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ANNUALTEACHING PLAN
1. GENERAL INFORMATION
LEVEL: Educación General Básica
SUBLEVEL : Educación General Básica
AREA : ENGLISH
SUBJECT: ENGLIS
H
TARGET GROUP: 10TH Year EGB
PARALLEL: “A”
SCHOOL YEAR: 2015 - 2016
TEACHER: LIC. PAOLA TORRES JUMBO
2. GENERAL CALCULATION OF TIME
TIMECARGE
No. WEEKSOF WORK
LEARNING ASSESSMENTAND CONTINGENCY
CLASS TOTAL WEEKS
TOTALANNUALPERIODS 5 40 Semanas 3 Semanas 37 185
3. OBJECTIVES
OBJECTIVES OF AREA
Linguistically:- Have a limited repertoire of short memorized phrases covering predictable survival situations at the personal and educational level; frequent breakdowns and misunderstandings occur in non-routine situations.- Produce brief, everyday expressions in order to satisfy simple needs of concrete types: personal and educational details, daily routines, wants and needs, and requests for information at home or school.
Sociolinguistically:- Perform and respond to simple language functions, such as exchanging information and requests.
Pragmatically:- Adapt well-rehearsed simple, memorized phrases to particular circumstances through limited lexical substitution.
OUTPUT PROFILE AREA PROFILE
EDUCATIONAL
Think rigorously. Think, reason, analyze and argue logically, critically and creatively. Also: planning, problem solving anddecision making. Communicate efectively. Understand and use language to communicate and learn (both in the language as a foreign one). Express themselves orally and in writing correct, appropriate and clearly. Also, appreciate literature and other arts and recognize them as a form of expression. Reasoning numerically. Knowing and using mathematics in the formulation, analysis and solution of theoretical and practical problems, and in the development of logical reasoning.Use technology tools thoughtful and pragmatic way. Using Information Technology and Communication (ICT) to find andunderstand the surrounding reality, solve problems, access to the information society and express their creativity, avoiding the misappropriation and misuse of information.Understanding your natural reality. Understanding natural reality from the explanation of the physical, chemical and biological phenomena support the scientific method, which will allow the student to participate proactively and resolve issues related to the natural environment, ecosystems and respecting the environment.Know and appreciate their history and socio-cultural reality. Inquire about their identity, history and socio-cultural environment, actively participating in society, solving problems and proposing projects within their socio cultural context; this involves learning about political, economic and social systems at local, national and international levels, usingthis knowledge in their daily lives.Acting as a responsible citizen. Governed by ethical and moral principles that allow it to be a good citizen: fulfilling their duties, respecting and enforcing their rights, and guidedby the principles of respect (for people and the environment),recognizing multiculturalism , democracy, peace, equality, tolerance, inclusion, pluralism (social and cultural), responsibility, discipline, initiative, autonomy, solidarity, cooperation, leadership, social engagement and efort.Manage their emotions in social interaction. Properly managetheir emotions, establishing good social relations, working in groups and solving conflicts peacefully and reasonably.
Communicate efectively. Understand and use language to communicate and learn (both in the language as a foreign one).
Linguistically:- Have a basic vocabularyrepertoire of words andphrases related to theirsocial38 background.- Have limited control of fewsimple grammatical structuresand sentence patterns in alearned repertoire, whichrelates to their socialbackground.
Sociolinguistically:- Establish basic social contactby using the simplest everydaypolite forms to say please,thank you, sorry, etc., inaccordance with the mostimportant conventions of thecommunity concerned.
Pragmatically:- Link words or groups of wordswith very basic linearconnectors like but or then.
4. EJE CURRICULUM INTEGRATOR
Listening, speaking, reading and writing for social interaction.
