This document outlines the annual teaching plan for English language instruction at the UNIDAD EDUCATIVA FISCAL “Riobamba” school in Riobamba, Ecuador for the 2013-2014 school year. It details the objectives, contents, methodologies, resources, and evaluation strategies for teaching English to second year BGU (Bachillerato General Unificado) students. The plan aims to develop students' communicative competence, language skills, and knowledge of grammar and vocabulary over the course of the school year using a variety of teaching methods including listening activities, reading texts, speaking drills and exercises, and writing assignments. Student progress will be assessed through diagnostic, formative, and summative evaluations.

1. UNIDAD EDUCATIVA FISCAL “Riobamba”
Riobamba - Ecuador
ANNUAL TEACHING PLAN
1. GENERAL INFORMATION
Area: English Language
School/ high- school: “Riobamba”
School Year: 2013 -2014
Target group (s): 2nd
year BGU
Teacher: English Department Teachers
Date: 2014
2. OBJECTIVES
2.1. COMMUNICATIVE COMPETENCE OBJECTIVES
By the end of 2nd
yearBGU, students will be able to:
LinguisticComponent SociolinguisticComponent PragmaticComponent
 Have enough language to get by with
sufficient vocabulary to express
themselves with some hesitation and
circumlocutions34 on topics such as
family, hobbies and interests, work,
travel and current events.
 Handle more unfamiliar topics and
situations with lexical limitations that
cause repetition and even difficulties at
times (especially) when formulating
more complex thoughts.
 Be aware of salient politeness
conventions35of the foreign culture
(i.e. the culture any major country
where the target language is the L1)
and act appropriately.
 Exploit a wide range of simple
language flexibly to express much of
what they want.

2. UNIDAD EDUCATIVA FISCAL “Riobamba”
Riobamba - Ecuador
 Communicate with reasonable accuracy
in familiar contexts and generally have
good control of routines and patterns
although there may be evident L1
influence
2.2. LANGUAGE SKILLS OBJECTIVES
LISTENING READING SPEAKING WRITING
 Understand the main points of
clear standard speech on familiar
matters regularly encountered in
the personal and educational
domains (e.g. leisure, school, etc.).
 Identify both general messages
and specific details within the
personal and educational domains,
provided speech is clearly
articulated in a generally familiar
accent.
 Understand and identify
longer, more complex
expository, procedural and
narrative texts than those in
1st year Bachillerato(e.g.
informational reports,
experiments, fairy tales,
mystery, etc.) with a
satisfactory level of
comprehension.
 Use appropriate
interpretation strategies to
deal with the corresponding
text types (i.e. expository,
procedural and narrative)
 Sustain a straightforward
description of a (or a
variety of) subject
matters within the
personal and educational
domains rather fluently,
presenting it as a linear
sequence of points.
 Communicate with some
confidence on familiar
routine and non-routine
matters related to their
interests and educational
field.
 Enter unprepared into
conversations on topics
 Produce longer, more
detailed and complex
expository, procedural
and narrative texts than
those in 1st year
Bachillerato(e.g. essays,
experiments, fantasy,
science fiction, etc.) by
linking a series of shorter
discrete elements into a
linear sequence.
 Convey information and
ideas on abstract as well
as concrete topics
through the text types
that correspond to the
level with reasonable

3. UNIDAD EDUCATIVA FISCAL “Riobamba”
Riobamba - Ecuador
that are familiar, of
interest, or pertinent to
everyday life within the
personal and educational
domain (e.g. family,
hobbies, travel, etc.).
precision.
3. CONTENTS
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

4. UNIDAD EDUCATIVA FISCAL “Riobamba”
Riobamba - Ecuador
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
- Yes / no questions
- Information
questions
Room and parts of a
house
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 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
Some occupations

5. UNIDAD EDUCATIVA FISCAL “Riobamba”
Riobamba - Ecuador
D
verbs
- Affirmative and
negative
statements
- Yes / no questions
- Information
questions
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)
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).

6. UNIDAD EDUCATIVA FISCAL “Riobamba”
Riobamba - Ecuador
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)
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

7. UNIDAD EDUCATIVA FISCAL “Riobamba”
Riobamba - Ecuador
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)
_____________________ _______________________
DpS. Cecilia Peñafiel Lic. Rosana Moreno
ENGLISH DEPARTMENT/AREA SCHOOL DIRECTOR COORDINATOR