1. UNIDAD EDUCATIVA FISCAL “riobamba”
Riobamba
ANNUAL TEACHING PLAN
1. GENERAL INFORMATION
Area: English Language
School/ high- school: RIOBAMBA
School Year: 2013 -2014
Target group (s): 1st year BGU
Teacher: English Department Teachers
Date: 2014
2. OBJECTIVES
2.1. COMMUNICATIVE COMPETENCE OBJECTIVES
By the end of 1ST
year BGU, students will be able to:
LinguisticComponent SociolinguisticComponent PragmaticComponent
Have a repertoire of basic language
which enables them to deal with
everyday situations with predictable
content in the public and vocational
domain—complementary to the personal
and educational background with which
they are already familiar—though they
will generally have to compromise the
message and search for words.
Use simple basic sentence patterns and
communicate with formulaic phrases and
groups of few words about themselves
and other people, what they do, places,
possessions, etc., in the public and
Socialize in basic yet effective terms
by expressing opinions and attitudes
in a simple way.
Expand learned and built phrases
through simple recombinations of
their elements.
2. UNIDAD EDUCATIVA FISCAL “riobamba”
Riobamba
vocational areas—complementary to the
personal and educational background
with which they are already familiar.
2.2. LANGUAGE SKILLS OBJECTIVES
LISTENING READING SPEAKING WRITING
Perceive, memorize, and note
down words and expressions
encountered in the public and
vocational domains—
complementary to the personal
and educational background with
which they are already familiar—
as well as note their situational
context and functional value.
Make use of clues such as
structurally relevant pauses, tone
of voice, stress, and intonation to
identify and understand relevant
information in orally produced
texts within the public and
vocational domains—
complementary to the personal
and educational background they
are already familiar with.
Understand and identify
longer, more complex
transactional, expository
and informational texts than
those presented in 9th year
EGB texts as well as simple
procedural and narrative
texts (e.g. traveling forms,
recipes, short personal
stories etc.). The texts
should all contain the
highest frequency
vocabulary, including a
proportion of shared
international vocabulary
items (e.g. television,
sandwich, football, etc.).
Use a series of phrases
and sentences linked onto
a list to communicate in
simple and routine tasks
within the public and
vocational domains—
complementary to the
personal and educational
background with which
they are already familiar.
Handle very short social
exchanges within the
public and vocational
domains even though
they can usually
understand enough to
keep the conversation
going themselves.
Produce longer, more
detailed, complex
transactional, expository
and informational texts
than those presented in
previous years and with
more variety in sentence
structure and lexical
range.
Produce simple
procedural and narrative
texts with some detail
and variety in sentence
structure yet may contain
some usage error.
3. CONTENTS
3. UNIDAD EDUCATIVA FISCAL “riobamba”
Riobamba
TERM TIME FRAME FUNCTIONS GRAMMAR VOCABULARY
F September -
I October
R November
S December
T January
Can you count?
Ask for permission
Talk about abilities
(Can I?)
Imperatives
Can to talk about abilities
Clock times
END OF TERM EXAMS AND FIRST TERM BREAK (FEBRUARY 1ST
TO 15TH
2013
S February
I always get up at six-
thirty
Talk about daily
routines
Sequence words: first,
then, after that, next,
finally.
Adverbs of frequency:
always, usually, often,
sometimes, rarely/seldom,
never
How often?
Positions of frequency
adverbs
Daily routines
E March
Miami – A great place to
be!
Make suggestions
Ask and say where
places are
Talk about leisure
activities
Prepositions of location:
across from, in front of,
behind, between, next to,
on the corner of, in, on
There is- are
Some and any
Places in a town or city
Leisure activities
C April
What´s Brian doing?
Ask what someone’s
doing now
Describe what’s
happening right now
Talk about a house
Present continuous: be (
am/is/are) + verb - ing.
- Affirmative and
negative
statements
Room and parts of a
house
4. UNIDAD EDUCATIVA FISCAL “riobamba”
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- Yes / no questions
- Information
questions
O May
Did he call her again
today?
Talk about past events
Express approval and
disapproval
Simple past of regular
verbs
- Affirmative and
negative
statements
- Yes / no questions
- Information
questions
Past time expressions
Emoticons and
acronyms
N
D
June
I really had a great time
Talk about the past
Greet people and say
good bye
Talk about occupations
Simple past of be ( was /
were)
- Affirmative and
negative
statements
- Yes / no questions
- Information
questions
Simple past of irregular
verbs
- Affirmative and
negative
statements
- Yes / no questions
- Information
questions
Some occupations
4. METHODOLOGICAL STRATEGIES:
LISTENING
Kinesthetic experience: the sensation of bodily movement combined with perception and/or production of sound ( Richards and Schmidt, 2010, p.307)
Input: language which a learner hears or receives and from which he or she can learn. (Richards and Schmidt , 2010, p.286)
5. UNIDAD EDUCATIVA FISCAL “riobamba”
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Graded language: is classroom language that is adapted to the level of the learners in some way. Many course books use graded language. It can be compared with
authentic language, which is not changed in any way. (http://www.teachingenglish.org.uk/knowledge-database/graded-language)
Introductory listening activities: “an introduction to the topic of the text and activities focusing on the language of the text” (Spratt, M. et al.,2008, 32)
Main listening activities: “a series of comprehension activities developing different listening subskills” (Spratt, M et al.,2008, 32)
Post-listening activities: “activities which ask learners to talk about how a topic in the text relates to their own lives or give their opinions on parts of the text” (Spratt, M
et al., 2008, 32).
