ANNUAL

TEACHING PLAN
1. GENERAL INFORMATION
SUBLEVEL :

LEVEL:

Educacin General Bsica

SUBJECT:

ENGLIS
H
TEACHER:

AREA :

Educacin General
BsicaGROUP: PARALLEL:
TARGET
A
10TH Year
EGB

ENGLISH
SCHOOL YEAR:
2015 - 2016

LIC. PAOLA TORRES JUMBO

2. GENERAL CALCULATION OF TIME

TIME
CARGE

No. WEEKS
OF WORK

40 Semanas

LEARNING ASSESSMENT
AND CONTINGENCY

3 Semanas

CLASS
TOTAL WEEKS

37

TOTAL
ANNUAL
PERIODS

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
Think rigorously. Think, reason, analyze and argue logically,
critically and creatively. Also: planning, problem solving and
decision 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 and
understand 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, using
this 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 guided
by 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 manage
their emotions, establishing good social relations, working in
groups and solving conflicts peacefully and reasonably.

AREA
PROFILE

Communicate
efectively.
Understand and
use language to
communicate
and learn (both
in the language
as a foreign
one).

EDUCAT
IONAL
Linguistically:
- Have a basic vocabulary
repertoire of words and
phrases related to their
social38 background.
- Have limited control of
few
simple grammatical
structures
and sentence patterns in a
learned repertoire, which
relates to their social
background.
Sociolinguistically:
- Establish basic social
contact
by using the simplest
everyday
polite forms to say please,
thank you, sorry, etc., in
accordance with the most
important conventions of
the
community concerned.
Pragmatically:
- Link words or groups of
words
with very basic linear
connectors like but or
then.

4. EJE CURRICULUM INTEGRATOR

Listening, speaking, reading and writing for social interaction.

5. RELATIONSHIP BETWEEN CURRICULUM COMPONENTS

BLOCK
AXIS OF
CURRICUL LEARNING
UM
BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

LISTENING
LISTENING: Listen
PROCESS
carefully to the
following dialogue using Recognize
Select
the clock time.
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TRACHIN
L STRATEGIES
G
RESOURC

BLOCK 1 Listen,
LISTENING: Listen the
MODULE 1 speak, read
question about What
and write
time is it? And the
for social
correct answers. ( Use
interaction

LISTENING
PROCESS
Recognize
Select
Advanc
the rules) Useful
e Infer
expressions Listen and
Interpre
repeat: Look who's here! t Hold

, All right. Hurry up. Is

this a bad time to come?
It's good to see you? No.
It's OK.
BLOCK 1 Listen,
MODULE 1 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. Sit
down. Stand up. Open
your b o o k s . Close your
book. Write. Listen. Ralse
your hand. Exchange
work with a classmate.

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCE
CRITERIA

BLOCK 1 Listen,
MODULE 1 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 class
given for the Teacher.

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

SPEAKING: Present a
dialogue
with
expression: What time
is it? Using the clock
times.

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF SKILLS WITH
CURRICUL LEARNING
PERFORMANCES
UM
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 1 Listen,
MODULE 1 speak, read
and write for
social
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
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 1 Listen,
MODULE 1 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
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

SPEAKING: Pronounce
the sounds The //
sound in can and can't
and practice the
conversations and
practice the new
vocabulary given in this
unit

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

READING: Read and

repeat the numbers
aloud 1 to 12 (clock
times).

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 1 Listen,
READING: Look at the
MODULE 1 speak, read
clock times.
and write
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

READING: Read Useful

expressions and
classroom commands:
Look who's here! All
right. Hurry up. Is this a
bad time to you

PERI
O
DS

BLOCK
AXIS OF SKILLS WITH
CURRICUL LEARNING
PERFORMAANCE
UM
S CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

READING: Read the use

of imperatives and
statements. Look out!
(for exclamations and
warnings) Be quiet! (For
please 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 Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

WRITING: Write the

answers correctly
looking clock time and
numbers.

