ABCDEFGHIJKLMNOPQRSTUVWXYZAAABACADAEAFAGAHAIAJAKALAMANAOAPAQARASATAUAVAWAXAYAZBABBBCBDBEBFBGBHBIBJBK
1
2
Annual Learning Plan
3
Institution:
4
Speciality:Conversational English
5
Subárea Area:N/ALevel:
Ninth
6
Teacher:Year: 202X
7
Scenarios Theme
and Goals		FebMarAprMayJunJulAugSepOctNovDicHours
8
12341234123412341234123412341234123412341234
9
1- Animal Welfare: National And International Standards32
10
Obligations When You Own A Pet
Cruelty In Animals		16
11
Take decisions and act considering their own and others’ well-being understanding the deep connection between those elements.1
12
Assume an active, reflexive and constructive role in the local, national and global community engaging in activities that respect the human rights and the universal ethical values.1
13
Listening: Identify simple information in a short video.1
14
Listening: Identify key information (e.g. places, times) from short audio recordings.1
15
Reading: Get the gist of short, simple narratives, with visual support.1
16
Reading: identify key information in short, simple factual texts from the headings and pictures.1
17
Spoken Interaction: Express basic intentions with simple time markers (e.g. 'tomorrow').2
18
Spoken Production: Talk about animals´ rights Obligations When You Own A Pet and avoid animal cruelty in Costa Rica2
19
Spoken Production: Distinguish unfamiliar sounds and prosodic patterns2
20
Writing: Write short texts describing favorite objects, possessions or household pets.4
21
Wild Animals Belong to the Wild World16
22
Respect the cultural, ethnic, socio-economic, political, religious, gender and others’ diversity
23
Understand the different moral and ethical implications of responsibly living in a global community.
24
Listening: Identify specific information in a simple presentation or lecture aimed at a general audience.1
25
Listening: Identify the main point of TV news items reporting events, accidents, etc. where the visual supports the commentary.3
26
Reading: Scan a simple academic text to find specific information.1
27
Reading: Make simple inferences based on information given in a short article.1
28
Spoken Interaction: Express opinions using simple language.3
29
Spoken Production: Recognize sounds and common prosodic features of the target language when communicating
in simple everyday situations.		2
30
Spoken Production: Distinguish unfamiliar sounds and prosodic patterns.2
31
Writing: Express a personal opinion in a simple academic text.1
32
2- Building Cities of the Future32
33
My Dreamed Future City Sustainable Cities/Green Cities16
34
Develop an appropriate awareness to keep order and cleanliness in all activities performed to promote sustainability.1
35
Promote social equity among citizens to practice common values and competences and carry on with the sustainability of our cities.1
36
Listening:Understand descriptions given about future cities by means of listening to specific audio tracks or videos.2
37
Reading: Comprehend specific information from readings based on future cities and their sustainability.2
38
Spoken Interaction:Provide simple descriptions of the elements that take part of a dreamed future city.4
39
Spoken Production: Produce presentations with information based on sustainability context related to future green cities.2
40
Spoken Production: Distinguish unfamiliar sounds and prosodic patterns.2
41
Writing: Expressing written short pieces of text that include descriptions of future sustainable cities as they may be imagined.2
42
Reducing Pollution and Other Problems16
43
Develop a proactive attitude to reduce pollution and solve other problems in their communities.1
44
Contribute with the teacher to promote how to learn and practice sustainable development in their cities.1
45
Listening: Identify specific information about pollution effects and other problems that is delivered slowly and clearly.2
46
Reading: Understand a series of simple phrases to reduce pollution and solve other problems in our communities.2
47
Spoken Interaction: Express ideas and opinions about how to reduce contamination and how to solve other problems.4
48
Spoken Production: Describe different types of pollution and other problems that affect our community in short, simple sentences.2
49
Spoken Production: Distinguish unfamiliar sounds and prosodic patterns.2
50
Writing: Produce short pieces of text to promote how to reduce pollution and how to find solutions to other problems.2
51
3 -Developing STEAM skills32
52
Finding Out a Scientist and An Artist… in All of Us16
53
Assess the socio-cultural and ethical economic implications in the use of technology.1
54
Select the best strategies to be a digital citizen in a society with social equity.1
55
Listening: Distinguish main ideas from supporting points in oral, content-related discourse related to STEAM.2
56
Reading: Answer questions about explicit information in texts related to STEAM.2
57
Spoken Interaction: Sequence processes, cycles, procedures, or events related to STEAM.4
58
Spoken Production: Contrast features, traits, characteristics using some specific language related to STEAM.2
59
Spoken Production: Distinguish unfamiliar sounds and prosodic patterns.2
60
Writing: Outline ideas and details using graphic organizers related to STEAM.2
61
Life is a Math Equation…Engineers To Build The Future16
62
Experiences teamwork to increase the presence of different views and opinions for all members in a group involved in a task to reach social equity1
63
Contribute as a group working in a teamwork to find the best solutions to problems being a digital citizen in a society with social equity1
64
Listening: Extract the key details from a presentation if delivered slowly and clearly about types of engineering in our society.2
65
Reading: Distinguish between facts and opinions in simple written proposals about engineering in our society.2
66
Spoken Interaction: Talk about work-related plans and intentions or simple information of immediate relevance and emphasize the main point about engineering in our society.4
67
Spoken Production: Give or seek personal views and opinions in discussing topics of interest about types of engineering in our society.
