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1. ENGLISH ANNUAL TEACHING PLAN
1. GENERAL INFORMATION
Area: English Language
Institution: San Juan State Educational Unit
School Year: 2014 -2015
Target group (s): 2nd year BGU Computing and Accounting
3rd year BGU Computing
English Teacher: Lic. Juana Macías Alcívar
Date of presentation: 6th May 2014
2. OBJECTIVES
By the end of 2nd year Baccalaureate,students will have reached the communicative competence for A1.2
proficiency level (basic user), and they will be able to:
 Understand sentences and frequently used expressions related to areas of most immediate relevance (e.g.
basic personal and family information, shopping, local geography, employment);
 Communicate in simple, routine tasks requiring a simple, direct exchange of information on familiar and
routine matters;
 Describe in simple terms aspects of their background, immediate environment, and matters in areas of
immediate need;
 Understand, identify, and produce longer, more detailed informational, transactional, and expository texts
(e.g. traveling
 Forms, formal letters, biographies, etc.) as well as simple procedural descriptions and narratives (e.g. „how
to‟ instructions and first-person stories); and
 Be aware of some features that make their culture and the foreign culture different as well as develop
attitudes to cope with such dissimilarities.
2.1 Educational Overall Objectives
1 To ensure high-school graduates reach a minimum A1.2 language proficiency level according to the CEFR,
and
2 To build up learners‟ communicative language competence in its linguistic, sociolinguistic, and pragmatic
components through the development of the four language skills: listening, speaking, reading, and writing
2.2.1 Specific objectives per school year (3rd BGU).
To show articulation and progression, the specific objectives for listening and speaking have been
formulated by taking into consideration the four main domains of interest for the target group: personal,
educational, public, and vocational. The first two (personal and educational) are addressed in level A1.2
because they constitute the learners‟ immediate surroundings. The third and fourth (public and
vocational), however, are addressed in level 2 because they constitute the learners‟ extended
surroundings—which come afterwards. Moreover, objectives and assessment indicators for spoken
production and spoken interaction have been set up.
Regarding reading and writing, the specific objectives have been established for students to face
different text types they may encounter when they read English. Furthermore, learners will already be
familiar with some samples of three specific text types: informational, transactional, and expository.
Nonetheless, not only will more complex samples be presented within these genres, but students will also
be exposed to two new text types: procedural and narrative.

2. 2.1.2. Curriculum Exit Profile (Level 2)
Regarding the linguistic component of communicative competence, high-school graduates at the B1
level will be able to:
1. Have a sufficient range of language to describe unpredictable situations, explain the main points in
an idea or problem with reasonable precision, and express thoughts on abstract or cultural topics such
as music and films; and
2. Have enough language to get by with sufficient vocabulary to express themselves with some
hesitation and circumlocution on topics such as family, hobbies, and interests, work, travel, and
current events, but at times lexical limitations may cause repetition and even difficulty with
formulation.
Regarding the sociolinguistic component of communicative competence, high-school graduates at the
B1 level will be able to:
1. Perform and respond to a wide range of language functions, using their most common exponents in
a neutral register;
2. be aware of noticeable politeness conventions, and act appropriately; and
3. be aware of and look out for signs of the most significant differences between the customs, usages,
attitudes, values, and beliefs prevalent in the community concerned and those of their own.
Regarding the pragmatic component of communicative competence, high-school graduates at the B1
level will be able to:
1. Adapt their expression to deal with less routine, even difficult situations;
2. Exploit a wide range of simple language flexibly to express much of what they want;
3. Intervene in a discussion on a familiar topic using a suitable phrase to get the floor;
4. Initiate, maintain, and close simple face-to-face conversation on topics that are familiar or of personal
interest;
5. Relate a straightforward narrative or description as a linear sequence of points fluently and
reasonably; and
6. Link a series of shorter discrete simple elements into a connected, linear sequence of points.
With regard to the language skills, high-school graduates at the B1 level will be able to:
Listening:
 Understand the main points of clear, standard speech on familiar matters regularly encountered in
informal situations at school, work, leisure, etc.; and understand the main point of many radio or
television programs on topics of personal or professional interest when the delivery is clear.
Reading:
 Understand texts that consist mainly of high-frequency, everyday language; and understand the
description of events, feelings, and wishes in personal letters.
Speaking:

