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BOARD OF EDUCATION

THREE-MONTH / YEAR PERIOD DIDACTIC PROGRAM

C.E.B.G. SAN MATEO

Subject: ENGLISH Grade:Teacher: Natalia Miranda Groups:School year: 2014 Three-month period: 1Starting date: From February 24th, until May 3rd. 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 oursociety 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 compressivecommunication environment toward a competitive world to be incorporated to the labor market.

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CONTENT

COMPETENCES LEARNING OUTCOMESCONCEPTUAL PROCEDURAL(SKILLS)

ATTITUDINAL(VALUES)

1: Comunicativa(Here you have todetermine whichcommunicativecompetence is going tobe achieved)

2: Pensamiento lgico

matemtico(Describe whichcompetence is going tobe achieved in thedifferent areas)

3: Conocimiento y lainteraccin con el mundofsico

4: Tratamiento de lainformacin ycompetencia digital.

5: Social y ciudadana

6: Cultural y artstica

7: Aprender a aprender

8: Autonoma e iniciativa

personal

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METHODOLOGY AND TECHNIQUES:

Methodological techniques

*prediction

*discussions

*exposition *information-gaps

*inference *expository/ description activities

*pair work *vocabulary learning procedures

*group work *strategies for managing conversations

*individual work *personalized speaking and writing practice

*listening/reading comprehension tasks *communicative pronunciation activities

*questions and answers *learner-centered interactive tasks

ASSESSMENT ACTIVITIES:

Diagnostic-oral questions-observation checklists-brainstorming

Formative-observation-oral and written tasks -sentenceconstruction-oral questions and answers-demonstrations-checklists-descriptions

Summative-puzzle -art work / maps-drawings/illustrations-rubrics-quizzes-survey analysis-comparative charts-oral/written reports

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BIBLIOGRAPHY

ALEXANDER, L. G. Logman english Grammar, new York: Longman Singapore Publisher Ltd. 1988

ALVERMANN, Donna and others 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 Learning Time with Language Experiencies for Young Children, New York: McGrawHill,

1988.

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: NewburyHouse 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 OrthographySan Juan Puerto Rico: Regents Publishing Company, Inc.1995