ANUAL TEACHING PLAN.docx

ANUAL TEACHING PLAN

1. GENERAL INFORMATION

1.1 Institution : Unit1.2Area: Foreign Language1.3 Teacher:1.4 School Year : 2014 -20151.5Course: 8th EGB1.6 Nº of weekly periods: 6 periods

2. OBJECTIVES

2.1. COMMUNICATIVE COMPETENCE OBJECTIVESA1.1: By the end of 8th year EGB, students will be able to:

Linguistic Component

Have a very basic repertoire of words and phrases related to their personal and

educational background.

Have limited control over a few simple grammatical structures and sentence patterns in

a learned repertoire, which relates to their personal and educational background.

ComponentSociolinguistic Component

Use basic expressions to impart and elicit factual information as well as socialize (e.g.

greetings, addressing forms, introducing oneself and others, and saying ‘good-bye’,

etc.).

Pragmatic Component

Link words or groups of words with very basic linear connectors like and or.

2.2. LANGUAGE SKILLS OBJECTIVES

A.1.1: By the end of 8th -year EGB, students will be able to:

Listening In simple spoken texts, understand expressions, words, and sentences related to the learner’s

personal and educational background (e.g. personal information, house, daily life activities, curricular subjects, classroom equipment, classroom commands, etc.). Follow speech which is very slow and carefully articulated, with long pauses for them to

assimilate meaning within the personal and educational domains.

Reading

SpeakingProduce slow, hesitant, planned monologues (i.e. with frequent pauses to search for

expressions, backtracking, errors, etc.) Interact in a simple way by asking and answering simple questions about the learners’ personal

and educational background. Communication is highly dependent on repetition at a slower rate of speech, rephrasing, and repair.

Writing Produce very simple informational texts that can have little or no detail, can have little variety

in sentence structure, and may have some usage error.

200 working days. Five periods per week

less than 5% contingency (2 week)

time available for the course:

40 weeks

38 weeks

190 periods

3. DESCRIPTION OF TIME:

4. PROBABLE TIME ALLOCATION FOR EACH UNIT:

UNIT 0 let`s get started 14 periodsUNIT 1 What’s your name? 25 periodsUNIT 2 This is Brian. 25 periodsProgress check 1 and 2 5 periodsGame 1: Pack it up! 2 periodsProject 1: A snapshot of me 2 periodsUNIT 3 Where are you from? 25 periodsWide Angle 1: From one country to another . . . 2 periodsUNIT 4 Can you repeat that, please? 25 periodsProgress check Units 3 and 4 5 periodsUNIT 5 I have two sisters. 25 periodsGame 2: Spelling bee 2 periodsProject 2: A snapshot of someone I like 2 periodsUNIT 6 I’m not crazy about hip-hop. 25 periodsProgress check Units 5 and 6 5 periodsWide Angle 2: Potter teens 2 periodsOVERALL 190 Peri

ods

5. CONTENTS OF THE UNIT

UNIT 0 let`s get started

Vocabulary1. Numbers 1–202. The English alphabet3. Months of the year4. Days of the week5. Colors6. A Classroom7. Classroom objects8. Classroom commands

9. Words for People

10. Common adjectives

11. U.S. moneyGrammar

12. Some parts of speech

13. PunctuationCommunication14. Greetings

UNIT 1 What’s your name?

1. Dialogue2. Comprehension3. Useful expressions4. Vocabulary : numbers

21-1005. Pronunciation6. Practice7. Practice8. Practicing grammar

9. Practice10. Practice11. Practice12. Communication13. Listening14. Reading15. Comprehension16. Writing: créate

your own profile17. Putting it

together: at the airport

UNIT 2 This is Brian.

1. Dialogue2. Comprehension3. Useful expressions4. Introduce people5. Pronunciation6. Things for teens7. Prepositions of place8. Practicing grammar

9. Practice10. Listening

practice11. Possessive

adjectives12. Grammar

practice13. Futher Practice14. Dialogue

practice15. Reading: family

pictures16. Writing:My

Family

Progress check Units 1 and1. Grammar2. Vocabulary3. Communication

Game 1: RacetrackProject 1: A snapshot of a classmate

UNIT 3 Where are you from?