3.  Deal with most situations likely to arise while travelling in an area where the language is spoken (i.e.
basic social language); enter unprepared into conversation on topics that are familiar, of personal
interest, or pertinent to everyday life; connect phrases in a simple way in order to describe experiences
and events, dreams, hopes, and ambitions; give brief reasons and explanations for opinions and plans;
and describe their reactions to the plot of a book or film; and narrate a story.
Writing:
 Write simple connected text on topics which are familiar or of personal interest; and write personal
letters describing experiences and impressions.
With regard to the language skills, high-school graduates at the B1.2 level will be able to: Linguistically:
 Have a very basic vocabulary repertoire of words and phrases related to their personal and educational
background.
 Have limited control over few simple grammatical structures and sentence patterns in a learned
repertoire, which relates to their personal and educational background
Sociolinguistically:
 Use basic expressions to impart and elicit factual information as well as socialize (e.g. greetings,
addressing forms, introducing oneself and others, and saying „good-bye‟, etc.).
Pragmatically:
 Link words or groups of words with very basic linear connectors like and or or.
2.2 Teaching and learning specifications
Level A1.1 students are expected to develop both skills (listening, speaking, reading, and writing) and
subskills not only to face communicative challenges in their immediate school and community
environment, but also in the tasks and activities that a basic user of the English language carries out daily
in his/her social and academic life under different conditions and restrictions.
2.3. PROFICIENCY LEVEL
2.3.1. COMMUNICATIVE COMPETENCE OBJECTIVE
A2.2: In addition to what was learned in 10th year EGB, by the end of 3rd year Baccalaureate, students
will be able to:
Linguistic Component
 Have a repertoire of language which enables them to explain the main points in an idea or problem
with reasonable precision.
 Have a sufficient range of language to describe unpredictable situations and express thoughts on
abstract or cultural topics such as films, books, and music.

4.  Use a repertoire of frequently used routines and patterns associated with more predictable situations
and some unpredictable situations quite accurately; though errors may occur, they do not interfere
with the conveyance of meaning
1. Sociolinguistic Component
 Perform and respond to a wide range of language functions, using their most common exponents in a
neutral register
2. Pragmatic Component
 Adapt their expression to deal with less routine, even difficult situations
2.3.2. LANGUAGE SKILL OBJECTIVES
A2.2: Besides what was learned in the 10th year EGB, by the end of the 2nd year Baccalaureate, students
will be able to:
1. Listening
 Understand the main points of clear standard speech on familiar matters regularly encountered in the
personal and educational domains (e.g. leisure, school, etc.).
 Identify both general messages and specific details within the personal and educational domains,
provided speech is clearly articulated in a generally familiar accent
2. Reading
 Understand and identify longer, more complex expository, procedural and narrative texts than those
in 1st year Baccalaureate (e.g. informational reports, experiments, fairy tales, mystery, etc.) with a
satisfactory level of comprehension.
 Use appropriate interpretation strategies to deal with the corresponding text types (i.e. expository,
procedural and narrative)
3. Speaking
 Sustain a straightforward description of a (or a variety of) subject matters within the personal and
educational domains rather fluently, presenting it as a linear sequence of points.
 Communicate with some confidence on familiar routine and non-routine matters related to their
interests and educational field.
 Enter unprepared into conversations on topics that are familiar, of interest, or pertinent to everyday
life within the personal and educational domain (e.g. family, hobbies, travel, etc.).
.
4. Writing
 Produce longer, more detailed and complex expository, procedural and narrative texts than those in
1st year Baccalaureate (e.g. essays, experiments, fantasy, science fiction, etc.) by linking a series of
shorter discrete elements into a linear sequence.
 Convey information and ideas on abstract as well as concrete topics through the text types that
correspond to the level with reasonable precision.
2.4. Essential assessment indicators per school year.
Assessment indicators for every skill are given below:
2.4.1 PROFICIENCY LEVEL LANGUAGE SKILLS