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

WRITING: Write the

vocabulary about the
classroom
commands and
change to negative
commands.

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 1 Listen,
MODULE 1 speak, read
and write
for social
interaction

WRITING: Write
Afirmative statement
Negative statements,
Yes/No questions, Short,
answers, Information
questions, Answers,
Contraction about Can to
talk about abilities.

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM
BLOCK

Listen,
MODULE 1 speak, read
and write
for social
interaction

SKILLS WITH
PERFORMANCES
CRITERIA

WRITING: Make
sentences using can
afirmative and cannot
negative.

PRECISIONS FOR TEACHING

ANG LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERORMANCES
CRITERIA

BLOCK 2 Listen,
LISTENING: Listen to
MODULE 2 speak, read
Brian's description of
and write
His typical day.
for social
interaction

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

PRECISION FOR TEACHING AND

LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 2 Listen,
MODULE 2 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
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 2 Listen,
MODULE 2 speak, read
and write
for social
interaction

LISTENING: Listen
the Vocabulary
about Daily
routines

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 2 Listen,
MODULE 2 speak, read
and write
for social
interaction

LISTENING: Adverbs of
frequency; How often?
Always, usually, often,
sometimes,
rarely/seldom, never.

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 2 Listen,
MODULE 2 speak, read
and write
for social
interaction

SPEAKING: Talk about

daily routines use the
Grammar Sequence
words: first, then, after
that, next, finally.
Adverbs of frequency.
How often?

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 2 Listen,
MODULE 2 speak, read
and write
for social
interaction

SPEAKING: Talk about

your routines on school
days using the following
vocabulary :

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 2 Listen,
MODULE 2 speak, read
and write
for social
interaction

SPEAKING: Speak about

the vocabulary and pay
attention the correct
pronunciation about
this.

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 2 Listen,
SPEAKING: Talk about
MODULE 2 speak, read
how often you do
and write
things.
for social
interaction

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 2 Listen,
READING: Read the
MODULE 2 speak, read
dialogue about Brian's
and write
description.
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOUCE

BLOCK 2 Listen,
MODULE 2 speak, read
and write
for social
interaction

READING: Read the

activities 1 to 12
according to Your routine
on school days.

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 2 Listen,
MODULE 2 speak, read
and write
for social
interaction

READING: Discovering
grammar: Look at the
grammar chart about
adverbs of frequency.

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 2 Listen,
READING: Read about
MODULE 2 speak, read
how often you do
and write
things. Use Useful
for social
languages:
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 2 Listen,
MODULE 2 speak, read
and write
for social
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

WRITING: Create a
dialogue about routine
on school days and use
of sequence words:

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
LEARNIN

BLOCK 2 Listen,
WRITING: Insert the
MODULE 2 speak, read
adverbs of frequency in
and write
the sentences.
for social
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 2 Listen,
WRITING: Write about
MODULE 2 speak, read
your typical day or
and write
week like?
for social
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 2 Listen,
WRITING: Write
MODULE 2 speak, read
sentences about what
and write
you can and can't do.
for social
interaction

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 3 Listen,
LISTENING
LISTENING: Listen
MODULE 3 speak, read
dialogue about Miami - a PROCESS
and write
Recognize
great place to be.
for social
Select
interaction
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 3 Listen,
MODULE 3 speak, read
and write
for social
interaction

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

LISTENING: Listen the

dialogue and notice the
Useful
expressions Listen : I'm
not
sure. Great. Not really.
Oh,
yeah.

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 3 Listen,
LISTENING: Listen the
MODULE speak, read
Grammar focus About
3
and write
Prepositions of location
for social
: across from, in
interaction

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 3 Listen,
MODULE 3 speak, read
and write
for social
interaction

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

behind, front of,

between, and, next to,
on the corner of

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
mall
in 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 in
Miami? Yes, there is. /
No, there isn't. Are there

PERI
O
DS

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 3 Listen,
MODULE 3 speak, read
and write
for social
interaction

SPEAKING: Speak about

the places with their
descriptions: Bank a
place where you save or
borrow Money.............

