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CHIRIQUI PROVINCEMINISTRY OF EDUCATIONBARU DISTRICTCOROZO PRE-MEDIUM SCHOOLENGLISH DEPARTMENT TEACHER:ANGEL HIPOLITO VALDESENGLISH REPORTAPRIL 6TH 2015

STUDENTS LIST

REPUBLICA DE PANAMAMINISTERIO DE EDUCACCIONPRIMER CICLO DE COROZOPROFESOR: ANGEL VALDES GRUPO 7A

ABREGO S. FERNANDOABREGO S. JULIO AAMADOR G. ISAAC J.ARAUZ DE GRACIA JOSU AARIAS S. ANTHONY X.CABALLERO C. KENDAL J.CABALLERO G. YAIRETH J.CABALLERO H. JOSTIN N.G.CONCEPCION ERNESTOCUBILLA R.ENITH E.DE LON M. RUBITH Y.GARCIA P JULIOGONZALEZ G. MAINORGUERRA CERFERINOGUERRA S. ALEXANDERMOLINA J. MARYURI Y.MORALES R. PEDROMUOS ONSIMO A.ORTIZ G. ANA CRISTINAOTERO G. STEVEN R.PASCASIO P. YREMI L.QUINTERO KEVINRODRIGUEZ M. WILFRIDO J.RODRIGUEZ T. YESENIA D.SNCHEZ ISMAELSANJUR S. ENRRIQUE SOLIS C ANA P.VENADO S. JASON A.VEANADO YULIANA

REPUBLICA DE PANAMAMINISTERIO DE EDUCACCIONPRIMER CICLO DE COROZOPROFESOR: ANGEL VALDES GRUPO 7A

ARAUZ D. AMETH A.CEDEO G. JAIME S.CUBILLA V. NICOLAS J.FARQUEEZ C. ANTHONY J.FIGUEROA V. YANESIS L.GARCIA A YANETH GONZALEZ L. YOSELYN A.GUERRA EIVIN J.GUERRA V JHON J.GUERRA V. YENIA Y GUERRA V. ZAURETH N.GUERRA Z ALEX A.MIRANDA M SAMUELMONTEZUMA J. ANTHONY MPALACIO G VICTORIOQUINTERO S. ANAYELIS L.RIOS A SAID J.RIVERA CH.ASHLEY M.RODRIGUEZ C. CARLOS A.SALINA MAIDELYNSALINA V. ELIECERSALINAS STEPHANIESANTO B. LUISASANTOS P. BOLIVAR SANTOS C OVIER O.SIRE V. YOUDELITHSOLIS YOIDERVELASQUEZ R. EDWARD A.VIGIL C. NAYELIS L.

REPUBLICA DE PANAMAMINISTERIO DE EDUCACCIONPRIMER CICLO DE COROZOPROFESOR: ANGEL VALDEZ GRUPO 8A

ABREGO, ABREGO FELICIANOAGUILAR, ABREGO VIRGINIAARAUZ DE GRACIA JOS N.CABALLERO, CABALLERO JAMES ANDERSONGMEZ, SNCHEZ, NEIVIS JACKELINEGONZALEZ, CABALLERO JOS LUISLEWIS G. ENRRIQUE S.PIMENTEL, SANJUR YODALIS YOMIRAPINEDA, ESPINOZA YERINSON ESMIRPINZON CONCEPCION ELIZABETH DEL CRODRIGUEZ ARAUZ MELQUISEDECRODRIGUEZ J. JUAN MIGUELRODRIGUEZ SERRANO DAYANIS LISSETHSALDAA RODRIGUEZ DISNAIRA INSSALINAS MARTINEZ RONAL OMARSANJUR DELGADO DALYS MARGARITA SANTO VENADO SANTIAGOSOLIS LUZMILATROCH QUIEL JAYON JOSVEGA, PINZN ABDIEL DE JESUSZAPATA JOS ARMANDOZURDO, MIRANDA NAILEA NOEMIZURDO SALINA SERGIO

REPUBLICA DE PANAMAMINISTERIO DE EDUCACCIONPRIMER CICLO DE COROZOPROFESOR: ANGEL VALDEZ GRUPO 8B

ALLAD CHVEZ ADN ARIELATENCIO QUINTERO KEILA KARINAAVILA Q GARY J.BEITIA SANJUR JOSE ANTONIOCEDEO CABALLERO CESAR HILARIO CHAVARRIA MONTENEGRO EDLIMA YAJAIRACHAVES GUTIERREZ CRISTOBAL NORIELCRUZ MILEYKA OSIRIS GONZALEZ DE GRACIA YURISBETH NOEMIGONZALEZ GALLARDO GABRIEL ENRRIQUELOPEZ MORALES ROLANDOMONTERO ESPINOZA CALEB STUARTPALACIOS PEREZ GENESIS MAYELISPITTI ATENCIO BOLIVAR JESSPITTI SALINA ANIBALRYDER NUEZ YARIBETH JAHIRASALINA T KENNETH BSANCHEZ CABRERA BLEIDYS IVANISSANCHEZ MORALES ABDIEL ANTONIO SANTO PISANTO JESUS A.SANTOS PISANTOS MAYLINSANTOS PISANTOS RICARDO STAFF SANTOS YILDA ISABEL

