Annual Plan

UNIDAD EDUCATIVA PASIONISTAPasin por Cristo Pasin por la vidaGuayaquil-Ecuador

ANNUAL PLAN1. GENERAL INFORMATIONAREA: English Language SCHOOL/HIGH SCHOOL: Unidad Educativa PasionistaTEACHER: Lcda. Ericka Erique HonoresSCHOOL YEAR: 2014 - 2015TARGET GROUP: 10th (A-B-C) Year EGB HOURS PER WEEK: (5 hours) LANGUAGE ENGLISH TEXT: Viewpoints 3ENGLISH LEVEL: (A2)

2. OBJECTIVES2.1 COMMUNICATIVE COMPETENCE: By the end on 10th. Year EGB, students will be able to:Linguistic ComponentSociolinguistic ComponentPragmatic Component

Have a limited repertoire of short memorized phrases covering predictable survival situations at the personal and educational level; frequent breakdowns and misunderstandings occur in non-routine situations.

Produce brief, everyday expressions in order to satisfy simple needs of concrete types: personal and educational details, daily routines, wants and needs, and requests for information at home or school. Perform and respond to simple language functions, such as exchanging information and requests. Adapt and build well- rehearsed simple, memorized phrases to particular circumstances through limited lexical substitution.

2.2 LANGUAGE SKILLS OBJECTIVES: By the end on 10 th. Year EGB, students will be able to:

Listening Perceive, memorize, and note down words and expressions not previously encountered in the personal, educational, and public domains as well as note their situational context and functional value. Make use of clues such as stress and intonation to identify and understand relevant information in orally produced texts within the personal and educational domains.

Reading Understand and identify longer, more complex transactional and expository texts(formal letters, biographies, etc). The texts should contain the highest frequency vocabulary and include a proportion of shared international vocabulary items.

Speaking Use a series of phrases and sentences linked onto a list to communicate in simple and routine tasks within the personal and educational domains. Handle very short social exchanges within the personal and educational domains even though they can usually understand enough to keep the conversation going themselves.

Writing Produce longer, more detailed, complex transactional and expository texts( formal emails, imaginary biographies) than those presented in 9th. Year EGB with more variety in sentence structure and lexical range.

3. CONTENTTIME FRAMENAME AND UNIT NUMBERFUNCTIONSGRAMMARVOCABULARYEVALUATION

FromMay 5thtoJune 20th

Unit 1

Technological and scientific breakthroughs

Diagnostic quizSts will learn how to:

Give accounts of past events. Ask for and give information about past. Use time expressions when giving accounts of past achievements. Simple past tense Regular and irregular verbs Time expressions

List of verbs to express habits. Verbs to express what they did. Regular and irregular verbs.

Teacher`s observation. Students assignments:oral and written sentences. Checklist of verbs Recognize the differences between regular and irregular verbs and complete sentences with specific verbs Detail the general meaning of spoken texts Identify the main topic of paragraphs in written texts. Extra exercises. Quizzes

Formal evaluation

TIME FRAMENAME AND UNIT NUMBERFUNCTIONSGRAMMARVOCABULARYEVALUATION

From June 23rdTo August 08th

Unit 2

Holiday activities and places Expressing existence in the past. Talking about actions in progress in the past and completed actions. Producing simple narratives Checking on meaning.

There was/There were Past Progressive Tense Simple Past Tense Adverbs with ly ending: It was awesome It was incredible It was great

Words related to parties Legendary creatures Colloquial expression*Curiosity killed the cat *Take ones breath away *Be caught red-handed

Students assignments: Apply a vocabulary strategy in order to learn new words Detail specific information in spoken texts Complete a short simple narrative text by using the tenses learned. Quiz.


FromAugust 11th ToSeptember 5th

Unit 3

Hobbies and entertainment

Following and give simple instructions Talking about how to operate things. Talking about future plans. Making decisions at the moment of speaking Making predictions. Expressing confusion and disappointment Checking on meaning. Asking for and give advice. Saying what is the right thing to do. Imperatives Collocations The future with Will Present Progressive Tense for future arrangement and plans believe/ think/ predict/ estimate

Words related to the use of technological devices Colloquial expressions:Be a pain in the neckBe out of orderMake up ones mindGet on ones nerves

Students assignments: Apply a vocabulary strategy in order to learn new words Detail specific information in texts Complete worksheets Built the headings or a chart. Quiz .

