ANNUAL TEACHING PLAN

2018- Liceo No. 3 Nocturno

1. GENERAL INFORMATION:

TEACHER: Prof. Mag. Margarita Gelos

GROUP: 1o. Bachillerato Nocturno Anual
CLASS SCHEDULE: Night shift -30´each class 30´ plus tutoring
NUMBER OF CLASSES: 3 hours per week

2. OBJECTIVES:

 Understand and use everyday expressions as well as simple phrases aimed at the satisfaction of
immediate needs,
 Introduce him/herself and others and ask and answer questions about personal details such as
where s/he lives, people s/he knows, and things s/he has, and
 Interact in a simple way provided the other person talks slowly and clearly and is prepared to help.

2.1. COMMUNICATIVE COMPETENCE OBJECTIVES

By the end of this year the students will be able to:

PRAGMATIC
LINGUISTIC COMPONENT SOCIOLINGUISTIC COMPONENT
COMPONENT
Have a basic repertoire of words and phrases related Establish basic social contact by Link words or groups of
to their social background which is complementary to using the simplest everyday polite words with a wider variety
the personal and educational background with which forms to make requests, express of basic linear connectors
they are already familiar. gratitude, apologize, etc. in like: but ,then, etc.
accordance with the most important
Have limited control of a few simple grammatical conventions of the community
structures and sentence patterns in a learned concerned.
repertoire, which relates to their social background.

2.2. LANGUAGE SKILLS OBJECTIVES

By the end of the year students will be able to:

LISTENING READING SPEAKING WRITING

In simple spoken texts, understand Understand and identify simple Produce slow, hesitant, Produce
expressions, words, and sentences informational, transactional planned dialogues (i.e. informational,
related to the learner’s social and expository texts (e.g. signs, communication still depends transactional and
background (e.g. shopping, personal letters, short on repetition, rephrasing and expository texts
entertainment, services, etc.), which autobiographies, etc.) a single repair, however). consisting of a
is complementary to the personal phrase at a time, picking up Interact and participate in sequence of
and educational background with familiar names, words, and brief informal discussions, in a simple sentences
which they are already familiar. basic phrases and rereading as simple way by asking and that have more
required. answering simple questions detail and show
Understand speech which is very about the learners’ personal, more variety in
slow and carefully articulated, with Extract the gist and key educational and social lexical range and
long pauses for them to assimilate information items from simple background. sentence
meaning within the public domain informational, Communication is structure.
Transactional and expository dependent on repetition at a
texts. slower rate of speech,
rephrasing, and repair.

3. CONTENTS

Terms Time Functions Grammar Vocabulary

frame
REVISION UNIT: Alphabet
 Listen for specific information Let’s Get started Numbers from 1 to 100
May  Follow classroom commands To Be verb Personal Pronouns
Days of the week
Months of the year
Classroom objects
Colors Nationalities
Adjectives Countries
First

 Predict missing lines UNIT 1 Clock times (quarter

 Listen for specific information Can you count? after/to, half past ,
 Talk about abilities and talents Imperatives o’clock)
 Ask permission to borrow Can to talk about abilities
Look out, be quiet,
something (can’t)
May - June please help me, pull
 Write commands
the door, look it

 Read for specific information UNIT 2

 Study a graph
 Listen for specific information
and complete a chart
 Talk about routines and
Second
Lifestyles  Daily routines
Sequence word: first,
then, after that, next,
finally
 Adverbs of frequency:

activities
 Write about your typical day or always, usually, often,
June - sometimes,
week
August rarely/seldom, never
 How often
 Positions of
frequency adverbs
Terms Time Functions Grammar Vocabulary
frame
 Make suggestions UNIT 3  places in a
 Ask and say where places are Places town or city
talk about leisure activities  Prepositions of  leisure
location: across from,
activities
Third

in front of, behind,

between, next to, on
August -
the corner
September  Of, in, on
 There is/are
 some and any
Exams September

Spring
Holidays
 ask what someone’s doing UNIT 3 Places  Rooms and
now  Present continuous: parts of a
 describe what happening be(am/is/are) +verb-ing house
right now  Affirmative and negative
First

 Occupations
October -  talk about a house statements
 Yes/no questions
November
 Information questions

 Talk about past events UNIT 4: Famous Lives  Past time
 Express approval and  Simple past of regular expressions
verbs
Second

disapproval  Emoticons and

 Affirmative and negative acronyms
statements
 Yes/no questions
 Information questions
 Talk about the past UNIT 6: Work  Some
 Greet people and say good-  Simple past of be occupations
bye (was/were):
 Talk about occupations  Affirmative and negative
 Write formal/informal statements
letters  Yes/no questions
Third