REPUBLICA DE PANAMAMINISTERIO DE EDUCACCIONPRIMER CICLO DE COROZOPROFESOR: ANGEL VALDEZ GRUPO 9A

ABREGO SALINAS YASMIN ELIZAAMADOR GONZALEZ YOYCE ROSMARYBEJERANO BEJERANO MIRIANBEJERANO BEJERANO LIDIA IMELDACONTRERAS CH GERALDGALLARDO BEJERANO VERONICAGARCIA ALVAREZ FRANKLIN HERRERA RIOS KARLA LISBETHLEZCANO JORDAN ELIAB GABRIELMONTEZUMA ISMAELORTIZ LUIS GUSTAVOPALACIO F. RAFAEL AQUINTERO FLORES JOSELYN YORLENISRODRIGUEZ MONTEZUMA IBETHRODRIGUEZ F. ALEXANDRASALINA SALINAS MIGUEL ANGELSALINA H. LEIDI L.SANTO BEJERANO, MARTA

REPUBLICA DE PANAMAMINISTERIO DE EDUCACCIONPRIMER CICLO DE COROZOPROFESOR: ANGEL VALDEZ GRUPO 9B

ABREGO SALINA JULIO EDGARDO ARAZ BEJERANO JACKELINEBEJERANO PALACIOS JOSE LUISCONCEPCION CABALLERO GREISI YCORTEZ P KATHERINEFLORES GONZALEZ MELANY EGARCIA ALEXANDERGONZALEZ DIOGENESJIMENEZ MARQUINEZ YERAL YOEL MELENDEZ ORTIZ YIRIETHLIS DAYLIN MIRANDA JIMENEZ FELICIAMIRANDA JULISSA VERONICAPINEDA ZURDO YULEISI REBECAPINTO VALDES VIVIANA OSIRISQUINTERO RODRIGUEZ DINORA ESTHERRODRIGUEZ G, SANTIAGO ARODRIGUEZ SERRANO NAYARITH YORLENISSALINAS VENADO ANAYANSISANCHEZ VALDEZ DARWIN YOJARIS

PERSONAL INFORMATION

NAME: ANGEL H. VALDS

ID NUMBER: 4-261-201

POSITION: 31284

E- MAIL ADDRESS: [email protected]

CELL PHONE: 64637345

TEACHER S SCHEDULETIMEMONDAYTUESDAYWEDNESDAYTHURSDAYFRIDAY

1CIVIC ACT --8BRELIGION A

2COUNSELLING9B--7B

378B98-

4--7-7

59R9BR

6R88R8B

7-97B7B8

87B7B8B79

99B-RELIGION ARELIGION B-

10RELIGION B--P/V-

Activity #2 Culture

TOPIC: countries, Nationalities, and languages.OBJECTIVES: 1. To get familiar with some countries of the whole world, their nationalities, and their languages.2. To select one country and make a short report to the class about it.

Description: First, the student gets a list of 50 countries. Next, goes over their names, nationalities, and languages. Then, pronounces this information aloud together with the teacher. After that, selects 10 countries and draws their flags on his/ her notebook with the information required above. And finally, makes a short report in front of the class telling the information about the country he/she has selected.

FIRST TERM ANNUAL PLANNING

MINISTRY OF EDUCATIONANNUAL DIDACTIC PROGAMMINGCOROZO JUNIOR SCHOOL

SUBJECT: English TEACHER: Angel Valdes LEVEL: 7th TERM: 1st WEEKS: 14 AREAS: 1- FAMILY, SCHOOL, COMMUNITY, COUNTRY

LEARNING OBJECTIVES:Summarize and share, in written or oral way, the important role that the family and the school have in the community and the country.Integrate contents to develop listening, speaking, reading and writing skills about society by:Express moods and qualities of people both orally and written to describe characteristics of family, school, community, and country.

CONTENT COMPETENCEACHIEVEMENT INDICATORS

CONCEPTUALPROCEDIMENTAL(SKILLS)ATTITUDINAL(VALUES)

1. FamilyRelationshipRole in thecommunityGrammar in context:-Subject pronouns-Possessive adjectives-Wh questions-Yes/no questions

1.1-Describing membersof the family, usinggrammar in context forcommunicative purpose.Designing sketch tointerview localauthorities using -Whquestions and shortanswer.Expressing orally ideasabout outstandingpeople of thecommunity (nationalauthorities).1.4-Identifying1.1-Showing respecttoward: parents,relatives, schoolmembers, friends,neighbors andnational authorities.Valuing theimportance ofhaving relationshipsin the community.Showing respectand caring formembers of thefamily.1.1-Describes orallyand written thefamily tree.Creates aparagraph aboutthe importance toshow respecttoward parentsand relatives.Writes a shortparagraph aboutschool communitymembers, nationalauthorities oroutstanding people1.1- Creates a familytree.Reads a short readingabout family role athome and theimportance of respecteach one.Prepares shortsdialogues about thefamily in pairs.Reports aboutinterviews done tonational authorities oroutstanding people of

METHODOLOGY AND TECHNIQUES:

EVALUATION ACTIVITIES:

BIBLIOGRAPHY:


SUBJECT: English TEACHER: Angel Valdes LEVEL: 7th TERM: 1st WEEKS: 14 AREAS: 2- PEOPLE, EDUCATION, AND PLACES

LEARNING OBJECTIVES:Outline and compare people, the educational system, and the tourism in Panama across numerous sets of information by:Shows courtesy and respect in order to communicate with others.



