This document contains content schedules for English courses at the "San Patricio" private educational institution for various grade levels. It includes the following components that will be covered each bimester: grammar, phonetics, and vocabulary. For each bimester and grade level, the specific grammar structures, phonetic elements, and vocabulary topics that will be taught are listed. The document provides a comprehensive overview of the English curriculum across 1st through 5th grades.
This document outlines an annual teaching plan for 9th grade English students. It includes general information about the course, objectives, content that will be covered each bimester, methodology, resources, and evaluation. The plan covers topics such as introductions, family, daily routines, leisure activities, and shopping. Grammar focuses on verbs, pronouns, questions, and prepositions. Vocabulary builds on words related to the content areas. Evaluation of students' listening, reading, speaking and writing skills will also be assessed.
This weekly plan outlines the English lessons for 6th grade students from March 5-9, 2012. [1] The lessons focus on practicing the alphabet, classroom language expressions, and greetings/farewells. [2] Activities include singing the alphabet chant, a bingo game to identify letters, role-playing greetings, and classifying formal and informal expressions. [3] Assessment strategies are formative, such as identifying letters and spelling words, as well as summative like an oral and written alphabet test on Friday.
1) The document is a syllabus for teaching English at SMK Negeri 10 Muaro Jambi for the second semester of the 2012/2013 school year.
2) It outlines 4 competencies to be covered: describing simple events, understanding simple memos/menus/schedules, understanding foreign words and simple sentences based on formulas, and writing simple invitations.
3) For each competency, it specifies the learning materials, teaching methods, learning experiences, time allocation and resources to be used.
This document provides an overview of the units and topics covered in a Spanish II course. It includes 12 units that progress from introducing yourself and friends to discussing past experiences and future plans. Each unit covers grammar concepts, vocabulary, and cultural topics related to Spanish-speaking regions. The goal is to build on foundational Spanish skills and have students express more complex ideas about their lives, interests, and relationships through the target language.
The document is a unit planner for a theme of "Friends and Family" across 6 weeks of instruction. It outlines the oral language, word study, reading, and language arts focus each week. Week 1 focuses on friends at school and includes phonics on short a and i sounds. Week 2 looks at pet friends and phonics of short e, o, u. It provides comprehension strategies, fluency activities, vocabulary and grammar lessons each week aligned to the theme.
The document provides two grading rubrics for evaluating scripts and videos. The rubrics assess language/grammar, vocabulary, creativity, storyline, pronunciation/fluency, presence/acting effort, video quality, and use of props/sets/locations. For Groupe 1, the total score is 19.5 out of 40, earning a grade of C-. For Groupe 2, the total score is 36.5 out of 40, earning a grade of A-.
The document provides grading rubrics for two student groups, Groupe 5 and Groupe 2, on a script assignment. Groupe 5 received an overall score of 19.5/40 and their work was deemed "passable". Groupe 2 received a higher overall score of 36.5/40 and their work was deemed "Tr竪s bien". The rubric evaluated various elements of the assignment including language, vocabulary, creativity, story line, pronunciation, immersion, video quality, and use of props.
The document discusses sentence processing and comprehension. It covers topics like sentence and clause as processing units, case-role assignment and subject-verb processing, structurally related sentences like negatives and passives, factors in comprehension like pragmatics and semantics, parsing strategies, and models of comprehension like autonomous vs interactive processing. The conclusion summarizes that a sentence is a major processing unit, an interpreter relates subject and verb, and comprehension involves factors like structure, meaning, and context.
Este documento presenta los aprendizajes fundamentales, competencias, capacidades e indicadores en ingl辿s para primero y segundo grado. Cubre cuatro competencias principales: comprensi坦n de textos, producci坦n de textos escritos, expresi坦n y comprensi坦n oral. Para cada competencia, enumera las capacidades clave que los estudiantes deben desarrollar y los indicadores espec鱈ficos de logro esperados para cada grado.
