SEBASTIN DE BENALCZAR

METRO HIGHSCHOOL
ANNUAL PLAN

1. INFORMATIVE DATA:
AREA: ENGLISH AS A SECOND LANGUAGE
SUBJECT: ENGLISH
2. AIMS: GROUP 2
2.1 COMMUNICATIVE COMPETENCE OBJECTIVES

SCHOOLING PERIOD: 2015 2016

GROUP: SECOND YEAR

The aims of group 2 are to:

Develop students intercultural understanding.

Enable students to understand and use the language they have studied in a range of contexts and for a variety of
purposes.
Encourage through the study of texts and through social interaction, an awareness and appreciation of a different
perpectives of people from other cultures.
Provide the chance for enjoyment, creativity and intelectual stimulation through knowledge of an additional language.

2.2 LANGUAGE SKILLS OBJECTIVES:

LINGUISTIC

SOCIOLINGUISTIC

Have a repertoire of basic language which Socialize in basic yet effective terms by
enables them to deal with everyday expressing opinions and attitudes in a
situations with predictable content in the simple way.
public
and
vocational
domain
complementary to the personal and
educational background with which they
are already familiarthough they will

PRAGMATIC
Expand learned and built phrases
through simple recombinations of
their elements.

generally have to compromise

message and search for words.

the

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
vocational areascomplementary to the
personal and educational background with
which they are already familiar.

OBJECTIVE

PRODUCTIVE SKILLS

RECEPTIVE SKILLS

INTERACTIVE SKILLS

Communicate accurately and clearly in

a variety of situations, demonstrating
lingstic competence and intercultural
understanding.

SPEAKING
Use a series of phases 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.

LISTENING
Perceive, memorize, and note down words
and expressions encountered in the public
and vocational domainscomplementary to
the personal and educational background
with which they are already familiaras well
as note their situational context and
functional value.

keeping students involved with

their work managing instruction
for students with a wide range of
academic skills In addition, group
work has the following advantages:
1. Collaboration -- it provides a
social aspect when students work
together
2. Peer teaching -- group work
provides us with a natural context
for peer teaching and it has many
advantages such as:
a) It is not threatening
b) Sometimes pupils find it difficult
to grasp a specific point from the
teacher but among themselves
they can help and understand one

Express, answer and analise a variety

of ideas accurately and clearly.

Produce simple procedural and

narrative texts with some detail and
variety in sentence structure yet may
contain some usage error.

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

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

lexical range.

familiar with.

WRITING
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.

READING

Produce simple procedural and

narrative texts with some detail and
variety in sentence structure yet may
contain some usage error.

Understand and identify longer, more

complex transactional,
expository and
informational texts than those presented in 9 th
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.
TV, sandwich, football, etc.).

another
c) It develops social skills -students learn to speak with
conviction; they also learn to
receive help because asking for
help is a good skill to learn
3. Effectiveness in mixed ability
classes
4. Prevention of discipline problems
-- order is maintained in the class
while the teacher monitors the
students working in groups 5.
Opportunities for learners to use
both comprehensible output and
input in an authentic manner
because when learners are thinking
or writing, they are doing this for
the sake of completing a task
6. Less teacher dominance
PATTERNS OF INTERACTION
(1) participative competence -- the
ability to respond appropriately to
reading tasks; (2) interactional
competence -- the ability to interact
appropriately with peers while
sharing information about what
they read; and (3) academic
competence the ability to acquire
reading skills. The two patterns of
student-student interaction and
student-text interaction employed
in this study are discussed briefly in
the following paragraphs.

3.- CONTENTS:
TIME FRAME

Unit No. 1

FUNCTIONS
Review and reinforcement
of the contents from the
diagnostic test
Cross-curricular focus: Life
Science Reading 1: Meteorite

GRAMMAR

VOCABULARY
Habits for Food
Personality traits
Time Expressions

Impact and Dinosaur Extinction

Unit No. 2

Unit No. 3

Talk about modals for

necessity and
suggestion.
Imperative and
infinitive for giving
suggestion.
Reading No 2. Dont
forget your hat.
Offering, accepting or
refusing something
Reading No. 3 The
important of sleep for
Academic Success.

Talking about Whats

going on

Travel suggestions

Entertainment &
hobbies
Job skills

Sport and activities

Classroom activities

Unit No. 4

Unit No. 5

Reading No. 4 The cats life

in the hospital.

Talk about clothes

Comment and
compliment

Talking about future

planes.

Unit No. 6

Describing
about
classroom activities.

Describing events in
the past
Reading No. 5 Health
on holiday

Future plans, intentions,

and
predictions
Clothes vocabulary.

Regular and Irregular

verbs
Time expressions
Activities on Vacations

Shopping and dreams

Time expressions.

Tradicional Food

Describing a dream
Talking about favorite
ethnic dishes,
Reading 7 Music and
Math.

Unit No. 7

Unit No. 8

Talking about unreal

situations.

If you get a high

paying job.

Favorite Ethnic Dishess

Modern wonders

Talking about family customs.

Mention events in the past.