FromOctober 6thtoNovember 21st

Unit 4

Amazing facts around the world

Asking for and give advice. Saying what is the right thing to do Asking for and giving permission to do something Expressing obligation and lack of obligation Giving prohibitions. Expressing agreement and disagreement. Asking for and giving simple information about places.

Modals: Should, can, have to, must

Addition and contrast: in addition, also, besides, on the contrary, instead, however. Phrasal verbs: look for, hang out, go out, go back, talk back, tell on, take back, fall out with, look on, turn down, take off, look after. Expressions: I think, I believe, In my opinion, I strongly believe that, I agree, I dont agree. Words todescribe feelings Duties at home and rules at school. Use examples to learn the vocabulary. Engage students in self-reflection to apply the grammar part with worksheet, activities on book and workbook. Write imaginative and persuasive texts. Speaking activity: argue and persuade. *speeches *reports.


From November 24th toDecember 19rd

Unit 5

Odd jobs and occupations

Talking about intentions Talking about what will happen under certain conditions. Making comparisons and expression degrees of difference. Checking on meaning. Understanding notices and signs.

First conditional

Comparative and superlative form of adjectives. Adjectives to describe places. Words related to traveling. Colloquial expressions:*Sooner or later*It not rocket science*It stands to reason.* Take the bull by the horns.

Looking at the pictures and describe them. Ask oral questions Complete exercises Pair work to describe dreams Group work Role plays


From January 5th to January 30st

Unit 6

Inspiring young people

Talking about future plans conditions. Talking about experiences related to trips Checking on meaning.

The future with Be + going to (affirmative, negative, interrogative)

Present perfect. Words related to outdoor activities. Activities related to traveling Colloquial expressions:Be hopping madGet the picturebe broke Adjectives to describe places, things and actions. Incidents when traveling.

Ask oral questions Complete exercises Pair work to describe recent events Group work Role plays

4. METHODOLOGICAL STRATEGIES

ListeningReading

SpeakingWritingVocabulary

To listen only to the information needed and underlining the key information. To listen to confirm the use of grammar structures To pay attention on words, expressions and connectors. To determine the speaker`s intentions. To Focus on listen known words worrying about the unknown ones.

To scan and skimming a text To relate new and previous information. To Understand the coherence of a text To read through key ideas on a text. To read for details. Using context to understand the logical sequence of a text. To create questions about each paragraph of a text. To learn synonymous responses. To answer key questions. To place new expressions into different contexts. To act out freely simulated situations. To expand conversations by providing extra and noteworthy information. To think of ideas defending one`s position and ideas criticizing another person`s position. To Express a point of view by discussing pros and cons. To Use notes to create new sentences To Create opportunities to use new expressions

To use connectors. To use adverbs To infer meaning through applying rules. To look for grammar clues To write a draft of a text. To brainstorm and make notes on ideas and opinions. To follow a writing plan. To write and answering Wh-questions to gather ideas to write a paragraph To write coherent short stories, biographies and texts about childhood memories. To write the ending of stories To summarize stories. To create mental images of words. To understand and use phrasal verbs. To use new words to create sentences. To identify synonyms related words of new words.

5. RESOURCES Teacher`s guide VIEWPOINTS 3. Greenwich. Editorial Norma Cambridge Dictionary Online Audio CDs Worksheets Short texts Power point. Greenwich lab

