An Education in the Values for the

Strengthening of the Social Leadership

SUBJECT ANNUAL PLAN

AREA: ENGLISH SUBJECT: ENGLISH GRADE: 10 A YEAR: 2107

TEACHER: RONALD ESCORCIA

FIRST TERM

COLOMBIAN FRAMEWORK THEMATIC AXIS PERFORMANCE PERFORMANCE INDICATORS

STANDARDS
COMPETENCE: The student can produce simple texts with different functions such as: narrate, describe and discuss about environmental problems and lifestyles by using the vocabulary
belonging to units one and two.
LISTENING LEXICAL FOCUS LISTENING -The student will be able to use the first
understand instructions for performing -Mother nature. Understand the main idea when listening to conditional to talk about possibilities.
everyday actions. 1, 2 -Body beautiful. topics related to environmental problems and -The student will be able to use the time
I identify the main idea of an oral text when lifestyles. clauses to narrate simple situations.
I have prior knowledge of the subject. 2 STRUCTURAL FOCUS -The student will be able to use the simple
I identify connectors in a speech situation to -First conditional. READING present tense to talk about general truths and
understand its meaning. 1, 2 -Time clauses. Understand texts about the environment and facts scientifically proved.
I identify people, situations, places and the -Verb patterns (Simple present tense). lifestyles. -The student will be able to use the modals to
subject in simple conversations. 2. 3 -Modals of ability. talk about abilities in present tense.
-Comparatives. SPEAKING -The student will be able to use the
READING -Superlatives. Talk and ask and answer questions about comparatives to compare two specific
I identify keywords within the text that let environmental problems and lifestyles. situations of real life.
me understand your general sense. 1, 2 FUNCTIONAL FOCUS -The student will be able to use the
I identify the point of view of the author. 2 -Talking about environmental problems. WRITING superlative to talk about the major problems
assume a critical position on the point of -Vocabulary related to organic farming. Write an essay giving an opinion about any in both, environmental matters and lifestyles.
view of the author. -Talking about lifestyles. environmental problem and complete
I identify the values of other cultures and -Vocabulary related to the family. curriculum vitae with a job application letter.
that allows me to build my interpretation of
their identity.

WRITING
 An Education in the Values for the
Strengthening of the Social Leadership
SUBJECT ANNUAL PLAN
I structure my texts given formal elements
of language as punctuation, spelling, syntax,
coherence and cohesion. 1, 2
I plan, I review and edit my writing with the
help of my classmates and teacher.

MONOLOGUES
I Narrate in detail experiences, facts or
stories of my interest and the interest of my
audience. 1, 2
I make oral presentations on topics of my
interest and related to the school curriculum.
2. 3
I use appropriate vocabulary to express my
ideas clearly on issues of curriculum and my
interest.

SPEAKING
participate spontaneously in conversations
on topics of interest to me using clear and
simple language. 1, 2
answer questions considering my partner
and context. 1, 2
I use an intelligible pronunciation for
effective communication. 1, 3
Use my previous knowledge to participate
in a conversation.
 An Education in the Values for the
Strengthening of the Social Leadership
SUBJECT ANNUAL PLAN
SECOND TERM

COLOMBIAN FRAMEWORK THEMATIC AXIS PERFORMANCE PERFORMANCE INDICATORS

STANDARDS
COMPETENCE: The student can produce simple texts with different functions such as: narrate, describe and discuss about the different cultures and scientific advances by using the
vocabulary belonging to units two and three.
LISTENING LEXICAL FOCUS LISTENING -The student will be able to use the present
understand instructions for performing -United nations. Understand when listening to people talking perfect to talk about actions that started in
everyday actions. 1, 2 -The logical choice. about different aspects of multiculturalism the past and continue to the present.
I identify the main idea of an oral text when and scientific matters.
I have prior knowledge of the subject. 2 STRUCTURAL FOCUS -The student will be able to use the countable
I identify connectors in a speech situation to -Present perfect. READING and uncountable nouns to talk about food.
understand its meaning. 1, 2 -Since and For. Understand texts about people living in
I identify people, situations, places and the -Countable and uncountable nouns. different countries and scientific articles. -The student will be able to use the second
subject in simple conversations. 2. 3 -Second conditional. conditional to talk about strong possibilities.
-Passive voice (present tenses). SPEAKING
READING -Phrasal verbs. Talk and ask and answer questions about -The student will be able to use the passive
I identify keywords within the text that let different aspects of multiculturalism and voice to give importance to the direct object.
me understand your general sense. 1, 2 FUNCTIONAL FOCUS scientific facts.
I identify the point of view of the author. 2 -Talking about the place where you are from.
assume a critical position on the point of -Talking about what we eat in Christmas day. WRITING -The student will be able to use the phrasal
view of the author. -Talking about multicultural education. Write an essay giving an opinion about any verbs to complement actions in sentences.
I identify the values of other cultures and -Vocabulary related to food. kind food and one of the latest scientific
that allows me to build my interpretation of discoveries.
their identity. -Vocabulary related to science.

WRITING
I structure my texts given formal elements
of language as punctuation, spelling, syntax,
coherence and cohesion. 1, 2
I plan, I review and edit my writing with the
help of my classmates and teacher.
 An Education in the Values for the
Strengthening of the Social Leadership
SUBJECT ANNUAL PLAN

MONOLOGUES
I Narrate in detail experiences, facts or
stories of my interest and the interest of my
audience. 1, 2
I make oral presentations on topics of my
interest and related to the school curriculum.
2. 3
I use appropriate vocabulary to express my
ideas clearly on issues of curriculum and my
interest.

