Report 1

CHIRIQUI PROVINCE
MINISTRY OF EDUCATION
BARU DISTRICT
COROZO PRE-MEDIUM SCHOOL
ENGLISH DEPARTMENT
TEACHER:
ANGEL HIPOLITO VALDES
ENGLISH REPORT
APRIL 6TH 2015
STUDENTS LIST
REPUBLICA DE PANAMA
MINISTERIO DE EDUCACCION
PRIMER CICLO DE COROZO
PROFESOR: ANGEL VALDES
ABREGO S. FERNANDO
ABREGO S. JULIO A
AMADOR G. ISAAC J.
ARAUZ DE GRACIA JOSU A
ARIAS S. ANTHONY X.
CABALLERO C. KENDAL J.
CABALLERO G. YAIRETH J.
CABALLERO H. JOSTIN N.
G.CONCEPCION ERNESTO
CUBILLA R.ENITH E.
DE LON M. RUBITH Y.
GARCIA P JULIO
GONZALEZ G. MAINOR
GUERRA CERFERINO
GUERRA S. ALEXANDER
MOLINA J. MARYURI Y.
MORALES R. PEDRO
MUOS ONSIMO A.
ORTIZ G. ANA CRISTINA
OTERO G. STEVEN R.
PASCASIO P. YREMI L.
QUINTERO KEVIN
RODRIGUEZ M. WILFRIDO J.
RODRIGUEZ T. YESENIA D.
SNCHEZ ISMAEL
SANJUR S. ENRRIQUE
SOLIS C ANA P.
VENADO S. JASON A.
VEANADO YULIANA
GRUPO 7A
REPUBLICA DE PANAMA
PROFESOR: 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 SAMUEL
MONTEZUMA J. ANTHONY M
PALACIO G VICTORIO
QUINTERO S. ANAYELIS L.
RIOS A SAID J.
RIVERA CH.ASHLEY M.
RODRIGUEZ C. CARLOS A.
SALINA MAIDELYN
SALINA V. ELIECER
SALINAS STEPHANIE
SANTO B. LUISA
SANTOS P. BOLIVAR
SANTOS C OVIER O.
SIRE V. YOUDELITH
SOLIS YOIDER
VELASQUEZ R. EDWARD A.
VIGIL C. NAYELIS L.
REPUBLICA DE PANAMA
PROFESOR: ANGEL VALDEZ
ABREGO, ABREGO FELICIANO

AGUILAR, ABREGO VIRGINIA
ARAUZ DE GRACIA JOS N.
GRUPO 8A
CABALLERO, CABALLERO JAMES ANDERSON

GMEZ, SNCHEZ, NEIVIS JACKELINE
GONZALEZ, CABALLERO JOS LUIS
LEWIS G. ENRRIQUE S.
PIMENTEL, SANJUR YODALIS YOMIRA
PINEDA, ESPINOZA YERINSON ESMIR
PINZON CONCEPCION ELIZABETH DEL C
RODRIGUEZ ARAUZ MELQUISEDEC
RODRIGUEZ J. JUAN MIGUEL
RODRIGUEZ SERRANO DAYANIS LISSETH
SALDAA RODRIGUEZ DISNAIRA INS
SALINAS MARTINEZ RONAL OMAR
SANJUR DELGADO DALYS MARGARITA
SANTO VENADO SANTIAGO
SOLIS LUZMILA
TROCH QUIEL JAYON JOS
VEGA, PINZN ABDIEL DE JESUS
ZAPATA JOS ARMANDO
ZURDO, MIRANDA NAILEA NOEMI
ZURDO SALINA SERGIO
REPUBLICA DE PANAMA
ALLAD CHVEZ ADN ARIEL
ATENCIO QUINTERO KEILA KARINA
AVILA Q GARY J.
BEITIA SANJUR JOSE ANTONIO
CEDEO CABALLERO CESAR HILARIO
CHAVARRIA MONTENEGRO EDLIMA YAJAIRA
CHAVES GUTIERREZ CRISTOBAL NORIEL
CRUZ MILEYKA OSIRIS
GONZALEZ DE GRACIA YURISBETH NOEMI
GONZALEZ GALLARDO GABRIEL ENRRIQUE
LOPEZ MORALES ROLANDO
MONTERO ESPINOZA CALEB STUART
PALACIOS PEREZ GENESIS MAYELIS
GRUPO 8B
PITTI ATENCIO BOLIVAR JESS