5. RELATIONSHIP BETWEEN CURRICULUM COMPONENTS
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
LISTENING: Listen carefully to the following dialogue usingthe clock time.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TRACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
LISTENING: Listen the question about What time is it? And the correct answers. ( Use the rules) Useful expressions Listen and repeat: Look who's here!, All right. Hurry up. Is this a bad time to come? It's good to see you? No. It's OK.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
LISTENING: Listen carefully to the imperatives, the classroom commands and his correct pronunciation: Look out, Be quiet! / Help, pull, and lock. Classroom commands: Come in. Sitdown. Stand up. Open your b o o k s . Close your book. Write. Listen. Ralseyour hand. Exchange work with a classmate.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCE CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
LISTENING: Listen the correct pronunciation: can can't, act, rap, dance and add use the new vocabulary in classgiven for the Teacher.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
SPEAKING: Present adialogue withexpression: What timeis it? Using the clocktimes.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write forsocial interaction
SPEAKING: Present a short dialogue with the uses of the imperative. Look out, Be quiet! Help, pull, and lock and speak about the classroom comma
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
SPEAKING: Present a personal profile using the question. Who can do activity? And speak about some daily activities.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
SPEAKING: Pronounce the sounds The /æ/ sound in can and can't and practice the conversations and practice the new vocabulary given in this unit
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
READING: Read and repeat the numbers aloud 1 to 12 (clock times).
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
READING: Look at the clock times.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
READING: Read Useful expressions and classroom commands: Look who's here! All right. Hurry up. Is this a bad time to you
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMAANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
READING: Read the use of imperatives and statements. Look out! (for exclamations and warnings) Be quiet! (Forplease orders). Help me. (for polite requests)Pull the door. Then lock it. (for instructions) STATEMENTS: Afirmative Look who's here! Negative Don't look.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
WRITING: Write the answers correctly looking clock time and numbers.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
WRITING: Write the vocabulary about theclassroom commands and change to negative commands.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
WRITING: Write Afirmative statement Negative statements, Yes/No questions, Short, answers, Information questions, Answers, Contraction about Can totalk about abilities.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING ANG LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 1MODULE 1
Listen, speak, read and write for social interaction
WRITING: Make sentences using can afirmative and cannot negative.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
LISTENING: Listen to Brian's description of His typical day.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCESCRITERIA
PRECISION FOR TEACHING ANDLEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
LISTENING: Listen the pronunciation the following verbs: /s/ /z//iz/ Eats, Goes, Watches, wakes, leaves, brushes.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
LISTENING: Listen the Vocabulary about Daily routines
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
LISTENING: Adverbs of frequency; How often? Always, usually, often, sometimes, rarely/seldom, never.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
SPEAKING: Talk about daily routines use the Grammar Sequence words: first, then, afterthat, next, finally. Adverbs of frequency. How often?
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
SPEAKING: Talk about your routines on school days using the followingvocabulary :
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
SPEAKING: Speak aboutthe vocabulary and payattention the correct pronunciation about this.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHINGAND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
SPEAKING: Talk abouthow often you do things.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
READING: Read the dialogue about Brian's description.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOUCE
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
READING: Read the activities 1 to 12 according to Your routineon school days.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
READING: Discovering grammar: Look at the grammar chart about adverbs of frequency.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK
CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
READING: Read abouthow often you do things. Use Useful languages:
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
WRITING: Create a dialogue about routine on school days and use of sequence words:
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING LEARNIN
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
WRITING: Insert the adverbs of frequency in the sentences.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
WRITING: Write about your typical day or week like?
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 2MODULE 2
Listen, speak, read and write for social interaction
WRITING: Write sentences about what you can and can't do.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
LISTENING: Listen dialogue about Miami - agreat place to be.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
LISTENING: Listen thedialogue and notice the Usefulexpressions Listen : I'm notsure. Great. Not really. Oh,yeah.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
LISTENING: Listen the Grammar focus About Prepositions of location: across from, in behind, front of, between, and, next to, on the corner of
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
LISTENING: Listen the Grammar Focus about There is/There are : Afirmative statements Negative statements There's a mall next to the park. There isn't a mallin my town. There are some good restaurants in Miami. There aren't any good restaurants around my school. Yes/No questions Short answers Is there a Portuguese restaurant inMiami? Yes, there is. / No, there isn't. Are there
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
SPEAKING: Speak about the places with their descriptions: Bank a place where you save orborrow Money.............
