AIMING AT DEVELOPING VALUABLE NATIONAL CHANGE IN ENGLISHSubsecretaria de FundamentosEducativosProyecto de Ingles AdvanceANNUAL TEACHING PLAN1. General InformationSchool/ high school: School year:Area/ Subject: Target group:Teacher: Date:2. OBJECTIVES2.1.COMMUNICATIVE COMPETENCE OBJECTIVESLinguistic Components Sociolinguistic Components Pragmatic

ComponentsLineamientos

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

3.CONTENTSTime frame Themes function Grammar Vocabulary Specifications

4. METODOLOGICAL STRATEGIESListening Reading Speaking Writing

5. RESOURCES6. EVALUATION

Listening Reading Speaking Speaking

English teacher English Department/ Area Coordinator School Headmaster

AIMING AT DEVELOPING VALUABLE NATIONAL CHANGE IN ENGLISHSubsecretaria de FundamentosEducativosProyecto de Ingles AdvanceANNUAL TEACHING PLAN1. General InformationColegio de Bachillerato Fiscomisional Sagrado Corazón School year: 2013-2014Area: Foreign Language Target group: first of BachilleratoSubject: English Shift: Morning and Afternoon

Teacher: Date: May2. 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 OBJECTIVESLinguistic 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 domain—complementary 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 recombination’s 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 familiar—as well as notetheir situational context and functional value.Make use of clues such as structurally relevantpauses, tone of voice, stress, and intonationto identify and understand relevant informationin orally produced texts within the public andvocational domains—complementary to thepersonal and educational background they arealready familiar with.

Understand and identify longer, more complextransactional, expository and informational textsthan those presented in 9th year EGB texts aswell as simple procedural and narrative texts(e.g. traveling forms, recipes, short personalstories etc.). The texts should all contain thehighest frequency vocabulary, including aproportion of shared international vocabularyitems (e.g. television, sandwich, football, etc.).

Use a series of phrases and sentences linkedonto a list to communicate in simple androutine tasks within the public and vocationaldomains—complementary to the personal andeducational background with which they arealready familiar.Handle very short social exchanges within thepublic and vocational domains even thoughthey can usually understand enough to keep theconversationgoing themselves.

Produce longer, more detailed, complextransactional, expository and informationaltexts than those presented in previous yearsand with more variety in sentence structure andlexical range.Produce simple procedural and narrativetexts with some detail and variety in sentence structure yet may contain some usage error.

3.CONTENTSTime 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, basketballKeep 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.

Pronouns Modal Verbs

Vocabulary referring to stress like: feel nervous,

Talking about the causes of stress. Using language to introduce a new topic into a

conversation. Using language to change the subject of a

conversation.

Non-action (static) verbs putting on weight, work problems, fighting in the family.

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

September

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

November

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

December

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 don’t know how to do something and learn expressions to describe how to play games.

Necessity: have (got)to don’t have to

Must, must not, can’t

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 STRATEGIESListening Reading Speaking WritingMy 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

My vacation Read about my vacation

Sport for all Read and complete about

sports Read and listen a

My vacation Talk about personal

information, interest and experience

Sport for all Ask and answer questions

My vacation Write about your

personal information, interest and experience

Write about the things in common

Stressed out Listen to the characters talking about the

worst things that happened in theirs work. Listen and respond about the causes of

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

conversation about sports .

Stressed out Read, listen and

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

about sportsStressed out

Talk about different topics.

The World of Food Talk about the shopping

list to prepare a salad fruit.

A Changing World Talk about theirs

different life’s style

Virtual Space Talk about the

information in their user profile .

Buy One, Get One Free

Sport for all Write about sports and

keeping fit Write a dynamic hint

about sports Stressed outStressed 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 life’s changes in the society.

Write your opinion and some reasons about life’s style .

Virtual Space Write about yourself using

the profile.Buy One, Get One Free

5. RESOURCES: Humans: Students and teachers. Didactic: Student’s book, audio CD, dictionary, teacher’s 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. EVALUATIONListening Reading Speaking Writing

*Understand procedures for

*Scan longer expository,

Production Interaction

*Write short sentences on everyday *Repeat new words Deal with common aspects of everyday living within the personal,

carrying out simple experiments.

*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

procedural, and narrative texts than those in 1st. 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.

and expressions which occur in conversations in the personal, educational, public and 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 androutines, past activities, and experiences withinthe 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

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 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.

subjects (e.g. directions: how to get somewhere).

*Write about everyday aspects of 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.

personal or educational interest when the delivery is relatively slow and clear.

reformulation from time to time.

English teacher:

Betancourt Rodríguez Nelly EstrellaCabezas Betancourt Andrea StephaníaMero Sosa Jhon RobertoVivar Cusme Pearly EugeniaValenzuela Molina María Luisa ______________________________________

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

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

UNIT PLAN

GENERAL INFORMATIONHigh School: Sagrado Corazon SchoolYear: 2013-2014Area:ForeignLanguage Target GroupsSubject: English Theme:Teacher: Date:May

COMMUNICATIVE COMPETENCE COMPONENTSLinguistic Component Sociolinguistic Component Pragmatic Component

UNIT RATIONALE:Overview/ Goals

General Objective

SPECIFIC OBJECTIVE CONTENT LEARNING ACTIVITIES DAYS

1

LIST OF RESOURCES LIST OF MATERIALS ASSESSMENT

Explanation of how the unit addresses a particular student profile

LESSON PLAN

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

Teacher: Date: Unit: Subject:ForeignLanguage

ResentTopic RecentLanguageWork

Objective:

Assessment:

Materials:

Anticipatedproblems:

Timing TeacherActivities StudentsActivities SuccessIndicators

1

AdditionalPossibilities

Homework

COMMUNICATIVE LANGUAGE COMPETENCEIt has four basic components:

1. Grammatical competence* words and rules

2. Sociolinguistic competence

appropriateness

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

English Teacher Area Coordinator School Director

UNIT PLAN

GENERAL INFORMATIONHigh School SchoolYearSubject Target GroupsUnit ThemeTeacher Date

COMMUNICATIVE COMPETENCE COMPONENTSLINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT PRAGMATIC COMPONENT

UNIT RATIONALE:OVERVIEW/ GOALS

GENERAL OBJECTIVESPECIFIC OBJECTIVE CONTENT LEARNING ACTIVITIES DAYS

LIST OF RESOURCES LIST OF MATERIALS ASSESSMENT

EXPLANATION OF HOW THE UNIT ADDRESSES A PARTICULAR STUDENT PROFILE