PITTI SALINA ANIBAL
RYDER NUEZ YARIBETH JAHIRA
SALINA T KENNETH B
SANCHEZ CABRERA BLEIDYS IVANIS
SANCHEZ MORALES ABDIEL ANTONIO
SANTO PISANTO JESUS A.
SANTOS PISANTOS MAYLIN
SANTOS PISANTOS RICARDO
STAFF SANTOS YILDA ISABEL
REPUBLICA DE PANAMA
ABREGO SALINAS YASMIN ELIZA
AMADOR GONZALEZ YOYCE ROSMARY
BEJERANO BEJERANO MIRIAN
BEJERANO BEJERANO LIDIA IMELDA
CONTRERAS CH GERALD
GALLARDO BEJERANO VERONICA
GARCIA ALVAREZ FRANKLIN
HERRERA RIOS KARLA LISBETH
LEZCANO JORDAN ELIAB GABRIEL
MONTEZUMA ISMAEL
ORTIZ LUIS GUSTAVO
PALACIO F. RAFAEL A
QUINTERO FLORES JOSELYN YORLENIS
RODRIGUEZ MONTEZUMA IBETH
RODRIGUEZ F. ALEXANDRA
SALINA SALINAS MIGUEL ANGEL
SALINA H. LEIDI L.
SANTO BEJERANO, MARTA
GRUPO 9A
REPUBLICA DE PANAMA
ABREGO SALINA JULIO EDGARDO
ARAZ BEJERANO JACKELINE
BEJERANO PALACIOS JOSE LUIS
CONCEPCION CABALLERO GREISI Y
CORTEZ P KATHERINE
FLORES GONZALEZ MELANY E
GARCIA ALEXANDER
GONZALEZ DIOGENES
JIMENEZ MARQUINEZ YERAL YOEL
MELENDEZ ORTIZ YIRIETHLIS DAYLIN
MIRANDA JIMENEZ FELICIA
MIRANDA JULISSA VERONICA
PINEDA ZURDO YULEISI REBECA
PINTO VALDES VIVIANA OSIRIS
QUINTERO RODRIGUEZ DINORA ESTHER
RODRIGUEZ G, SANTIAGO A
RODRIGUEZ SERRANO NAYARITH YORLENIS
SALINAS VENADO ANAYANSI
SANCHEZ VALDEZ DARWIN YOJARIS
GRUPO 9B
PERSONAL INFORMATION
NAME: ANGEL H. VALDS
ID NUMBER: 4-261-201
POSITION: 31284
E- MAIL ADDRESS: hipolitovaldes06@gmail.com
CELL PHONE: 64637345
TEACHER S SCHEDULE
TIME
1
2
3
4
5
6
7
8
9
10
MONDAY
CIVIC ACT
COUNSELLING
7
9
R
7B
9B
RELIGION B
TUESDAY
9B
8B
8
9
7B
-
WEDNESDAY
9
7
R
8
7B
8B
RELIGION A
-
THURSDAY
8B
8
9B
R
7B
7
RELIGION 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
ANNUAL DIDACTIC PROGAMMING
COROZO JUNIOR SCHOOL
SUBJECT: English
LEVEL:
7th
st
TERM: 1
WEEKS:
14
TEACHER: Angel Valdes
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 t
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, scho
community, and country.
CONTENT
COMPETENCE
ACHIE
INDI
CONCEPTUAL
PROCEDIMENTAL
ATTITUDINAL
(SKILLS)
(VALUES)
1.1-Describing members
1.1-Describes orally
1.1- Creat
1.1-Showing respect
of
the
family,
using
and
written
the
tree.
toward:
parents,
1. Family
Relationship
Role in the
community
Grammar in context:
-Subject pronouns
-Possessive
adjectives
-Wh questions
-Yes/no questions
grammar in context for

communicative purpose.
Designing sketch to
interview local
authorities using -Wh
questions and short
answer.
Expressing orally ideas
about outstanding
people of the
community (national
authorities).
1.4-Identifying
relatives, school
members, friends,
neighbors and
national authorities.
Valuing the
importance of
having relationships
in the community.
Showing respect
and caring for
members of the
family.
METHODOLOGY AND TECHNIQUES:

EVALUATION ACTIVITIES:
BIBLIOGRAPHY:
SUBJECT: English
LEVEL:
7th
st
TERM: 1
WEEKS:
14
family tree.
Creates a
paragraph about
the importance to
show respect
toward parents
and relatives.
Writes a short
paragraph about
school community
members, national
authorities or
outstanding people
Reads a sh
about fam
home and
importanc
each one.
Prepares s
dialogues
family in p
Reports ab
interviews
national a
outstandin
AREAS: 2- PEOPLE, EDUCATION, AND PLACES
Outline and compare people, the educational system, and the tourism in Panama across numerous sets of informa
Shows courtesy and respect in order to communicate with others.
CONTENT
CONCEPTUAL
1. People in Panama
Ethnicity
Nationalities
Culture
Grammar in context:
2. Educational
System in
Panama
Private
Official
*Definition
*Organization
*Resources
*Environment
Grammar in context:
3. Tourism in my
country
In the community
In the country
*Description
*Identification
PROCEDIMENTAL
(SKILLS)
1.1-Recognizing language
related to hotel
reservations.
Investigating touristic
attractions in Panama.
Writing a dialogue
talking about touristic
activities in Panama
using adverbs of
frequency. (Travel
agencies, airport
counter, tourist sites).