6. ASSESSMENT INDICATORS

ListeningReadingSpeakingWriting

ProductionInteraction

Identify words and expressions used in aslower, yet natural colloquial style, by nativespeakers and non-nativespeakers within the personal and educational domain. Understand phrases and expressions relatedto areas of most immediate priority withinthe personal and educational domains provided speech is clearly and slowly articulated. Within the personal and educational domain, deduce the meanings ofunfamiliar phrases and words from a context containing familiar elements. In their own speech, recognize some of the principal meaningful contrasts in utterances carried by stress intonation. Catch the main idea in short, clear, more complex texts within the personaland educational domain (e.g. weather forecast, school timetables, etc.). Understand and identify the main discussion topic within the personal and educational domain provided that they areconducted slowly and clearly. Identify the main idea of recorded news and interviews reporting on seasonal festivals, environmental issues, food and international customs,climate, weather. Identify the main points of television news reporting seasonal festivals, environmental issues, climate, weather,etc., where the visuals support the commentaryprovided technological resources are available. Deduce the meaningof complexwords composed of elements(bases and affixes) which are familiarto the learners in transactional andexpository texts. Correctly interpret the meanings of international words (e.g. DVD,phone, hotel, taxi, etc.) familiar from the learne`s native language andwhose equivalent meaning is fullytransparent in the text types usedfor this level.Find specific predictable informationin longer transactional and expository material (e.g. formal letters, biographies, etc Make use of clues such as titles, illustrations, paragraphing, etc., toidentify and understand relevantinformation in written texts types that correspond to the level. Understand short descriptions andmedia articles when expressed in simple language. Use new words and expressions which occur inconversations in the personal and educationaldomains, and make use of such terms andexpressions whenever appropriate/necessary Use simple descriptive language to compareand make brief statements about objects andpossessions. Give short, basic descriptions of everyday eventsand activities within the personal and educationaldomains (e.g. their family, living conditions, andeducational background). Describe plans and arrangements, habits androutines, past activities, and experiences withinthe personal and educational domains. Give a short, rehearsed presentation on atopic pertinent to their everyday life within thecorresponding domains. Understand clear, standard speech on familiarmatters within the personal and educationaldomains, provided they can ask for repetition orreformulation from time to time. Deal with practical everyday demands within the personal and educational domains without undue effort:- Meeting people (and if strangers, making their acquaintance).- Asking and answering questions about habits, routines, hobbies and past activities, and experiences at home or at school.- Exchanging information, feelings, wishes, and concerning matters of common interest, particularlythose relating to personal life, living conditions, leisure, educational activities andinterests, etc.).- Proposing plans/arranging a course of action and briefly giving reasons and explanations (e.g. what to do, where to go,when to meet).- Extending invitations and reacting to being invited. Interact with reasonable ease in structured situations(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 and educational domains provided they canask for clarification ocassionally 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 personaland educational domains, provided they can askfor repetition of key points if necessary. Follow changes of topic in formal discussion,within the corresponding domains. Speech is clear enough to be understood despitea noticeable foreign accent, but conversationalpartners will need to ask for repetition from time to time. Write short words that are in their vocabularywith reasonable phonetic accuracy (but notnecessarily full standard spelling). Write longer descriptions about their family,living conditions, and educational background. Write a series of follow-up questions for aninterview with the aid of a dictionary. Write short definitions for people, things,places, etc. by indicating their features or use. Write short descriptions of events, pastactivities and personal experiences. Write short, simple formal letters and imaginarybiographies.

7. EVALUATION

The Curriculum Guidelines for English and the National Regulations formally ensures the permanent process of assessing and monitoring the teaching-learning activities during the school year. Teaching and learning activities involve two main participants: the teacher and the learners, so both need to learn to monitor their performance as individuals and as a group. As a result, being aware of the effectiveness of the teaching methodologies for students language development, and learning to apply the metacognitive skills of assessing personal work are pivotal duties in this course.

This constant assessment will be carried out during the scholar year, which is divided in two five-month periods. Each period has three blocks or units. Students language skills and performance will be evaluated in each unit.

There will be three types of assessment in each unit: diagnostic, formative, and summative as it is briefly explained in the table below:

Type of assessmenttimePurposeResults

DiagnosticAt the beginning of each term, unit, and lesson

To assess students skills, weaknesses, and readiness before dealing with the new topic Qualitative

FormativeDuring the lesson and the unit

To assess the effectiveness of teaching methodologies, and adapt them to students real needs Keep track of students progress Qualitative

Qualitative

summativeAt the end of the lesson, unit and term

To assess students performance using what they have been practicing during each learning period

Quantitative

There will be a summative evaluation at the end of each lesson. Each unit will have four evaluations which seek to assess students performance in a spoken and/or written activity where they will show off the language skills they have been working with during the lesson. Among the instruments to evaluate students performance, this course will have:

Oral presentations: describing an object, a picture or the project of the unit Role-plays: acting out a real situation that enables learners to put in practice the vocabulary, expressions and structures learnt in the lesson. Quizzes: short objective tests based on multiple-choice, true or false, circle the odd one and similar kind of items. Homework: a significant piece of paper where the skills and competences are clearly used in a research or exercise. Informal instruments: Checklists and writing rubrics for self-evaluations considering the objectives.

The results of any type of evaluation will be graded as the curriculum specifies and they will provide necessary information to monitor, adjust and improve the teaching-learning process for the next lesson, unit or term.

BIBLIOGRAPHYMinisterio de Educacin. (2011) Curriculum Guidelines. PDF Documents.Ministerio de Educacin. (2011) Planning Guidelines. PDF Documents.Ministerio de Educacin. (2011) Assessment Sugestions. PDF Documents.Ministerio de Educacin. (2011) Curriculum Specifications. PDF Documents.

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