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 3 Listen,
MODULE 3 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
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 3 Listen,
MODULE 3 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 questions
Short answers Is there a
Portuguese restaurant in
Miami? Yes, there is. /
No, there isn't. Are there
any electronic stores in

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 3 Listen,
MODULE 3 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
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 3 Listen,
READING: Read the
MODULE 3 speak, read
dialogue about Miami a
and write
great place to be.
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 3 Listen,
MODULE 3 speak, read
and write
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

READING: Read the

dialogue and notice the
Useful expressions: I'm
not sure. Great! Not
really. - Oh, yeah.

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 3 Listen,
READING: Read the
MODULE 3 speak, read
Grammar focus about
and write
Prepositions of location:
for social
across from, -in behind,
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 3 Listen,
READING: Read the
MODULE 3 speak, read
Grammar Focus about
and write
There is/There are :
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

front of, between, and,

next to, on the corner of.

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 3 Listen,
MODULE 3 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 Portuguese
are 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.

BLOCK 3 Listen,
WRITING: Write the
MODULE 3 speak, read
appropriate responses
and write
use the Useful
for social
expressions I'm not sure.
interaction

Great! Not really.

Oh, yeah.

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 3 Listen,
MODULE 3 speak, read
and write
for social
interaction

WRITING:
Copy
the
Grammar focus on the
board
about
the
Prepositions of location.

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 3 Listen,
MODULE 3 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 Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 4 Listen,
LISTENING: Whats
MODULE 4 speak, read
Brian doing? The
and write
present continuous.
for social
interaction

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 4 Listen,
MODULE 4 speak, read
and write
for social
interaction

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

LISTENING: GRAMMAR
FOCUSES: The present
continuous: Statements
and The present
continuous tense.

PERI
O
DS

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
LEARNIN

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 4 Listen,
MODULE 4 speak, read
and write
for social
interaction

LISTEN: Listen the

Pronunciation about the
stress on important
words.

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 4 Listen,
MODULE 4 speak, read
and write
for social
interaction

LISTENING: Listen to the

interview the new
inventions the scientists
are working on to help
the environment.

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
LEARNIN

BLOCK 4 Listen,
SPEAKING: Talk about
MODULE 4 speak, read
rooms and parts of a
and write
house.
for social
interaction

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 4 Listen,
MODULE 4 speak, read
and write
for social
interaction

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

SPEAKING: Repeat the

vocabulary about the
rooms and parts of a
house.

PERI
O
DS

BLOCK
AXIS OF SKILLS WITH
CURRICUL LEARNING
PERFORMANCES
UM
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 4 Listen,
MODULE 4 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
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 4 Listen,
MODULE 4 speak, read
and write
for social
interaction

SPEAKING: Close your

books and see how
much can remember.
Answer this question:
What can an intelligent
home do?

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
ESTRATEGI
RECURS
AS
OS

BLOCK 4 Listen,
READING: Read the
MODULE 4 speak, read
rules the grammar
and write
chart.
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 4 Listen,
MODULE 4 speak, read
and write
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

READING:
Read
the
grammar
focus
The
present
continuous
tense: be (am/is/are) +
verb
-ing. Present
continuous
interrogative form.

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 4 Listen,
READING: Read
MODULE 4 speak, read
Intelligent homes of the
and write
future and listen the
for social
correct pronunciation
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 4 Listen,
READING: Read Brian's
MODULE 4 speak, read
e-mail with the present
and write
continuous.
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

about the vocabulary.

