Plan anual 1 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: A-B
Unit Number : “0 and 1” Unit title:
“REVIEW UNIT AND
INSPIRATIONAL PEOPLE”
Unit Specific
Objectives:
Students will learn how to:
*Talk about goals, obstacles, important
decisions and achievements.
*Describe inspirational people’s lifestyles.
*Talk about a person’s experiences.
2. UNIT PLAN
SKILLS AND PERFORMACE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS
Personality Types and Attitudes - Inspirational People - Facebook - Verb
patterns, Time expressions, Adverbs of sequence.
Vocabulary: using suffixes to create adjectives and nouns.
Grammar: identifying principal verbs in verb patterns.
Reading: previewing a text.
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.
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
and vocational domain provided that they are conducted slowly and clearly.

2. *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.
Interaction

3. *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: May 4, 2016.
Methodological Strategies Resources Performance Indicators
Evaluation activities/ Techniques
Instruments
*Asking follow up questions to keep a Textbook Listening Comprehension  Invite students to describe the

4. conversation going.
*Using games.
*Taking turns to speak.
*Using pictures.
*Predicting before listening.
*Identifying common suffixes.
*Identifying principal verbs and their
pattern when combined.
*Identifying different verb
combinations in different tenses.
*Looking at pictures and identifying
topics to activate background
knowledge.
* Associating words and expressions
with a particular context.
*Skimming and scanning.
*Using I mean to rephrase what
he/she have said.
English Teacher’s guide
Flash cards
Speaker or CD player
Flash memory
Laptop
Worksheet
Data projector
Computing room
*Understands descriptions of different lifestyles,
experiences and future plans.
*Predicts ideas about styles and famous people.
*Uses background knowledge to aid comprehension.
*Explores visual aids before listening.
Reading Comprehension
*Understands the connection between paragraphs in
a wiki text, identifying the main ideas of each of the
aspects mentioned.
*Scans and skims texts to locate specific information.
*Identifies connectors of sequence and time
expressions.
*Previews a topic by exploring previous knowledge.
*Uses context clues.
Oral Interaction
* Sustains a conversation about personal styles,
interests, preferences and plans using simple
vocabulary and some fixed expressions.
*Plans what to say and how to say it considering the
effect on the audience.
*Asks questions.
*Uses I mean to clarify the meaning of idiomatic
expressions.
Oral Expression
*Expresses and connects his/her ideas in a
reasonably clear way to describe his/her or someone
else’s goals, difficult moments, past experiences and
lifestyles.
*Plans what to say and how to say it considering the
effect on the audience.
*Uses circumlocution and paraphrases to cover gaps
in vocabulary and structure.
*Signposts important information to guide the
listener.
Written Expression
*Narrates and connects ideas chronologically, which
describe important events in a person’s life.
styles of today’s teenagers. Ask a
couple of questions and
encourage opinions without
rejecting any. Have volunteers
write important words on the
board.
 Use a semantic map to group
words: clothing, music etc.
 Make a collage to help students
visualize the different aspects they
need to mention. Activities
teenagers do: go to concerts,
listen to music, play musical
instruments, play games online,
etc.
 Invite students to explore the text
visually before doing the exercise.
 Ask these questions: What kind of
text is this? (a website) What is its
purpose?
 Invite students to read the model
and replace the words in colors.
Call their attention to the Key
Expressions box. Tell students that
an abbreviated version of the
expression For one thing is For
one.
 Bring flashcards of famous people
and have a competition for
students to say the correct
occupation. Have them add any
interesting information about their
lives.
 Invite students to look at the
picture and establish the topic of
the conversation.
 Ask: Who are the people? Is it a

5. *Writes a wiki entry about an inspirational person
and includes important details.
*Plans, edits, self-evaluates and peer-evaluates
his/her work and his/her partner’s work.
formal conversation? Where are
they?
 Have students practice repeating
the conversation with a partner.
Encourage students to imitate
correct intonation and linking, and
to support the verbal discourse
with the correct body language.
 Invite students to preview the text
by looking at the layout, photos,
titles, and section titles.
 As a pre-writing strategy, invite
students to do some free writing.
Tell them they should write
whatever comes to their minds as
a way to produce ideas
 Encourage students to use the
expressions in the Writing Strategy
so that they organize the
information chronologically.
 Refer students to the reading
strategy: Explain that context clues
are words or expressions that are
found before or after one specific
word or idea. Context clues take
the form of prior knowledge,
examples, definition, antonyms,
and association restatements
(paraphrasing). Go over the idea
of synonyms, connectors of
contrast and similarity, examples,
etc., so students can identify
context clues necessary to put the
sentence in the correct space.
3. ADAPTED CURRICULUM
Specification of Educational Needs Specifications of the adapted material to be applied

6. 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.

7. 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.