Distinguish unfamiliar sounds and prosodic patterns.		4
68
Writing: Complete forms setting objectives and goals in their job role about engineering in our society.2
69
4 -Old and New Discoveries in Science32
70
New Discoveries in Science, and TechnologyNew Discoveries in Science, and Technology16
71
Express how innovation in science, and technology can help in human beings in their quality life and solve all the problems related to economic development nowadays.1
72
Collaborate as a group trying to solve problems creating by humans beings through science and technology as digital citizens in our society with social equity.1
73
Listening:
Understand advice and instructions for resolving a problem with a product or piece of equipment in our society.		4
74
Reading: Make simple inferences based on information given in a short text about science or technology in our society.4
75
Spoken Production:
Initiate, maintain and close simple, face-to-face conversations on topics about science and technology in in the present day.
2
76
Spoken Production: Distinguish unfamiliar sounds and prosodic patterns.2
77
Writing:
Research about the discoveries that people wish the most in our society.		2
78
Biographies: Fathers of Electricity16
79
Experiences leadership as a way to handle daily life challenges and find new opportunities for people and our society.1
80
Contribute to develop leadership in a teamwork to find the best solutions to problems being a digital citizen in a society with social equity.1
81
Listening:
Extract the main ideas and key details of conversational or formal listening passages from videos about biographies of the fathers of electricity in our society.		2
82
Reading:
Investigate facts and key details of conversational or formal listening passages from videos about biographies of the fathers of electricity in our society.		4
83
Spoken Interaction:
Interact appropriately in a variety of common classroom situations speaking to classmates, and responding to the teacher.		2
84
Spoken Production:
Give a 1-2-minute informal presentation about biographical information using familiar vocabulary and practiced phrases.
2
85
Spoken Production: Distinguish unfamiliar sounds and prosodic patterns.2
86
Writing: Reports an original, dialogue, story one-act play, role play, speech of one of the fathers of electricity or new innovators or makers.2
87
5 -Robotics and Automation32
88
Automation 4.0: the Fourth Industrial Revolution16
89
Establish initiative, in our daily work in order to achieve the goals and deliver against the larger strategy that has been set.1
90
Work with initiative, in our daily work in order to achieve the goals as a digital citizenship with social equity.1
91
Listening:
Distinguish main ideas from supporting points in oral, content-related discourse about the Fourth Industrial Revolution for our society.		2
92
Reading:
Interpret visually- or graphically-supported
information about the Fourth Industrial Revolution for our society.		2
93
Spoken Interaction:
Compare and contrast points of view about the Fourth Industrial Revolution for our society.		4
94
Spoken Production:
Analyze and share pros and cons of choices, opinions about the Fourth Industrial Revolution in the future for our country.
2
95
Spoken Production: Distinguish unfamiliar sounds and prosodic patterns.2
96
Writing:
Justify or defend ideas and opinions about the Fourth Industrial Revolution for our society.		2
97
Knowing the Future: Internet of Things Internet of Things (IoT)16
98
Consider honesty in the use of Internet in every aspect of everyday life and how objects interconnect.1
99
Assess the use of the internet as digital citizen with social equity in every aspect of everyday life and how objects interconnect.1
100
Listening:
Compare traits based on visuals and oral descriptions using specific and some technical language in every aspect of everyday life and how objects interconnect.		2