLISH”
11° grade
2022
Teacher: José Mena
LEARNING UNIT PROGRAMMING
1. “Luisa de Marillac” Catholic High & Elementary school 2. LEVEL: High school
3. GRADE: 11° “A”
4. SUBJECT: English as a foreign language 5. Amount of hours: 8
6. TEACHER: José Mena
UNIT CONTENTS RESOURCES LEARNING METHODS
I. CAN LEARNING BE FUN?  Correct uses of house, school, food and clothes vocabulary by
1. Verb be speaking, listening activities as well as interactive activities
2. There is/there are showing honesty.
3. Can  Grammatical analysis of the verb be in present and the correct
4. Imperatives imperative to give advice by speaking, listening and reading
activities, use of different technological resources showing
affect to others.
I. WHY DO WE NEED RULES?  Correct vocabulary uses of school objects and subjects
1. Present simple vocabulary by completion exercises as well as listening,
2. Adverbs of frequency reading and matching activities showing punctuality.
3. Prepositions  Grammatical analysis of prepositions of time, adverbs of
4. Identifying key words frequency and the present simple to talk about schools by
5. Creating an infographic. matching, reading, speaking and listening activities, as well as
the completion of exercises with the use of online-technological
resources showing commitment with the assigned homework.
 Discrimination of a routine sequence in an audio activity by
“True-or-False” activities, interactive exercises, and the
expression of their opinion during the class, showing affect to
others.
 Comprehensive reading of an interview about the Japanese
culture by the application of completion exercises and the
expression of their opinion about the new culture they have
learnt about showing punctuality.
 Production of written texts (an infographic) by reading activities
that will help them to identify the generalities to make their own
product showing commitment with the assigned homework.
 Correct spelling, grammar and syntax uses of the vocabulary
and the grammar topics that have been studied throughout the
unit by completion, circle-the-correct-option, read-and-
complete exercises, as well as reading, listening and matching
activities showing punctuality.
 ORAL COMPENHENSION AND EXPRESSION  RESPONSIBILITY
(COMPRENHENSION & EXPRESSION)  Be punctual
1. Vocabulary use  Commit with the assigned homework.
 TEXT COMPRENHENSION  Being Honest
(COMPRENHENSION)  Show affect for the others
1. Interpret
 TEXT PRODUCTION
ACTIVITIES
ACTIVITIES AS LEARNING STRATEGIES
(Skill + Content + mediation + Attitude)
Unit: 0 Grade: 11° Section: A
Skill N° 1
Statement: Correct uses of house, school, food and clothes vocabulary by speaking,
listening activities as well as interactive activities showing honesty.
Skill: use Content: places vocabulary
Skill definition: To apply, in the use of a language, calligraphy, vocabulary, grammar structures, spelling
rules, syntax, etc. in a correct manner.
Mental steps:
1. Remember the spelling rules.
2. Write
3. Apply rules
4. Revise-correct what has been written
5. Expose what has been written
1. I remember the rules and the vocabulary that I have learnt in the previous English
courses by videos, audios and prompts of sentences made by myself. I answer to the
question “Can learning be fun?”. Then, I start working on the student’s book, on page 8, on
exercise 1. I have to unscramble the questions.
2. I write the vowels that activity 2 demands me to include taking as a basis the words it has
provided to me.
3. I apply the vocabulary words and rules that I have learnt in the completion of the student
book activities. In this case, I complete exercise 3, on page 8, in the student’s book. I have
to say all the colors I see in the Rubik Cubic’s image.
4. I revise-correct what I have applied in the student book activities based on what I have
learnt and by the teacher’s guide. In this case, I complete exercise 4, on page 9, in the
student’s book. I have to complete the sentences using either can or can’t.
5. I expose what I have written in the student book by completing activities 5 and 6 in the student’s book.
Here, I will also have to complete the first evaluated activity. The activity is about completing a quiz the
teacher will assign me.