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 4 Listen,
WRITING: What are the
MODULE 4 speak, read
people in the pictures
and write
doing?
for social
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 4 Listen,
WRITING: Write the -ing
MODULE 4 speak, read
forms. In the following
and write
verbs.
for social
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 4 Listen,
MODULE 4 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

BLOCK 4 Listen,
WRITING: Write a
MODULE 4 speak, read
dialogue about the
and write
Intelligent homes of the
for social
future.
interaction

PRECISIONS FOR TEACHING AND

LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 5 Listen,
LISTENING: Listen the
MODULE 5 speak, read
dialogue and the correct
and write
pronunciation about this.
for social
interaction

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

LISTENING: Listen an
approval expression and
a disapproval
expression.

PERI
O
DS

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

LISTENING: Listen the

Grammar Focus about
The simple past of
regular verbs.

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 5 Listen,
MODULE 5 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
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM
BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

SPEAKING: Speak the PROCESS FOR

dialogue and explain the SPEAKING Planning
new ideas with your speech
Driving the speech
classmate and repeat the Producing speech
vocabulary.

BLOCK 5
MODULE Listen,
SPEAKING:
Speak
5
speak, read about
the approval
and write
expression and the
for social
disapproval
interaction

expression.

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

PRECISIONS FOR TEACHING

AND LEARNING
ESTRATEGI
TEACHIN
AS
G
METODOLG
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

SPEAKING : Repeat
the Grammar Focus
about The simple past
of regular verbs

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 5 Listen,
MODULE 5 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
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERA

BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

READING: Read the

dialogue and the new
ideas given in class by
your classmates.

BLOCK 5 Listen,
READING: Read about
MODULE 5 speak, read
the basic expression.
and write
for social
interaction

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
EJES DE DESTREZAS CON
CURRICUL APRENDIZ
CRITERIO DE
UM
DESEMPEOS
AJE

PRESICIONES PARA LA
ENSEANZA Y EL
ESTRATEGI
RECURS
AS
OS

BLOQUE
Listen,
5 speak, read
MDULO 5 and write
for social
interaction

READING: Read about

the approval
expression and the
disapproval
expression.

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOQUE
Listen,
5 speak, read
MDULO 5 and write
for social
interaction

READING: Read the

Grammar Focus about
the simple past of
regular verbs.

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DOS

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

READING: Read about

The simple past of
regular verbs and listen
again the Information
questions, Short
answers, Long
answers.

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

WRITING: Write the

dialogue and the new
ideas given in class by
your classmates.

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 5 Listen,
WRITING: Write about
MODULE speak, read
the approval
5
and write
expression and the
for social
disapproval
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

expression.

WRITING: Write the

Grammar Focus about
The simple past of
regular verbs.

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORAMNCES
CRITERIA

BLOCK 5 Listen,
MODULE 5 speak, read
and write
for social
interaction

WRITING: Write about

The simple past of
regular verbs and listen
again the Information
questions, Short
answers, Long
answers.

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 6 Listen,
MODULE 6 speak, read
and write
for social
interaction

LISTENING: Listen the

dialogue. The simple
past of be
(was/were) The simple
past of
Irregular verbs and listen
the
examples.

BLOCK 6 Listen,
LISTENING: Listen the
MODULE 6 speak, read
Useful expressions and
and write
pay attention the
for social
correct pronunciation
interaction

about the words.

PRECISIONS FOR TEACHING

AND LEARNING
ESTRATEGI
TEACHIN
AS
G
METODOLG
RESOURC
LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 6 Listen,
LISTENING: Listen The
MODULE 6 speak, read
simple past of be (was,
and write
were)
for social
interaction

BLOCK 6 Listen,
LISTENING: Listen
MODULE speak, read
to the conversation
6
and write
about the
for social
occupations.
interaction

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

LISTENING
PROCESS
Recognize
Select
Advanc
e Infer
Interpre
t Hold

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
RESOURCES

BLOCK 6 Listen,
MODULE 6 speak, read
and write
for social
interaction

SPEAKING: Say who the

people in the pictures
were and
repeat the new words.

BLOCK 6 Listen,
SPEAKING: The
MODULE 6 speak, read
pronunciation of was
and write
and were
for social
interaction

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

AXIS WITH
PERFORMANCES
CRITERIA

BLOCK 6 Listen,
MODULE 6 speak, read
and write
for social
interaction

SPEAKING: Talk about

past activities using The
simple past of irregular
verbs.

