COLEGIO NACIONAL LUIS FELIPE BORJA DEL ALCZARSan Luis de Chillogallo Quito Telefax 620 - 968Mail: clfba1984@hotmail.comANNUAL TEACHING PLAN

1. GENERAL INFORMATION Areas: English and Instrumental (EFL) High- school: Luis Felipe Borja del AlcazarSchool Year: 2014-2015Target group (s): 9th A-BTeacher: Lic. Gabriela Carrillo Class schedule: Afternoon

2. OBJECTIVES 2.1. COMMUNICATIVE COMPETENCE OBJECTIVEBy the end of the 10th students will be able to:

Linguistic ComponentSociolinguisticComponentPragmatic 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.Produce brief, everyday expressions in order to satisfy simple needs of concrete types: personal and educational details, daily routines, wants and needs, and requests for information at home or school. Perform and respond to simple language functions, such as exchanging information and requests.

Adapt and build well-rehearsed simple, memorized phrases to particular circumstances through limited lexical substitution.

2.2. LANGUAGE SKILLListeningReadingSpeakingWriting

Perceive, memorize, and note down words and expressions not previously encountered in the personal, educational, and public domains as well as note their situational context and functional value.

Make use of clues such as stress and intonation to identify and understand relevant information in orally produced texts within the personal and educational domains.

Understand and identify longer, more complex transactional and expository texts (e.g. formal letters, biographies, etc.) than those presented in 9t year EGB. The texts should contain the highest frequency vocabulary and include a proportion of shared international vocabulary items (e.g. hamburger, restaurant, hospital, etc.).Use a series of phrases and sentences linked onto a list to communicate in simple and routine tasks within the personal and educational domains.

Handle very short social exchanges within the personal and educational domains even though they can usually understand enough to keep the conversation going themselves. Produce longer, more detailed, complex transactional, expository and informational texts than those presented in previous years and with more variety in sentence structure and lexical range.

Produce simple procedural and narrative texts with some detail and variety in sentence structure yet may contain some usage error.

3. CONTENTS

TIME FRAME

FUNCTIONSGRAMMARVOCABULARY

September(Review of blue book) Making request using canExpressing likes and dislikesWriting about possessions

- Can for request- When, What time, What day + prepositions of time- Possessive forms of nouns- Simple Present Tense of Have like(affirmative, negative, and yes/no questions)- Use of any and how manyPrepositions: In, on, atObject pronouns: me, you, him ,her ,it, us, you and they

October1.- Meet Alex and his friends

Describe someones personality

Review of the simple presentPossessive pronouns: mine, yours (sing.), hers, his,ours, yours (pl.), theirsWhose?Personality traits

November and December Unit 2 2.- Do you have any pizzadough?

Give and follow instructionsCount and noncount nounsImperatives (Commands)Foods for various meals

December and January Unit 33.- Are there any chips left?Make an offerThere is / There are with some and anyQuestions with How much and How manyExpressions of quantity: a little, a few, a lot of,not much, not manyFoods at thesupermarket

February and March 4.- How often do you gorock climbing?Express preferences: wouldratherAdverbs of frequencyExpressions of frequencyHow oftenGerundsSports and activities

April and May 5.- Everybodys waitingfor us. Talk about whats going onnowThe present continuousThe simple present contrasted with thepresent continuousClassroom activities

May and June6.- What are you going towear?

Talk about clothesComment and complimenttoo + adjective; not + adjective + enoughPresent continuous for future arrangementsBe going to + verb for future plans,intentions, and predictionsClothes

4. METHODOLOGYCAL STRATEGIESListening Use the background (familiarize with the topic) Asking for clarification Predicting information Inferring for incomplete information Monitoring comprehension Providing a personal response to what has been heard Listening for attitude Reading Reading for scanning Predicting reading topics Reading for gist Getting global understanding Reading for skimming understand and find out specific information find the meaning the words in context Speaking Pre-teach and practice the questions and vocabulary to answer the questions before handing out the forms and explaining the task to the learners. Model the procedures with one or two learners and check for comprehension of the instructions before asking them to walk around the room, asking everyone, and recording the answers, and Monitor the process and be ready to assist learners if they ask for help.

Writing

Produce very simple informational texts that can have little or no detail, can have little variety in sentence structure, and may have some usage error. Complete forms and questionnaires (write numbers, dates, their names, nationalities, addresses, ages, birth, or arrival datesexactly as it is done in a hotel record). Give students clear models to follow Help students produce appropriate texts even when students English levels are still fairly limited. Having students write descriptions of themselves in an imaginary vacation spotencourage students to plan, draft, edit, re-draft, and proofread. The aim is to allow learners to understand that the writing process is as important as the final product. Encourage students to collect their work in a portfolio provided that they have understood and made strong efforts to improve their last draft.

7 RESOURCES5. Course book6. Teachers guide7. Audio CD8. CD player9. Vocabulary cards10. Cut outs11. Web links12. Flash Cards13. Different kinds of paper14. Assorted color markers ( permanent and board ones)15. Students pencil case with necessary stationery for different activities16. Realia17. Different photographs / pictures

8.- EVALUATION The students will be put through diagnostic (written test) at the beginning of the scholar year, formative (along the school year), and/ or summative (at the end of the 1st and 2nd term in the school year), the type of assessment will be formal and informal. For diagnosis evaluation, a placement test will be administered to determine not only students level of proficiency but also the contest to be reviewed and the skills that need to be strengthened.For Formative evaluation there will be individual activities, work in team, oral participation, homeworkFor Summative evaluation there will be written quiz, written test, oral test

SCHOOL CALENDAR: 2014-2015FIRST QUIMESTRE

September21 days

October22Vacation: 9

November20 Vacation : 3

December21Vacation :6, 25-31

January 15Vacation :1

SUBTOTAL DAYS

SECOND QUIMESTRE

February17days

March19Vacation: 3 and 4

April21Vacation: 18

May22Vacation: 1

June21

SUBTOTAL days

TOTAL200 DAYS

TIMING GOALS: 1.-Check things are going as planned 2.- Ensure curriculum guidelines are being followed 3.- Remember to consider end-of-term exam dates as well!!2. TIMEWeekly periods: 5 Working weeks: 40Unforeseen circumstances: 2 weeksQuimestre Evaluation: 2 weeksSubtotal Weeks 36 weeks

Working periods: 200 Unforeseen periods: 10Evaluation periods: 10Subtotal periods: 180 periods

Lic. Gabriela CarrilloENGLISH TEACHERDate: October, 2014Signature:..

Lic. Gloria JinezAREA COORDINATORDate: October, 2014Signature:..

Lic. Blanca ZambranoVice Principle Date: October, 2014Signature:..