ENGLISH ANNUAL TEACHING PLANS

ENGLISH PROYECT ADVANCE

1.GENERAL INFORMATION:
ÁREA: ENGLISH LANGUAGE
HIGH- SCHOOL: “ ANTONIO JOSE DE SUCRE” UNIT
SCHOOL YEAR: 2015 - 2016
ENGLISH TEACHER: YURY GARCIA SUDARIO

2. OBJECTIVES:
By the end of 2nd year Bachelorship, students will have reached the communicative
competence for A1.2 proficiency level (basic user), and they 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 and routine matters;
 Describe in simple terms aspects of their background, immediate environment, and
matters in areas of immediate 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 develop attitudes to cope with such dissimilarities.
2.1 Educational Overall Objectives :
1. To ensure high-school graduates reach a minimum A1.2 language proficiency level
according to the CEFR, and
2. To build up learners’ communicative language competence9 in its linguistic,
sociolinguistic, and pragmatic components through the development of the four language
skills: listening, speaking, reading, and writing

2.2.1 Specific objectives r school year (3rd BGU).

To show articulation and progression, the specific objectives for listening and speaking
have been formulated by taking into consideration the four main domains of interest for the
target group: personal, educational, public, and vocational. The first two (personal and
educational) are addressed in level A1.2 because they constitute the learners’ immediate
surroundings. The third and fourth (public and vocational), however, are addressed in level
2 because they constitute the learners’ extended surroundings—which come afterwards.
Moreover, objectives and assessment indicators for spoken production and spoken
interaction have been set up.
Regarding reading and writing, the specific objectives have been established for students
to face different text types they may encounter when they read English. Furthermore,
learners will already be familiar with some samples of three specific text types:
informational, transactional, and expository. Nonetheless, not only will more complex
samples be presented within these genres, but students will also be exposed to two new text
types: procedural and narrative.

2.1.2. Curriculum Exit Profile (Level 2)

Regarding the linguistic component of communicative competence, high-school graduates

at the B1 level will be able to:
1. Have a sufficient range of language to describe unpredictable situations, explain the main
points in an idea or problem with reasonable precision, and express thoughts on abstract or
cultural topics such as music and films; and

2. Have enough language to get by with sufficient vocabulary to express themselves with
some hesitation and circumlocution on topics such as family, hobbies, and interests, work,
travel, and current events, but at times lexical limitations may cause repetition and even
difficulty with formulation.

Regarding the sociolinguistic component of communicative competence, high-school

graduates at the B1 level will be able to:

1. Perform and respond to a wide range of language functions, using their most common
exponents in a neutral register;

2. be aware of noticeable politeness conventions, and act appropriately; and

3. be aware of and look out for signs of the most significant differences between the
customs, usages, attitudes, values, and beliefs prevalent in the community concerned and
those of their own.
Regarding the pragmatic component of communicative competence, high-school graduates
at the B1 level will be able to:

1. Adapt their expression to deal with less routine, even difficult situations;

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

3. Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;

4. Initiate, maintain, and close simple face-to-face conversation on topics that are familiar
or of personal interest;

5. Relate a straightforward narrative or description as a linear sequence of points fluently

and reasonably; and

6. Link a series of shorter discrete simple elements into a connected, linear sequence of
points.
With regard to the language skills, high-school graduates at the B1 level will be able to:

Listening:
Understand the main points of clear, standard speech on familiar matters regularly
encountered in informal situations at school, work, leisure, etc.; and understand the main
point of many radio or television programs on topics of personal or professional interest
when the delivery is clear.

Reading:
Understand texts that consist mainly of high-frequency, everyday language; and understand
the description of events, feelings, and wishes in personal letters.

Speaking:
Deal with most situations likely to arise while travelling in an area where the language is
spoken (i.e. basic social language); enter unprepared into conversation on topics that are
familiar, of personal interest, or pertinent to everyday life; connect phrases in a simple way
in order to describe experiences and events, dreams, hopes, and ambitions; give brief
reasons and explanations for opinions and plans; and describe their reactions to the plot of a
book or film; and narrate a story.

Writing:
Write simple connected text on topics which are familiar or of personal interest; and write
personal letters describing experiences and impressions.

