Professional Documents
Culture Documents
ANNUAL
PLAN
1. GENERAL INFORMATION
AREA:
English Language
SCHOOL/HIGH SCHOOL: Unidad Educativa Pasionista
TEACHER:
Lcda. Ericka Erique Honores
SCHOOL YEAR:
2014 - 2015
TARGET GROUP:
10th (A-B-C) Year EGB
HOURS PER WEEK:
(5 hours)
LANGUAGE ENGLISH TEXT: Viewpoints 3
ENGLISH LEVEL:
(A2)
2. OBJECTIVES
2.1 COMMUNICATIVE COMPETENCE: By the end on 10th. Year EGB, students will be
able to:
Linguistic 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.
Sociolinguistic Component
Perform and respond to
simple language
functions, such as
exchanging information
and requests.
Pragmatic Component
Adapt and build wellrehearsed simple,
memorized phrases to
particular circumstances
through limited lexical
substitution.
LANGUAGE SKILLS OBJECTIVES: By the end on 10 th. Year EGB, students will
be able to:
Listening
Reading
Speaking
Writing
3. CONTENT
TIME FRAME
From
May 5th
to
June 20th
NAME AND
UNIT
NUMBER
FUNCTIONS
GRAMMAR
VOCABULARY
EVALUATION
Diagnostic
quiz
Identify
the
main
topic
of
paragraphs
in
written
texts.
Extra
exercises.
Quizzes
Formal
evaluation
TIME FRAME
NAME AND
UNIT
NUMBER
FUNCTIONS
From
June 23rd
To
August
08th
Unit 2
Holiday
activities
and places
TIME FRAME
From
August
11th
To
Septembe
r 5th
NAME AND
UNIT
NUMBER
Expressing
existence in
the past.
Talking about
actions
in
progress
in
the past and
completed
actions.
Producing
simple
narratives
Checking on
meaning.
FUNCTIONS
Following
and
give
simple
instructions
Unit 3
Talking
about
how to operate
things.
Talking
about
future plans.
Hobbies Making decisions
and
at the moment
entertainm
of speaking
ent
Making
predictions.
Expressing
confusion and
disappointment
Checking
on
meaning.
Asking for and
give
advice.
Saying what is
the right thing
to do.
GRAMMAR
There
was/There
were
Past
Progressive
Tense
Simple
Past
Tense
Adverbs with
ly ending:
It was
awesome
It was
incredible
It was
great
GRAMMAR
VOCABULARY
Words
related to
parties
Legendary
creatures
Colloquial
expression
*Curiosity
killed the
cat
*Take
ones
breath
away
*Be
caught
redhanded
VOCABULARY
Imperatives
Words related
Collocations
to the use of
technologica
The future with
l devices
Will
Colloquial
Present
expressions:
Progressive
Be a pain in
Tense
for
the neck
future
Be out of
arrangement
order
and plans
Make up one
believe/
s mind
think/ predict/
Get on one
estimate
s nerves
EVALUATION
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.
EVALUATION
Students
assignments:
Apply
a
vocabulary
strategy in
order
to
learn new
words
Detail
specific
informatio
n in texts
Complete
worksheet
s
Built the
headings
or a chart.
Quiz .
give
advice.
can, have to,
Saying what is
must
the right thing
to do
Addition
and
Amazing Asking for and
contrast:
in
facts
giving
addition, also,
around the
permission to
besides,
on
world
do something
the contrary,
Expressing
instead,
however.
obligation and
lack
of
obligation
Giving
prohibitions.
Expressing
agreement and
disagreement.
about places.
Unit 4
From
October
6th
to
November
21st
TIME FRAME
From
November
24th to
December
19rd
TIME FRAME
NAME AND
UNIT
NUMBER
FUNCTIONS
VOCABULARY
Use examples
to learn the
vocabulary.
Engage
students in
selfreflection to
apply
the
grammar
part
with
worksheet,
activities on
book
and
workbook.
Write
imaginative
and
persuasive
texts.
Speaking
activity:
argue
and
persuade.
*speeches
*reports.
EVALUATION
FUNCTIONS
From
January
5th to
GRAMMAR
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 to
describe
feelings
Duties
at
home
and rules at
school.
Unit 6
Inspiring
GRAMMAR
VOCABULARY
Words related
to
outdoor
Talking about The future with
activities.
future plans
Be + going to Activities
conditions.
(affirmative,
related
to
negative,
Talking about
traveling
interrogative) Colloquial
experiences
EVALUATION
Ask oral
questions
Complete
exercises
Pair work
to
describe
January
30st
young
people
related
trips
Checking
meaning.
to
on
Present perfect.
expressions:
Be hopping
mad
Get
the
picture
be broke
Adjectives to
describe
places,
things
and
actions.
Incidents
when
traveling.
recent
events
Group
work
Role plays
4. METHODOLOGICAL STRATEGIES
Listenin
g
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.
Reading
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.