5. 3rd year Baccalaureate Listening
 Have a repertoire of language which enables them to explain the main points in an idea or problem
with reasonable precision.
 Have a sufficient range of language to describe unpredictable situations and express thoughts on
abstract or cultural topics such as films, books, and music.
 Use a repertoire of frequently used routines and patterns associated with more predictable situations
and some unpredictable situations quite accurately; though errors may occur, they do not interfere
with the conveyance of meaning
Reading
 Deduce the meaning of complex words composed of elements (bases and affixes) which are familiar
to the learners in transactional, expository, informational, procedural, and narrative texts.
 Correctly interpret the meanings of international words (e.g. TV, sandwich, football, etc.) familiar
from the learner‟s native language and whose equivalent meaning is fully transparent in the text types
used for this level.
 Find specific predictable information in longer transactional, expository and informational material
(e.g. traveling forms, brochures, etc.) than those presented in previous years as well as in short
procedural and narrative texts (e.g. recipes and adventure stories).
 Make use of clues such as titles, illustrations, paragraphing, etc. to identify and understand relevant
information in written texts types that correspond to the level.
 Understand simple instructions from recipes or equipment encountered in everyday life (e.g. public
telephone) as well as more complex media articles.
Speaking 1. Production
 Repeat new words and expressions which occur in conversations in the personal, educational, public
and vocational domains, and make use of such terms and expressions whenever
appropriate/necessary.
 Explain their likes and dislikes in general.
 Give short, basic descriptions and sequencing of everyday events and activities within the personal,
educational, public and vocational domains (e.g. their environment, present or most recent job, etc.).
 Describe plans and arrangements, habits and routines, past activities, and experiences within the
personal, educational, public, and vocational domains.
 Within the corresponding domains, deliver very short, rehearsed announcements of predictable,
learned content which are intelligible to listeners who are prepared to concentrate.
 Understand clear, standard speech on familiar matters within the personal, educational, public, and
vocational domains, provided they can ask for repetition or reformulation from time to time.
2. Interaction
 Deal with common aspects of everyday living within the personal, educational, public and vocational
domains without undue effort:
 Exchanging views and expressing attitudes concerning matters of common interest (e.g. social life,
environment, occupational activities and interests, everyday goods and services) as well as briefly
giving reasons and explanations for opinions.
 Travel, lodgings, and transport (e.g. getting all the information needed from a tourist office).
 Eating (e.g. ordering a meal).
 Shopping (e.g. making simple purchases by stating what is wanted and asking the price).

6.  Transactions in shops, post offices, or banks.
 Proposing plans /arranging a course of action and briefly giving reasons and explanations 
Extending invitations and reacting to being invited.
 Interact with reasonable ease in structured situations (e.g. an interview) and short conversations
within the corresponding domains, provided they are addressed clearly, slowly, and directly.
 Answer straightforward follow-up questions within the personal, educational, public and vocational
domains provided they can ask for clarification occasionally and are given some help to express what
they want.
 When addressed directly in a formal meeting, say what they think about issues within the personal,
educational, public and vocational domains, provided they can ask for repetition of key points if
necessary.
 Follow changes of topic in formal discussion, within the corresponding domains.
 Speech is readily intelligible both to native speakers and to non-native speakers who approximate to
standard norms.
Writing
 Write short sentences on everyday subjects (e.g. directions: how to get somewhere).
 Write about everyday aspects of their environment, e.g. people, places, a job, or study experience in
linked sentences.
 Write a series of simple phrases and sentences for product packaging, safety notices, brochures, etc.
 Complete travelling forms.
 Write short „how to‟ instructions and recipes.
 Write short narratives such as adventure or realistic fiction.
3. CONTENTS
FIRST TERM (FIVE-MONTH PERIOD)
TIME FRAME FUNCTIONS GRAMMAR VOCABULARY
May
1. Meet Alex and
his friends
 Reading: Identifypeople from
descriptions
 Listening: Listenforspecific
informationtocomplete a chart
 Speaking: Describe people‟s
personalities; Talkabout yourself
 Writing: Write about your ideal
person
 Reviewof the simple present
 Possessive pronouns: mine,
yours (sing.), hers, his, ours,
yours (pl.), theirs
 Whose?
too + adjective; not + adjective +
enough
Present continuous for future
arrangements
Be going to + verbfor future plans,
intentions, andpredictions
June
July
2. Do you have any
pizza dough?
 Reading: Readforspecific
information
 Listening: Listentodeterminetrue
andfalse information
 Speaking: Give andfollow
instructions
 Writing: Make a poster onhealthful
eatingtips
 Count andnoncount nouns
 Imperatives (Commands)
 Foods for various meals
August