1. People in PanamaEthnicityNationalitiesCultureGrammar in context:2. Educational System inPanamaPrivateOfficial*Definition*Organization*Resources*EnvironmentGrammar in context:3. Tourism in my countryIn the communityIn the country*Description*Identification1.1-Recognizing languagerelated to hotelreservations.Investigating touristicattractions in Panama.Writing a dialoguetalking about touristicactivities in Panamausing adverbs offrequency. (Travelagencies, airportcounter, tourist sites).1.1-Showing interestfor touristic places oftheir community,province, andcountry.Showing respectfor the differentethnic groups, andcultures ofPanama.Taking care of thecultural heritage.Praising public andprivate educationsystems.1.1-Makes orally hotelreservations withconfidence andgrammatical accuracy.Writes sentences abouttouristic sites usingdefinite and indefinitearticles, nouns,adjectives, and thevocabulary learned.Elaborating writtendialogues about touristicactivities in Panamaapplying grammarlearned. (Travelagencies, airportcounter, tourist sites).1.1.Performs a roleplay about differentsituations presentedduring a hotelreservationsListens andcompleting mainideas in a writtenparagraph abouttouristicattractions andhotel reservations.Designs a pamphletor a travel brochureabout a touristicattraction in Panamain written and oralway.



BIBLIOGRAPHY:

MINISTRY OF EDUCATIONANNUAL DIDACTIC PROGAMM COROZO JUNIOR SCHOOL

SUBJECT: English TEACHER: Angel Valdes LEVEL: 7th TERM: 1st WEEKS: 14 AREAS: NUTRITIONAL HABITS

LEARNING OBJECTIVES: Identify and summarize nutritional habits using a wide range of print and non-print texts by:Value and diffuse the importance of healthy habits to achieve personal wellbeing.



HEALTH, NUTRITION, AND FOOD.3.1-Nutritional HabitsFood groupsCauses andconsequences of abad nutrition*SicknessesGRAMMAR IN CONTEXT:-Modals : (Should shouldnt)-Short answers :( Yes, Ishould / No, I should not.)-Reflexive pronouns:(myself, yourself)-Conditionals:(If)-Future: Going to-Connectors: (and, but)VOCABULARY:FOOD: grains, vegetables,3.1-Surveying in theneighborhood or amongclassmates about foodhabits using grammarlearned.Classifying healthyfood and junk foodusing connectors in awritten chart.Using the modals:should and shouldnt insentences withnutritional habitsafter watching a video.Researching abouthealthy and unhealthy food

3.1-Showing interestfor practicing healthynutritional habits.Valuing practicinghealthy nutritionalhabits.Being conscious aboutcauses andconsequences of abad nutrition.

The student:3.1-Categorizesnutritional habits of thestudents orneighborhoodsaccording the pyramidfood in written or oralway.Creates a collageabout healthy foodand junk food usingrealia or pictureWrites sentences usingmodals: should andshouldnt aboutnutritional habits.Elaborates healthyrecipe applyinggrammar learned.3.1- Reports theresults in an oralpresentation aboutneighborhoods orstudents foodpreferences.Explains orally thecollage doneMakes a powerpoint or oralpresentation abouthealthy nutritionalhabits, and advicesto keep in shape.Presents orally ahealthy recipeselected. (teamgroups).



BIBLIOGRAPHY:



fruits, meals, facts, and oils,dairy products.HEALTHY HABITS: jogging,karate, aerobics, soccer,walking, swimming,basketball, baseball.NUTRITIONAL CONCEPTS:healthy food, junk food, fatfood, fast food, and dietaryfiber.Comparing healthy andunhealthy food usingconnectors andpyramid food.Gathering ideas inorder to create adialogue about at thegrocery storeintegrating conceptsand language skills(listening, speaking,reading and writing). Completes practicesabout causes andeffects of unhealthynutritional habits usingreflexive pronouns,conditionals, going to,and connectors(written and oral.)Writes a dialogueintegrating theconcepts and languageskills contents at thegrocery store.Answers writtenquestions aboutcauses and effectof unhealthynutritional habitsusing reflexiveusing a NutritionalResearch Guide.Performs adialogue at thegreengrocerystore.