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
SPEAKING: Repeat correctly the Prepositions of location: across from, in behind, front of, between, and, next to, on the corner of.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
SPEAKING: Speakthe Grammar Focus about There is/There are: Afirmative statements Negative statements. There's a mall next to the park. There isn't a mall in my town. There are some good restaurants in Miami. There aren't any good restaurants around my school. Yes/No questionsShort answers Is there a Portuguese restaurant inMiami? Yes, there is. / No, there isn't. Are thereany electronic stores in
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
SPEAKING: Speak with your classmate about the interview with Josh Jones, a teen from New York City and repeat the vocabulary about things that you can do in winter, summer and year around.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
READING: Read thedialogue about Miami agreat place to be.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
READING: Read the dialogue and notice the Useful expressions: I'm not sure. Great! Not really. - Oh, yeah.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
READING: Read the Grammar focus about Prepositions of location: across from, -in behind, front of, between, and, next to, on the corner of.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
READING: Read the Grammar Focus about There is/There are :
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
WRITING: Write True or False before each statement About the dialogue: 1. Miami is in Florida, U.S.A. 2. Spanish and Portugueseare the two major Languages in Miami. 3. It is usually cold in Miami. 4. You can visit a planetarium in Miami. 5. Tourists can go to Coconut Grove to shop.
6.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
WRITING: Write the appropriate responses use the Useful expressions I'm not sure.
Great! Not really.Oh, yeah.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
WRITING: Copy theGrammar focus on theboard about thePrepositions of location.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 3MODULE 3
Listen, speak, read and write for social interaction
WRITING: Writing i n your notebook the Grammar Focus about There is/There are and discovering the grammar. Afirmative statements Negative statements.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
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METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
LISTENING: What´s Brian doing? The present continuous.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
LISTENING: GRAMMAR FOCUSES: The present continuous: Statements and The present continuous tense.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
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METHODOLOGICAL STRATEGIES
TEACHING LEARNIN
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
LISTEN: Listen the Pronunciation about the stress on important words.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
LISTENING: Listen to theinterview the new inventions the scientistsare working on to help the environment.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
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METHODOLOGICAL STRATEGIES
TEACHING LEARNIN
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
SPEAKING: Talk about rooms and parts of a house.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
SPEAKING: Repeat the vocabulary about the rooms and parts of a house.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
SPEAKING: Talk about Brian's email with the present continuous form of the verbs and the new vocabulary.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
SPEAKING: Close your books and see how much can remember. Answer this question: What can an intelligenthome do?
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
ESTRATEGIAS
RECURSOS
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
READING: Read the rules the grammar chart.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
READING: Read thegrammar focus Thepresent continuoustense: be (am/is/are) +verb-ing. Present continuous interrogative form.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
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METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
READING: Read Intelligent homes of the future and listen the correct pronunciation about the vocabulary.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
READING: Read Brian's e-mail with the present continuous.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
WRITING: What are the people in the pictures doing?