Speaking
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
Writing
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
Whquestions to
gather ideas
to write a
paragraph
To write
coherent
short stories,
biographies
and texts
about
childhood
memories.
To write the
Vocabular
y
To create
mental
images of
words.
To
understan
d and use
phrasal
verbs.
To use new
words to
create
sentences.
To identify
synonyms
related
words of
new
words.
expressions
ending of
stories
To summarize
stories.
5. RESOURCES
Teacher`s guide VIEWPOINTS 3. Greenwich. Editorial Norma
Cambridge Dictionary Online
Audio CDs
Worksheets
Short texts
Power point.
Greenwich lab
6. ASSESSMENT
Listening
INDICATORS
Reading
Identify
words Deduce
the
and
meaning
expressions used of complex
in a
words composed
slower, yet natural of elements
colloquial style, by (bases
and
native
affixes) which are
speakers and non- familiar
native
to the learners in
speakers
within transactional and
the personal and expository texts.
educational
Correctly
domain.
interpret
the
Understand meanings
of
phrases
and international
expressions
words (e.g. DVD,
related
phone, hotel, taxi,
to areas of most etc.) familiar from
immediate priority the
learne`s
within
native
language
the personal and and
educational
whose equivalent
domains
meaning is fully
provided speech is transparent in the
clearly and slowly text types used
articulated.
for this level.
Within
the Find
specific
personal
and predictable
educational
information
domain,
deduce in
longer
the meanings of
transactional and
unfamiliar phrases expository
and words from a material
context containing
(e.g.
formal
familiar elements.
letters,
In their own biographies, etc
speech, recognize Make use of
some
of
the clues
such
as
principal
titles, illustrations,
Speaking
Interaction
Production
Use new words Deal
with
and expressions practical
which occur in
everyday
conversations in demands within
the personal and the personal and
educational
educational
domains,
and domains without
make
use
of undue effort:
such terms and
- Meeting people
expressions
(and if strangers,
whenever
making
their
appropriate/nece acquaintance).
ssary
Asking
and
Use
simple answering
descriptive
questions about
language
to habits, routines,
compare
hobbies and past
and make brief activities,
and
statements
experiences
at
about
objects home
or
at
and
school.
possessions.
Exchanging
Give
short, information,
basic
feelings, wishes,
descriptions
of and concerning
everyday events
matters
of
and
activities common
within
the interest,
personal
and particularly
educational
those relating to
domains
(e.g. personal
life,
their
family, living conditions,
living conditions, leisure,
and
educational
educational
activities and
background).
interests, etc.).
Describe plans Proposing
and
plans/arranging a
arrangements,
course of action
Writing
Write
short
words that are
in
their
vocabulary
with reasonable
phonetic
accuracy
(but
not
necessarily full
standard
spelling).
Write longer
descriptions
about
their
family,
living
conditions, and
educational
background.
Write a series
of
follow-up
questions
for
an
interview 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, past
activities
and
personal
experiences.
meaningful
contrasts
in
utterances carried
by
stress
intonation.
Catch the main
idea
in
short,
clear,
more
complex
texts
within
the
personal
and
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 are
conducted 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 commentary
provided
technological
resources are
available.
paragraphing,
etc., to
identify
and
understand
relevant
information
in
written texts types
that correspond to
the level.
Understand
short descriptions
and
media
articles
when expressed in
simple language.
habits and
routines,
past
activities,
and
experiences
within
the personal and
educational
domains.
Give a short,
rehearsed
presentation on
a
topic pertinent to
their
everyday
life within the
corresponding
domains.
Understand
clear,
standard
speech
on
familiar
matters
within
the personal and
educational
domains,
provided
they
can
ask
for
repetition or
reformulation
from
time
to
time.
Answer
straightforward
follow-up
questions within
the personal and
educational
domains
provided
they
can
ask
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
personal
and educational
domains,
provided
they
can ask
for repetition of
key
points
if
necessary.
Follow changes
of topic in formal
discussion,
within
the
corresponding
domains.
Write
short,
simple
formal
letters
and
imaginary
biographies.
Speech is clear
enough to be
understood
despite
a
noticeable
foreign
accent,
but
conversational
partners
will
need to ask for
repetition
from
time to time.
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
assessment
time
Purpose
Diagnostic
At the beginning of
each term, unit, and
lesson
To assess students
Qualitative
skills, weaknesses,
and readiness before
dealing with the new
topic
To assess the effectiveness
Qualitative
of
teaching methodologies, and
adapt them to students real
needs
Keep track of students
progress
To assess students
Quantitative
performance using
what they have been
practicing during
Formative
During the lesson
and the unit
summative
Results
BIBLIOGRAPHY
Ministerio
Ministerio
Ministerio
Ministerio
de
de
de
de
Educacin.
Educacin.
Educacin.
Educacin.
(2011)
(2011)
(2011)
(2011)
________________________
ENGLISH TEACHER
_______________________
_____________________
ENGLISH AREA COORDINATOR
VICERRECTOR