anual decimo.rtf

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



ODS


TRACHING RESOURC

BLOCK 1MODULE 1


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.



3

BLOCK 1MODULE 1


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.



3

BLOCK CURRICULUM

AXIS OF LEARNING

SKILLS WITH PERFORMANCE CRITERIA


ODS


TEACHING RESOURC

BLOCK 1MODULE 1


LISTENING: Listen the correct pronunciation: can can't, act, rap, dance and add use the new vocabulary in classgiven for the Teacher.



3

BLOCK 1MODULE 1


SPEAKING: Present adialogue withexpression: What timeis it? Using the clocktimes.

PROCESS FOR SPEAKING Planning speechDriving the speechProducing speech


3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


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



3

BLOCK 1MODULE 1


SPEAKING: Present a personal profile using the question. Who can do activity? And speak about some daily activities.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 1MODULE 1


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



3

BLOCK 1MODULE 1


READING: Read and repeat the numbers aloud 1 to 12 (clock times).

PROCESS TO READ Read ahead ReadingRead-through


3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 1MODULE 1


READING: Look at the clock times.



3

BLOCK 1MODULE 1


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



3

BLOCK CURRICULUM

AXIS OF LEARNING

SKILLS WITH PERFORMAANCES CRITERIA


ODS


TEACHING RESOURC

BLOCK 1MODULE 1


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.



3

BLOCK 1MODULE 1


WRITING: Write the answers correctly looking clock time and numbers.

WRITING PROCESS WriteRevisePublish


3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 1MODULE 1


WRITING: Write the vocabulary about theclassroom commands and change to negative commands.



3

BLOCK 1MODULE 1


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



3

BLOCKCURRICULUM

AXIS OF LEARNING


PRECISIONS FOR TEACHING ANG LEARNING PERI

ODS


TEACHING RESOURC

BLOCK 1MODULE 1


WRITING: Make sentences using can afirmative and cannot negative.



3

BLOCK CURRICULUM

AXIS OF LEARNING

SKILLS WITH PERORMANCES CRITERIA


ODS


TEACHING RESOURC

BLOCK 2MODULE 2


LISTENING: Listen to Brian's description of His typical day.



3

BLOCKCURRICULUM

AXIS OF LEARNING

SKILLS WITH PERFORMANCESCRITERIA

PRECISION FOR TEACHING ANDLEARNING PERI

ODS


TEACHING RESOURC

BLOCK 2MODULE 2


LISTENING: Listen the pronunciation the following verbs: /s/ /z//iz/ Eats, Goes, Watches, wakes, leaves, brushes.



3

BLOCK 2MODULE 2


LISTENING: Listen the Vocabulary about Daily routines



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 2MODULE 2


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



3

BLOCK 2MODULE 2


SPEAKING: Talk about daily routines use the Grammar Sequence words: first, then, afterthat, next, finally. Adverbs of frequency. How often?



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 2MODULE 2


SPEAKING: Talk about your routines on school days using the followingvocabulary :



3

BLOCK 2MODULE 2


SPEAKING: Speak aboutthe vocabulary and payattention the correct pronunciation about this.



3

BLOCKCURRICULUM

AXIS OF LEARNING


PRECISIONS FOR TEACHINGAND LEARNING PERI

ODS


TEACHING RESOURC

BLOCK 2MODULE 2


SPEAKING: Talk abouthow often you do things.



3

BLOCK 2MODULE 2


READING: Read the dialogue about Brian's description.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOUCE

BLOCK 2MODULE 2


READING: Read the activities 1 to 12 according to Your routineon school days.



3

BLOCK 2MODULE 2


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



3

BLOCK

CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 2MODULE 2


READING: Read abouthow often you do things. Use Useful languages:



3

BLOCK 2MODULE 2


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



3

BLOCKCURRICULUM

AXIS OF LEARNING

SKILLS WITH PERFORMANCES CRITERA


ODS


TEACHING LEARNIN

BLOCK 2MODULE 2


WRITING: Insert the adverbs of frequency in the sentences.



