ANNUAL TEACHING PLAN

1.General Information.
Area: English Language
sargentillo
School Year: 2014 -2015
Bachillerato.

School/High School:Lomas de
Target Group: 10 th and 1st

By the end 10th and 1st Bachillerato students will be able to:
Linguistic Component
Sociolinguistic Component
Pragmatic Component
Linguistic study involves a search for patterns in
the way speakers use language; linguists aim to
describe these patterns by reducing them to a
set of rules called a grammar
In this component you will gain an overview
articulatory phonetics, practical phonetics,
acoustic phonetics, speech perception, clinical
phonetics and phonological theories. Emphasis
throughout the course is on the practical
application of phonetics and phonetic theory to
the analysis of speech data, and in particular,
on accents English/languages of the US English,
with
specific
attention
to
the
accent(s)/languages which they intend to study
further.
Common
tasks
related
with
linguistic
components of full text search which include
words breakers and stemmers, and stop words
lists.

In this component you will explore the interface

between language and society and how these
drive linguistic variation and change. We will
discuss influences on speech such as age,
geography and the media, as well as the
language system itself. By examining empirical
analyses of natural speech data conducted by
key researchers in the field, you will learn core
concepts associated with this field of study. By
the end of the school year students will be able
to say what people are doing when they speak,
and why.
Sociolinguistics methodology requires a number
of stages in preparation for the collection,
processing and selection of the appropriate
speakers,
circumstances
and
linguistic
variables.

As part of a bilingual setting, the students and

teachers of the licenciatura program should
have some competences in the mastering of
both native and second language. In agreement
with the Common European Framework of
Reference for Languages (CEFRL, 2001), The
data analysis revealed that as bilinguals
speakers the students and professors had the
ability to alternate between their two languages
(English and Spanish) using some of the
components of the pragmatic competence,
which at the same time is divided into three sub
competences: discourse competence, functional
competence and design competence (Common
European
Framework
of
Reference
for
languages, 2001).

2.LANGUAGE SKILLS OBJECTIVES.

LISTENING

Listen to specific
information in an
interview

READING

Predict missing lines.

Read for specific

information; Study a
graph

Listen for specific

information

Listen for information

about events
Identify people based
on description

Listen for details in an

interview

Read for specific

information; Read a
map
Preview and predict
an article

Interpret emoticons
and acronyms

Look up the
meaning of words in
an article

SPEAKING

Talk about abilities and

talents; Ask permission
to borrow something

Talk about routines and

activities

Talk about favorite

places; Make
suggestion

Talk about favorite

places in a ho use:
Ask Yes/No
questions about a
picture: Ask

what someone's
doing now

Talk about
jealousy; Ask and
answer
Yes/No questions;
Talk about past
events

Talk about past

activities; Talk about

WRITING

Write a personal profile

Write about your family

Write personal
information

Write an e-mail

Fill out a personal

information form

Write a schedule

Write yes/no questions

with like.

favorite occupations

3.CONTENTS
TIME FRAME
MAY

FUNCTIONS

UNIT 7

can you count?

GRAMMAR

Can expresses ability and possibility.

The simple form of the main verb
follows
can. In speak is the mainverb.

An infinitive with to does NOT follow

can.
The mainverb never has a fmal
s.

NEGATNE:

can + not = can not OR: cannot

CONTRACTION:

can + not = can't

VOCABULARY
1. ride a bicycle
2. ride a motorcycle
3. ride a horse
4. play the piano
5. play the guitar
6. touch the ceiling of this room
7. cook (a nationality) food
8. sing
9. whistle
10. float on water
11 . spell Mississippi
12. see the back of ( . . . )'s head
13. count to five in (a language)
14. stand on your head
15. touch your knee with your nose
16. touch your ear with your elbow
17, play the violin
18. drive a stick-shift car
I 19. fix a flat tire
20. ski
1. eat dinner
2. eat dinner at six o'clock
3. eat dinner at eight o'clock
4. watch TV
5. listen to music
6. go to a movie
'

JUNE

UNIT 8
I always get up at sixthirty.
The function of simple present
tense is used to ;

Simple Present
Form and basic meaning of
the simple present tense

What do you do every morning?

- describe about what people do in

the present time.
- it is also used to express
something based on the reality

Always, usually, often, sometimes,,

seldom, rare andnever are called
"Frequency adverbs." They come
between the subject and the simple
present verb.*

Introduce the structure

HOW OFTEN?

JULY

UNIT 8
I always get up at sixthirty
Describe a typical day in your
life, from the time you get up in
the morning until you go to bed.
Use the following words to
show the order of your
Example: I usually get up at
sewn-thirty. I shave, brush my
teeth, and take a shower. Then I
put on my clothes and go to the
student cafeteria for breakfast.
After that I go back to my room.
I sometimes watch the news on
TV. At 8:15 I leave the

7. go shopping
8. go dancing
Using frequency adverbs.
9. go swimming
10. spend time with my friends
Using frequency adverbs
1 1. talk on the phone
12. speak English
with BE
13. write a letter
14. read a newspaper
Pronunciation of final S: /Z/
15. study
and /S/
16. study English grammar
17. drink milk
spelling and pronunciation of 18. play with my children
19. kiss my husband or wife
final ES
20. have a snack
21.gotobed
adding final -S/-ES to words 22. go to bed at eleven o'clock
23. go to bed after midnight
that end in Y
24. go to bed early
25. go to bed late
irregular singular verbs: HAS, 26. turn off thelights
28. dream in English
DOES, GOES

USING FREQUENCY
ADVERBS WITH Be

dormitory. I go to class. My
class begins at 8:30. I'm in class
from 8:30 to 11:30. After that I
eat lunch. I usually have a
sndwich.

AGOUST

UNIT 9

THE SIMPLE PRESENT: ASKING Ask a classmate a question. Use where

INFORMATION QUESTIONS

1, live
2. eat lunch every day
3. sit during class
4. study at night
5. go to school
6. buy school supplies
7. buy your groceries
8. go on weekends
9. go after class
10. eat dinner
1 1, be (name of a student in this room)
12. be (names of two students)
13. be (name of a country or city)
14. be (names of two countries or cities)
15. be (something a student owns)
16. be (some things a student owns)

Miami-A great
place to be!

SEPTEMBER

UNIT 9
Miami-A great
place to be!

Leisure or recreational activities outside of

work and school can give people
opportunities to relax and get rid of stress
from the day, but I think that what people
do is often determined by individual
preference, culture, and even geographic
location. So, how about you? What do you
like to do in your free time?

Prepositions of places.

OCTUBER

UNIT 9
Miami-A great
place to be!

NOVEMBER

UNIT 10
What's Brian doiny?
The PRESENT PROGRESSIVE
TENSE indicates
continuing

SOME AND ANY

books
food
hats
red sweaters
flowers
curtains
signs on the wall
THERE dogs or cats
dictionaries
IS /
THERE paper
bicycles
ARE
bookshelves
We use There is / There are to say that birds
book bags
something exists (or does not exist). The real
erasers
subject usually comes after There is / There women
are.
furniture
children
pillows
light bulbs

PRESENT PROGRESSIVE

Practice using the PRESENT PROGRESSIVE

by describing what your teacher and
classmates
are
pantomiming,
i.e.,
pretending to do.
The pantomimes

should sustain the action until the oral

description is completed

action, something going on now.

This tense is formed with the
helping "to be" verb, in the present
tense, plus the present participle of
the verb (with an -ing ending):
"I am buying all my family's
Christmas gifts early this year.
She is working through the holiday
break. Dierdre is being a really
good girl in these days before
Christmas".

Eat
Smile
clap
read
laugh
kick
sleep
cry
count
write
dance

The present progressive can

suggest that an action is going to
happen in the future, especially
with verbs that convey the idea of a
plan or of movement from one
place or condition to another: "The
team is arriving in two hours. He's
moving to Portland this summer."
Because the present progressive
can suggest either the present or
the future, it is usually modified by
adverbs of time.

DECEMBER

UNIT 11
Did he call her again TODAY?
Past Simple tense has different
uses:
1. We use past simple to refer to
events that took place in the past.

stand in back of ( .
walk
wave
touch
run
push
shake hands with
pull
sit

PAST SIMPLE
REGULAR VERBS

..

*A pharmacist called Jhon

Pemberton invented Coca Cola.
*Did you go to Munich last
week? Yes, and I met Mr. Peter
Losher, Siemens CEO.
2. We frequently use a time adverb
to situate the event in finished past
time.
* Rolls Royce went bust in 1973.
* A few years ago, the City Plaza
hotel was a leader in its segment of
the market.
* Many people lost a lot Money on
the Stock Exchange during the
1990s.
3. We use the past simple in annual
reports to describe the companys
performance over the last year.
*Last year was a good year for our
group; the company sold 70%
more than the last period.

JANUARY

UNIT 12

PAST SIMPLE

come - came
do - did

I really had great time

1. Change the sentences to the past.

eat - ate
get -got
go - went
have had
put - put
see saw
sit - sat
sleep - slept
stand - stood
write wrote

2. They go downtown every day.

3. We have lunch every day.
4. I see my friends every day.
5. Hamid sits in the front row every day.
6. I sleep for eight hours every night.
7. The students stand in line at the cafeteria.
8. I write a letter to my parents every week.
9. Wai-Leng comes to class late every day.
10. We do exercises in class every day.
11. I eat breakfast every morning.
12. I get up at seven every day.
13. Robert puts his books in his briefcase
every day.

FEBRUARY

UNIT 12
I really had great time

eat breakfast every morning

Use the Simple Past to express the idea that an dream in English every night
action started and finished at a specific time in watch TVevery night
the past. Sometimes, the speaker may not visit my aunt and uncle every year
actually mention the specific time, but they do
talk to ( . . . ) every day
have one specific time in mind.
write to my parents every week
Examples:
play soccer every afternoon

I saw a movie yesterday.

read the newspaper every morning

I didn't see a play yesterday.

study grammar every evening

Last year, I traveled to Japan.

pay
all of my bills every month

Last year, I didn't travel to Korea.

Did you have dinner last night?

She washed her car.

He didn't wash his car.

The Simple Past can be used with a duration

which starts and stops in the past. A duration is
a longer action often indicated by expressions
such as: for two years, for five minutes, all
day, all year, etc.
Examples:
I lived in Brazil for two years.
Shauna studied Japanese for five years.
They sat at the beach all day.
They did not stay at the party the entire time.
We talked on the phone for thirty minutes.
A:
How
long did you wait for
B: We waited for one hour.

them?

METHODOLOGICAL STRATEGIES

LISTENING
To make student confident before they speak in front of the class.
To make sure the new vocabulary be understood to carry on the speaking activity
To download short conversations from Internet and practice them in the classroom.
To create drawing or download it from Internet and practice a story sequencing with pictures

READING
To get them write short profile about themselves
To incentive students to practice writing at home or in the classroom using the textbook.
To get updated stories to get their attention in the classroom
To use very basic vocabulary to make them easy reading comprehension

SPEAKING
To incentive students to see movies in English and see the pronunciation.
To get students talk one to another inside and outside the classroom
To involve students in a real environment where English is spoken using wallpapers, flashcardsetc
To challenge or dare students to speak English even outside the school

WRITING
To sign up a Facebook, messenger, twitter account where all students can express ideas, feelings and
comments. Also this will be useful for the teacher (feedback)
To switch short letters about something students like to do at the weekends.
To get students stick posters on the wall, classroom or around the pitch. Build up a showcase where
everyone can read their stories.

RESOURCES

Post card number one. Students and Teacher book.

English grammar book. Basic and Beginner.
La mansion del Ingles. Website.
Word Reference. Website.

English gramar practice.

EVALUATION
Take either the Curriculum Guidelines document or the Specs3 document and carefully look at the assessment indicators per skill
for your target group. Then describe briefly the type of evaluation you will carry out with your students (i.e. diagnostic,
formative, and/ or summative) according to National regulations and when it will be done (at the beginning, middle or end of the
first/second term, school year, etc.), as well as the type of assessment you will carry out (i.e. formal/ informal) and the type of
assessment activities and / or instruments you will use (e.g. quizzes, presentations, writing rubrics, etc.).

ENGLISH TEACHER

ENGLISH DEPARTMENT/AREA
COORDINATOR

SCHOOL DIRECTOR