Plan anual 3 bgu Ingles

1. Microcurricular Planning by Skills and Performance Criteria
UNIDAD EDUCATIVA FISCAL “SAMBORONDON” SCHOOL YEAR
2016-2017
PLANNING BY SKILLS AND PERFORMANCE CRITERIA
1. INFORMATIONAL DATA:
Teacher: Miss Denise Matamoros G Area/Subject : English Grade/Course: 2nd
BGU Class: AB
Unit Number : “3” Unit title: “STORY TIME!”
Unit Specific
Objectives:
Students will learn how to:
*Narrate stories and events in the past.
*Convey attitudes related to the events of a
story.
*Talk about imaginary situations.
*React to a story in different ways.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Mysteries - Greek Myths - Fairy Tales – Fantasy
Vocabulary: using adverbs to convey attitude.
Associating vocabulary with pictures.
Reading: reading literary texts: skimming, predicting and analyzing story
elements.
Writing: summarizing a story.
Listening: identifying important elements of a story
Speaking: reacting to a story.
Listening
*Identify words and expressions used in a slower, yet natural colloquial style, by native speaker
and non-native speakers within the public and vocational domain— complementary to the
personal and educational background with which they are already familiar.
*Understand phrases and expressions related to areas of most immediate priority within the
personal, educational, public and vocational domains (e.g. shopping, travel, services,
workplaces, etc.), provided speech is clearly and slowly articulated.
*Within the personal, educational, public and vocational domain, deduce the meanings of
unfamiliar phrases and words from a context containing familiar elements.
*In their own speech and in the speech of others, understand the principal meaningful
contrasts in utterances carried by stress placement and intonation.
*Catch the main idea in short, clear, simple announcements given publicly within the personal,
educational, public and vocational domain (i.e. traffic and tourist information, publicity texts,
routine commands, etc.).
*Understand and identify the main discussion topic within the personal, educational, public

2. and vocational domain provided that they are conducted slowly and clearly.
*Identify the main idea and sequence of events of recorded news reporting public
entertainment, events, accidents, etc.
*Identify the main point of television news reporting public entertainment, events, accidents,
etc., where the visuals support the commentary—provided technological resources are
available.
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
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.

3. 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).
- 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.
TRANSVERSAL AXES: Intercultural PERIODS: 5 INITIAL WEEK: July 19, 2016.
Methodological Strategies Resources Performance Indicators
Evaluation activities/ Techniques
Instruments

4. *Associating vocabulary with pictures.
*Using body language to memorize
words.
*Using the context to understand
unknown words.
*Relating visuals to words.
*Classifying information.
*Using and activating background
knowledge.
*Identifying the elements of a story.
*Using prior knowledge.
*Skimming the text to make informed
Predictions.
*Identifying and mapping the literary
elements of a story.
*Using idiomatic expressions in
context.
*Personalizing idiomatic expressions
to share personal anecdotes.
*Activating previous knowledge by
listening to a Greek story.
Textbook
English Teacher’s guide
Flash cards
Speaker or CD player
Flash memory
Laptop
Worksheet
Data projector
Computing room
Listening Comprehension
*Understands stories and narratives with highly
familiar vocabulary.
*Uses background knowledge to aid comprehension.
*Uses visual clues to relate to the topic and work out
meaning.
*Recognizes the sequence of the events of a story.
Reading Comprehension
*Understands the plot of familiar stories and
narratives fairly well.
*Skims the text to make informed predictions.
*Identifies the literary elements of a story.
Oral Interaction
*Tells a story.
*Reacts to a story with simple comments and
questions.
*Plans what to say and how to say it considering the
effect on the audience.
Oral Expression
*Narrates real and fictional events and connects
those events, conveying attitudes and moods.
*Plans what to say and how to say it considering the
effect on the audience.
*Uses fixed expressions and appropriate body
language to convey feelings and meaning.
Written Expression
*Maps a story to identify its elements and summarize
it.
*Narrates stories connecting events.
 Play Hangman by inviting students
to discover the mysterious
character. Prepare the description
of a well-known fairy tale character.
Write a tale dash for each of the
letters in the character’s name.
Invite students to guess the
character. Provide clues when
students ask for help. Example:
She’s a girl who walks through the
woods with a basket of food. (Little
Red Riding Hood).
 Listen to the story and match the
pictures to the events by placing the
corresponding capital letters in the
circles.
 Invite students to go back to the
pictures and predict the correct
sequence of the actions. Encourage
them to use these words to explain
the sequence: first, second, third,
then, next. Then have them listen
and check their predictions.
 Draw students’ attention to the
adverbs and Vocabulary Strategy.
Guide students into explaining in
their own words the strategy by
asking some questions: How do you
form an adverb? What suffix do you
use?
 Invite students to read the
sentences and decide if they’re true
or false. Have them compare their
answers with a partner and elicit an
explanation for every true or false
answer.
 Play the audio again, and invite

5. them to pay attention to how the
story is told and the different
people interacting with questions
and comments about the story.
Challenge students to find more
ways to react to a story. Write on
the board: Ways to react to a story.
Guide students to discover the
different techniques people use to
react to stories.
 Invite students to agree or disagree
with this sentence: Imagination is
more important than knowledge.
Challenge students to think of the
creator of this quote (Albert
Einstein). Scramble the letters of his
name and have students discover
the name. Write on the board:
RATBLE TNEESIIN.
 Invite students to look at the
pictures and write the number of
the character next to its
corresponding word. Allow some
time for students to use their
dictionaries and clarify doubts. Get
students in pairs to check their
answers and have them practice
saying the words out loud.
Challenge students to close their
books and remember all the
characters and places that appear in
the illustration. Explain that this
technique helps them remember.
 Go over the headings of the chart
before you ask students to classify
the words. Allow some time for this
and then have them get in pairs to

6. check their answers. To activate the
vocabulary, invite students to
describe magical characters, people
and places.
 Write imagine on the board and
clarify to students that this exercise
has sentences that refer to
imaginary situations. Invite students
to complete the sentences with the
words from the previous exercise
and their own ideas. Go over the
example. Clarify that answers vary.
Invite students to share their
answers with peers and discover
very original fantasies.
 Invite students to read the title and
explore any ideas they might have
about the story.
 Play a trivia game about Greek
stories. Ask these questions. A
horse with wings. a. Hercules b.
Pegasus c. Zeus.
 Challenge them to tell you the 3
most important words in each
cloud. Encourage them to tell you
what they know about these words.
Also ask them to find elements in
common between both clouds.
 Invite students to read silently and
do the corresponding exercises.
Point out that while students are
reading they can apply a variety
strategies like: pausing to think
about previous ideas, asking
themselves questions and using
context and visual clues. If students
are reading silently they might not

7. read at the same pace, so you can
go around the classroom giving the
instructions individually.
 When students make predictions, it
helps keep them involved in the
text. Have them continue reading
and direct their attention to the
pictures so they understand each of
the alternatives they can choose.
Allow some time for students to
read the choices, clarify vocabulary.
Ask some volunteers to read the
answers for the class to discuss
those answers. Encourage students
to give their point of view.
 Point out re-reading is a strategy
that can help them clarify ideas
because they get another chance to
read while thinking about the
overall message of the text and how
all the information is related and
how it is organized. Go over the
questions before students read for
the second time so that they can
focus on the answers to these
questions.
 Invite some volunteers to read the
two columns. Encourage students to
predict the meaning of these idioms
and use clues in the context to
guess their meaning. To check
answers, pair up the students and
have them discuss their answers
with their partners.
 Tell students the story so that they
can relate and connect to the story
when reading the anecdote. You

8. might like to show students some
pictures from the Internet so they
get familiar with the story. Write
these important words on the board
and have students use the Glossary
or a dictionary to find the meaning.
 Invite students to read the
questions and ask them to
personalize the idioms by thinking
about a situation of their own when
they have done or felt that way.
Encourage the students to provide
more information.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specifications of the adapted material to be applied
PREPARED BY REVISED BY APPROVED BY
Teacher: Miss DENISE MATAMOROS G Area Director: Miss DENISE MATAMOROS G Vice- Principal: Lcdo. IVAN BUENO RODRIGUEZ
Signature: Signature: Signature:
Date: 21/04/2016 Date: 02/05/2016 Date: 09/05/2016
*Información obtenida del plan curricular anual.