BOARD OF EDUCATION THREE-MONTH / YEAR PERIOD DIDACTIC PROGRAM C.E.B.G.

SAN MATEO

Subject: Teacher: School year: Starting date:

ENGLISH Natalia Miranda 2014 From February 24th, until May 3rd.

Grade: Groups: Three-month period: Working weeks:

AREAS: Listening, Speaking, Reading, and Writing GENERAL OBJECTIVES:

To make the English Language an instrument which can contribute to be capable of serving our society and nation. To acquire basic vocabulary of everyday English. To develop abilities and skills to use the English Language creatively. To acquire basic linguistic skills to communicate orally. To manifest interest in learning and understanding the usage of a foreign language through innovative methods. To use the foreign language to communicate with the teacher and classmates. To increase semantic skill. To manifest moral, cultural, social, and family values. To inductively acquire grammatical knowledge, essential for correct and or writing expression. To acquire basic linguistic knowledge which will permit a fluent, effective and compressive communication environment toward a competitive world to be incorporated to the labor market.

CONTENT CONCEPTUAL PROCEDURAL (SKILLS) ATTITUDINAL (VALUES) COMPETENCES

1: Comunicativa (Here you have to determine which communicative competence is going to be achieved) 2: Pensamiento lgico matemtico (Describe which competence is going to be achieved in the different areas)

LEARNING OUTCOMES

3: Conocimiento y la interaccin con el mundo fsico 4: Tratamiento de la informacin y competencia digital. 5: Social y ciudadana 6: Cultural y artstica 7: Aprender a aprender 8: Autonoma e iniciativa personal

METHODOLOGY AND TECHNIQUES: Methodological techniques *prediction *exposition *inference *pair work *group work *individual work *listening/reading comprehension tasks *questions and answers *discussions *information-gaps *expository/ description activities *vocabulary learning procedures *strategies for managing conversations *personalized speaking and writing practice *communicative pronunciation activities *learner-centered interactive tasks

ASSESSMENT ACTIVITIES: Diagnostic -oral questions -observation checklists -brainstorming Formative -observation -oral and written tasks -sentence construction -oral questions and answers -demonstrations -checklists -descriptions Summative -puzzle -art work / maps -drawings/illustrations -rubrics -quizzes -survey analysis -comparative charts -oral/written reports

BIBLIOGRAPHY

ALEXANDER, L. G. ALVERMANN, Donna and others

Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988 Heaath Communication Handbook, Toronto, Ontario, D.C. Heath and Company, 1995.

BENNETT, Barrie BennetRolheiser Carol, Stevahn, Laurie. Cooperative Learnig, Toronto, Ontario: Educational Connections, 1991 BINNDER SCOTT, Louise and others 1988. Learning Time with Language Experiencies for Young Children, New York: McGrawHill,

BOWEN, Donald J.; Stock well Robert P. The Sounds of English and Spanish, Chicago: The University of Chicago Press, 1979. CELCEMURCIA, Marianne, Larsen Freema, Diane The Grammar Book: An ESL/EFL Teachers Course, New York: Newbury House Publisher, 1983. KENYON, John Samuel , Knott, Thomas Albert A Pronouncing Dictionary of American English, Springfield, Mass, G and C. Merriam Company, 1981. KANYON, John, F. Sloat Barbara, Torrey, Maryann. Fundamentals of English, New York: National Publishers, 1987.

NASH ROSE, Resnick, Melvin C.; Sousa de, Roberto. Comparing English and Spanish, Patterns in Phonology and Orthography San Juan Puerto Rico: Regents Publishing Company, Inc.1995