Skill N° 2
Grammatical analysis of the verb be in present and the correct imperative to give advice by
speaking, listening and reading activities, use of different technological resources showing affect to
others.
Skill: Analize Content: prepositions of time, adverbs of frequency and the present simple
Skill definition: Specific skill to separate the essential parts of an everything to be able to know its principles and
elements and the relation among its parts.
Mental steps:
1. Perceive the information in an understandable manner.
2. Identify the essential parts
3. Relate its parts among them
1. I perceive the information by reading and listening the proposed activities. I complete activities 7, 8, 9 and 10 in
the student’s book, on page 10. I have to complete the spaces in blank, and then, I also have to give my opinion
about how I play the sports that have been discussed in the previous exercises. Finally, I have to choose the correct
option between the two possibilities the book offers.
2. I identify the essential parts that build up the correct structure use of the verb be in present and the imperatives. I
also identify the hidden message in activity 11. After that, I identify the main idea of the lecture
through activity 12, on page 11, in the student’s book.
3. I relate what the lecture expresses with the images that activity 13 provides. Finally, I relate the options I have
chosen with those of the listening track that appears on activity 14.

Skill N° 1
Statement: Correct vocabulary uses of school objects and subjects vocabulary by

completion exercises as well as listening, reading and matching activities showing punctuality.
Skill: use Content: school objects and subjects
Skill definition: To apply, in the use of a language, calligraphy, vocabulary, grammar structures, spelling
rules, syntax, etc. in a correct manner.
Mental steps:
2. Write
3. Apply rules
1. I remember the rules and the vocabulary that I have learnt in the previous English courses. I
start discussing with my classmates why rules are so important. Then, I work on activity number
1, on page 14, in the student’s book. Then, I work in the workbook section. I work on activities 1
and 2, on page 126.
2. I write the words that are in disorder in activity 3, on page 15. This is vocabulary about
school subjects.
3. I apply the vocabulary words and rules that I have learnt in the completion of the student
book activities. I work on activity 4, on page 15. I have to listen and correct the best answer
for each case.
4. I revise-correct any doubt I have towards time expressions. I do activity number 4, on page
15. I have to match the image with its corresponding time expression.
5. I expose what I have learnt in the content. I do activity 6. I have complete sentences including information
about myself by using the vocabulary and structures I have learnt. Then, I work in the workbook section,
activities 3 and 4, on pages 126 and 127, respectively. Finally, I do the second evaluated activity. It is
about a vocabulary quiz the teacher will apply.

Skill N° 2
Grammatical analysis of comparative and superlative adjectives when talking about sports by
matching, writing as well as completion and classification activities showing tolerance to the other’s
ideas.
Skill: Analize Content: Comparative & superlative adjectives
Skill definition: Specific skill to separate the essential parts of an everything to be able to know its principles
and elements and the relation among its parts.
Mental steps:
1. Perceive the information in an understandable manner.
2. Identify the essential parts
3. Relate its parts among them
1. I perceive the information by reading, but also by answering some completion activities to get started with
the topic. I work on activities 1, 2 and 3, on page 16. I have to listen to an audio, and then, I have to complete
the information that has been requested. Then, I work in the workbook, do activities 1 and 2, on page 127
2. I identify the essential parts that build up the correct structure use of the simple
present tense and its 3 statements (affirmative, negative, and interrogative). I work on activities 4 and 5, on
page17.
3. I relate the information I have learnt about with my real life. Then, I work in the workbook,
do activities 3 and 4, on page 128. I work in the project. It is about writing a paragraph where they make
sentences using the simple present tense using the vocabulary they have learnt.

Skill N° 3
Statement: Discrimination of a routine sequence in an audio activity by “True-or-False”

activities, interactive exercises, and the expression of their opinion during the class, showing affect to
others.
Skill: discriminate Content: morning routines

Skill definition: Select-separate, differentiate information based on specific criteria or characteristics that
make them different.
Mental steps:
1. Perceive the information in a clear manner
2. Compare the objects by identifying the differences.
3. Choose the different criterion.
4. Make the differentiation, according to the chosen criterion.
1. I perceive the information by listening & reading the proposed information. I work on activities 1 and 2, on
page 18. I have to listen to an audio track, and then, circle true or false according to what I
have perceived.
2. I compare what I have perceived with what the activity number 1, in the workbook section demands me to
work on. This activity is on page 129.
3. I Choose the most relevant aspects of the information that has been performed. I do
activity number 3, on page 19. I have to match the time expressions with the images that
corresponds. Then, I work on activity 4, on page 19 as well.
4. I make a comment either in a written or an oral manner about myself. Finally, I work in the workbook p.
129, activities 2 and 3.