BIBLIOGRAPHY:
COMPETENCE
ATTITUDINAL
(VALUES)
1.1-Showing interest
for touristic places of
their community,
province, and
country.
Showing respect
for the different
ethnic groups, and
cultures of
Panama.
Taking care of the
cultural heritage.
Praising public and
private education
systems.
1.1-Makes orally hotel

reservations with
confidence and
grammatical accuracy.
Writes sentences about
touristic sites using
definite and indefinite
articles, nouns,
adjectives, and the
vocabulary learned.
Elaborating written
dialogues about touristic
activities in Panama
applying grammar
learned. (Travel
agencies, airport
counter, tourist sites).
ACHIE
INDIC
1.1.Performs
play about diff
situations pre
during a hote
reservations
Listens and
completing m
ideas in a wri
paragraph ab
touristic
attractions an
hotel reservat
Designs a pam
or a travel bro
about a touris
attraction in P
in written and
way.
ANNUAL DIDACTIC PROGAMM
SUBJECT: English
LEVEL:
7th
st
TERM: 1
WEEKS:
14
AREAS: NUTRITIONAL HABITS
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.
CONTENT
CONCEPTUAL
HEALTH, NUTRITION,
AND FOOD.
3.1-Nutritional
Habits
Food groups
Causes and
consequences of a
bad nutrition
*Sicknesses
GRAMMAR IN
CONTEXT:
-Modals : (Should
shouldnt)
-Short answers :( Yes, I
should / No, I should
not.)
-Reflexive pronouns:
(myself, yourself)
-Conditionals:(If)
-Future: Going to
-Connectors: (and,
but)
VOCABULARY:
FOOD: grains,
vegetables,
PROCEDIMENTAL
(SKILLS)
3.1-Surveying in the
neighborhood or
among
classmates about
food
habits using
grammar
learned.
Classifying healthy
food and junk food
using connectors in
a
written chart.
Using the modals:
should and shouldnt
in
sentences with
nutritional habits
after watching a
video.
Researching about
healthy and
unhealthy food

BIBLIOGRAPHY:
COMPETENCE
ACH
IND
ATTITUDINAL
(VALUES)
3.1-Showing
interest
for practicing
healthy
nutritional habits.
Valuing practicing
healthy nutritional
habits.
Being conscious
about
causes and
consequences of a
bad nutrition.
The student:
3.1-Categorizes
nutritional habits of
the
students or
neighborhoods
according the
pyramid
food in written or oral
way.
Creates a collage
about healthy food
and junk food using
realia or picture
Writes sentences
using
modals: should and
shouldnt about
nutritional habits.
Elaborates healthy
recipe applying
grammar learned.
3.1- Rep
results i
present
neighbo
student
preferen
Explains
collage
Makes a
point or
present
healthy
habits,
to keep
Present
healthy
selected
groups)
CONTENT
CONCEPTUAL
fruits, meals, facts,

and oils,
dairy products.
HEALTHY HABITS:
jogging,
karate, aerobics,
soccer,
walking, swimming,
basketball, baseball.
NUTRITIONAL
CONCEPTS:
healthy food, junk
food, fat
food, fast food, and
dietary
fiber.
PROCEDIMENTAL
(SKILLS)
Comparing healthy
and
unhealthy food using
connectors and
pyramid food.
Gathering ideas in
order to create a
dialogue about at the
grocery store
integrating concepts
and language skills
(listening, speaking,
reading and writing).
COMPETENCE
ACHIE
INDI
ATTITUDINAL
(VALUES)
Completes practices
about causes and
effects of unhealthy
nutritional habits
using
reflexive pronouns,
conditionals, going
to,
and connectors
(written and oral.)
Writes a dialogue
integrating the
concepts and
language
skills contents at the
grocery store.
Answers w
questions
causes an
of unhealt
nutritiona
using refle
using a Nu
Research
Performs a
dialogue a
greengroc
store.
SUBJECT: English
LEVEL:
7th
st
TERM: 1
WEEKS:
14
4 ECOLOGY AND CONSERVATION

CONTENT
AREAS:
CONCEPTUAL
Generate oral and

written discourse
by using the
acquired
vocabulary and
structures in order
to convey
information on
Panamas ecology
by:
Being convinced
of the importance
of protecting
Panamanian
forest.
COMPETENCE
PROCEDIMENTAL
(SKILLS)
ATTITUDINAL
(VALUES)
4.1-Making a written
project about a local
conservation effort in
the
school using plural
nouns, adjectives,
demonstratives and
preposition of place.
Enumerating steps to
follow to protect the
flora and fauna of
Panama.
Researching
information
to write a report about
the Metropolitan
National Park, the
4.1-Showing
awareness
of Panamas ecology
importance.
Engaging in social
activism to protect
the environment.
Showing interest for
endangered species
of Panama.
Supporting ecology
campaigns in the
community.