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
WRITING: Write the -ingforms. In the following verbs.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING ANDLEARNING PERI
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BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
WRITING: Write in your English Notebook the grammar focus The present continuous tense: be (am/is/are) + verb -ing
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 4MODULE 4
Listen, speak, read and write for social interaction
WRITING: Write a dialogue about the Intelligent homes of the future.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHINGAND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
LISTENING: Listen thedialogue and the correctpronunciation about this.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
LISTENING: Listen an approval expression anda disapproval expression.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHINGAND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
LISTENING: Listen the Grammar Focus about The simple past of regular verbs.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
LISTENING: Listen The simple past of regular verbs and listen again the Information questions, Short answers, Long answers.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
SPEAKING: Speak thedialogue and explain thenew ideas with yourclassmate and repeat thevocabulary.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
SPEAKING: Speakabout the approvalexpression and thedisapprovalexpression.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
ESTRATEGIAS METODOLÓG
TEACHING RESOURC
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
SPEAKING : Repeat the Grammar Focus about The simple past of regular verbs
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
SPEAKING: Speak about The simple past of regular verbs and listen again the Information questions, Short answers, Long answers.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
READING: Read the dialogue and the new ideas given in class by your classmates.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
READING: Read about the basic expression.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
EJES DE APRENDIZAJE
DESTREZAS CON CRITERIO DE DESEMPEÑOS
PRESICIONES PARA LA ENSEÑANZA Y EL PERI
O DOS
ESTRATEGIAS
RECURSOS
BLOQUE 5
MÓDULO 5
Listen, speak, read and write for social interaction
READING: Read about the approval expression and the disapproval expression.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOQUE 5
MÓDULO 5
Listen, speak, read and write for social interaction
READING: Read the Grammar Focus about the simple past of regular verbs.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
READING: Read about The simple past of regular verbs and listenagain the Information questions, Short answers, Long answers.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
WRITING: Write the dialogue and the new ideas given in class by your classmates.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
WRITING: Write about the approval expression and the disapproval expression.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
WRITING: Write the Grammar Focus about The simple past of regular verbs.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORAMNCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 5MODULE 5
Listen, speak, read and write for social interaction
WRITING: Write about The simple past of regular verbs and listenagain the Information questions, Short answers, Long answers.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
ESTRATEGIAS METODOLÓG
TEACHING RESOURC
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
LISTENING: Listen thedialogue. The simple past of be(was/were) The simple past ofIrregular verbs and listentheexamples.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
LISTENING: Listen the Useful expressions and pay attention the correct pronunciation about the words.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
LISTENING: Listen The simple past of be (was,were)
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
LISTENING: Listen to the conversation about the occupations.
LISTENING PROCESS RecognizeSelect Advance Infer Interpret Hold
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES RESOURCES
PRECISIONS FOR TEACHINGAND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
SPEAKING: Say who the people in the pictures were andrepeat the new words.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
SPEAKING: The pronunciation of was and were
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
AXIS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
SPEAKING: Talk about past activities using The simple past of irregular verbs.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
SPEAKING: Discuss these questions.
PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHINGAND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
READING: Read Brian's email and find all the verbs in the simple past. Include both afirmative and negative forms.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
READING: Read the vocabulary about crossword puzzle.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCKCURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
READING: Read the articleWorking Teen $
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
READING: Reading skill:Guessing word meaningfrom context.
PROCESS TO READ Read ahead ReadingRead-through
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
ODS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
WRITING: Write the past forms of the verbs.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
WRITING: Write the vocabulary about theclassroom commands and change to negative commands.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK CURRICULUM
AXIS OF LEARNING
SKILLS WITH PERFORMANCES CRITERIA
PRECISIONS FOR TEACHING AND LEARNING PERI
O DS
METHODOLOGICAL STRATEGIES
TEACHING RESOURC
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
WRITING: Write Afirmative statements, Negative statements, Yes/No questions, Short, answers, Information questions, Answers, Contraction about
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
BLOCK 6MODULE 6
Listen, speak, read and write for social interaction
WRITING: Make sentences using can afirmative and cannot negative.