1. Countries and nationalities

2. Talk about where people are from.

3. Dialogue4. Comprehension5. Useful expressions6. Nouns: Singular and

plural form7. Grammar Practice

10.This/that: these /those; a/an

11.Grammar Practice

12.Further Practice13.Pronunciation14.Listening15.Reading an e-

mail

6.- ESSENTIAL ASSESSMENT INDICATORS PER SCHOOL YEAR.

LISTENING READING SPEAKING WRITINGIdentify the relation between thesound and spelling of Englishwords within their lexical range.• Recognize and distinguish thewords, expressions, and sentencesin simple spoken texts relatedto the learner’s personal andeducational background.• Distinguish phonemically distinctwords related to the learners’personal and educationalbackground (e.g. name, address,pencil, etc.).• Recognize syllable, word, andsentence stress.• Understand instructions addressedto them carefully and slowly.• Understand speech that is clear,standard, and delivered slowly andintentionally.• Extract the gist and key informationitems from simple informationaltexts.

Recognize cognate words and loanwords from their L1.• Follow single-step writteninstructions.• Understand adapted and authentictexts which are simple and short.• Understand and identify short,simple informational texts (e.g.labels, messages, postcards,timetables, etc.) by making use ofclues such as visuals, text shapeand layout, and reading one phraseat a time.• Extract the gist and key informationitems from short, simpleinformational texts— especially ifthere is visual support.

Production• Pronounce words,personal and educational domains.• Ask and answer simple displayquestions26 delivered directly tothem in clear, slow non- idiomaticspeech and in areas of immediateneed.• Ask people for things and givepeople things.• Ask and answer questions aboutthemselves and other people,where they live, people they know,things they have, etc.• Respond with simple, directanswers given that the intervieweris patient and co-operative.• Speech is clear at times,though it exhibits problems withpronunciation, intonation or pacingand so may require significantlistener effort.

Spell personal and educationaldetails (e.g. own name, numbersand dates, nationality, address,age, date of birth, school, etc.).• Take down in writing a dictated orrecorded message within the limitsof their repertoire for the level.• Write isolated phrases andsentences for simple informationaltexts such as labels, messages,forms, cards, etc. by using basicappropriate punctuation marks (i.e.commas and periods).• Carry out correspondence (e.g.e-mail) with a partner, by giving andeliciting personal and educationalinformation.

7. TEACHING RESORCES

1. Teaching and learning materials provided by the Ministry of Education: POSTCARDS 1 Student text Teacher POSTCARDS 1 text2. Bilingual dictionary (optional)3. Auxiliary materials: Fiches, posters, cards.

8. EVALUATION

Formative assessment is applied and Summative assessment through the development of the student during the process and through the unit and end of tests.

9. - BIBLIOGRAPHY:Abbs, B et al Postearos Student`s book Second edition. Pearson Longman Quito – Ecuador 2013.Penguin. Several authors, Class Readers.

10 .-COMMENTS ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

____________________ _____________________________ __________________________ TEACHER AREA COORDINATOR DEPUTY HEADMASTER

ANUAL TEACHING PLAN


1.1 Institution :“ Unit1.2Area: Foreign Language1.3Teacher:1.4School Year : 2014 -20151.5 Course: 9th -10th -EGB and 1 st BGU1.6 Nº of weekly periods:6 periods

2. OBJECTIVES

2.1. COMMUNICATIVE COMPETENCE OBJECTIVESA1.2: 9th -10th -EGB and 1 st . BGU


Have a basic repertoire of words and phrases related to their social background which is complementary to the personal and educational background with which they are already familiar.

Have limited control of a few simple grammatical structures and sentence patterns in a learned repertoire, which relates to their social background.

Pragmatic Component

Sociolinguistic Component

Establish basic social contact by using the simplest everyday polite forms to make requests, express gratitude, apologize, etc. in accordance with the most important conventions of the community concerned.

Link words or groups of words with a wider variety of basic linear connectors like but , then, etc.


Listening In simple spoken texts, understand expressions, words, and sentences related to the

learner’s social background (e.g. shopping, entertainment, services, etc.), which is complementary to the personal and educational background with which they are already familiar.