BIBLIOGRAPHY:
The student:
4.1-Designs a poster
using relevant
vocabulary
prepositions
of place, and
demonstratives to talk
care of the
environment.
Creates a web map of
the flora and fauna of
Panama.
Designs a poster
about
an endangered
species
of Panama.
ACHIE
INDI
4.1. Expla
the poste
to protect
environm
Presents o
importanc
flora and
Panama.
Explains a
about an
endanger
species of
Presents o
CONTENT
CONCEPTUAL
PROCEDIMENTAL
(SKILLS)
-Plural nouns
-Adjectives
-verbs
-Preposition of place
-Relative pronouns.
-Demonstratives
VOCABULARY:
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 of
Panama, and others
around the country.
Watching and listening
a video about ways of
preserving natural
resources.
Observing and writing
a report about the
germination of the
plants using
demonstratives, and
preposition of place.
Surveying how human
actions affect the
living
environment.
COMPETENCE
ACHI
INDI
ATTITUDINAL
(VALUES)
Elaborates an album
about National Parks
in Panama.
Draws the
germination process
of the plant.
Writes a speech
about
the results of the
survey how human
actions affect the
national
environment.
Writes natural
resources signs on
cardboard with
messages about
ways
of preserving
natural
resources.
chosen n
park. the
Metropol
National
the Gam
Rainfores
Panama,
others ar
country.
Writes co
about the
germinat
Performs
integrati
and lang
about hu
actions t
living en
Explains
message
natural r
signs.
SUBJECT: English
LEVEL:
8th
st
TERM: 1
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 b
Integrate and develop listening, speaking, reading and writing skills through the cultural heritage within the
community, school and country by:
Develop an attitude of respect and commitment toward the family members by becoming aware of characteristics
and differences in order to create a positive society environment.
CONTENT
CONCEPTUAL
1-FAMILY, SCHOOL
COMMUNITY , AND
COUNTRY
1.1 Family
Nuclear family
Extended family
GRAMMAR IN CONTEXT
Wh questions
-Verb to be,-Possessive
adjectives,-To do
-Action verbs,-Adjectives,
PRONUNCIATION:
Practice the pronunciation
of the vocabulary.
PROCEDIMENTAL
(SKILLS)
1.1-Labeling in a chart
vocabulary related to
family, school,
community, and country.
1.2-Reading and
analyzing stories about
the family. (Todays
Modern Family).
1.3-Summarizing and
discussing the most
important ideas of the
story.
COMPETENCE
ATTITUDINAL
(VALUES)
-Appreciating the
kind of family each
student has: nuclear,
or
extended.
1.2-Showing empathy
and respect for
parents
and relatives.
1.3-Valuing the role of
the family and the
school in the society.
Reads and
pronounces sentences
about family, people
from community, and
country.
1.2-Diagrams a web map
about the most
important ideas of the
story.
1.3-Identifies the
importance of the
familys role in the
society in video sources.
ACHIE
INDI
Complites a
with the voc
learned.
1.2-Presents
about the im
of the family
the society.
1.3-Makes a
scrapbook a
story read.

BIBLIOGRAPHY:
SUBJECT: English
LEVEL:
8th
st
TERM: 1
WEEKS:
14
AREAS: 2 PEOPLE
LEARNING OBJECTIVES: Integrate and develop listening, speaking, reading and writing skills with occu
Appreciate the importance of the different jobs in our society.

CONTENT
CONCEPTUAL
2-PEOPLE IN PANAMA
Panamanians
Foreigners
- Ethnicity
- Nationalities
Occupations
Contribution
GRAMMAR IN CONTEXT
-Verb be
*The teacher is necessary in
the community.
-Nouns
*intelligent student
PRONUNCIATION:
of the vocabulary.
PROCEDIMENTAL
(SKILLS)
2.1-Interviewing
professionals of all areas
(education, medicine,
laws, agriculture)
2.2--Writing a report
about the interview.
2.3--Identifying the
popular occupations in
the community.
2.4-Constructing
affirmative and negatives
sentences using the verb
to be, adjectives,
occupations, and definite
and indefinite articles.