Este documento presenta una tabla con las capacidades esperadas para cada 叩rea y grado de educaci坦n primaria. En la tabla se enumeran las capacidades espec鱈ficas de comprensi坦n lectora, producci坦n de textos, ingl辿s, matem叩ticas, ciencias, historia, formaci坦n c鱈vica, educaci坦n f鱈sica, arte, religi坦n y educaci坦n para el trabajo. La tabla describe las capacidades que los estudiantes deber鱈an desarrollar a単o tras a単o para cada 叩rea, con el objetivo de ofrecer una gu鱈a sobre las expectativas de aprendiz
Estrategia didactica para mejorar el aprendizaje de ingl辿s en ni単os y ni単as d...gerenciaproy
油
ESTRATEGIA DIDCTICA PARA MEJORAR EL APRENDIZAJE DE INGLS EN NIOS Y NIAS DE 3 A 6 AOS EN EL GIMNASIO EL LAGO
Este documento presenta el plan de estudios del 叩rea de ingl辿s para los grados primero a quinto de una instituci坦n educativa ind鱈gena. Describe los ejes tem叩ticos, objetivos, contenidos e indicadores de logro para cada periodo. Los temas incluyen saludos, colores, frutas, familias, partes del cuerpo y de la casa, profesiones, meses y d鱈as. El plan busca que los estudiantes desarrollen habilidades comunicativas b叩sicas en ingl辿s a trav辿s de canciones, juegos y conversaciones
El documento presenta el programa anual de ingl辿s para 1ero a 5to grado de secundaria. El programa se organiza en 6 unidades did叩cticas de entre 20 a 40 sesiones cada una, abarcando temas como presentaciones personales, rutinas diarias, lugares de la ciudad, opiniones y preferencias. Cada unidad busca desarrollar las 4 habilidades ling端鱈sticas en ingl辿s y se enfoca en un enfoque comunicativo y centrado en acciones. El objetivo es que los estudiantes alcancen el nivel A1 de ingl辿s, p
Este documento presenta un resumen de tres oraciones del plan de 叩rea del departamento de ingl辿s del Instituto Empresarial Gabriela Mistral para el a単o 2014. Detalla el n炭mero de cursos, semanas y horas de ingl辿s por grado, as鱈 como la lista de docentes asignados a cada grado. Adem叩s, explica las dimensiones, objetivos, procesos, subprocesos y competencias que el plan de 叩rea busca desarrollar en los estudiantes.
Este documento presenta los aprendizajes fundamentales, competencias, capacidades e indicadores en ingl辿s para primero y segundo grado. Cubre cuatro competencias principales: comprensi坦n de textos, producci坦n de textos escritos, expresi坦n y comprensi坦n oral. Para cada competencia, enumera las capacidades clave que los estudiantes deben desarrollar y los indicadores espec鱈ficos de logro esperados para cada grado.
Este documento presenta una tabla con las capacidades esperadas para cada 叩rea y grado de educaci坦n primaria. En la tabla se enumeran las capacidades espec鱈ficas de comprensi坦n lectora, producci坦n de textos, ingl辿s, matem叩ticas, ciencias, historia, formaci坦n c鱈vica, educaci坦n f鱈sica, arte, religi坦n y educaci坦n para el trabajo. La tabla describe las capacidades que los estudiantes deber鱈an desarrollar a単o tras a単o para cada 叩rea, con el objetivo de ofrecer una gu鱈a sobre las expectativas de aprendiz
Estrategia didactica para mejorar el aprendizaje de ingl辿s en ni単os y ni単as d...gerenciaproy
油
ESTRATEGIA DIDCTICA PARA MEJORAR EL APRENDIZAJE DE INGLS EN NIOS Y NIAS DE 3 A 6 AOS EN EL GIMNASIO EL LAGO
Este documento presenta el plan de estudios del 叩rea de ingl辿s para los grados primero a quinto de una instituci坦n educativa ind鱈gena. Describe los ejes tem叩ticos, objetivos, contenidos e indicadores de logro para cada periodo. Los temas incluyen saludos, colores, frutas, familias, partes del cuerpo y de la casa, profesiones, meses y d鱈as. El plan busca que los estudiantes desarrollen habilidades comunicativas b叩sicas en ingl辿s a trav辿s de canciones, juegos y conversaciones
El documento presenta el programa anual de ingl辿s para 1ero a 5to grado de secundaria. El programa se organiza en 6 unidades did叩cticas de entre 20 a 40 sesiones cada una, abarcando temas como presentaciones personales, rutinas diarias, lugares de la ciudad, opiniones y preferencias. Cada unidad busca desarrollar las 4 habilidades ling端鱈sticas en ingl辿s y se enfoca en un enfoque comunicativo y centrado en acciones. El objetivo es que los estudiantes alcancen el nivel A1 de ingl辿s, p
Este documento presenta un resumen de tres oraciones del plan de 叩rea del departamento de ingl辿s del Instituto Empresarial Gabriela Mistral para el a単o 2014. Detalla el n炭mero de cursos, semanas y horas de ingl辿s por grado, as鱈 como la lista de docentes asignados a cada grado. Adem叩s, explica las dimensiones, objetivos, procesos, subprocesos y competencias que el plan de 叩rea busca desarrollar en los estudiantes.
1. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
CARTEL DE CONTENIDOS 1尊 DE SECUNDARIA
REA: ENGLISH
BIMESTRE COMPONENTES CONTENIDOS
a/an plural nouns
GRAMMAR
can abilitity
imperatives
PHONETIC subject pronouns
be:present simple
question words
this /that/those/these
possessive adjectives
I BIMESTRE VOCABULARY possessive s
present simple
numbers
the alphabet
countries and nationalities
favourite things
sports
family
adjectives for pets
II BIMESTRE
GRAMMAR Adverb of frecuency
Present simple: question
Love,like,not like,hate +ing form
Countable and uncountable nouns
A lot of,some ,any
PHONETIC
Frecuency expressions
How often?
Present continuos
Present continuos for future plans
Present continuous Vs present simple
2. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
Daily routines
VOCABULARY Free time activities
Food
school subjects
the weather
collocations
GRAMMAR There is /there are
Object pronouns
Have got
PHONETIC How many..?
Was/ were
Past simple:regular verbs
Past simple:irregular verbs
There was/ there were
III BIMESTRE VOCABULARY Past time expressions
Past simple question
Preposition of place
The home
Physical descripctions
Jobs
Things you read
Adjectives of opinion
GRAMMAR Going to
Must
PHONETIC Can : permission
IV BIMESTRE
VOCABULARY
Holidays
Rules
____________________________ ___________________________
Prof: Sub-Direcci坦n
3. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
CARTEL DE CONTENIDOS 2尊 DE SECUNDARIA
REA : ENGLISH
BIMESTRE COMPONENTES CONTENIDOS
Wh-question
GRAMMAR There is there are
Present simple
Adverb of frecuency
PHONETIC Present simple : question
Like + -ing form
Present continuos
Object pronoun
Present simple Vs present continuous
I BIMESTRE Time expressions
VOCABULARY
Meet my family
My room
Classroom objects
Personality adjectives
Hobbies
Shops
Music genres
Comparatives
GRAMMAR Superlatives
Was / were
Could
PHONETIC Past simple:affirmative-negative question
There was- there were
Past continuous
Past continuous question
Past simple Vs past continuous
II BIMESTRE
VOCABULARY
Transport
Places in a city
The body the face
Verbs of movement
Science fiction
4. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
Countable and uncountable nouns
A lot of, some ,not any
GRAMMAR How much- how many
Not much,not many with verbs
PHONETIC
Should
Should.question
Must
Must Vs should
III BIMESTRE Will : facts
Will:question
Future time expressions
Going to
Will: prediction
Tv programmes
VOCABULARY Electrical appliances
Healthy habits
Body words
Measurements
Life plans
First conditional
GRAMMAR First conditional :question
Some/ any / no + body/ things / where
Every + body/things /where
PHONETIC
IV BIMESTRE Superstitions
VOCABULARY causes
____________________________ ___________________________
Prof: Sub-Direcci坦n
5. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
CARTEL DE CONTENIDOS - 3尊 de SECUNDARIA
REA : ENGLISH
BIMESTRE COMPONENTES CONTENIDOS
Present simple
Past simple
GRAMMAR
Like + -ing form
PHONETIC Present simple Vs present continuous
Present continuous for future plans
Comparatives and superlatives
Whatlike?