Understand speech which is very slow and carefully articulated, with long pauses for them to assimilate meaning within the public domain.

Reading Understand and identify simple informational, transactional and expository texts (e.g.

signs, personal letters, short autobiographies, etc.) a single phrase at a time, picking up familiar names, words, and basic phrases and rereading as required.

Extract the gist and key information items from simple informational, transactional and expository texts.

Speaking Produce slow, hesitant, planned dialogues (i.e. communication still depends on repetition,

rephrasing and repair, however). Interact and participate in brief informal discussions, in a simple way by asking and

answering simple questions about the learners’ personal, educational and social background. Communication is dependent on repetition at a slower rate of speech, rephrasing, and repair.

Writing Produce informational, transactional and expository texts consisting of a sequence of simple

sentences that have more detail and show more variety in lexical range and sentence structure.


200 working days. Five periods per weekless than 5% contingency (2 week)time available for the course:

40 weeks 38 weeks190 periods


UNIT 0 let`s get started 14 periods

UNIT 1 Can you count? 25 periodsUNIT 2 Always get up at six-thirty. 25 periodsProgress check 1 and 2 5 periodsGame 1: Racetrack 2 periodsProject 1: A snapshot of a classmate. 2 periodsUNIT 3 Miami—A great place to be! 25 periodsWide Angle 1: Teens in Iceland: Hot pots and midnight sun. 2 periodsUNIT 4 What’s Brian doing? 25 periodsProgress check Units 3 and 4 5 periodsUNIT 5 Did he call her again today? 25 periodsGame 2: Add up the questions 2 periodsProject 2: A snapshot of a field trip 2 periodsUNIT 6 I really had a great time. 25 periodsProgress check Units 5 and 6 5 periodsWide Angle 2: Working teens 5 periodsOVERALL 190 periods

5. CONTENS OF THE UNIT:

UNIT 0 let`s get started

Vocabulary1. Numbers 1–202. The English alphabet3. Months of the year4. Days of the week5. Colors6. A Classroom7. Classroom objects

8.

UNIT 1 Can you count?

1. Dialogue2. Comprehension3. Useful expressions4. VocabularyPracticing grammar5. Practice6. Practice7. Dialogue and8. Comprehension

Practicing grammar9. Practice10. Practice11. Pronunciation12. Your turn13. Communication14. Practice

UNIT 2 Always get up at six-thirty.

1. Reading2. Comprehension3. Pronunciation4. VocabularyPracticing grammar5. Practice6. Your turn7. CommunicationPracticing grammar8. Practice

9. Practice10. Practice11. Practice12. Practice13. Reading14. Speaking15. Listening16. Writing

Progress check Units 1 and 21. Grammar2. Vocabulary3. Communication

Game 1: Racetrack Playing a board gameProject 1: A snapshot of a classmate.

Making an oral presentation

UNIT 3 Miami—A great place to be!

1. Reading2. Comprehension3. Places4. word5. Dialogue6. Comprehension7. Useful

expressionsPracticing grammar8. Prepositions9. Grammar

10. There is / there are11.Grammar practice12. Intonation13. Your turn14. Leisure activities15.Make16. Listening17. Putting

Wide Angle 1: Teens in Iceland: Hot pots and midnight sun

1. Reading2. Listening3. Speaking4. Writing

UNIT 4 What’s Brian doing?

1. Dialogue2. Comprehension3. Useful expressions4. Vocabulary

Practicing grammar

5. Practice6. Practice7. Practice8. Practice

Practicing grammar

9. Practice10. Your turn11. Practice12. Pronunciation13. Communication14. Writing15. Listening16. Reading17. Comprehension18. Speaking

Progress check Units 3 and 4

1. Reading2. Listening3. Speaking4. Writing

UNIT 5 Did he call her again today?

1. Dialogue2. Comprehension3. Useful expressions4. Past time expressions5. Simple past of regular

verbs6. Grammar7. writing8. Pronunciation

10. Simple past11. Grammar Practice12. Simple past13. Grammar Practice14. Talk15. Reading16. Comprehension17. emotioons

9. Listening 18. Your turn19. Putting it together

Game 2: Add up the questionsProject 2: A snapshot of a field trip

UNIT 6 I really had a great time.