SUBJECT: English TEACHER: Angel Valdes LEVEL: 7th TERM: 1st WEEKS: 14 AREAS: 4 ECOLOGY AND CONSERVATION

LEARNING OBJECTIVES:



Generate oral and written discourse by using the acquired vocabulary and structures in order to convey information onPanamas ecology by:Being convinced of the importance of protecting Panamanian forest.4.1-Making a writtenproject about a localconservation effort in theschool using pluralnouns, adjectives,demonstratives andpreposition of place.Enumerating steps tofollow to protect theflora and fauna ofPanama.Researching informationto write a report aboutthe MetropolitanNational Park, the 4.1-Showing awarenessof Panamas ecologyimportance.Engaging in socialactivism to protectthe environment.Showing interest forendangered speciesof Panama.Supporting ecologycampaigns in thecommunity.The student:4.1-Designs a posterusing relevantvocabulary prepositionsof place, anddemonstratives to talkcare of the environment.Creates a web map ofthe flora and fauna ofPanama.Designs a poster aboutan endangered speciesof Panama.4.1. Explains orallythe poster about howto protect theenvironment.Presents orally theimportance of theflora and fauna ofPanama.Explains a posterabout anendangeredspecies of Panama.Presents orally a



BIBLIOGRAPHY:



-Plural nouns-Adjectives-verbs-Preposition of place-Relative pronouns.-DemonstrativesVOCABULARY:ANIMALS: harpy eagle,golden frog, dear, tiger,PLANT /HERBS/SPICES:palm, bamboo, branch,chamomile, cinnamon,SEED GERMINATION:Hypocotyl, seed coat, radicle,cotyledons, foliage leaves,Gamboa Rainforest ofPanama, and othersaround the country.Watching and listeninga video about ways ofpreserving naturalresources.Observing and writinga report about thegermination of theplants usingdemonstratives, andpreposition of place.Surveying how humanactions affect the livingenvironment. Elaborates an albumabout National Parksin Panama.Draws thegermination processof the plant.Writes a speech aboutthe results of thesurvey how humanactions affect thenational environment.Writes naturalresources signs oncardboard withmessages about waysof preserving naturalresources.chosen nationalpark. theMetropolitanNational Park andthe GamboaRainforest ofPanama, andothers around thecountry.Writes commentsabout thegermination process.Performs a speechintegrating conceptsand language skillsabout humanactions that affectliving environment.Explains orally themessage written onnatural resourcessigns.


SUBJECT: English TEACHER: Angel Valdes LEVEL: 8th TERM: 1st WEEKS: 14 AREAS: FAMILY,SCHOOL , COMMUNITY, COUNTRY

LEARNING OBJECTIVES: Identify and share the family differences in the community and country in written or oral way by:Integrate and develop listening, speaking, reading and writing skills through the cultural heritage within thecommunity, school and country by:Develop an attitude of respect and commitment toward the family members by becoming aware of characteristicsand differences in order to create a positive society environment.



1-FAMILY, SCHOOLCOMMUNITY , ANDCOUNTRY1.1 Family Nuclear family Extended familyGRAMMAR IN CONTEXTWh questions-Verb to be,-Possessiveadjectives,-To do-Action verbs,-Adjectives,PRONUNCIATION:Practice the pronunciationof the vocabulary.

1.1-Labeling in a chartvocabulary related tofamily, school,community, and country.1.2-Reading andanalyzing stories aboutthe family. (TodaysModern Family).1.3-Summarizing anddiscussing the mostimportant ideas of thestory.-Appreciating thekind of family eachstudent has: nuclear, orextended.1.2-Showing empathyand respect for parentsand relatives.1.3-Valuing the role ofthe family and theschool in the society.Reads andpronounces sentencesabout family, peoplefrom community, andcountry.1.2-Diagrams a web mapabout the mostimportant ideas of thestory.1.3-Identifies theimportance of thefamilys role in thesociety in video sources.Complites a chatwith the vocabularylearned.1.2-Presents a speechabout the importanceof the family role inthe society.1.3-Makes ascrapbook about thestory read.



BIBLIOGRAPHY:


SUBJECT: English TEACHER: Angel Valdes LEVEL: 8th TERM: 1st WEEKS: 14 AREAS: 2 PEOPLE

LEARNING OBJECTIVES: Integrate and develop listening, speaking, reading and writing skills with occupations by:Appreciate the importance of the different jobs in our society.



2-PEOPLE IN PANAMA Panamanians Foreigners- Ethnicity- Nationalities Occupations ContributionGRAMMAR IN CONTEXT-Verb be*The teacher is necessary inthe community.-Nouns*intelligent studentPRONUNCIATION:Practice the pronunciationof the vocabulary.2.1-Interviewingprofessionals of all areas(education, medicine,laws, agriculture)2.2--Writing a reportabout the interview.2.3--Identifying thepopular occupations inthe community.2.4-Constructingaffirmative and negativessentences using the verbto be, adjectives,occupations, and definiteand indefinite articles.