BIBLIOGRAPHY:
COMPETENCE
ATTITUDINAL
(VALUES)
Showing respect
for each occupation.
2.2-Encouraging
students to speak the
language
appropriately.
2.3-Appreciating the
contributions each
occupations gives to
the society.
The student:
2.1-Presents a written
report about different
occupations in Panama.
2.2-Describes jobs of the
community.
2.3-Identifies and
matches jobs with its
characteristics.
2.4-Writes sentences
about activities that
people can do in the
jobs.
ACHIE
INDI
2.1-Designs
brochure wi
most popula
occupations
from the int
2.2-Gives or
description
most import
of the comm
2.3-Writes a
paragraph a
favorite occ
using the gr
learned.
SUBJECT: English
LEVEL:
8th
st
TERM: 1
WEEKS:
14
AREAS: 3 EDUCATION
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.
CONTENT
COMPETENCE
ACHI
IND
CONCEPTUAL
PROCEDIMENTAL
(SKILLS)
ATTITUDINAL
(VALUES)
3-EDUCATIONAL SYSTEM IN
PANAMA
3.1 Basic Educational
System in Panama
Concept
- Public
* Humanities
* Science
* Business
- Private
* Humanities
* Science
* Business
Characteristics of each
one.
*University
GRAMMAR IN CONTEXT:
-Questions words
Wh- Word: What, where,
when, how, why, how
much,
how many.
-Nouns
*Big school
*Good profession
-Adjectives
*Comparative
3.1-Identifying
different
areas of study in
high
school for public and
private education.
3.2-Comparing the
strength and
weaknesses
of the area of study
selected.
3.3-Describing the
advantages and
disadvantages of
learning
English.
3.4-Recognizing the
authorities of
educational
system of Panama.
3.5-Investigating the
high
school of the
districts and
careers they offer.
3.6-Identifying the
universities of the
region
using comparatives
and
superlatives
3.7-Interviewing a
relevant authority of
the
educational system
(private or public) of
the
area using wh
questions,
noun, adjectives,
and
adverbs.
3.8-Watching and
listening videos
3.1-Praising
public and
private education
and
its role in the
society.
3.2-Promoting
among
students the
acquisition of a
second
language.
3.3-Valuing the
importance of
learning
a second
language.
PRONUNCIATION:
of the vocabulary.
EDUCATIONAL SYSTEMS
Private school, public
school, university, the
term,
a degree, faculty
The student:
3.1-Writes a short
paragraph about the
importance of
education
in Panama.
3.2- Creates a
speech
about the
importance of
studying English for
the
future.
3.3-Classifies the
characteristics of
public
and private
education
systems.
3.4-Creates a
bulletin
board about the
authorities of the
school
using pictures and
biographies.
3.5-Creates a
collage
with the high school
of
the district and
careers
they offer.
Designs a poster
about the most
important
universities
and the careers they
offer.
3.7-Writes questions
and
answers the
universities
of the area using
3.1-Desig
map with
characte
public an
educatio
Panama.
3.2-Prese
dramatiz
the impo
study En
Panama.
3.3-Expla
the
bulletin b
3.4- Expl
the colla
gramma
3.5-Prese
poster ab
most imp
universit
careers t
3.6-Prese
dialogue
importan
educatio
life.
3.7-Write
paragrap
video as
assignm
about
different careers.

BIBLIOGRAPHY:
whquestions
and the
vocabulary learned.
3.8-Writes a roleplay
about the
importance of
learning English.
3.9-Points out the
main
ideas of the video
listened using
affirmative and
negative
sentences,
adjectives,
nouns, adverbs.
SUBJECT: English
LEVEL:
8th
st
TERM: 1
WEEKS:
14
AREAS: 4 NUTRICIONAL HABITS
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.
CONTENT
COMPETENCE
CONCEPTUAL
4-HEALTH, NUTRITION,
AND FOOD.
4.1-Nutritional Condition
Deviations
Malnutrition
o By deficit
o By excess
Concepts
Recommendations
- For Children
- For
adolescents
- For pregnant
- For obes
people
- For old people
GRAMMAR IN CONTEXT:
-Do does
As verb
As an auxiliary
-Present tense
Yes / no questions
-Contractions: don`t /
doesn`t.
PRONUNCIATION:
-/th/ pronunciation
( methods //
, that,
health//).
PROCEDIMENTAL
(SKILLS)
4.1-Identifying
characteristics of
undernourishment in
teenagers.
4.2-Writing a report
about the most
common
nutritional habits of
teenagers.
4.3- Researching about
most affected regions
with malnutrition in
Panama.
4.4-Comparing
organizations that help
to
abolish malnutrition in
Panama.
4.5-Discriminating the
/th/sounds in a list of
words given.

ACHIE
INDI
ATTITUDINAL
(VALUES)
4.1-Accepting
responsibility of
practicing
healthy
nutritional
habits.
4.2-Showing
interest to
practice
nutritional
habits.
4.3-Engaging in
social
groups to
diminish
malnutrition in
the
schools.
The student:
4.1-Creates a
bulletin
board contrasting
healthy and
unhealthy
habits in
teenagers.
4.2-Writes
sentences
using do and
does about
the most
common
nutritional habits
of
teenagers.
4.3-Reads and
writes a
report about
regions
with malnutrition
in
Panama.
4.4-Designs a
poster
about one
organization
that helps to
diminish
malnutrition in
Panama.
4.5-Distinguishes
the
/th/ sounds
(vibrated
and nonvibrated).
4.1-Expos
the bulleti
created.
4.2-Elabor
balance d
for obese
4.3-Elabor
to support
undernour
family.
4.4- Prese
reflection
plan deve
4.5-Explai
poster des
4.6-Writing
paragraph
/does.
4.7- Reads
short para
reading in
/th/ sound
4.8-Listen
discrimina
words acc
the /th/ so
BIBLIOGRAPHY:
SUBJECT: English
LEVEL:
9th
st
TERM: 1
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.
CONTENT
CONCEPTUAL
FAMILY, SCHOOL,
COMMUNITY , AND
COUNTRY
1.1-The family
Definition
Role in the society
o At home
o At school
o In the
community
GRAMMAR IN
CONTEXT:
-Subject pronouns
-Short answer
VOCABULARY
FAMILY MEMBERS:
Mother, father, sister,
brother,
cousin, nephew,
grandmother.
PROCEDIMENTAL
(SKILLS)
1.1-Investigating
definitions about family
and summarizing it using
subject pronouns,
possessive adjectives and
present progressive.
1.2- Establishing the
family`s and the schools
role within a community
through a comparative
chart from a video.
1.3-Listening short
conversations and
identifying specific
information about the
family topic.
COMPETENCE
ATTITUDINAL
(VALUES)
1.1-Sharing the role
that the family and the
school have in the
society.
1.2-Valuing the impact
that the family and the
school have in
students lives.
The student:
1.1-Creates a power
point or folder about the
family.
1.2-Summarizes the
family`s and the schools
role within a community
after watching the video.
1.3-Writes missing
information in the
conversations.