3

BLOCK 2MODULE 2


WRITING: Write about your typical day or week like?



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 2MODULE 2


WRITING: Write sentences about what you can and can't do.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 3MODULE 3


LISTENING: Listen dialogue about Miami - agreat place to be.



3

BLOCK 3MODULE 3


LISTENING: Listen thedialogue and notice the Usefulexpressions Listen : I'm notsure. Great. Not really. Oh,yeah.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 3MODULE 3


LISTENING: Listen the Grammar focus About Prepositions of location: across from, in behind, front of, between, and, next to, on the corner of



3

BLOCK 3MODULE 3


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



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 3MODULE 3


SPEAKING: Speak about the places with their descriptions: Bank a place where you save orborrow Money.............



3

BLOCK 3MODULE 3


SPEAKING: Repeat correctly the Prepositions of location: across from, in behind, front of, between, and, next to, on the corner of.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 3MODULE 3


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



3

BLOCK 3MODULE 3


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.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 3MODULE 3


READING: Read thedialogue about Miami agreat place to be.



3

BLOCK 3MODULE 3


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



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 3MODULE 3


READING: Read the Grammar focus about Prepositions of location: across from, -in behind, front of, between, and, next to, on the corner of.



3

BLOCK 3MODULE 3


READING: Read the Grammar Focus about There is/There are :



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 3MODULE 3


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.



3

BLOCK 3MODULE 3


WRITING: Write the appropriate responses use the Useful expressions I'm not sure.

Great! Not really.Oh, yeah.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 3MODULE 3


WRITING: Copy theGrammar focus on theboard about thePrepositions of location.



3

BLOCK 3MODULE 3


WRITING: Writing i n your notebook the Grammar Focus about There is/There are and discovering the grammar. Afirmative statements Negative statements.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 4MODULE 4


LISTENING: What´s Brian doing? The present continuous.



3

BLOCK 4MODULE 4


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



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING LEARNIN

BLOCK 4MODULE 4


LISTEN: Listen the Pronunciation about the stress on important words.



3

BLOCK 4MODULE 4


LISTENING: Listen to theinterview the new inventions the scientistsare working on to help the environment.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING LEARNIN

BLOCK 4MODULE 4


SPEAKING: Talk about rooms and parts of a house.



3

BLOCK 4MODULE 4


SPEAKING: Repeat the vocabulary about the rooms and parts of a house.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 4MODULE 4


SPEAKING: Talk about Brian's email with the present continuous form of the verbs and the new vocabulary.



3

BLOCK 4MODULE 4


SPEAKING: Close your books and see how much can remember. Answer this question: What can an intelligenthome do?



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS

ESTRATEGIAS

RECURSOS

BLOCK 4MODULE 4


READING: Read the rules the grammar chart.



3

BLOCK 4MODULE 4


READING: Read thegrammar focus Thepresent continuoustense: be (am/is/are) +verb-ing. Present continuous interrogative form.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 4MODULE 4


READING: Read Intelligent homes of the future and listen the correct pronunciation about the vocabulary.



3

BLOCK 4MODULE 4


READING: Read Brian's e-mail with the present continuous.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 4MODULE 4


WRITING: What are the people in the pictures doing?



3

BLOCK 4MODULE 4


WRITING: Write the -ingforms. In the following verbs.



3

BLOCK CURRICULUM

AXIS OF LEARNING


PRECISIONS FOR TEACHING ANDLEARNING PERI

ODS


TEACHING RESOURC

BLOCK 4MODULE 4


WRITING: Write in your English Notebook the grammar focus The present continuous tense: be (am/is/are) + verb -ing



3

BLOCK 4MODULE 4


WRITING: Write a dialogue about the Intelligent homes of the future.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 5MODULE 5


LISTENING: Listen thedialogue and the correctpronunciation about this.