Showing respectfor each occupation.2.2-Encouragingstudents to speak thelanguageappropriately.2.3-Appreciating thecontributions eachoccupations gives tothe society.The student:2.1-Presents a writtenreport about differentoccupations in Panama.2.2-Describes jobs of thecommunity.2.3-Identifies andmatches jobs with itscharacteristics.2.4-Writes sentencesabout activities thatpeople can do in thejobs.2.1-Designs abrochure with themost popularoccupations resultingfrom the interview.2.2-Gives orally adescription about themost important jobsof the community.2.3-Writes aparagraph about thefavorite occupationsusing the grammarlearned.



BIBLIOGRAPHY:


SUBJECT: English TEACHER: Angel Valdes LEVEL: 8th TERM: 1st WEEKS: 14 AREAS: 3 EDUCATION

LEARNING OBJECTIVES: Analyze the importance of education and the importance of learning a second language.Integrate and develop listening, speaking, reading and writing skills with educational systems by:Respect and be prude of the educational system in Panama.



3-EDUCATIONAL SYSTEM INPANAMA3.1 Basic EducationalSystem in Panama Concept- Public* Humanities* Science* Business- Private* Humanities* Science* Business Characteristics of eachone.*UniversityGRAMMAR IN CONTEXT:-Questions wordsWh- Word: What, where,when, how, why, how much,how many.-Nouns*Big school*Good profession-Adjectives*Comparative

PRONUNCIATION:Practice the pronunciationof the vocabulary.EDUCATIONAL SYSTEMSPrivate school, publicschool, university, the term,a degree, faculty3.1-Identifying differentareas of study in highschool for public andprivate education.3.2-Comparing thestrength and weaknessesof the area of studyselected.3.3-Describing theadvantages anddisadvantages of learningEnglish.3.4-Recognizing theauthorities of educationalsystem of Panama.3.5-Investigating the highschool of the districts andcareers they offer.3.6-Identifying theuniversities of the regionusing comparatives andsuperlatives3.7-Interviewing arelevant authority of theeducational system(private or public) of thearea using wh questions,noun, adjectives, andadverbs.3.8-Watching andlistening videos aboutdifferent careers.3.1-Praising public andprivate education andits role in the society.3.2-Promoting amongstudents theacquisition of a secondlanguage.3.3-Valuing theimportance of learninga second language.The student:3.1-Writes a shortparagraph about theimportance of educationin Panama.3.2- Creates a speechabout the importance ofstudying English for thefuture.3.3-Classifies thecharacteristics of publicand private educationsystems.3.4-Creates a bulletinboard about theauthorities of the schoolusing pictures andbiographies.3.5-Creates a collagewith the high school ofthe district and careersthey offer.Designs a posterabout the mostimportant universitiesand the careers theyoffer.3.7-Writes questions andanswers the universitiesof the area using whquestionsand thevocabulary learned.3.8-Writes a role-playabout the importance oflearning English.3.9-Points out the mainideas of the videolistened usingaffirmative and negativesentences, adjectives,nouns, adverbs.3.1-Designs a webmap with thecharacteristics of thepublic and privateeducational system inPanama.3.2-Presents adramatization aboutthe importance tostudy English inPanama.3.3-Explains orally thebulletin board.3.4- Explains orallythe collage using thegrammar learned.3.5-Presents orally aposter about themost importantuniversities and thecareers they offer.3.6-Presents orally adialogue about the importance ofeducation in people`slife.3.7-Writes a shortparagraph about thevideo as culminatingassignment.



BIBLIOGRAPHY:


SUBJECT: English TEACHER: Angel Valdes LEVEL: 8th TERM: 1st WEEKS: 14 AREAS: 4 NUTRICIONAL HABITS

LEARNING OBJECTIVES: Identify organizations that help to diminish malnutrition in Panama.Summarize recommendations of good nutritional habits for adolescents, pregnant, and obese.Integrate and develop listening, speaking, reading and writing skills with nutritional habits by:Be convinced of the influence of good nutritional habits have in mental and physical development.



4-HEALTH, NUTRITION,AND FOOD.4.1-Nutritional ConditionDeviationsMalnutritiono By deficito By excessConceptsRecommendations- For Children- Foradolescents- For pregnant- For obespeople- For old peopleGRAMMAR IN CONTEXT:-Do doesAs verbAs an auxiliary-Present tenseYes / no questions-Contractions: don`t /doesn`t.PRONUNCIATION:-/th/ pronunciation( methods //, that,health//).4.1-Identifyingcharacteristics ofundernourishment inteenagers.4.2-Writing a reportabout the most commonnutritional habits ofteenagers.4.3- Researching aboutmost affected regionswith malnutrition inPanama.4.4-Comparingorganizations that help to

abolish malnutrition inPanama.4.5-Discriminating the/th/sounds in a list ofwords given.4.1-Acceptingresponsibility ofpracticing healthynutritional habits.4.2-Showing interest topractice nutritionalhabits.4.3-Engaging in socialgroups to diminishmalnutrition in theschools.The student:4.1-Creates a bulletinboard contrastinghealthy and unhealthyhabits in teenagers.4.2-Writes sentencesusing do and does aboutthe most commonnutritional habits ofteenagers.4.3-Reads and writes areport about regionswith malnutrition inPanama.