SPEAKING
participate spontaneously in conversations
on topics of interest to me using clear and
simple language. 1, 2
answer questions considering my partner
and context. 1, 2
I use an intelligible pronunciation for
effective communication. 1, 3
Use my previous knowledge to participate
in a conversation.
 An Education in the Values for the
Strengthening of the Social Leadership
SUBJECT ANNUAL PLAN
THIRD TERM

COLOMBIAN FRAMEWORK THEMATIC AXIS PERFORMANCE PERFORMANCE INDICATORS

STANDARDS
COMPETENCE: The student can produce simple texts with different functions such as: narrate, describe and discuss about Georgia and Okeefe and how they feel by using the vocabulary
belonging to unit five.
LISTENING LEXICAL FOCUS LISTENING -The student will be able to use the relative
understand instructions for performing -Exploring inner space Understand the gist of recordings related to pronouns to relate known places such as
everyday actions. 1, 2 emotional intelligence and identify how Georgia and Okkeefe.
I identify the main idea of an oral text when STRUCTURAL FOCUS people feel.
I have prior knowledge of the subject. 2 -Relative pronouns and clauses. -The student will be able to use the reflexive
I identify connectors in a speech situation to -Reflexive pronouns. READING pronouns to talk about him and others.
understand its meaning. 1, 2 -Adjectives to describe feelings and situations Understand a biography of an artist and texts
I identify people, situations, places and the (ED-ING). related to emotional intelligence The student will be able to use the Ed
subject in simple conversations. 2. 3 adjectives to describe feelings and states.
FUNCTIONAL FOCUS SPEAKING
READING -Talking what you know about Georgia Talk about how people feel and talk about The student will be able to use the ING
I identify keywords within the text that let Okeefee. aspects of emotional intelligence adjectives to describe situations.
me understand your general sense. 1, 2 -Talking about what emotional intelligence is
I identify the point of view of the author. 2 -Talking about intrapersonal inventory WRITING
assume a critical position on the point of -Vocabulary related to journalism. Write a journal entry.
view of the author.
I identify the values of other cultures and
that allows me to build my interpretation of -Vocabulary related to psychology.
their identity.

WRITING
I structure my texts given formal elements
of language as punctuation, spelling, syntax,
coherence and cohesion. 1, 2
I plan, I review and edit my writing with the
help of my classmates and teacher.
 An Education in the Values for the
Strengthening of the Social Leadership
SUBJECT ANNUAL PLAN

MONOLOGUES
I Narrate in detail experiences, facts or
stories of my interest and the interest of my
audience. 1, 2
I make oral presentations on topics of my
interest and related to the school curriculum.
2. 3
I use appropriate vocabulary to express my
ideas clearly on issues of curriculum and my
interest.

SPEAKING
participate spontaneously in conversations
on topics of interest to me using clear and
simple language. 1, 2
answer questions considering my partner
and context. 1, 2
I use an intelligible pronunciation for
effective communication. 1, 3
Use my previous knowledge to participate
in a conversation.
 An Education in the Values for the
Strengthening of the Social Leadership
SUBJECT ANNUAL PLAN
FOURTH TERM

COLOMBIAN FRAMEWORK THEMATIC AXIS PERFORMANCE PERFORMANCE INDICATORS

STANDARDS
COMPETENCE: The student can produce simple texts with different functions such as: narrate, describe and discuss about my religions, alternative therapies and visions about the future
by using the vocabulary belonging to unit six.
LISTENING LEXICAL FOCUS LISTENING -The student will be able to use the present
understand instructions for performing -Mind, body and spirit. Understand when listening to people talking perfect to talk about events that started in
everyday actions. 1, 2 about different aspects of spirituality. the past and continued into present.
I identify the main idea of an oral text when STRUCTURAL FOCUS
I have prior knowledge of the subject. 2 -Past perfect READING -The student will be able to use the indirect
I identify connectors in a speech situation to -Indirect speech. Understand texts about alternative therapies speech to tell what someone told.
understand its meaning. 1, 2 -Reported questions. and palmistry; read a ghost story
I identify people, situations, places and the -The student will be able to use the reported
subject in simple conversations. 2. 3 FUNCTIONAL FOCUS SPEAKING speech to retell what someone has told in a
-Retelling a ghost story. Tell a mystery story. direct way.
READING -Talking about alternative therapies.
I identify keywords within the text that let -Talking about my religion. WRITING
me understand your general sense. 1, 2 -What is beyond the grave? Write a horror story.
I identify the point of view of the author. 2
assume a critical position on the point of
view of the author.
I identify the values of other cultures and
that allows me to build my interpretation of
their identity.

WRITING
I structure my texts given formal elements
of language as punctuation, spelling, syntax,
coherence and cohesion. 1, 2
I plan, I review and edit my writing with the
help of my classmates and teacher.
 An Education in the Values for the
Strengthening of the Social Leadership
SUBJECT ANNUAL PLAN

MONOLOGUES
I Narrate in detail experiences, facts or
stories of my interest and the interest of my
audience. 1, 2
I make oral presentations on topics of my
interest and related to the school curriculum.
2. 3
I use appropriate vocabulary to express my
ideas clearly on issues of curriculum and my
interest.

SPEAKING
participate spontaneously in conversations
on topics of interest to me using clear and
simple language. 1, 2
answer questions considering my partner
and context. 1, 2
I use an intelligible pronunciation for
effective communication. 1, 3
Use my previous knowledge to participate
in a conversation.