Skill N° 4
Comprehensive reading of an interview about the Japanese culture by the application of

completion exercises and the expression of their opinion about the new culture they have learnt about
showing punctuality.
Skill: Read Content: Information of Japan

Skill definition: It is a synonym of decoding to comprehend any graphic representation sense. It is a specific
skill through which a written text is decoded. People can read either in silence of noise. In the latter,
pronunciation, intonation, silence, fluency and reading rhythm have to be taken in consideration.
Mental steps:
1. Perceive-identify the information in an understandable manner.
2. Evocate previous knowledge
3. Relate previous knowledge and previous symbols
4. Read, articulating in noise or silence
1. I perceive-identify the information related to Japan by reading the piece of reading

that has been depicted. I also give my opinion about this beautiful country.
2. I evocate the new vocabulary that I have acquired. I also work on activity 1, on page 20.I
have to circle either “true” or “false” based on what I have read.
3. I relate the vocabulary that I have evocated with the knowledge that I have
acquired throughout the last years. I also relate the questions I get on activity 2 with the
spaces in blank the book offers in the lecture.
4. I read the information and the activities that are explained, in silence to do all the activities that are
requested in the student’s book. I finish the content with activity 3, on page 21.

Skill N° 5
Statement: Production of a written text (a sports manual) by using comparative and

superlative adjectives showing commitment with the assigned activity.
Skill: Produce-make texts Content: an infographic
Skill definition: To give origin, to make, to create, to elaborate something that did not exist before. In a
figurative sense, to give life to something, to make it birth.
Mental steps:
1. Identify the communicative situation
2. Decide the product type
3. Search or select information
4. Choose the tools
5. Apply the tools
6. Produce in a written, oral or graphical
1. I identify different types of infographics. I work on activity number 1, on

page 22. I have to read the infographic and draw the missing pictures.
2. I decide what to talk about in my infographic. I do activity number 2, on page 22. I have
to review the infographic. Circle two similarities and two
differences in your school.
3. I search or select the information and the words that I will

use in the infographic. I work on activity 3, on page 22. I make a list of rules in your school
4. I choose the style of written text in the infographic.
5. I apply all the knowledge I have gotten about from the search process.
6. I produce my own infographic.

Skill N° 6
Correct spelling, grammar and syntax uses of the vocabulary and the grammar topics that
have been studied throughout the unit by completion, circle-the-correct-option, read-and-complete
exercises, as well as reading, listening and matching activities showing punctuality.
Skill: use Content: Understanding of the vocabulary and grammar learned in the unit
Skill definition: To apply, in the use of a language, calligraphy, vocabulary, grammar structures, spelling rules,
syntax, etc. in a correct manner.
Mental steps:
2. Write
3. Apply rules
1. I remember the rules and the vocabulary that I have learnt in the
previous English courses by videos, audios and prompts of
sentences made by myself.
2. I write some of the vocabulary that I have acquired throughout the last years in different
activities requested by the teacher.
3. I apply the vocabulary words and rules that I have learnt in the completion of the
student book activities.
4. I revise-correct what I have applied in the student book activities based on what I have learnt and
by the teacher’s guide.
5. I expose what I have written in the student book.
FIRST EVALUATED ACTIVITY
Instructions:
1) Go to the the Santillana-Compartir platform.

2) Open the “Pleno” platform.
3) Click on the evaluation that has been sent to you.
4) Read the instructions carefully and complete the test.
For each day that you miss, points will be taken off.
SECOND EVALUATED ACTIVITY

Instructions:
1) Go to the the Santillana-Compartir platform.