1. Dialogue2. Comprehension3. Useful expressions4. Vocabulary5. Practicing

grammar6. Simple past of be7. Pronunciation8. Simple past of

regular verbs9. Grammar Practice10. Grammar

competitions

11. Writing12. Talk13. Some occupations14. Listening15. Hot jobs16. Comprehension17. Speaking

Progress check Units 5 and 6

1. Grammar2. VocabularyCommunication1. Reading2. Listening3. SpeakingWriting

6.-ESSENTIAL ASSESSMENT INDICATORS PER SCHOOL YEAR.

LISTENING READING SPEAKING WRITINGIdentify words and expressions used ina slower, yet natural colloquial style, bynative speaker and non-native speakerswithin the public and vocational domain—complementary to the personal andeducational background with which theyare already familiar.• Understand phrases and expressionsrelated to areas of most immediate prioritywithin the personal, educational, public

Deduce the meaning of complexwords composed of elements (basesand affixes) which are familiar to thelearners in transactional, expository,informational, procedural, and narrativetexts.• Correctly interpret the meanings ofinternational words (e.g. TV, sandwich,football, etc.) familiar from the learner’snative language and whose equivalent

Production• Repeat new words and expressions which occur inconversations in the personal, educational, public andvocational domains, and make use of such terms andexpressions whenever appropriate/necessary.• Explain their likes and dislikes in general.• Give short, basic descriptions and sequencing ofeveryday events and activities within the personal,

Write short sentences on everyday subjects (e.g.directions: how to get somewhere).• Write about everyday aspects of their environment,e.g. people, places, a job, or study experience inlinked sentences.• Write a series of simple phrases and sentences forproduct packaging, safety notices, brochures, etc.• Complete travelling forms.• Write short ‘how to’

and vocational domains (e.g. shopping,travel, services, workplaces, etc.), providedspeech is clearly and slowly articulated.• Within the personal, educational, publicand vocational domain, deduce themeanings of unfamiliar phrases and wordsfrom a context containing familiar elements.• In their own speech and in the speech ofothers, understand the principal meaningfulcontrasts in utterances carried by stressplacement and intonation.• Catch the main idea in short, clear, simpleannouncements given publicly withinthe personal, educational, public andvocational domain (i.e. traffic and touristinformation, publicity texts, rout inecommands, etc.).• Understand and identify the maindiscussion topic within the personal,educational, public and vocational domainprovided that they are conducted slowlyand clearly.

meaning is fully transparent in the texttypes used for this level.• Find specific predictable informationin longer transactional, expository andinformational material (e.g. travelingforms, brochures, etc.) than thosepresented in previous years as well asin short procedural and narrative texts(e.g. recipes and adventure stories).• Make use of clues such as titles,illustrations, paragraphing, etc. toidentify and understand relevantinformation in written texts types thatcorrespond to the level.• Understand simple instructions fromrecipes or equipment encountered ineveryday life (e.g. public telephone) aswell as more complex media articles

educational, public and vocational domains (e.g. theirenvironment, present or most recent job, etc.).• Describe plans and arrangements, habits androutines, past activities, and experiences withinthe personal, educational, public, and vocationaldomains.• Within the corresponding domains, deliver very short,rehearsed announcements of predictable, learnedcontent which are intelligible to listeners who areprepared to concentrate.• Understand clear, standard speech on familiarmatters within the personal, educational, public,and vocational domains, provided they can ask forrepetition or reformulation from time to time.Interaction• Deal with common aspects of everyday living withinthe personal, educational, public and vocationaldomains without undue effort:- Exchanging views and

instructions and recipes.• Write short narratives such as adventure orrealistic fiction31.