With regard to the language skills, high-school graduates at the B1.2 level will be able to:
Linguistically:

 Have a very basic vocabulary repertoire of words and phrases related to their personal
and educational background.

 Have limited control over few simple grammatical structures and sentence patterns in a
learned repertoire, which relates to their personal and educational background
Social-linguistically:

 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.).

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

2.2 Teaching and learning specifications

Level A1.1 students are expected to develop both skills (listening, speaking, reading, and
writing) and sub-skills not only to face communicative challenges in their immediate school
and community environment, but also in the tasks and activities that a basic user of the
English language carries out daily in his/her social and academic life under different
conditions and restrictions.
2.3. PROFICIENCY LEVEL :

2.3.1. COMMUNICATIVE COMPETENCE OBJECTIVE:

A2.2: In addition to what was learned in 10th year EGB, by the end of 3 rd year
Bachelorship, students will be able to:
1. Linguistic Component
 . Have a repertoire of language which enables them to explain the main points in an
idea or problem with reasonable precision.

 Have a sufficient range of language to describe unpredictable situations and express

thoughts on abstract or cultural topics such as films, books, and music.

 Use a repertoire of frequently used routines and patterns associated with more
predictable situations and some unpredictable situations quite accurately; though
errors may occur, they do not interfere with the conveyance of meaning
 2. Sociolinguistic Component
 Perform and respond to a wide range of language functions, using their most
common exponents36 in a neutral register

3. Pragmatic Component
 Adapt their expression to deal with less routine, even difficult situations

2.3.2. LANGUAGE SKILL OBJECTIVES

A2.2: Besides what was learned in the 10th year EGB, by the end of the 2 nd year
Bachelorship, students will be able to:
1. 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

2. Reading
 Understand and identify longer, more complex expository, procedural and narrative
texts than those in 1st year Bachelorship (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)

3. 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.).
.
4. Writing
 Produce longer, more detailed and complex expository, procedural and narrative
texts than those in 1st year Bachelorship (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.

2.4. Essential assessment indicators per school year.

Assessment indicators for every skill are given below:

2.4.1 PROFICIENCY LEVEL LANGUAGE SKILLS

2rd year Bachelorship
Listening
 Have a repertoire of language which enables them to explain the main points in an
idea or problem with reasonable precision.

 Have a sufficient range of language to describe unpredictable situations and express

thoughts on abstract or cultural topics such as films, books, and music.

 Use a repertoire of frequently used routines and patterns associated with more
predictable situations and some unpredictable situations quite accurately; though
errors may occur, they do not interfere with the conveyance of meaning
Reading
 Deduce the meaning of complex words composed of elements (bases and affixes)
which are familiar to the learners in transactional, expository, informational,
procedural, and narrative texts.
 Correctly interpret the meanings of international words (e.g. TV, sandwich, football,
etc.) familiar from the learner’s native language and whose equivalent meaning is
fully transparent in the text types used for this level.
 Find specific predictable information in longer transactional, expository and
informational material (e.g. traveling forms, brochures, etc.) than those presented in
previous years as well as in short procedural and narrative texts (e.g. recipes and
adventure stories).
 Make use of clues such as titles, illustrations, paragraphing, etc. to identify and
understand relevant information in written texts types that correspond to the level.
 Understand simple instructions from recipes or equipment encountered in everyday
life (e.g. public telephone) as well as more complex media articles.
Speaking
a. Production
 Repeat new words 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 and routines, past activities, and
experiences within the 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
reformulation from time to time.
b. Interaction
 Deal with common aspects of everyday living within the personal, 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.
 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, 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.
Writing
 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 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 fiction.

3. CONTENTS

1° QUIMESTRE
TIME FRAME FUNCTIONS GRAMMAR VOCABULARY
MAY -Describe someone´s Review of the simple Personality traits
Personality Present.
1 Meet Alex and his Possessive pronouns:
Friends. yours(sing),hers,his,ours,
yours(pl.)their. Whose?
JUNE Identify people from
Descriptions. Describe - Information questions Personality traits, talk
People´s personality; talk Whose? about yourself and a
About yourself.
friend.
JULY Give and follow Count and noncount Food for various meals
instructions Nouns imperatives
2 Do you have any (commands)
Pizza dough?