4.4-Designs a posterabout one organizationthat helps to diminishmalnutrition in Panama.4.5-Distinguishes the/th/ sounds (vibratedand non-vibrated).4.1-Exposses orallythe bulletin boardcreated.4.2-Elaborates abalance dietfor obese students.4.3-Elaborates a planto support a selectedundernourishmentfamily.4.4- Presents orally areflection about theplan developed.

4.5-Explains orally theposter designed.4.6-Writing a shortparagraph using do/does.4.7- Reads aloud ashort paragraph orreading including the/th/ sounds.4.8-Listens anddiscriminating thewords according tothe /th/ sound.



BIBLIOGRAPHY:


SUBJECT: English TEACHER: Angel Valdes LEVEL: 9th TERM: 1st WEEKS: 14 AREAS: SOCIETY

LEARNING OBJECTIVES: Analyze the role of the family and the school in the society through readings and discussions.Integrate and develop listening, speaking, reading and writing skills about society through different activities.



FAMILY, SCHOOL,COMMUNITY , AND COUNTRY1.1-The familyDefinitionRole in the societyo At homeo At schoolo In thecommunityGRAMMAR IN CONTEXT:-Subject pronouns-Short answerVOCABULARYFAMILY MEMBERS:Mother, father, sister, brother,cousin, nephew,grandmother.1.1-Investigatingdefinitions about familyand summarizing it usingsubject pronouns,possessive adjectives andpresent progressive.1.2- Establishing thefamily`s and the schoolsrole within a communitythrough a comparativechart from a video.1.3-Listening shortconversations andidentifying specificinformation about thefamily topic.1.1-Sharing the rolethat the family and theschool have in thesociety.1.2-Valuing the impactthat the family and theschool have instudents lives.The student:1.1-Creates a powerpoint or folder about thefamily.1.2-Summarizes thefamily`s and the schoolsrole within a communityafter watching the video.1.3-Writes missinginformation in theconversations.1.1-Explains thepower point or folderin front of the class.1.2-Presents thesummary in writtenway, illustrating it.1.3-Completesspecific informationabout theconversations listenedin a CD or with theteacher`s voice.



BIBLIOGRAPHY:


SUBJECT: English TEACHER: Angel Valdes LEVEL: 9th TERM: 1st WEEKS: 14 AREAS: PEOPLE

LEARNING OBJECTIVES: Generate messages concerning people in society, parts of the body, feelings, moral values andsuggestions by producing comprehensive oral and written discourse in order to communicate successfully.Predict the positives elements according to the relationship among relatives, classmates, friends, spouses and unknown people.Integrate and develop their listening, speaking, reading and writing skills through their cultural heritage content.



PEOPLE IN SOCIETY,SENTIMENTS FEELINGS,MORAL VALUES AND BODYPARTS.2.1-People in the societyCharacteristicsValueso At homeo At schoolo Workplaces2.2- SexualityConceptsRelationshipo Amongrelatives1. Describing the valuespracticed at home and atschool through picturesand descriptions.2.2-Answering somequestions about therelationships amongrelatives, classmates,friends, and unknownpeople, such as:Are you living with bothparents?What are your parentsdoing for you?How many friends do youhave?

1- Being aware thathuman beings musthave goodrelationships.2.2-Valuing thepositives elementspeople have to share indifferent types ofrelationships.2.3-Being empathic andsupportive withclassmates and friendsor relatives who areundergoing different types of feelings oremotional problems.

The student:2.1-Creates a mindmapping about valuespractice at home and atschool.2.2-Makes a collageabout the valuesstudents need topractice for having agood relationship.2.3-Writes a reportabout the questions answered in pairs.2.1-Presents the mindmapping in oral andwritten way.2.2-Presents thecollage created.2.3-Explains thereport in front of theclass.2.4-Designs a bulletinboard about thedifferent types ofmarriage.



BIBLIOGRAPHY:


SUBJECT: English TEACHER: Angel Valdes LEVEL: 9th TERM: 1st WEEKS: 14 AREAS: RIGHTS AND RESPONSIBILITIES

LEARNING OBJECTIVES: Analyze social and individual rights and responsibilities for children and women.Identify the discrimination that women suffer in our society.Integrate and develop the listening, speaking, reading and writing skills through rights and responsibilities content.



3- HUMAN RIGHTS3.1- Human Rights- Individual and socialrightso For childreno For women- Rights and duties- DiscriminationGRAMMAR IN CONTEXT:-Wh questions-Infinitives-Plural nouns-AbbreviationsVOCABULARY:HUMAN RIGHTS: democracy,discrimination, declaration,illiteracy (adults),participation, peace-making,protocol, public freedoms,ratification,recommendation, refugee,resolution, rule of law, and soon.

3.1-Classify the individualand social rights andduties for children andwomen.3.2-Explaining howdifferent ways ofdescribing peopleinfluence how peoplevalue and treatthemselves and others(discrimination).3.3-Reading a shortreading about humanrights and theresponsibilities towardsociety.