• Identify the main idea and sequence ofevents of recorded news reporting publicentertainment, events, accidents, etc.• Identify the main point of television newsreporting public entertainment, events,accidents, etc., where the visuals supportthe commentary—provided technologicalresources are available.

expressing attitudesconcerning matters of common interest (e.g. sociallife, environment, occupational activities and interests,everyday goods and services) as well as briefly givingreasons and explanations for opinions.- Travel, lodgings, and transport (e.g. getting all theinformation needed from a tourist office).- Eating (e.g. ordering a meal).- Shopping (e.g. making simple purchases by statingwhat is wanted and asking the price).- Transactions in shops, post offices, or banks.- Proposing plans /arranging a course of action andbriefly giving reasons and explanations.- Extending invitations and reacting to being invited.• Interact with reasonable ease in structured situations(e.g. an interview) and short conversations within thecorresponding domains, provided they are addressedclearly, slowly, and directly.• Answer straightforward follow-up questions within

thepersonal, educational, public and vocational domainsprovided they can ask for clarification occasionallyand are given some help to express what they want.• When addressed directly in a formal meeting, saywhat they think about issues within the personal,educational, public and vocational domains, providedthey can ask for repetition of key points if necessary.• Follow changes of topic in formal discussion, withinthe corresponding domains.• Speech is readily intelligible both to native speakersand to non-native speakers who approximate tostandard norms.

7.- TEACHING RESOURCES


8.-EVALUATION Formative assessment is applied and Summative assessment through the development of the student during the process and through the unit and end of tests.

9. - BIBLIOGRAPHY:Abbs, B et al Postearos Student`s book Second edition. Pearson Longman Quito – Ecuador 2013.

10.-COMMENTS ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

TEACHER AREA COORDINATOR VICE -HEADMASTER

ANUAL TEACHING PLAN


1.1 Institution :“Simon Bolivar” Educational Unit1.2Area: Foreign Language1.3Teacher: Lic. Cristhian Suárez

Lic. Marco Suárez1.4Course: 2nd and 3rd Bachillerato1.5 Nº of weekly periods: 6 periods1.6School Year : 2014 -2015

2. OBJECTIVES

2.1. COMMUNICATIVE COMPETENCE OBJECTIVESB1.1: 2nd and 3rd Bachillerato


Have enough language to get by with sufficient vocabulary to express themselves with some hesitation and circumlocutions34 on topics such as family, hobbies and interests, work, travel and current events.

• Handle more unfamiliar topics and situations with lexical limitations that cause repetition and even difficulties at times (especially) when formulating more complex thoughts.• Communicate with reasonable accuracy in familiar contexts and generally have good control of routines and patterns although there may be evident L1 influence.

Pragmatic Component

Exploit a wide range of simple language flexibly to express much of what they want..


Sociolinguistic Component

Be aware of salient politeness conventions35of the foreign culture (i.e. the culture any major country

where the target language is the L1) and act appropriately.

Listening

Understand the main points of clear standard speech on familiar matters regularly encountered in the personal and educational domains (e.g. leisure, school, etc.).

Identify both general messages and specific details within the personal and educational domains, provided speech is clearly articulated in a generally familiar accent.

Reading Understand and identify longer, more complex expository, procedural and narrative

texts than those in 1st year Bachillerato (e.g. informational reports, experiments, fairy tales, mystery, etc.) with a satisfactory level of comprehension.

Use appropriate interpretation strategies to deal with the corresponding text types (i.e. expository, procedural and narrative)

Speaking Sustain a straightforward description of a (or a variety of) subject matters within the

personal and educational domains rather fluently, presenting it as a linear sequence of points.

Communicate with some confidence on familiar routine and non-routine matters related to their interests and educational field.

Enter unprepared into 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.).

Writing Produce longer, more detailed and complex expository, proceduraland narrative texts

than those in 1st year Bachillerato (e.g. essays, experiments, fantasy, science fiction, etc.) by linking a series of shorter discrete elements into a linear sequence.

Convey information and ideas on abstract as well as concrete topics through the text types that correspond to the level with reasonable precision.