AUGUST Make an offer There is / There are with Foods at the

Some and any. supermarket
3 Are there any chips Questions with How
Left? much and How many

SEPTEMBER Use of expressions of There is/ There are

Quantity: a little, a few,
A lot of, not much, not
many
2° QUIMETRE
TIME FRAME FUNCTIONS GRAMMAR VOCABULARY
OCTOBER Express preference: Adverbs of frequency Sports and activities
Would rather Expressions of
4 How often do you frequency.
Go rock climbing?

NOVEMBER Use about Would rather How often and gerunds

DECEMBER Talk about what´s The present continuous Classroom activities

Going on now The simple present
5 Everybody´s Contrasted with the
Waiting for us. Present continuous

JANUARY Talk about clothes Too + adjective; not + Clothes

Comment and Adjective + enough
6 What are you going compliment Present continuous for
To wear? future arrangements Be
Going to + verb for
future plans, intentions,
and predictions

FEBRUARY Feedback Present continuous with - Talk about the suffix of

its rule. present countinuous.

1. METHODOLOGICAL STRATEGIES
Level A1.2 language learns will do classroom tasks/ activities in which they will not only
use the language, but also understand and produce an oral and/ or written text bath
individually and in pairs/ groups.
Mainly, they will be exposed to spoken and written informational texts that include labels,
messages (over the phone and emails) forms, ads, cards and catalogs.

Listening

o Set the context of the listening. Ask warm-up questions to generate interest.
o Make sure that students understand the instructions and ask
 o Play the audio once for students to grasp the general idea.

Reading

o As a few general warm-up questions to set the context of the reading. Elicit the title
and ask questions about the photographs. Ask students to predict what the reading
will cover
o Have students read the instructions and questions or task, explaining any new
vocabulary words therein. Make sure students understand what they are to do.
o Have the students read the text silently once or twice to themselves. Alternatively,
play the audio or read the text aloud the first time with the students following along
in their books, and then let them read the text again silently. Encourage students to
guess the meaning of new words and expressions as they read.
o Have the class do the comprehension task, either individually or in pairs.

Speaking

o Briefly introduce the pronunciation feature. Model mouth position for basic sounds;
use the board or gestures for stress, intonation, and supra-segmental features.
o Play the audio and have students practice the target sound several times.
o Practice the exchanges chorally using back-chaining to help students with overall
rhythm and intonation.
o Call on one or more pairs or groups to stand and perform for the class. If helpful,
you may want to have students write out the conversation after the oral practice.

Writing

o Help students brainstorm about what kind of content they might include in their
writing. You may wish to do this as a class, in groups, or in pairs.
o Encourage students to make notes or an outline before they begin writing. If helpful,
review the relevant paragraph structure with your students; for example:
- Topic sentence
- Examples or support
- conclusion
o If students are performing the writing exercise in class, circulate to monitor and help
them. Encourage them to check a dictionary for the spellings of new words.
o After students have finished their writing, have them exchange papers with a partner
and mark their partner’s work using the Peer editing checklist. Then have students
take back and correct their writing before turning it in to you. You may wish to have
students use the following correction symbols when marking each other’s work:
SP = spelling gr = grammar wo = word order

2. RESOURCES

 Materials
- Language Booster is divided into two parts:
A workbook
A grammar builder
- A class Audio CDs
- Posters
- DVDs
- Placement test

 Humans
- Students
- Provincial Autorities
- Local Autorities
- Teachers
- Parents
3. EVALUATION

 Three forms of evaluation will take place along the school Year: diagnostic (at the
beginning of the school Year), formative (along the school Year), and summative
(at the end of the school Year).
 For diagnostic evaluation a placement test will be administered to determine not
only students’ level of proficiency but also the content to be reviewed and the skills
that need to be strengthened
 There will be an oral test (interview or picture description) graded with the help of
the oral assessment rubric available in the document with 2Assessment
Suggestions” provided by the Ministry of Education.

……………………….

ENGLISH TEACHER

Educamos para tener Patria