BLOCK 6 Listen,
SPEAKING: Discuss
MODULE 6 speak, read
these questions.
and write
for social
interaction

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PROCESS FOR
SPEAKING Planning
speech
Driving the speech
Producing speech

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF SKILLS WITH
CURRICUL LEARNING
PERFORMANCES
UM
CRITERIA
BLOCK 6 Listen,
MODULE 6 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.

BLOCK 6 Listen,
READING: Read the
MODULE 6 speak, read
vocabulary about
and write
crossword puzzle.
for social
interaction

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 6 Listen,
READING: Read the
MODULE 6 speak, read article
and write
Working Teen $
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 6 Listen,
READING: Reading skill:
MODULE 6 speak, read
Guessing word meaning
and write
from context.
for social
interaction

PROCESS TO
READ Read
ahead Reading
Read-through

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC

BLOCK 6 Listen,
WRITING: Write the
MODULE 6 speak, read
past forms of the
and write
verbs.
for social
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

BLOCK 6 Listen,
MODULE 6 speak, read
and write
for social
interaction

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

WRITING: Write the

vocabulary about the
classroom
commands and
change to negative
commands.

PERI
O
DS

BLOCK
AXIS OF
CURRICUL LEARNING
UM

SKILLS WITH
PERFORMANCES
CRITERIA

BLOCK 6 Listen,
MODULE 6 speak, read
and write
for social
interaction

WRITING: Write
Afirmative statements,
Negative statements,
Yes/No questions, Short,
answers, Information
questions, Answers,
Contraction about

BLOCK 6 Listen,
WRITING: Make
MODULE 6 speak, read
sentences using can
and write
afirmative and cannot
for social
negative.
interaction

PRECISIONS FOR TEACHING

AND LEARNING
METHODOLOGICA
TEACHIN
L STRATEGIES
G
RESOURC
WRITING
PROCESS Write
Revise
Publish

WRITING
PROCESS Write
Revise
Publish

Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies
Student
text Cd's
Flashcards
Didactic
sheets
Bookmarks
Teacher
supplies

PERI
O
DS

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 the
learners 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 as
their personal and educational background.
- Recognize basic intonation patterns (e.g. distinguishing a question from a statement or
exclamation) and
reduced forms (e.g. didja, gonna).
- Follow short, simple directions.
- Understand speech characterized by frequent pauses, repetitions, and rephrasing,
which give the listener
enough time to absorb the message.
- Extract the gist and key information items from simple informational, transactional, and
expository 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, short
biographies, 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 supportand with the
aid of a dictionary.
- Pronounce words, expressions, and statements in their social as well as personal and
educational repertoire
intelligibly, 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 people
are and react to
news).
- Participate in brief informal discussions among friends in a relatively quiet atmosphere
and on very familiar
topics within the personal, educational and social domains.
- Ask and answer display and simple referential questions70 delivered directly to them in
clear, slow
nonidiomatic 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 may

require some listener efort at times.
- Copy familiar words and short phrases (e.g. simple signs, instructions, names of
everyday objects, shops, and
set 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 live
and what they do for short informational, transactional and expository texts (e.g. flyers,
posters, personal
letters, autobiographies, etc.) by using basic appropriate punctuation marks.
- Conduct correspondence (e.g. personal letter) with a partner, giving and eliciting
information and advice on
personal, educational, and public issues.

7.

BIBLIOGRAPHY

Brown, D. (2007). Teaching by principles. An interactive approach to language pedagogy. New

York, 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: Cambridge
University Press.
CAL Center for Applied Linguistics & the National Center for Family Literacy (2010). Activities to
promote interaction and communication in the Practitioner Toolkit: Working with Adult English
Language Learners.
Retrieved from: http://www.cal.org/adultspeak/instruction/instructional-activity-packets.html
Council 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