7. September
3. Are there any
chips left?
 Reading: Readtodiscriminate
information
 Listening: Listentoidentifytrue
information
 Speaking: Discuss your reactions to
errands;
 Talk about a place describedin a
reading Writing: Write about a
shoppingplace
 There is / There are with some
andany
 Questions with How muchand
How many
 Expressions of quantity: a
little, a few, a lot of,not much,
not many
 Foods at the supermarket
SECOND TERM
October
4. Howoften do you
go rock
climbing?
 Reading: Reada bar graph
 Listening: Listenforspecifi c
information
 Speaking: Talkabout what youlike
anddon‟t like doingwhen youdon‟t
have school
 Writing: Write about what youlike
anddon‟t like doingduringyour free
time
 Adverbs of frequency
 Expressions of
frequency
 Howoften  Gerunds
 Sports andactivities
November
December
5. Everybody’s
waiting for us.
 Reading: Reada blogfor specifi c
information
 Listening: Listentodiscriminate
information
 Speaking: Talkabout reasons for
runninglate
 Writing: Write about what usually
happens at school
 The present continuous
 The simple present contrasted
with the
 present continuous
 Classroom activities
January
6. What are you
going to wear?
 Reading: Readforspecific
information
 Listening: Listentodiscriminate
information
 Speaking: Talkabout thekindof
clothes youlike; Discuss your
opinion
 Writing: Write a list of fashiondo‟s
anddon‟ts
 too + adjective; not +
adjective + enough
 Present continuous for
future arrangements
 Be going to + verbfor
future plans,
 intentions, and predictions
 Clothes
February
1.

8. 4. METHODOLOGICAL STRATEGIES
Level A1.2 language learns will do classroom tasks/ activities in which they will not only use the
language, but also understand and produce an oral and/ or written text bath individually and in pairs/
groups.
Mainly, they will be exposed to spoken and written informational texts that include labels, messages
(over the phone and emails) forms, ads, cards and catalogs.
Listening
 Set the context of the listening. Ask warm-up questions to generate
interest.  Make sure that students understand the instructions and ask 
Play the audio once for students to grasp the general idea.
Reading
 Ask a few general warm-up questions to set the context of the reading. Elicit the title and ask
questions about the photographs. Ask students to predict what the reading will cover
 Have students read the instructions and questions or task, explaining any new vocabulary words
therein. Make sure students understand what they are to do.
 Have the students read the text silently once or twice to themselves. Alternatively, play the audio or
read the text aloud the first time with the students following along in their books, and then let them
read the text again silently. Encourage students to guess the meaning of new words and expressions
as they read.
 Have the class do the comprehension task, either individually or in pairs.
Speaking
 Briefly introduce the pronunciation feature. Model mouth position for basic sounds; use the board or
gestures for stress, intonation, and suprasegmental features.
 Play the audio and have students practice the target sound several times.
 Practice the exchanges chorally using backchaining to help students with overall rhythm and
intonation.
 Call on one or more pairs or groups to stand and perform for the class. If helpful, you may want to
have students write out the conversation after the oral practice.
Writing
 Help students brainstorm about what kind of content they might include in their writing. You may
wish to do this as a class, in groups, or in pairs.
 Encourage students to make notes or an outline before they begin writing. If helpful, review the
relevant paragraph structure with your students; for example:
- Topic sentence
- Examples or
support - conclusion
 If students are performing the writing exercise in class, circulate to monitor and help them. Encourage
them to check a dictionary for the spellings of new words.
 After students have finished their writing, have them exchange papers with a partner and mark their
partner‟s work using the Peer editing checklist. Then have students take back and correct their writing

9. before turning it in to you. You may wish to have students use the following correction symbols when
marking each other‟s work:
Sp = spelling gr = grammar wo = word order
5. RESOURCES
Materials
- Language Boosteris divided into two parts:
 A workbook
 A grammar builder
 A class Audio CDs
 Posters
 DVDs
 Placement test
Humans
 Students
 Provincial Autorities
 Local Autorities
 Teachers
 Parents
6. EVALUATION
 Three forms of evaluation will take place along the school Year: diagnostic (at the beginning of
the school Year), formative (along the school Year), and summative (at the end of the school
Year).
 For diagnostic evaluation a placement test will be administered to determine not only students‟
level of proficiency but also the content to be reviewed and the skills that need to be strengthened
 There will be an oral test (interview or picture description) graded with the help of the oral
assessment rubric available in the document with “Assessment Suggestions” provided by the
Ministry of Education.
______________________
Lic. Juana Macías Alcívar
TEACHER
______________________
__________________
____
Lic. Rosa Bajaña Gómez Lic. Julio De Loor Rosado
AREA COORDINATOR DEPUTY HEADMASTER