METHODOLOGY
Use of language for communicaction.
Provide mximum exposure to the language.
Learn phrases or chunks.
Encourage students to use the language actively.
Encourage students to interact in the target language.
Be especially sensitive interacting with students who may have poor boundaries' for appropriate behaviour after being
traumatised by physical, emotional or sexual abuse, because they may misinterpret your actions.
appropriate strategies and their purpose with individual students is desirable and this will usually be gained in the
development of individual management programs .
.

MOTIVATION
Internal and external factors that stimulate desire and energy in students to be continually interested and committed to
a job, role or subject, or to make an effort to attain a goal.
LINGUISTIC CORRECTIVE FEEDBACK
1. Recast The term recast was initially used in the literature of L1 acquisition to refer to responses by adults to childrens
utterances (Nelson, Carskaddon, & Bonvillian, 1973; as cited in Nicholas et al, 2001); afterward it merged into the domain of L2
acquisition in which different definitions were utilized for this term.
2. Explicit feedback As the name suggests, explicit feedback falls at the explicit end of corrective feedback spectrum. This kind of
error correction therefore, is characterized by an overt and clear indication of the existence of an error and the provision of the
target-like reformulation and can take two forms,
3.

Clarification Requests This kind of feedback encapsulates problems in either comprehension, accuracy, or both Clarification
requests, unlike explicit error correction, recasts, and translations, can be more consistently relied upon to generate modified
output from learners since it might not supply the learners with any information concerning the type or location of the error.

4.

Metalinguistic Feedback Much like explicit error correction, metalinguistic feedback- because it diverts the focus of
conversation towards rules or features of the target language- falls at the explicit end of the corrective feedback spectrum.

5.

Elicitation is a correction technique that prompts the learner to self-correct.

6.

Prompt In the related literature two other terms are used interchangeably to refer to this kind of feedback.

7. Repetition Another approach to provide corrective feedback is repetition which is less communicatively intrusive in comparison
to explicit error correction or metalinguistic feedback and hence falls at the implicit extreme on the continuum of corrective
feedback.

TRANSPARENCY AND RESPONSABILITY

Teachers should ensure that:
Be conscious of your special duty of care to the students of the public education system in all educational activities in and out of high
school.

 Demonstrate the highest standards of professional behaviour, exercise professional judgement and act in a courteous and sensitive
manner when interacting with students, parents or caregivers, staff and the public.
Collaborate in the development of high school plans, policies, and programs.
Devise and document teaching and learning programs and develop and implement appropriate evaluation mechanisms.
Be conscious of the need for equitable treatment of all students, including those with disabilities or other special needs; meet the
individual learning needs of students and assist each student to maximise his or her learning outcomes.
Effectively manage and implement programs for child protection and student welfare.
Undertake appropriate ongoing professional development to promote competence in curriculum development, delivery and
evaluation, classroom management and teaching skills.
comply with legislative and industrial requirements and the Department's Code of Conduct, policies and procedures.
RESOURCES

Intercultural dimensin
Variety of kwoledge and activities.
Integration.
Class based activities.
Out of class activities.
Technology and media in the language class.

EVALUATION

LISTENING
Identify the main idea of recorded news reporting public entertainment, events, accidents, etc.
Identify the main point of television news reporting public entertainment, events, accidents, etc., where the visuals support the
commentaryprovided technological resources are available.
SPEAKING

Deduce the meaning of complex words composed of elements (bases and affixes) which are familiar to the learners in
transactional, expository, informational, procedural, and narrative texts.

Correctly interpret the meanings of international words (e.g. TV, sandwich, football, etc.) that are familiar from the learners
native language and whose equivalent meaning is fully transparent in the text types used for this level.

Find specific predictable information in longer transactional, expository and informational material (e.g. traveling forms,
brochures, etc.) than those presented in previous years as well as in short procedural and narrative texts (e.g. recipes and
adventure stories).

Make use of clues such as titles, illustrations, paragraphing, etc. to identify and understand relevant information in written texts
types that correspond to the level.

Understand simple instructions from recipes or equipment encountered in everyday life (e.g. public telephone) as well as more
complex media articles.

SPEAKING- Production
Repeat new words and expressions which occur in conversations in the personal, educational, public and vocational domains,

and make use of such terms and expressions whenever appropriate and necessary.
Explain their likes and dislikes in general.
Give short, basic descriptions of everyday events and activities within the personal, educational, public and vocational domains
(e.g. their environment, present or most recent job, etc.).

Describe plans and arrangements, habits and routines, past activities, and experiences within the personal, educational, public

and vocational domains.

Within the corresponding domains, deliver very short, rehearsed announcements of predictable, learned content which are

intelligible to listeners who are prepared to concentrate.

Understand clear, standard speech on familiar matters within the personal, educational, public and vocational domains, provided

they can ask for repetition or reformulation from time to time.

Interaction
Deal with common aspects of everyday living within the personal, educational, public and vocational domains without undue

effort:
Exchanging views and expressing attitudes concerning matters of common interest (e.g. social life, environment, occupational
activities and interests, everyday goods and services) as well as briefly giving reasons and explanations for opinions.

Dr. Ramn Flores

RECTOR ( e )

Lic. Galo Daz

COORDINADOR INGLS

Lic. Nancy Crdenas MSc.

PROFESORA INGLS