READING
Authentic texts: “texts which are not written especially for language learners, but which are intended for any competent user of the language” (Harmer, 2007, p.100)
Intensive reading: “refers to the detailed focus on the construction of reading texts which takes place usually (but not always) in classrooms” (Harmer, 2007, p.99).
Intensive reading: refers to the type of activities done to make learners more aware of how language is used. Sometimes we use texts to examine language and therefore,
we might ask learners to look for all the words in a text related to a particular topic, or work out the grammar of a particular sentence. (Spratt, et al, 2008)
Extensive reading: means reading in quantity and in order to gain a general understanding of what is read. It is intended to develop good reading habits, to build up
knowledge of vocabulary and structure, and to encourage a liking for reading. (Richards and Schmidt, 2010, p.212). Examples are reading long pieces of text like a story
or an article.
Graded readers: Also simplified reader is a text written for children learning their mother tongue, or for second or foreign language learners, in which the language
content is based on a language grading scheme. A graded reader may use a restricted vocabulary or set of grammatical structures (Richards and Schmidt, 2010, p.251)
SPEAKING
Activate: means that learners put to use all and any language at their disposal or command and which may be appropriate for a given situation or topic. According to
Harmer (2007), “This element describes exercises and activities which are designed to get students using language as freely and communicatively as they can” (p.53).
Automatic: this means that learners will be able to use words and phrases fluently without very much conscious thought (Brown, 2007).
Backtracking: returning to a previous point or subject, as in a discussion or lecture (www.thefreedictionary.com)
Repair: a term for ways in which errors, unintended forms, or misunderstandings are corrected by speakers or others during conversation (Richards and Schmidt, 2010, p.
495)—e.g. I have a, uhm…what do you call it… pencil case (self-initiated repair).
Controlled practice: “activities in which learner output is managed and controlled by the teacher or the materials to avoid the possibility of student errors” (Richards and
Schmidt, 2010, p.448)
Drill: a technique commonly used in older methods of language teaching particularly the audio-lingual method and used for practicing sounds or sentence patterns in a
language, based on guided repetition or practice. A drill which practices some aspect of grammar or sentence formation is often known as pattern practice (Richards and
Schmidt, 2010, p.184)
Modeling: providing a model (e.g. a sentence, a question, a behavior, an action) as an example for someone learning a language to imitate it. (Richards and Schmidt,
2010, p.370)
WRITING
Display question: “a question which is not a real question (i.e. which does not seek information unknown to the teacher) but which serves to elicit language practice—
e.g. Is this a book? Yes, it’s a book.” (Richards and Schmidt, 2010, p. 178).
Writing process: the strategies, procedures and decision- making employed by writers as they write. Writing is viewed as the result of complex processes of planning,
drafting, reviewing and revising and some approaches to the teaching of first and second language writing teach students to use these processes (Richards and Schmidt,
2010, p.640)
Accuracy: refers to the ability to produce grammatically correct sentences but may not include the ability to speak or write fluently (Richards and Schmidt, 2010, p.222)
Portfolio: a purposeful collection of work that provides information about someone’s effort, progress or achievement in a given area. It is a learning as well as
assessment tool (Richards and Schmidt, 2010, p.443)
6. UNIDAD EDUCATIVA FISCAL “riobamba”
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5. RESOURCES
Teacher’sbook (Ministerio de Educación)
Student’sbook (Ministerio de Educación)
Class Audio CDs
Posters
Television
Cd player
Board and markets
Cards
Internet
Videos
Portafolio
Magazines
6. EVALUATION
Diagnostic (at the beginning of the school year)
Formative (along the school year)
Summative (at the end of the course)
Assessment
1. Be aware of students’ strengths and weaknesses (diagnostic assessment).
2. Formative assessment (e.g., oral and writing lessons, homework, projects, etc.)
3. Summative assessment (According to the new bylaws of the Law of Education)
4. Assessment tools (e.g. written and oral tests)
_____________________ _______________________
Dp.S. Cecilia Peñafiel Lic. Rosana Moreno
ENGLISH DEPARTMENT/AREA SCHOOL DIRECTOR COORDINATOR