BIBLIOGRAPHY:
SUBJECT: English
LEVEL:
9th
st
TERM: 1
WEEKS:
14
AREAS: PEOPLE
ACHIE
INDIC
1.1-Explains t
power point o
in front of the
1.2-Presents t
summary in w
way, illustrati
1.3-Complete
specific inform
about the
conversations
in a CD or wit
teacher`s voic
LEARNING OBJECTIVES: Generate messages concerning people in society, parts of the body, feelings,
and
suggestions by producing comprehensive oral and written discourse in order to communicate successfu
Predict the positives elements according to the relationship among relatives, classmates, friends, spous
unknown people.
Integrate and develop their listening, speaking, reading and writing skills through their cultural heritage
CONTENT
COMPETENCE
ACHIE
INDIC
CONCEPTUAL
PEOPLE IN SOCIETY,
SENTIMENTS
FEELINGS,
MORAL VALUES AND
BODY
PARTS.
2.1-People in the
society
Characteristics
Values
o At home
o At school
o Workplaces
2.2- Sexuality
Concepts
Relationship
o Among
relatives
PROCEDIMENTAL
(SKILLS)
1. Describing the values
practiced at home and at
school through pictures
and descriptions.
2.2-Answering some
questions about the
relationships among
relatives, classmates,
friends, and unknown
people, such as:
Are you living with both
parents?
What are your parents
doing for you?
How many friends do you
have?
ATTITUDINAL
(VALUES)
1- Being aware that
human beings must
have good
relationships.
2.2-Valuing the
positives elements
people have to share in
different types of
relationships.
2.3-Being empathic and
supportive with
classmates and friends
or relatives who are
undergoing different
types of feelings or
emotional problems.
The student:
2.1-Creates a mind
mapping about values
practice at home and at
school.
2.2-Makes a collage
about the values
students need to
practice for having a
good relationship.
2.3-Writes a report
about the questions
answered in pairs.
2.1-Presents t
mapping in or
written way.
2.2-Presents t
collage create
2.3-Explains t
report in front
class.
2.4-Designs a
board about t
different type
marriage.

BIBLIOGRAPHY:
SUBJECT: English
LEVEL:
9th
st
TERM: 1
WEEKS:
14
AREAS: RIGHTS AND RESPONSIBILITIES
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 responsibilit
CONTENT
COMPETENCE
ACHI
INDI
CONCEPTUAL
3- HUMAN RIGHTS
3.1- Human Rights
- Individual and social
rights
o For children
o For women
- Rights and duties
- Discrimination
GRAMMAR IN
CONTEXT:
-Wh questions
PROCEDIMENTAL
(SKILLS)
ATTITUDINAL
(VALUES)
3.1-Classify the
individual
and social rights and
duties for children
and
women.
3.2-Explaining how
different ways of
describing people
influence how people
value and treat
3.1-Appreciating the
rights and
responsibilities
people
have to practice in
our
society.
3.2-Establishing
how
stereotypes and
discrimination
The students:
3.1-Identifies the
difference between
a
right and a duty.
3.2-Classifies rights
and
responsibilities in a
poster.
3.3-Identifies
examples
3.1--Defi
concepts
right and
3.2-Crea
illustrate
describin
about rig
duties fo
and wom
3.3-Crea
explains
-Infinitives
-Plural nouns
-Abbreviations
VOCABULARY:
HUMAN RIGHTS:
democracy,
discrimination,
declaration,
illiteracy (adults),
participation, peacemaking,
protocol, public
freedoms,
ratification,
recommendation,
refugee,
resolution, rule of law,
and so
on.
themselves and
others
(discrimination).
3.3-Reading a short
reading about human
rights and the
responsibilities
toward
society.
3.4- Researching
about
the rights and duties
of a
Panamanian citizen.

