SCHOOL YEAR:

Educational Unit
2016 - 2017

ANNUAL PLAN CURRICULUM

1. INFORMATIONAL DATA.
Area: Foreign Language Subject: English
Teacher’s 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 geography,
domains of interest for the target group: personal, educational, public, and employment);
vocational30 (Trim, 2009). The first two (personal and educational) are • To communicate in simple, routine tasks requiring a simple, direct exchange of information
addressed in level A2.1 because they constitute the learners’ immediate 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;
surroundings—which 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.º Name of the unit Specific objectives of
the planning unit
1. INSPIRATIONAL PEOPLE To talk about lifestyles,
personality types,
preferences and interests.
2. EXPERIENCE CULTURE! To talk about your most
significant learning
experiences in the context
of cultural literacy.
3. STORY TIME! To tell stories and reflect
on their messages.
4. TRAVELING THE WORLD To describe, compare and
give opinions about
travelers and touristic
activities.
Contents
 Personality Types and
 Attitudes
 Inspirational People
 Facebook
 Verb patterns in
present,
 future and past
 • Verbs related to
starting, continuing and
finishing.
 Time Expressions
• Learning Experiences
• Cultural Literacy
• Present Perfect tense in
affirmative, negative
and interrogative forms
• Since / For
• Yes / no-questions and
wh-questions in the
Present Perfect tense
• Mysteries
• Greek Myths
• Fairy Tales
• Fantasy
• First and Second
Conditional sentences
• Past Perfect tense
• Types of Travelers
• Going Green
• A Tour of Brasilia
• Finding Your Way in a
Campsite
• Tag Questions
Methodology orientation Evaluation Time in weeks
Vocabulary: using suffixes to create adjectives A Web Profile 6
and nouns. You will work in groups to create
Grammar: identifying principal verbs in verb a web profile and make a visual
patterns presentation of an inspirational
Reading: previewing a text person in your life.
Writing: signposting the chronological sequence
of events
Listening:
• getting familiar with the topic and the kind of
activity
• listening for specific information
Speaking: using “I mean” to clarify ideas
Vocabulary: grouping verbs Grammar: using wh- A Learning Campaign 6
questions to get details and yes/no questions to You will work in groups to carry
approach a topic out a learning campaign
Reading: promoting cultural literacy.
• focusing on familiar words
• understanding key ideas
Writing: connecting similar and contrasting ideas
Listening: paying attention to key words to
identify relevant details
Speaking: explaining and giving more information
with “that is”
Vocabulary: A Storytelling Show 6
• using adverbs to convey attitude You will work in groups to create
• associating vocabulary with pictures or recreate a story and tell it in a
Reading: reading literary texts: skimming, storytelling show.
predicting and analyzing story elements
Writing: summarizing a story
Listening: identifying important elements of a
story
Speaking: reacting to a story
Vocabulary: classifying words A Brochure 6
Reading: You will present tourist
• reading a map information on a place of your
• identifying informed opinions selection in a brochure.
Writing: using facts and reasons to support
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 and • Crazy News Writing: You will present a news
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
• explaining cause and effect
• Phrasal Verbs
Listening: taking notes
Speaking: checking instructions and clarifying
6. BIBLIOGRAPHY / WEBGRAPHY (Use APA VI edition norms.) 7. OBSERVATIONS:
• Murcia, S. M. (2015). TEACHER´S 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 Educación del Ecuador - MinEduc. Obtenido de http://educacion.gob.ec/wp- 3rd of BACHILLERATO
content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
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TEACHER(S): NAME: NAME:
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Date: Date: Date: