ANNUAL TEACHING PLAN 1. General Information. Area: English Language

School/High School:Lomas de sargentillo

School Year: 2014 -2015

Target Group: 10 th and 1st Bachillerato.By the end 10th and 1st Bachillerato students will be able to:

Linguistic ComponentSociolinguistic ComponentPragmatic 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 grammarIn 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.LISTENINGREADINGSPEAKINGWRITING

Listen to specific information in an interview

Listen for specific information

Listen for information about events

Identify people based on description

Listen for details in an interview

Predict missing lines. Read for specific information; Study a graph

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

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 favorite occupations

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.

3. CONTENTS

TIME FRAME FUNCTIONS

GRAMMAR

VOCABULARY

MAY UNIT 7can you count?

Can expresses ability and possibility. The simple form of the main verb follows

can. In speak is the main verb. An infinitive with to does NOT follow can.

The main verb never has a fmal -s. NEGATNE:

can + not = can not OR: cannot CONTRACTION:

can + not = can't1. 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 water11 . 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

JUNE UNIT 8I always get up at six-thirty.

The function of simple present tense is used to ;

- describe about what people do in the present time.- it is also used to express something based on the realityAlways, usually, often, sometimes,,

seldom, rare and never are called

"Frequency adverbs." They come between the subject and the simple present verb.*Introduce the structure

HOW OFTEN? Simple Present

Form and basic meaning of the simple present tense

What do you do every morning? Using frequency adverbs. Using frequency adverbs with BE Pronunciation of final S: /Z/ and /S/ spelling and pronunciation of final ES adding final -S/-ES to words that end in Y irregular singular verbs: HAS, DOES, GOES1. 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

7. go shopping

8. go dancing

9. go swimming

10. spend time with my friends

1 1. talk on the phone

12. speak English

13. write a letter

14. read a newspaper

15. study

16. study English grammar17. drink milk18. play with my children

19. kiss my husband or wife 20. have a snack

21.gotobed 22. go to bed at eleven o'clock23. go to bed after midnight

24. go to bed early25. go to bed late

26. turn off the lights28. dream in English

JULY UNIT 8

I always get up at six-thirtyDescribe 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 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.

USING FREQUENCY ADVERBS WITH Be

AGOUST UNIT 9 Miami-A great place to be!

THE SIMPLE PRESENT: ASKING INFORMATION QUESTIONS

Ask a classmate a question. Use where1, 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)

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.

OCTUBERUNIT 9

Miami-A great place to be!

SOME AND ANY

THERE IS / THERE ARE

We use There is / There are to say that something exists (or does not exist). The real subject usually comes after There is / There are.books food hats red sweaters

flowerscurtains signs on the walldogs or cats

dictionariespaper bicycles bookshelves

birdsbook bags

eraserswomen

furniturechildren pillowslight bulbs

NOVEMBERUNIT 10What's Brian doiny?ThePRESENT PROGRESSIVE TENSEindicates continuing 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-ingending): "Iam buyingall my family's Christmas gifts early this year. Sheis workingthrough the holiday break. Dierdreis beinga really good girl in these days before Christmas".

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 teamis arrivingin two hours. He's movingto Portland this summer." Because the present progressive can suggest either the present or the future, it is usually modified by adverbs of time.

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

EatSmile

clapread laughkick sleepcrycountwrite dancestand in back of ( . . . )

walkwavetouch run push shake hands withpullsit

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.

*A pharmacistcalledJhon PembertoninventedCoca Cola.

*Didyougoto Munich last week? Yes, and ImetMr. Peter Losher, Siemens CEO.

2.We frequently use a time adverb to situate the event in finished past time.

* Rolls Roycewentbustin 1973.

*A few years ago, the City Plaza hotelwasa leader in its segment of the market.

* Many peoplelosta lot Money on the Stock Exchangeduringthe 1990s.

3.We use the past simple in annual reports to describe the companys performance over the last year.

*Last yearwasa good year for our group; the company sold 70% more than the last period.

PAST SIMPLE

REGULAR VERBS

JANUARY UNIT 12 I really had great time

PAST SIMPLE

1. Change the sentences to the past.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.

come - came

do - did

eat - ate

get -got

go - went

have had

put - put

see saw

sit - sat

sleep - slept

stand - stood

write wrote

FEBRUARY UNIT 12

I really had great time

Use the Simple Past to express the idea that an action started and finished at a specific time in the past. Sometimes, the speaker may not actually mention the specific time, but they do have one specific time in mind.

Examples:

Isawa movie yesterday.

Ididn't seea play yesterday.

Last year, Itraveledto Japan.

Last year, Ididn't travelto Korea.

Didyouhavedinner last night?

Shewashedher car.

Hedidn't washhis 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:

Ilivedin Brazil for two years.

ShaunastudiedJapanese for five years.

Theysatat the beach all day.

Theydid not stayat the party the entire time.

Wetalkedon the phone for thirty minutes.

A: How longdidyouwaitfor them?B: Wewaitedfor one hour.

eat breakfast every morningdream in English every night

watch TV every nightvisit my aunt and uncle every year

talk to ( . . . ) every day write to my parents every week

play soccer every afternoon read the newspaper every morning

study grammar every eveningpay all of my bills every month

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.

EVALUATIONTake 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

SCHOOL DIRECTOR

COORDINATOR