BIBLIOGRAPHY:
affects
peoples rights and
responsibilities
within a
society.
3.3-Showing respect
and understanding
about peoples
rights.
3.4- Promoting
among
the classmates the
importance of the
rights and duties of
a
Panamanian citizen.
in which
discrimination is
used.
3.4-Demonstrates
understanding of
topics
through Reading
assigned.
3.5- Writes short
sentences about the
rights and duties of
a
Panamanian citizen.
with exa
discrimin
3.4-Answ
question
reading i
test in or
demonst
compreh
3.5-Elabo
bulletin b
explainin
and dutie
Panaman
SUBJECT: English
LEVEL:
9th
st
TERM: 1
WEEKS:
14
AREAS: NUTRITIONAL HABITS
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.
CONTENT
COMPETENCE
CONCEPTUAL
PROCEDIMENTAL
(SKILLS)
ATTITUDINAL
(VALUES)
4-HEALTH, NUTRITION,
FOOD AND EATING HABITS.
4. 1- Nutritional Habits
Concept
A balanced diet
Advantage of a good
nutrition.
Causes and effects of a
bad nutrition.
Suggested recipes.
GRAMMAR IN CONTEXT:
-Conditionals
-Adverb of frequency
-Likes and dislikes
-Yes no questions
How often do you drink
soda?
If you drink too much
soda,
you could get sick of
your
kidneys.
PRONUNCIATION:
Practice the
pronunciation of
the vocabulary.
VOCABULARY:
FOOD: sandwich, hot dog,
meat, pizza, rice with
chicken,
beef steak, salad, balanced
/
healthy diet, unhealthy
diet,
condiments, spicy, fresh,
ingredients, procedure, to
bake, to boil, to fry, to
roast,
4.1- Investigating
the
concept of a
balanced
diet.
4.1- Explaining how
to
make a balanced
diet.
4.2- Reading and
summarizing about
the
advantages of good
nutrition and the
causes
and effects of bad
nutrition.
4.3- Designing a
pamphlet about a
recipe:
ingredients,
procedure, and
illustration.
4.3- Preparing a
recipe
with a good
nutritional
balance.
4.4- Surveying and
writing statements
about
likes and dislikes in
complete sentences.
4.5-Listening
attentively
to conversations
about
healthy or unhealthy
4.1-Being familiar
with
the meaning of a
healthy, balanced
diet.
4.3- Valuing the
effort
of people in order
to
prepare food with
healthy nutritional
balance.
4.3- Participating
actively in the
creation
of a pamphlet.
4.4- Stating at
least six
personal likes or
dislikes about
food
preferences.
The student:
4.1-Writes a
paragraph
about a balance
diet.
4.2-Writes the
advantages and
disadvantages of
good
and bad nutrition.
4.3-Creates a
pamphlet
about a healthy
recipe
using Microsoft
Publisher or in
written
way.
4.4-Writes
sentences about the
results of the
survey.
4.5-Identfies
healthy or
unhealthy food
through
a listening.
ACHI
IND
4.1-Pres
how to m
balanced
4.2- Mak
scrapboo
advanta
nutrition
causes a
bad nutr
4.3-Pres
the recip
classroo
4.4- Mak
written p
about lik
dislikes.
4.5-Matc
healthy
food wit
characte
listening
descript
technolo
or teach
to grill, to add, to beat, to

blend, to break, to chill, to
chop, to decorate, to cook,
to
decorate, and so on.
food and identifying

main
ideas and
supporting
details.

BIBLIOGRAPHY:
BOOKSCONTENT
VOCABULARY
LINK
Unit 1 ME AND FAMILY UNIT 6
LESSON A 6
Basic
Getting to know
introductions.
you
What`s your
name?
My name is
LESSON B 11
Family members,
This is my
father, mother,
family!
son, daughter,
sister
LISTENIG
my name is
john
Listening for
names
Who is the
speaker?
Listening for
names and
relationships.
Unit 2 countries and nationalities 16
Lesson A 16
Countries and
Are you for
Countries of the
nationalities
japan?
world.
Mexico, Mexican. Listening for
place and
adjectives.
Lesson B 21
Describing
what are you
What is your city activities
doing? listening
like?
listening to
for what people
music studying,
are doing.
eating
Unit 3 people in Panama
Lesson A 26
Common
what are you
Everyday
activities
doing?
activities
Listening to
music
LANGUAGE LINK
Subject pronouns
and possessive
adjectives with
be.
Possessives.
Question words
and who
The present
continuous
The present
continuous
Lesson B 31
At school
studying ,eating
School subject
writing, math,
science,
history
Unit 4 food 36
Lesson A 36
Foods for
Food and eating
breakfast, lunch,
habits.
and dinner
Lesson B 41
Food around the
world
Describing
festivals festival,
visit ,traditional,
parade
Unit 5 My environment
Lesson A 46
At the
At the
supermarket.
supermarket
Apples, chicken,
fish, lettuce
Lesson B 51
In the
Places in my city neighborhood
51
bank, gym,
internet,
caf,library
VOCABULARY
LINK
Unit 1 ALL ABOUT ME 6
Lesson A 6
Relationships
The people in my acquaintance,
life
best friend,
colleague
Lesson B 11
My family
Family
relationships,
married, single,
divorced
Unit 2 TODAY`S TRENDS
Lesson A 16
Family statistics
a majority of, 15
percent of
I `m taking a
math
class.:listening
for class
schedules.
The present
continuous
extended time.
Im making
dinner.
Listening for
foods
foods around
the world
listening for
descriptions of
foods
The simple
present
shopping list:
Listening for food
items
Count and
noncount nouns
with some and
any.
Prepositions of
place
Where are
they? listening
to music
studying,
eating
LISTENIG
The simple
present: yes/no
questions and
short answers.
LANGUAGE LINK
nosy Nora:
Listening for
meaning and
details
The simple
present vs. the
present
continuous.
three families:
Listening for
personal details
Numbers 112,000
non- traditional
families:
listening for
activities and
Quantity
expressions
roles
Lesson B 21
Modern dating
Describing
dating customs
Unit 3 SCHOOL YEARS 26

