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SCHOOL YEAR:

Educational Unit
2016 - 2017

ANNUAL PLAN CURRICULUM


1. INFORMATIONAL DATA.
Area: Foreign Language Subject: English
Teachers Name
Target Group: 1st, BACCALAUREATE Level: A2.2.
2. TIME
Weekly working hours Number of weeks Numbers of periods for assessments and incidentals Total class weeks Total periods
5 6 2 periods 36 180
3. GENERAL OBJECTIVE
Objectives of the area: Objectives of the level/course:
* To show articulation and progression, the specific objectives for listening and To understand sentences and frequently used expressions related to areas of most
speaking have been formulated by taking into consideration the four main immediate relevance (e.g. basic personal and family information, shopping, local
domains of interest for the target group: personal, educational, public, and geography, employment);
vocational30 (Trim, 2009). The first two (personal and educational) are To communicate in simple, routine tasks requiring a simple, direct exchange of
addressed in level A2.1 because they constitute the learners immediate information on familiar and routine matters;
surroundings. The third and fourth (public and vocational), however, are To describe in simple terms aspects of their background, immediate environment, and
addressed in level A2.2 because they constitute the learners extended matters in areas of immediate need;
surroundingswhich come afterwards. Moreover, objectives and assessment To understand, identify, and produce longer, more detailed informational, transactional,
indicators for spoken production and spoken interaction have been set up. and expository texts (e.g. traveling
To forms, formal letters, biographies, etc.) as well as simple procedural descriptions and
narratives (e.g. how to instructions and first-person stories); and
To be aware of some features that makes their culture and the foreign culture different as
well as develop attitudes to cope with such dissimilarities.
4. TRANSVERSAL AXES: Listening, speaking, reading, and writing to build up learners communicative language
competence in its linguistic, sociolinguistic, and pragmatic components.
5. DEVELOPMENT OF PLANNING UNITS.
N. Name of the unit Specific objectives of Contents Methodology orientation Evaluation Time in weeks
the planning unit
1. INSPIRATIONAL PEOPLE To talk about lifestyles, Personality Types and Vocabulary: using suffixes to create adjectives A Web Profile 6
personality types, Attitudes and nouns. You will work in groups to
preferences and interests. Inspirational People Grammar: identifying principal verbs in verb create a web profile and make a
Facebook patterns visual presentation of an
Verb patterns in Reading: previewing a text inspirational person in your life.
present, Writing: signposting the chronological sequence
future and past of events
Verbs related to Listening:
starting, continuing getting familiar with the topic and the kind of
and finishing. activity
Time Expressions listening for specific information
Speaking: using I mean to clarify ideas
2. EXPERIENCE CULTURE! To talk about your most Learning Experiences Vocabulary: grouping verbs Grammar: using wh- A Learning Campaign 6
significant learning Cultural Literacy questions to get details and yes/no questions to You will work in groups to carry
experiences in the context Present Perfect tense in approach a topic out a learning campaign
of cultural literacy. affirmative, negative Reading: promoting cultural literacy.
and interrogative focusing on familiar words
forms understanding key ideas
Since / For Writing: connecting similar and contrasting ideas
Yes / no-questions and Listening: paying attention to key words to
wh-questions in the identify relevant details
Present Perfect tense Speaking: explaining and giving more
information with that is
3. STORY TIME! To tell stories and reflect Mysteries Vocabulary: A Storytelling Show 6
on their messages. Greek Myths using adverbs to convey attitude You will work in groups to
Fairy Tales associating vocabulary with pictures create or recreate a story and
Fantasy Reading: reading literary texts: skimming, tell it in a storytelling show.
First and Second predicting and analyzing story elements
Conditional sentences Writing: summarizing a story
Past Perfect tense Listening: identifying important elements of a
story
Speaking: reacting to a story
4. TRAVELING THE WORLD To describe, compare and Types of Travelers Vocabulary: classifying words A Brochure 6
give opinions about Going Green Reading: You will present tourist
travelers and touristic A Tour of Brasilia reading a map information on a place of your
activities. Finding Your Way in a identifying informed opinions selection in a brochure.
Campsite Writing: using facts and reasons to support
Tag Questions opinions
Indirect Questions Listening:
Placing Emphasis with listening for repetition
much and very using visuals
Speaking:
asking for directions politely
addressing people politely
5. NEWS MEDIA To report news about The Weather Reading: inferring A News Broadcast 6
general interest topics Crazy News Writing: You will present a news
and major disasters. Disasters generating ideas broadcast reporting on an
Passive Voice writing an information report or news interesting event at school.
Yes / no-questions and Listening: understanding numbers
wh-questions in the Speaking:
Passive Voice reacting to news
Past and Past Participle introducing a piece of news
forms of verbs
6. A TEACH - WORLD To describe tech habits Digital Lives Vocabulary: understanding prepositions A Web Survey 6
and wishes. Technology Grammar: visualizing phrasal verbs You will carry out a survey on
TV vs. YouTube Reading: drawing conclusions tech issues and present it with a
Tech Gadgets and Toys Writing: graph.
Wishes writing a how to article
Phrasal Verbs explaining cause and effect
Listening: taking notes
Speaking: checking instructions and clarifying
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
Murcia, S. M. (2015). TEACHERS BOOK - LEVEL 1. Quito: Norma. It will use the English Book 4, the which is directed to 1st, 2nd and
Villalba, J., & Rosero, I. (Septiembre de 2012). Ministerio de Educacin del Ecuador - MinEduc. Obtenido de 3rd of BACHILLERATO
http://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
DONE BY: REVISED BY: APPROVED BY:
TEACHER(S): NAME: NAME:
Signature: Signature: Signature:

Date: Date: Date: