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Annual teaching plan 1 er bgu.pdf

H
Hernan Romero

This document provides the annual teaching plan for English language instruction at the UNIDAD EDUCATIVA FISCAL riobamba school in Riobamba, Ecuador for the 2013-2014 school year. The plan targets 1st year BGU students and outlines objectives, contents, and methodologies for developing students' communicative competence and language skills in English over the course of the school year. Objectives are organized by linguistic, sociolinguistic, and pragmatic components as well as the skills of listening, reading, speaking, and writing. Contents are divided into terms covering various functions and language structures. Methodologies are described for developing skills through strategies such as modeling, drilling, and the writing process. Resources listed

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UNIDAD EDUCATIVA FISCAL riobamba Riobamba ANNUAL TEACHING PLAN 1. GENERAL INFORMATION Area: English Language School/ high- school: RIOBAMBA School Year: 2013 -2014 Target group (s): 1st year BGU Teacher: English Department Teachers Date: 2014 2. OBJECTIVES 2.1. COMMUNICATIVE COMPETENCE OBJECTIVES By the end of 1ST year BGU, students will be able to: LinguisticComponent SociolinguisticComponent PragmaticComponent Have a repertoire of basic language which enables them to deal with everyday situations with predictable content in the public and vocational domaincomplementary to the personal and educational background with which they are already familiarthough they will generally have to compromise the message and search for words. Use simple basic sentence patterns and communicate with formulaic phrases and groups of few words about themselves and other people, what they do, places, possessions, etc., in the public and Socialize in basic yet effective terms by expressing opinions and attitudes in a simple way. Expand learned and built phrases through simple recombinations of their elements.
UNIDAD EDUCATIVA FISCAL riobamba Riobamba vocational areascomplementary to the personal and educational background with which they are already familiar. 2.2. LANGUAGE SKILLS OBJECTIVES LISTENING READING SPEAKING WRITING Perceive, memorize, and note down words and expressions encountered in the public and vocational domains complementary to the personal and educational background with which they are already familiar as well as note their situational context and functional value. Make use of clues such as structurally relevant pauses, tone of voice, stress, and intonation to identify and understand relevant information in orally produced texts within the public and vocational domains complementary to the personal and educational background they are already familiar with. Understand and identify longer, more complex transactional, expository and informational texts than those presented in 9th year EGB texts as well as simple procedural and narrative texts (e.g. traveling forms, recipes, short personal stories etc.). The texts should all contain the highest frequency vocabulary, including a proportion of shared international vocabulary items (e.g. television, sandwich, football, etc.). Use a series of phrases and sentences linked onto a list to communicate in simple and routine tasks within the public and vocational domains complementary to the personal and educational background with which they are already familiar. Handle very short social exchanges within the public and vocational 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
UNIDAD EDUCATIVA FISCAL riobamba Riobamba TERM TIME FRAME FUNCTIONS GRAMMAR VOCABULARY F September - I October R November S December T January Can you count? Ask for permission Talk about abilities (Can I?) Imperatives Can to talk about abilities Clock times END OF TERM EXAMS AND FIRST TERM BREAK (FEBRUARY 1ST TO 15TH 2013 S February I always get up at six- thirty Talk about daily routines Sequence words: first, then, after that, next, finally. Adverbs of frequency: always, usually, often, sometimes, rarely/seldom, never How often? Positions of frequency adverbs Daily routines E March Miami A great place to be! Make suggestions Ask and say where places are Talk about leisure activities Prepositions of location: across from, in front of, behind, between, next to, on the corner of, in, on There is- are Some and any Places in a town or city Leisure activities C April What卒s Brian doing? Ask what someones doing now Describe whats happening right now Talk about a house Present continuous: be ( am/is/are) + verb - ing. - Affirmative and negative statements Room and parts of a house
UNIDAD EDUCATIVA FISCAL riobamba Riobamba - Yes / no questions - Information questions O May Did he call her again today? Talk about past events Express approval and disapproval Simple past of regular verbs - Affirmative and negative statements - Yes / no questions - Information questions Past time expressions Emoticons and acronyms N D June I really had a great time Talk about the past Greet people and say good bye Talk about occupations Simple past of be ( was / were) - Affirmative and negative statements - Yes / no questions - Information questions Simple past of irregular verbs - Affirmative and negative statements - Yes / no questions - Information questions Some occupations 4. METHODOLOGICAL STRATEGIES: LISTENING Kinesthetic experience: the sensation of bodily movement combined with perception and/or production of sound ( Richards and Schmidt, 2010, p.307) Input: language which a learner hears or receives and from which he or she can learn. (Richards and Schmidt , 2010, p.286)
UNIDAD EDUCATIVA FISCAL riobamba Riobamba Graded language: is classroom language that is adapted to the level of the learners in some way. Many course books use graded language. It can be compared with authentic language, which is not changed in any way. (http://www.teachingenglish.org.uk/knowledge-database/graded-language) Introductory listening activities: an introduction to the topic of the text and activities focusing on the language of the text (Spratt, M. et al.,2008, 32) Main listening activities: a series of comprehension activities developing different listening subskills (Spratt, M et al.,2008, 32) Post-listening activities: activities which ask learners to talk about how a topic in the text relates to their own lives or give their opinions on parts of the text (Spratt, M et al., 2008, 32). READING Authentic texts: texts which are not written especially for language learners, but which are intended for any competent user of the language (Harmer, 2007, p.100) Intensive reading: refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms (Harmer, 2007, p.99). Intensive reading: refers to the type of activities done to make learners more aware of how language is used. Sometimes we use texts to examine language and therefore, we might ask learners to look for all the words in a text related to a particular topic, or work out the grammar of a particular sentence. (Spratt, et al, 2008) Extensive reading: means reading in quantity and in order to gain a general understanding of what is read. It is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading. (Richards and Schmidt, 2010, p.212). Examples are reading long pieces of text like a story or an article. Graded readers: Also simplified reader is a text written for children learning their mother tongue, or for second or foreign language learners, in which the language content is based on a language grading scheme. A graded reader may use a restricted vocabulary or set of grammatical structures (Richards and Schmidt, 2010, p.251) SPEAKING Activate: means that learners put to use all and any language at their disposal or command and which may be appropriate for a given situation or topic. According to Harmer (2007), This element describes exercises and activities which are designed to get students using language as freely and communicatively as they can (p.53). Automatic: this means that learners will be able to use words and phrases fluently without very much conscious thought (Brown, 2007). Backtracking: returning to a previous point or subject, as in a discussion or lecture (www.thefreedictionary.com) Repair: a term for ways in which errors, unintended forms, or misunderstandings are corrected by speakers or others during conversation (Richards and Schmidt, 2010, p. 495)e.g. I have a, uhmwhat do you call it pencil case (self-initiated repair). Controlled practice: activities in which learner output is managed and controlled by the teacher or the materials to avoid the possibility of student errors (Richards and Schmidt, 2010, p.448) Drill: a technique commonly used in older methods of language teaching particularly the audio-lingual method and used for practicing sounds or sentence patterns in a language, based on guided repetition or practice. A drill which practices some aspect of grammar or sentence formation is often known as pattern practice (Richards and Schmidt, 2010, p.184) Modeling: providing a model (e.g. a sentence, a question, a behavior, an action) as an example for someone learning a language to imitate it. (Richards and Schmidt, 2010, p.370) WRITING Display question: a question which is not a real question (i.e. which does not seek information unknown to the teacher) but which serves to elicit language practice e.g. Is this a book? Yes, its a book. (Richards and Schmidt, 2010, p. 178). Writing process: the strategies, procedures and decision- making employed by writers as they write. Writing is viewed as the result of complex processes of planning, drafting, reviewing and revising and some approaches to the teaching of first and second language writing teach students to use these processes (Richards and Schmidt, 2010, p.640) Accuracy: refers to the ability to produce grammatically correct sentences but may not include the ability to speak or write fluently (Richards and Schmidt, 2010, p.222) Portfolio: a purposeful collection of work that provides information about someones effort, progress or achievement in a given area. It is a learning as well as assessment tool (Richards and Schmidt, 2010, p.443)
UNIDAD EDUCATIVA FISCAL riobamba Riobamba 5. RESOURCES Teachersbook (Ministerio de Educaci坦n) Studentsbook (Ministerio de Educaci坦n) Class Audio CDs Posters Television Cd player Board and markets Cards Internet Videos Portafolio Magazines 6. EVALUATION Diagnostic (at the beginning of the school year) Formative (along the school year) Summative (at the end of the course) Assessment 1. Be aware of students strengths and weaknesses (diagnostic assessment). 2. Formative assessment (e.g., oral and writing lessons, homework, projects, etc.) 3. Summative assessment (According to the new bylaws of the Law of Education) 4. Assessment tools (e.g. written and oral tests) _____________________ _______________________ Dp.S. Cecilia Pe単afiel Lic. Rosana Moreno ENGLISH DEPARTMENT/AREA SCHOOL DIRECTOR COORDINATOR

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Annual teaching plan 1 er bgu.pdf

  • 1. UNIDAD EDUCATIVA FISCAL riobamba Riobamba ANNUAL TEACHING PLAN 1. GENERAL INFORMATION Area: English Language School/ high- school: RIOBAMBA School Year: 2013 -2014 Target group (s): 1st year BGU Teacher: English Department Teachers Date: 2014 2. OBJECTIVES 2.1. COMMUNICATIVE COMPETENCE OBJECTIVES By the end of 1ST year BGU, students will be able to: LinguisticComponent SociolinguisticComponent PragmaticComponent Have a repertoire of basic language which enables them to deal with everyday situations with predictable content in the public and vocational domaincomplementary to the personal and educational background with which they are already familiarthough they will generally have to compromise the message and search for words. Use simple basic sentence patterns and communicate with formulaic phrases and groups of few words about themselves and other people, what they do, places, possessions, etc., in the public and Socialize in basic yet effective terms by expressing opinions and attitudes in a simple way. Expand learned and built phrases through simple recombinations of their elements.
  • 2. UNIDAD EDUCATIVA FISCAL riobamba Riobamba vocational areascomplementary to the personal and educational background with which they are already familiar. 2.2. LANGUAGE SKILLS OBJECTIVES LISTENING READING SPEAKING WRITING Perceive, memorize, and note down words and expressions encountered in the public and vocational domains complementary to the personal and educational background with which they are already familiar as well as note their situational context and functional value. Make use of clues such as structurally relevant pauses, tone of voice, stress, and intonation to identify and understand relevant information in orally produced texts within the public and vocational domains complementary to the personal and educational background they are already familiar with. Understand and identify longer, more complex transactional, expository and informational texts than those presented in 9th year EGB texts as well as simple procedural and narrative texts (e.g. traveling forms, recipes, short personal stories etc.). The texts should all contain the highest frequency vocabulary, including a proportion of shared international vocabulary items (e.g. television, sandwich, football, etc.). Use a series of phrases and sentences linked onto a list to communicate in simple and routine tasks within the public and vocational domains complementary to the personal and educational background with which they are already familiar. Handle very short social exchanges within the public and vocational 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
  • 3. UNIDAD EDUCATIVA FISCAL riobamba Riobamba TERM TIME FRAME FUNCTIONS GRAMMAR VOCABULARY F September - I October R November S December T January Can you count? Ask for permission Talk about abilities (Can I?) Imperatives Can to talk about abilities Clock times END OF TERM EXAMS AND FIRST TERM BREAK (FEBRUARY 1ST TO 15TH 2013 S February I always get up at six- thirty Talk about daily routines Sequence words: first, then, after that, next, finally. Adverbs of frequency: always, usually, often, sometimes, rarely/seldom, never How often? Positions of frequency adverbs Daily routines E March Miami A great place to be! Make suggestions Ask and say where places are Talk about leisure activities Prepositions of location: across from, in front of, behind, between, next to, on the corner of, in, on There is- are Some and any Places in a town or city Leisure activities C April What卒s Brian doing? Ask what someones doing now Describe whats happening right now Talk about a house Present continuous: be ( am/is/are) + verb - ing. - Affirmative and negative statements Room and parts of a house
  • 4. UNIDAD EDUCATIVA FISCAL riobamba Riobamba - Yes / no questions - Information questions O May Did he call her again today? Talk about past events Express approval and disapproval Simple past of regular verbs - Affirmative and negative statements - Yes / no questions - Information questions Past time expressions Emoticons and acronyms N D June I really had a great time Talk about the past Greet people and say good bye Talk about occupations Simple past of be ( was / were) - Affirmative and negative statements - Yes / no questions - Information questions Simple past of irregular verbs - Affirmative and negative statements - Yes / no questions - Information questions Some occupations 4. METHODOLOGICAL STRATEGIES: LISTENING Kinesthetic experience: the sensation of bodily movement combined with perception and/or production of sound ( Richards and Schmidt, 2010, p.307) Input: language which a learner hears or receives and from which he or she can learn. (Richards and Schmidt , 2010, p.286)
  • 5. UNIDAD EDUCATIVA FISCAL riobamba Riobamba Graded language: is classroom language that is adapted to the level of the learners in some way. Many course books use graded language. It can be compared with authentic language, which is not changed in any way. (http://www.teachingenglish.org.uk/knowledge-database/graded-language) Introductory listening activities: an introduction to the topic of the text and activities focusing on the language of the text (Spratt, M. et al.,2008, 32) Main listening activities: a series of comprehension activities developing different listening subskills (Spratt, M et al.,2008, 32) Post-listening activities: activities which ask learners to talk about how a topic in the text relates to their own lives or give their opinions on parts of the text (Spratt, M et al., 2008, 32). READING Authentic texts: texts which are not written especially for language learners, but which