3

BLOCK 5MODULE 5


LISTENING: Listen an approval expression anda disapproval expression.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 5MODULE 5


LISTENING: Listen the Grammar Focus about The simple past of regular verbs.



3

BLOCK 5MODULE 5


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



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 5MODULE 5


SPEAKING: Speak thedialogue and explain thenew ideas with yourclassmate and repeat thevocabulary.



3

BLOCK 5MODULE 5


SPEAKING: Speakabout the approvalexpression and thedisapprovalexpression.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS

ESTRATEGIAS METODOLÓG

TEACHING RESOURC

BLOCK 5MODULE 5


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



3

BLOCK 5MODULE 5


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



3

BLOCK CURRICULUM

AXIS OF LEARNING

SKILLS WITH PERFORMANCES CRITERA


ODS


TEACHING RESOURC

BLOCK 5MODULE 5


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



3

BLOCK 5MODULE 5


READING: Read about the basic expression.



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


READING: Read about the approval expression and the disapproval expression.



3

BLOQUE 5

MÓDULO 5


READING: Read the Grammar Focus about the simple past of regular verbs.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 5MODULE 5


READING: Read about The simple past of regular verbs and listenagain the Information questions, Short answers, Long answers.



3

BLOCK 5MODULE 5


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



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 5MODULE 5


WRITING: Write about the approval expression and the disapproval expression.



3

BLOCK 5MODULE 5


WRITING: Write the Grammar Focus about The simple past of regular verbs.



3

BLOCK CURRICULUM

AXIS OF LEARNING

SKILLS WITH PERFORAMNCES CRITERIA


ODS


TEACHING RESOURC

BLOCK 5MODULE 5


WRITING: Write about The simple past of regular verbs and listenagain the Information questions, Short answers, Long answers.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS

ESTRATEGIAS METODOLÓG

TEACHING RESOURC

BLOCK 6MODULE 6


LISTENING: Listen thedialogue. The simple past of be(was/were) The simple past ofIrregular verbs and listentheexamples.



3

BLOCK 6MODULE 6


LISTENING: Listen the Useful expressions and pay attention the correct pronunciation about the words.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 6MODULE 6


LISTENING: Listen The simple past of be (was,were)



3

BLOCK 6MODULE 6


LISTENING: Listen to the conversation about the occupations.



3

BLOCK CURRICULUM

AXIS OF LEARNING

SKILLS WITH PERFORMANCES RESOURCES


ODS


TEACHING RESOURC

BLOCK 6MODULE 6


SPEAKING: Say who the people in the pictures were andrepeat the new words.



3

BLOCK 6MODULE 6


SPEAKING: The pronunciation of was and were



3

BLOCK CURRICULUM

AXIS OF LEARNING

AXIS WITH PERFORMANCES CRITERIA


ODS


TEACHING RESOURC

BLOCK 6MODULE 6


SPEAKING: Talk about past activities using The simple past of irregular verbs.



3

BLOCK 6MODULE 6


SPEAKING: Discuss these questions.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 6MODULE 6


READING: Read Brian's email and find all the verbs in the simple past. Include both afirmative and negative forms.



3

BLOCK 6MODULE 6


READING: Read the vocabulary about crossword puzzle.



3

BLOCKCURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 6MODULE 6


READING: Read the articleWorking Teen $



3

BLOCK 6MODULE 6


READING: Reading skill:Guessing word meaningfrom context.



3

BLOCK CURRICULUM

AXIS OF LEARNING



ODS


TEACHING RESOURC

BLOCK 6MODULE 6


WRITING: Write the past forms of the verbs.



3

BLOCK 6MODULE 6


WRITING: Write the vocabulary about theclassroom commands and change to negative commands.



3

BLOCK CURRICULUM

AXIS OF LEARNING



O DS


TEACHING RESOURC

BLOCK 6MODULE 6


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



3

BLOCK 6MODULE 6


WRITING: Make sentences using can afirmative and cannot negative.



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

http://www.cal.org/adultspeak/instruction/instructional-activity-packets.html

anual decimo.rtf

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