2) Open the “Pleno” platform.
3) Click on the evaluation that has been sent to you.
4) Read the instructions carefully and complete the test.
FIRST TRIMESTER PROJECT
“THE FIVE SENTENCES OF MY LIFE”
Instructions:
1) This project will be based on the contents that have been studied on UNIT
5, in the grammar section about the verb “Be” in the simple past tense.
2) Write 5 sentences with the verb “Be” in simple past tense.
3) Include vocabulary from the Unit.
4) Write the sentences in your notebook.
5) Take a picture of it and share the pictures in a the “Santillana-Compartir”
Platform.
RUBRIC
Criteria Score
Spelling 25%
Capitalization 25%
Grammar 25%
Vocabulary 25%
SECOND
BIMESTER
“ENGLISH”
11° grade
2022
Teacher: José Mena
5. GRADE: 11° “A”
II. WHAT’S THE BEST JOB?  Correct vocabulary uses of occupations by completion
6. Jobs exercises as well as listening, reading and matching activities
7. Workplaces showing punctuality.
8. Prepositions of place  Grammatical analysis of prepositions of place and the present
9. Present continous continuous to talk about schools by matching, reading,
10. Researching and writing about a dream job speaking and listening activities, as well as the completion of
11. Describing an imaginary job exercises with the use of online-technological resources
showing commitment with the assigned homework.
 Discrimination of strange jobs by interactive exercises, and the
expression of their opinion during the class, showing affect to
others.
 Comprehensive reading of an article about business in the
U.S.A. by the application of completion exercises and the
expression of their opinion about the new culture they have
learnt about showing punctuality.
 Production of written texts (writing about a dream job) by
reading activities that will help them to identify the generalities
to make their own product showing commitment with the
assigned homework.
2. Interpret
 TEXT PRODUCTION
THIRD
BIMESTER
“ENGLISH”
11° grade
2022
Teacher: José Mena
7. GRADE: 11° “A”
III. DO WE REALLY NEED ALL THIS STUFF?  Correct vocabulary uses of clothes vocabulary by completion
12. Clothes exercises as well as listening, reading and matching activities
13. Comparative & superlative adjectives showing punctuality.
14. Skimming and Scanning  Grammatical analysis of comparative and superlative
15. Identifying specific information adjectives by matching, reading, speaking and listening
16. Desinging a bulletin board. activities, as well as the completion of exercises with the use of
online-technological resources showing commitment with the
assigned homework.
 Comprehensive reading of restaurant’s menu by the
application of scanning and skimming, completion activities
and listening exercises showing punctuality.
 Comprehensive reading of an article about China and its
culture by completing the piece of reading with comparative
and superlative adjectives as well as listening exercises
showing commitment with the assigned homework.
 Production of written texts (a bulletin board) by reading
activities that will help them to identify the generalities to make
their own product showing commitment with the assigned
homework.
3. Interpret
 TEXT PRODUCTION
FOURTH
BIMESTER
“ENGLISH”
11° grade
2022
Teacher: José Mena
9. GRADE: 11° “A”
IV. HOW DO YOU PROTECT OUR PLANET?  Correct vocabulary uses of vegetables-and-fruits vocabulary by
17. Vegetables and fruits completion exercises as well as listening, reading and
18. Countable and non-countable nouns matching activities showing punctuality.
19. The Chimpmunk  Grammatical analysis of countable and non-countable nouns
20. Sweden and Norway by matching, reading, speaking and listening activities, as well
21. A video script as the completion of exercises with the use of online-
22. Review technological resources showing commitment with the
assigned homework.
 Comprehensive reading of an article about the Chimpmunk by
the application of scanning and skimming, completion activities
and listening exercises showing punctuality.
 Comprehensive reading of an article about Sweden and
Norway its culture by completing the piece of reading with
comparative and superlative adjectives as well as listening
exercises showing commitment with the assigned homework.
 Production of written texts (the script of a video) by reading
activities that will help them to identify the generalities to make
their own product showing commitment with the assigned
homework.
4. Interpret
 TEXT PRODUCTION

11H GRADE ENGLISH ANNUAL PLAN 2022

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“LUISA DE MARILLAC” CATHOLIC

HIGH & ELEMENTARY SCHOOL

ACTIVITIES AS LEARNING STRATEGIES

ACTIVITIES AS LEARNING STRATEGIES

Statement: Correct vocabulary uses of school objects and subjects vocabulary by

ACTIVITIES AS LEARNING STRATEGIES

ACTIVITIES AS LEARNING STRATEGIES

Statement: Discrimination of a routine sequence in an audio activity by “True-or-False”

Skill: discriminate Content: morning routines

ACTIVITIES AS LEARNING STRATEGIES

Comprehensive reading of an interview about the Japanese culture by the application of

Skill: Read Content: Information of Japan

1. I perceive-identify the information related to Japan by reading the piece of reading

ACTIVITIES AS LEARNING STRATEGIES

Statement: Production of a written text (a sports manual) by using comparative and

1. I identify different types of infographics. I work on activity number 1, on

3. I search or select the information and the words that I will

4. I choose the style of written text in the infographic.

6. I produce my own infographic.

ACTIVITIES AS LEARNING STRATEGIES

5. I expose what I have written in the student book.

FIRST EVALUATED ACTIVITY

1) Go to the the Santillana-Compartir platform.

SECOND EVALUATED ACTIVITY

1) Go to the the Santillana-Compartir platform.

FIRST TRIMESTER PROJECT

“THE FIVE SENTENCES OF MY LIFE”

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