3.4- Researching aboutthe rights and duties of aPanamanian citizen.3.1-Appreciating therights andresponsibilities peoplehave to practice in oursociety.3.2-Establishing howstereotypes anddiscrimination affectspeoples rights andresponsibilities within asociety.3.3-Showing respectand understandingabout peoples rights.

3.4- Promoting amongthe classmates theimportance of therights and duties of aPanamanian citizen.The students:3.1-Identifies thedifference between aright and a duty.3.2-Classifies rights andresponsibilities in aposter.3.3-Identifies examplesin which discrimination isused.3.4-Demonstratesunderstanding of topicsthrough Reading assigned.3.5- Writes shortsentences about therights and duties of aPanamanian citizen.3.1--Defines theconceptsright and duty.3.2-Creates,illustrates, anddescribing a posterabout rights andduties for childrenand women.3.3-Creates andexplains a collagewith examples ofdiscrimination.3.4-Answersquestions about the reading in a writtentest in order todemonstratecomprehension.3.5-Elaborates abulletin boardexplaining the rightsand duties of aPanamanian citizen



BIBLIOGRAPHY:


SUBJECT: English TEACHER: Angel Valdes LEVEL: 9th TERM: 1st WEEKS: 14 AREAS: NUTRITIONAL HABITS

LEARNING OBJECTIVES: Investigate and present recipes with good nutritional balance.Integrate and develop listening, speaking, reading and writing skills with nutritional habits by:1- Creating a pamphlet about a nutritional recipe using likes and dislikes.2- Interpreting a variety of informational texts about good and bad nutrition.Be conscious of the influence that good nutritional eating has in students` life.



4-HEALTH, NUTRITION,FOOD AND EATING HABITS.4. 1- Nutritional Habits Concept A balanced diet Advantage of a goodnutrition. Causes and effects of abad nutrition. Suggested recipes.GRAMMAR IN CONTEXT:-Conditionals-Adverb of frequency-Likes and dislikes-Yes no questionsHow often do you drinksoda?If you drink too much soda,you could get sick of yourkidneys.PRONUNCIATION:Practice the pronunciation ofthe vocabulary.VOCABULARY:FOOD: sandwich, hot dog,meat, pizza, rice with chicken,beef steak, salad, balanced /healthy diet, unhealthy diet,condiments, spicy, fresh,ingredients, procedure, tobake, to boil, to fry, to roast,to grill, to add, to beat, toblend, to break, to chill, tochop, to decorate, to cook, todecorate, and so on.4.1- Investigating theconcept of a balanceddiet.4.1- Explaining how tomake a balanced diet.4.2- Reading andsummarizing about theadvantages of goodnutrition and the causesand effects of badnutrition.4.3- Designing apamphlet about a recipe:ingredients, procedure, and illustration.4.3- Preparing a recipewith a good nutritionalbalance.4.4- Surveying andwriting statements aboutlikes and dislikes incomplete sentences.4.5-Listening attentivelyto conversations abouthealthy or unhealthyfood and identifying mainideas and supportingdetails.4.1-Being familiar withthe meaning of ahealthy, balanced diet.4.3- Valuing the effortof people in order toprepare food withhealthy nutritionalbalance.4.3- Participatingactively in the creationof a pamphlet.4.4- Stating at least sixpersonal likes or dislikes about foodpreferences.The student:4.1-Writes a paragraphabout a balance diet.4.2-Writes theadvantages anddisadvantages of goodand bad nutrition.4.3-Creates a pamphletabout a healthy recipeusing MicrosoftPublisher or in writtenway.4.4-Writes sentences about the results of thesurvey.4.5-Identfies healthy orunhealthy food througha listening.4.1-Presents orallyhow to make abalanced diet.4.2- Makes ascrapbook aboutadvantages of goodnutrition and thecauses and effects ofbad nutrition.4.3-Presents orallythe recipe in theclassroom.4.4- Makes oral orwritten presentations about likes anddislikes.4.5-Matches thehealthy or unhealthyfood with thecharacteristic afterlistening thedescription throughtechnological devicesor teacher`s voice.



BIBLIOGRAPHY:

BOOKSCONTENT

VOCABULARY LINKLISTENIGLANGUAGE LINK

Unit 1 ME AND FAMILY UNIT 6

LESSON A 6 Getting to know you Basic introductions.What`s your name?My name is my name is johnListening for namesSubject pronouns and possessive adjectives with be.

LESSON B 11 This is my family!Family members, father, mother, son, daughter, sisterWho is the speaker?Listening for names and relationships.Possessives.

Unit 2 countries and nationalities 16

Lesson A 16 Countries of the world.Countries and nationalities Mexico, Mexican.Are you for japan?Listening for place and adjectives.Question words and who

Lesson B 21What is your city like?Describing activities listening to music studying, eatingwhat are you doing? listening for what people are doing.The present continuous

Unit 3 people in Panama

Lesson A 26 Everyday activities Common activitiesListening to music studying ,eating what are you doing?The present continuous

Lesson B 31 At school School subject writing, math, science, history I `m taking a math class.:listening for class schedules.The present continuous extended time.