 Emails  Information questions

 Simple past of irregular
verbs:
 Affirmative and negative
statements
 Yes/no questions
 Information questions
End of Final tests
the Preparing
year exams

4. METHODOLOGICAL STRATEGIES
 LISTENING
-Identify and preserve the
vowel and consonant
contrasts of the English
language in their own
speech.
-Recognize and distinguish
the words, expressions, and
sentences in simple spoken
texts related to the
learner’s social as well as
their personal and
educational background.
-Distinguish phonemically
distinct words related to
the learners’ social (e.g.
movie, holiday) as well as
their personal and
educational
Background.
-Recognize basic intonation
patterns (e.g. distinguishing
a question from a such as visuals, text
statement or exclamation)
and reduced forms (e.g.
didja, gonna).
-Follow short, simple
directions.
-Understand speech
characterized by frequent
pauses, repetitions, and
rephrasing, which give the
listener enough time to
absorb the message.
-Extract the gist and key
information items from
simple
-Dialogues
-Recorded passages
-Using teacher’s voices
READING SPEAKING WRITING
-Use visual aids and Production -Copy familiar words and
knowledge of familiar -Pronounce words, expressions, short phrases (e.g. simple
words to guess and statements in their social as signs, instructions, names
meanings of unknown well as personal and educational of everyday objects, shops,
terms. repertoire intelligibly, phonetically and set phrases used
-Follow multiple-step differentiating distinct words so as regularly).
written directions (e.g. to avoid misunderstandings. -Take simple notes from a
to go from X to Y). -Use rising and falling intonation dictated or recorded
-Understand adapted patterns to signal questions as message within the limits of
and authentic texts opposed to statements and their vocabulary for the
which are simple but exclamations. level.
longer than those in the -Use more detailed, simple phrases -Write sequences of simple
past year. and sentences about people and phrases and sentences
-Understand and places. about themselves and
identify simple -Read aloud a written text which is imaginary people, where
informational, clearly written in simple language. they live, and what they do
transactional, and for short informational,
expository texts (e.g. Interaction transactional and
personal letters, short -Deliver a short, rehearsed expository texts (e.g. flyers,
biographies, signs, etc.) dialogue/brief speech on a familiar posters, personal letters,
by making use of clues topic (e.g. ask how people are and autobiographies, etc.) by
react to news). using basic appropriate
shape and layout). -Participate in brief informal punctuation marks.
-Extract the gist and key discussions among friends in a -Carry out correspondence
information items from relatively quiet atmosphere and on (e.g. personal letter) with a
simple, longer very familiar topics within the partner, by giving and
informational, personal, educational, and social eliciting information and
transactional, and domains. advice on personal,
expository texts— -Ask and answer display and educational, and public
especially if there is simple referential questions issues.
visual support—and delivered directly to them in clear, -Short auto biographies
with the aid of a slow non- idiomatic speech and in -Personal letters
dictionary. areas of immediate need. -Thank you notes
-Handle numbers, quantities, cost
-Personal letters and time.
-Emails -Indicate time by using expressions
-Formal letters that indicate present and
immediate present.
-Flyers -Make brief contributions, given
-Ads that interlocutors are patient and
cooperative.
-Newspaper articles -Speech is generally clear but
exhibits minor difficulties with
pronunciation, intonation, and
pacing and may require some
listener effort at times.
-Dialogues
-Role plays
-Brief rehearsed presentation
-Personal letters
5. RESOURCES

EDUCATIONAL RESOURCES AUDIOVISUALRESOURCES TECHNOLOGY RESOURCES

Teacher and student book: CD, audios, images, podcasts, Computer, Dvd, internet
Success Beginners, postcards, , videos, songs, pictures, maps,
English dictionary, notebook, mind maps, padlets, blogs .
pamphlets, magazines,
newspapers, letters, posters,
board, markers, charts,
flashcards, BBC online,

6. EVALUATION PROCESS

KIND OF
TYPE TIME STAGE INSTRUMENTS
ASSESSMENT

-Diagnostic The beginning, middle -Formal Quizzes, presentations,

-Formative or end of: -Informal projects, brochures
-Sumative -First term writing rubrics,
-Second term matching, comparing,
-School year completing, filling
gaps, and so on.

7. BIBLIOGRAPHY

 NATONAL CURRICULUM GUIDELINES – CES Inspeccion de Ingles

 INTERNET RESOURCES
 Success Beginners online or real book
 Extra materials mainly BBC site, FIFA online, NU web, YOUTUBE