Lesson A 26
College reunion
how your name
forget memories,
memorize
Lesson B 31
School year`s
book
Unit 4
Lesson A 36
The world of
work
Lesson B 41
Dream jobs
A record of your
life diploma,
passport a
yearbook
Job qualities
Active, punctual,
pleasant,
careful
Two-word jobs
Taxi driver,
fitness
instructor
Unit 5 student life

Lesson A 46
Applying to
Starting out
college apply to,
semester,
completive.
Lesson B 51
After graduation
Future time
expressions next
week, someday,
sooner or later
VOCABULARY
LINK
Unit 1 family life style 6
Lesson A 6
Around the
At home
house air
conditioner,
barbecue grill
Lesson b 11
The time of your
life
Public things and

places bus
station, campus,
who are you

dating?
listening to a
conversation
about dating
Wh-questions
about the subject
study tips :
listening for gist
and details about
study tips
just a few old
keepsakes.
Listening for
details
The simple past:

irregular verbs
what`s the job?

Listening for gist
and job details.
The simple past:

irregulars verbs
you need to
move heavy
objects
sometimes.
Listening for job
interview.
Verb infinitive
choosing a
college:
listening for
completed
events and
details
Plans and
decisions with be
going to and will.
after you
graduate
listening for
majors and
future plans
Predictions with
be going to and
will
Review of the
simple past
LISTENIG
LANGUAGE LINK
a vacation
home: listening
for differences
Describing use:
be used+
infinitive be used
for +gerund or
noun
Expressing
prohibition
by car or by
subway?
listening for
park
transportation
detallis
Unit 2 life is all about change 16

Lesson A 16
The stages of life
adulthood,
childhood,
infancy,
teenager
Lesson A 21
milestones
Important events
fall in love, get
promoted
Unit 3 social issues 26

Lesson 26
Community
In community
issues rush hour,
noise, pollution
Lesson B 31
On a global scale
Unit 4 people
Lesson A 36
Feelings
World problems
endangered
species, urban
sprawl
How do they
feel?
Angry, bored,
nervous, scared
Lesson B 41
Body parts and
Body parts and
gestures shake
gesture
hands, how, kiss,
point
Unit 5 manners and habits 46
Lesson A 46
Table manners
How to behave
disrespectful,
typical,
impolite
Lesson B 56
I need change
I need a change
get a haircut, go
to a gym, lose
weight
the terrible
twos: listening
for gist and
details about a
two-year-old boy
Future forms
an
accomplished
woman:
listening for
details of a life
Modals of future
possibility
that`s one of
our projects
listening for gist
and project
details
city or suburb?
Listening for gist,
details, and
attitudes
Too and enough
why are you

smiling?
Listening for gist
Review of the
present
continuous
what are they

doing? listening
for gestures and
details
Object pronouns
cave tour:
listening for rules
and adjectives
It+ be+ adjective

+ infinitive;
gerund as
subject
Like to vs. would
like to
new years
resolutions:
listening for
resolutions and
details
Future factual
conditionals
Chiriqu Province
Baru District
Corozo English Department
First 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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CHIRIQUI PROVINCE

ABREGO, ABREGO FELICIANO

CABALLERO, CABALLERO JAMES ANDERSON

PITTI ATENCIO BOLIVAR JESS

NAME: ANGEL H. VALDS

E- MAIL ADDRESS: hipolitovaldes06@gmail.com

CELL PHONE: 64637345

TOPIC: countries, Nationalities, and languages.

FIRST TERM ANNUAL

TEACHER: Angel Valdes

AREAS: 1- FAMILY, SCHOOL, COMMUNITY, COUNTRY

grammar in context for

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

AREAS: 2- PEOPLE, EDUCATION, AND PLACES

METHODOLOGY AND TECHNIQUES:

1.1-Makes orally hotel

TEACHER: Angel Valdes

AREAS: NUTRITIONAL HABITS

METHODOLOGY AND TECHNIQUES:

fruits, meals, facts,

TEACHER: Angel Valdes

4 ECOLOGY AND CONSERVATION

Generate oral and

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

FAMILY,SCHOOL , COMMUNITY, COUNTRY

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

Appreciate the importance of the different jobs in our society.

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

AREAS: 4 NUTRICIONAL HABITS

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

AREAS: RIGHTS AND RESPONSIBILITIES

METHODOLOGY AND TECHNIQUES:

TEACHER: Angel Valdes

AREAS: NUTRITIONAL HABITS

to grill, to add, to beat, to

food and identifying

METHODOLOGY AND TECHNIQUES:

Unit 3 SCHOOL YEARS 26

Unit 5 student life

Public things and

who are you

The simple past:

what`s the job?

The simple past:

Unit 2 life is all about change 16

Unit 3 social issues 26

Too and enough

why are you

what are they

It+ be+ adjective

First Term English Activities

THANKS FOR READING THIS