WRITING PROCESS WriteRevisePublish
Student text Cd's FlashcardsDidactic sheets Bookmarks Teacher supplies
3
6. EVALUATION AND LEARNING ASSESSMENT OF CORE INDICATORS
- Identify and preserve the vowel and consonant contrasts of the English language in their own speech.- Recognize and distinguish the words, expressions, and sentences in simple spoken texts related to thelearner’s social as well as their personal and educational background.- Distinguish phonemically distinct words related to the learners’ social (e.g. movie, holiday, etc.) as well astheir personal and educational background.- Recognize basic intonation patterns (e.g. distinguishing a question from a statement or exclamation) andreduced forms (e.g. didja, gonna).- Follow short, simple directions.- Understand speech characterized by frequent pauses, repetitions, and rephrasing, which give the listenerenough time to absorb the message.- Extract the gist and key information items from simple informational, transactional, andexpository texts.- Use visual aids and knowledge on familiar words to guess meanings of unknown terms.- Follow multiple-step written directions (e.g. to go from X to Y).- Understand adapted and authentic texts which are simple but longer than those in 8th EGB.- Understand and identify simple informational, transactional, and expository texts (e.g. personal letters, shortbiographies, signs, etc.) by making use of clues such as visuals, text shape and layout.- Extract the gist and key information items from simple, longer (than those in 8th EGB) informational,transactional, and expository texts— especially if there is visual support—and with the aid of a dictionary.- Pronounce words, expressions, and statements in their social as well as personal and educational repertoireintelligibly, phonetically diferentiating distinct words so as to avoid misunderstandings.- Use rising and falling intonation patterns to signal questions as opposed to statements and exclamations.- Use more detailed phrases and sentences about people and places.- Read aloud a written text which is clearly written in simple language.- Deliver a short, rehearsed dialogue/brief speech on a familiar topic (e.g. ask how peopleare and react tonews).- Participate in brief informal discussions among friends in a relatively quiet atmosphere and on very familiartopics within the personal, educational and social domains.- Ask and answer display and simple referential questions70 delivered directly to them inclear, slownonidiomatic speech and in areas of immediate need.- Handle numbers, quantities, cost and time.- Indicate time by using expressions that indicate present and immediate present.- Make brief contributions, given that interlocutors are patient and cooperative.- Speech is generally clear but exhibits minor dificulties with pronunciation, intonation
and pacing and mayrequire some listener efort at times.- Copy familiar words and short phrases (e.g. simple signs, instructions, names of everyday objects, shops, andset phrases used regularly).- Take simple notes from a dictated or recorded message within the limits of their vocabulary for the level.- Write sequences of simple phrases and sentences about themselves and imaginary people, where they liveand what they do for short informational, transactional and expository texts (e.g. flyers, posters, personalletters, autobiographies, etc.) by using basic appropriate punctuation marks.- Conduct correspondence (e.g. personal letter) with a partner, giving and eliciting information and advice onpersonal, educational, and public issues.
7. BIBLIOGRAPHY
Brown, D. (2007). Teaching by principles. An interactive approach to language pedagogy. NewYork, NY: Pearson Longman.Bedjou, A. (2006). Using radio programs in the EFL classroom. English Teaching Forum, 44, 1,28-31.Byrne, D. (1997). Teaching oral English. England, UK: Longman.Cameron, L. (2001). Teaching languages to young learners. Cambridge, England: CambridgeUniversity Press.CAL Center for Applied Linguistics & the National Center for Family Literacy (2010). Activities topromote interaction and communication in the Practitioner Toolkit: Working with Adult English Language Learners.Retrieved from: h tt p :// www .c a l . o r g / adu l ts pea k/ i n st r u ct i on / i n st r u ct i ona l - a ct i v i ty - pa ck e ts. h t m lCouncil of Europe. (2003). Common European Framework of Reference for Languages: Learning,teaching, assessment. United Kingdom, U.K: Cambridge University Press.Di Pietro, R. J. (1987). Strategic interaction: Learning languages through scenarios. Cambridge:Cambridge University Press.Duke, N. & Benett-Armistead, V.S. (2003). Reading and writing informational text in the primary grades. Research based practices. United States of America, USA: Scholastic, Inc.
8. OBSERVATIONS
PREPARED REVIEWED APPROBED
ENGLISH`S TEACHER PRINCIPAL SUBPRINCIPAL
LIC. PAOLA TORRES JUMBO LIC. MARIA LITUMA CRESPO TNLG. MIGUEL MEDINA
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