200 working days. Five periods per weekless than 5% contingency (2 week)time available for the course:

40 weeks 38 weeks190 periods


UNIT 0 let`s get started 14 periodsUNIT 1 Meet Alex and his friends. 25 periodsUNIT 2 Do you have any pizza dough?. 25 periodsProgress check 1 and 2 5 periodsGame 1: Stomp, spin, and spell 2 periodsProject 1: A snapshot of a great snack. 2 periodsUNIT 3 Are there any chips left? 25 periodsWide Angle 1: International treats 2 periodsUNIT 4 How often do you go rock climbing? 25 periodsProgress check Units 3 and 4 5 periodsUNIT 5 Everybody’s waiting for us 25 periodsGame 2: Sentence charades 2 periodsProject 2: A snapshot of a special interest 2 periodsUNIT 6 What are you going to wear? 25 periodsProgress check Units 5 and 6 5 periodsWide Angle 2 What is beauty? 5 periodsOVERALL 190 periods

5. Essential assessment indicators per school year. LISTENING READING SPEAKING WRITINGUnderstand detailed directions fortraveling or building up a CV.• Follow a short lecture or talk within thepublic and vocational domain, providedthe subject matter is familiar, and thepresentation is straightforward and clearlystructured.• Within the public and vocational domains,follow the main points of extendeddiscussion among native speakers talkingaround them, provided speech is clearlyarticulated in standard dialect.• Provided that

Scan longer expository, procedural,narrative, transactional, and persuasivetexts than those studied in previousyears to locate desired information fromdifferent parts of the texts.• Skim to understand the gist oftransactional and persuasive texts.• Recognize the line of argument in thetreatment of the issue presented, thoughnot necessarily in detail.• Identify the main conclusions in clearlysignaled argumentative texts.• Understand clearly written,

Production• Give detailed accounts ofexperiences by describing feelingsand reactions within the public andvocational domains.• Relate details of unpredictableoccurrences (e.g. an accident)within the public and occupationaldomains.• Relate the plot of a book or film anddescribe their reactions.• Briefly give reasons andexplanations for opinions, plans, andactions within the correspondingdomains.• Connect phrases in a simple wayin order to describe

Production• Develop an argument well enoughto be followed without difficultymost of the time.• Write short, simple advertisements.• Write a short review of a film, book,or play.• Summarize, report, and give theiropinion about accumulated factualinformation on familiar routine andnon-routine matters within theirfields (Social studies, Science, etc.)with some confidence.• Write short, simple, persuasiveessays on topics of interest.• Use a larger number of cohesivedevices to link their

resources are available,understand the main point of simplerecorded material (e.g. radio newsbulletins) or TV programs on currentaffairs or topics of public or professionalinterest when the delivery is relativelyslow and clear.

straightforward descriptions of viewpointsand job-related language.• Distinguish fact from comment.• Make use of clues such as typographicaldevices (e.g. bolding, italicizing,underlining, paragraphing).

experiencesand events, their dreams, hopes,and ambitions within the vocationaldomain.• Within the public and vocationaldomains, deliver short rehearsedannouncements clearly intelligibledespite some foreign stress andintonation on a topic pertinent toeveryday occurrences.• Within the public and vocationaldomains, give a preparedstraightforward presentation—clearenough to be followed withoutmuch difficulty and whose mainpoints are explained with reasonableprecision—on a familiar topic.• Within the public and vocationaldomains, take follow-up questions,but may have to ask for repetition ifthe speech too fast.• Speech is clearly intelligible even if aforeign accent is sometimes evidentand occasional mispronunciationsoccur.Interaction• Follow a native speaker’s clearlyarticulated speech directed at themin everyday conversation withinthe public and vocational domainsthough will sometimes

utterances intoclear, coherent discourse, thoughthere may be some “jumpiness” ina long contribution.• Produce continuous writing whichis generally intelligible throughout.Interaction• Take messages communicatingenquiries and explaining problemswhen travelling or at work.

have to askfor repetition of particular words andphrases.• Follow the main points in an informaldiscussion with acquaintancesand colleagues (real or imaginary)provided speech is clearlyarticulated in standard dialect.• Give or seek acquaintances/colleagues’ personal views andopinions in discussing topics ofinterest within the correspondingdomains.

6. TEACHING RESOURCES


7. EVALUATION Formative assessment is applied and Summative assessment through the development of the student during the process and through the unit and end of tests.

8. - BIBLIOGRAPHY:Abbs, B et al Posters. Student`s book Second edition. Pearson Longman Quito – Ecuador 2013.

11.-COMMENTS ……………………………………………………………………………………………………………………………………………………………………………………………………………………………………..

_____________________ _______________________ _____________________ TEACHER AREA COORDINATOR VICE -HEADMASTER

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ANUAL TEACHING PLAN.docx