Unit 4 food 36

Lesson A 36 Food and eating habits.Foods for breakfast, lunch, and dinnerIm making dinner.Listening for foodsThe simple present

Lesson B 41Food around the worldDescribing festivals festival, visit ,traditional, paradefoods around the world listening for descriptions of foodsThe simple present: yes/no questions and short answers.

Unit 5 My environment

Lesson A 46 At the supermarketAt the supermarket. Apples, chicken, fish, lettuceshopping list:Listening for food itemsCount and noncount nouns with some and any.

Lesson B 51 Places in my city 51In the neighborhood bank, gym, internet, caf,libraryWhere are they? listening to music studying, eatingPrepositions of place


Unit 1 ALL ABOUT ME 6

Lesson A 6 The people in my lifeRelationships acquaintance, best friend, colleague nosy Nora:Listening for meaning and details

The simple present vs. the present continuous.

Lesson B 11 My family Family relationships, married, single, divorcedthree families:Listening for personal detailsNumbers 11-2,000

Unit 2 TODAY`S TRENDS

Lesson A 16 Family statistics a majority of, 15 percent ofnon- traditional families: listening for activities and roles

Quantity expressions

Lesson B 21Modern dating Describing dating customswho are you dating? listening to a conversation about datingWh-questions about the subject

Unit 3 SCHOOL YEARS 26

Lesson A 26 how your nameCollege reunion forget memories, memorizestudy tips : listening for gist and details about study tips The simple past: irregular verbs

Lesson B 31 School year`s book A record of your life diploma, passport a yearbookjust a few old keepsakes. Listening for detailsReview of the simple past

Unit 4

Lesson A 36 The world of workJob qualitiesActive, punctual, pleasant, carefulwhat`s the job?Listening for gist and job details.

The simple past: irregulars verbs

Lesson B 41Dream jobs Two-word jobsTaxi driver, fitness instructoryou need to move heavy objects sometimes.Listening for job interview.Verb infinitive

Unit 5 student life

Lesson A 46 Starting outApplying to college apply to, semester, completive.choosing a college: listening for completed events and details

Plans and decisions with be going to and will.

Lesson B 51After graduation Future time expressions next week, someday, sooner or laterafter you graduate listening for majors and future plansPredictions with be going to and will


Unit 1 family life style 6

Lesson A 6At home Around the house air conditioner, barbecue grill a vacation home: listening for differences

Describing use: be used+ infinitive be used for +gerund or noun

Lesson b 11The time of your lifePublic things and places bus station, campus, parkby car or by subway? listening for transportation detallisExpressing prohibition

Unit 2 life is all about change 16

Lesson A 16 The stages of life adulthood, childhood, infancy, teenagerthe terrible twos: listening for gist and details about a two-year-old boy

Future forms

Lesson A 21 milestonesImportant events fall in love, get promotedan accomplished woman: listening for details of a lifeModals of future possibility

Unit 3 social issues 26

Lesson 26 In communityCommunity issues rush hour, noise, pollution that`s one of our projects listening for gist and project detailsToo and enough

Lesson B 31On a global scaleWorld problems endangered species, urban sprawlcity or suburb? Listening for gist, details, and attitudesFuture factual conditionals

Unit 4 people

Lesson A 36Feelings How do they feel?Angry, bored, nervous, scaredwhy are you smiling?Listening for gistReview of the present continuous

Lesson B 41 Body parts and gestureBody parts and gestures shake hands, how, kiss, point what are they doing? listening for gestures and details Object pronouns

Unit 5 manners and habits 46

Lesson A 46 How to behave Table manners disrespectful, typical, impolite cave tour: listening for rules and adjectives

It+ be+ adjective + infinitive; gerund as subject

Lesson B 56 I need a change I need change get a haircut, go to a gym, lose weightnew years resolutions: listening for resolutions and detailsLike to vs. would like to

Chiriqu ProvinceBaru DistrictCorozo English DepartmentFirst Term English Activities

In February, the students welcoming presentation at the end of the month. In March, the first term English programming delivered on a C.D. to the Corozo Principal; the beginning of the Holy Week and the mural presentation made by the 8B group.In April, at the beginning of the month, the closure of the Holy Week with the civil act presented by my counseling group, the 7A students.On this day, April 6th, a small group will read more about the Holy Week to the whole school. During this month, we will celebrate The Health`s World Day with a mural made by the 9th groups and a historic highlight read on the next civic act. We will also celebrate: the Earth`s world Day, The Spanish Language Day, The Book`s World Day, and The No Smoking Day. We will use illustrations to decorate the school`s walls and I will assign murals to decorate the classrooms according to the celebration. Besides that, in May, we will celebrate the Labor`s Day and I will receive the students parents to talk about the students` academic performance. In this month we also celebrate The Family`s International Day, The Tree`s World Day. And finally, at the end of the month, my counseling group and I will choose two poor families to give away a food basket in order to project our school into the Corozo Community.

In February, I took a Seminar on How to get along with the work partners

Classrooms Profiles

DEAR SUPERVISORS:

THANKS FOR READING THIS REPORT.

ATT: ANGEL HIPOLITO VALDS

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