Have to / not have to
Have to : question
I BIMESTRE
Can-cant mustnt , not have to
VOCABULARY
Personal things
Free time activities
Fashion
Cities : adjectives
Helping at home
Adventure activities
II BIMESTRE
Past simple
GRAMMAR
There was / there were
Adverb
PHONETIC Past continuous
Past simple Vs past continuous with when
and while
Too much ,too many,not enough
quantifiers
present perfect
been gone
VOCABULARY present perfect : question
just
6. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
adverbs
types of art
city life
adjectives for emotions
jobs life experiences
First conditional
GRAMMAR
Future time clauses
Going to ,will , might
PHONETIC
Present perfect with for/ since
How long?
Present perfect Vs past simple
III BIMESTRE
Present and past passive affirmative and
VOCABULARY
negative
Active passive
Bedroom objects
The environment
Sport equipment
Life box
Behind the camera
GRAMMAR Can , could will be able to
Sense verb
IV BIMESTRE PHONETIC
Communication
VOCABULARY Sense verbs
____________________________ ___________________________
Prof: Sub-Direcci坦n
7. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
CARTEL DE CONTENIDOS - 4尊 DE SECUNDARIA
REA : ENGLISH
BIMESTRE COMPONENTES CONTENIDOS
Present simple and past simple:question
Adverb of frecuency
GRAMMAR
How much how many?
Present simple present continuous
Like +- ing form
PHONETIC Preposition + -ing form
Verbs of ambition + infinitive
Have to : present
Have to : past
I BIMESTRE
Past simple past continuous
VOCABULARY
Used to
Used to: questions
Jobs at home
Verbs por attitudes
Performing arts
Musical instruments
Place in a village
material
II BIMESTRE
GRAMMAR Present perfect with just
Already and yed
Present perfect with for and since
PHONETIC Comparative and superlative
(not) asas
Too and not enough with adjective
Sense verbs
Verbs of probability
Relative pronoun
Omitting who,which and that
Subject and object question
8. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
VOCABULARY
Travel
British V. American English
Shopping
Advertising
Identity
Verbs for historical events
GRAMMAR Future forms
Will and might
PHONETIC
First conditional
Second conditional
VOCABULARY Should shouldnt
Second conditional for advice
First V. second conditional
III BIMESTRE
Passive :present and past
Passive : question
Natural disasters
Crime
Relationship
Monuments
Mysteries
Past perfect
Past perfect:question
GRAMMAR
Reported speech
Say and tell
IV BIMESTRE PHONETIC
Newspapers
VOCABULARY Reporting verbs
____________________________ ___________________________
Prof: Sub-Direcci坦n
9. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
CARTEL DE CONTENIDOS 5 years
REA : ENGLISH
BIMESTRE COMPONENTES CONTENIDOS
Greetings
VOCABULARY
Boy and girl
PHONETIC School objects
Classroom objects
I BIMESTRE
Colors
Shapes
Parts of the body
Parts of the face
VOCABULARY My birthday
PHONETIC
Preposition
Number 1 to 10
II BIMESTRE My family season
Clothes
Places of the community
Community workers
VOCABULARY Food
PHONETIC
Drink
Number 11 to 15
Verbs I
III BIMESTRE Pets
Wild animals
Parts of the house
Verb II
IV BIMESTRE
More shapes
VOCABULARY
Verb III
Number 15 to 20
PHONETIC The alphabet
Month of the year
10. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
____________________________ ___________________________
Prof: Sub-Direcci坦n
11. Instituci坦n educativa privada
san patricio 2013
Santa anita
Direcci坦n acad辿mica
____________________________ ___________________________
Prof: Sub-Direcci坦n