are intended for any competent user of the language (Harmer, 2007, p.100) Intensive reading: refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms (Harmer, 2007, p.99). Intensive reading: refers to the type of activities done to make learners more aware of how language is used. Sometimes we use texts to examine language and therefore, we might ask learners to look for all the words in a text related to a particular topic, or work out the grammar of a particular sentence. (Spratt, et al, 2008) Extensive reading: means reading in quantity and in order to gain a general understanding of what is read. It is intended to develop good reading habits, to build up knowledge of vocabulary and structure, and to encourage a liking for reading. (Richards and Schmidt, 2010, p.212). Examples are reading long pieces of text like a story or an article. Graded readers: Also simplified reader is a text written for children learning their mother tongue, or for second or foreign language learners, in which the language content is based on a language grading scheme. A graded reader may use a restricted vocabulary or set of grammatical structures (Richards and Schmidt, 2010, p.251) SPEAKING Activate: means that learners put to use all and any language at their disposal or command and which may be appropriate for a given situation or topic. According to Harmer (2007), This element describes exercises and activities which are designed to get students using language as freely and communicatively as they can (p.53). Automatic: this means that learners will be able to use words and phrases fluently without very much conscious thought (Brown, 2007). Backtracking: returning to a previous point or subject, as in a discussion or lecture (www.thefreedictionary.com) Repair: a term for ways in which errors, unintended forms, or misunderstandings are corrected by speakers or others during conversation (Richards and Schmidt, 2010, p. 495)e.g. I have a, uhmwhat do you call it pencil case (self-initiated repair). Controlled practice: activities in which learner output is managed and controlled by the teacher or the materials to avoid the possibility of student errors (Richards and Schmidt, 2010, p.448) Drill: a technique commonly used in older methods of language teaching particularly the audio-lingual method and used for practicing sounds or sentence patterns in a language, based on guided repetition or practice. A drill which practices some aspect of grammar or sentence formation is often known as pattern practice (Richards and Schmidt, 2010, p.184) Modeling: providing a model (e.g. a sentence, a question, a behavior, an action) as an example for someone learning a language to imitate it. (Richards and Schmidt, 2010, p.370) WRITING Display question: a question which is not a real question (i.e. which does not seek information unknown to the teacher) but which serves to elicit language practice e.g. Is this a book? Yes, its a book. (Richards and Schmidt, 2010, p. 178). Writing process: the strategies, procedures and decision- making employed by writers as they write. Writing is viewed as the result of complex processes of planning, drafting, reviewing and revising and some approaches to the teaching of first and second language writing teach students to use these processes (Richards and Schmidt, 2010, p.640) Accuracy: refers to the ability to produce grammatically correct sentences but may not include the ability to speak or write fluently (Richards and Schmidt, 2010, p.222) Portfolio: a purposeful collection of work that provides information about someones effort, progress or achievement in a given area. It is a learning as well as assessment tool (Richards and Schmidt, 2010, p.443)
  • 6. UNIDAD EDUCATIVA FISCAL riobamba Riobamba 5. RESOURCES Teachersbook (Ministerio de Educaci坦n) Studentsbook (Ministerio de Educaci坦n) Class Audio CDs Posters Television Cd player Board and markets Cards Internet Videos Portafolio Magazines 6. EVALUATION Diagnostic (at the beginning of the school year) Formative (along the school year) Summative (at the end of the course) Assessment 1. Be aware of students strengths and weaknesses (diagnostic assessment). 2. Formative assessment (e.g., oral and writing lessons, homework, projects, etc.) 3. Summative assessment (According to the new bylaws of the Law of Education) 4. Assessment tools (e.g. written and oral tests) _____________________ _______________________ Dp.S. Cecilia Pe単afiel Lic. Rosana Moreno ENGLISH DEPARTMENT/AREA SCHOOL DIRECTOR COORDINATOR
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