This document outlines an English curriculum for 6th grade students in Panama. It covers three trimesters from June to September 2012. The curriculum focuses on developing language skills like listening, speaking, reading and writing through topics like family, community, health, food and numbers. Lessons incorporate values like respect, caring and cooperation. The teaching methodology uses communicative and community approaches with techniques like role playing, games and projects. Student progress will be assessed through diagnostic, formative and summative evaluations. The curriculum aims to make English a useful tool and develop life skills.

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REPÚBLICA DE PANAMÁ
DIRECCIÓN REGIONAL DE EDUCACIÓN DE
VERAGUAS
C.E.B.G. RUBÉN DARÍO
UNIDAD tRIMEStRAL
II tRIMEStRE

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MINISTERIO DE EDUCACIÓN
DIRECCIÓN REGIONAL DE VERAGUAS
C.E.B.G. RUBÉN DARÍO
UNIDAD TRIMESTRAL
II TRIMESTRE
ASIGNATURA: INGLÊS GRADO: Sexto DOCENTES: Eva M. Ramos R.
PERÍODO DE EJECUCIÓN: 11 DE JUNIO AL 7 DE SEPTIEMBRE DE 2012.
EJE TRANSVERSAL: CONCIENCIACIÓN SOBRE LA IMPORTANCIA DE LA PRÁCTICA DE
LOS VALORES DENTRO Y FUERA DE NUESTRO CENTRO ESCOLAR.
EJE DE INTERÉS: LOS VALORES COMO LA BASE PARA UNA MEJOR SOCIEDAD.
TITULO DE LA UNIDAD: PEOPLE AND THEIR INTERESTS.
JUSTIFICACIÓN: DEBIDO A LA APREMIANTE NECESIDAD DE LA ESCUELA DE
CONCIENCIAR A LOS ESTUDIANTES Y A SUS PADRES SOBRE LA IMPORTANCIA DE LA
PRÁCTICA DE VALORES PARA LA CONSTRUCCIÓN DE UNA MEJOR SOCIEDAD.
ACTIVIDAD DE INICIO: ELABORACIÓN DE UN MURAL CON LOS ESTUDIANTES
ESTRELLAS EN EL LABORATORIO DE INGLÉS.
ACTIVIDAD DE CULMINACIÓN: PARTICIPACIÓN EN UNA PEQUEÑA OBRA DE TEATRO.

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SIXTH GRADE
GENERAL OBJECTIVES:
1. To make the English language an instrument that can contribute to be capable of
serving our society and nation.
2. To acquire basic linguistic skills to communicate orally.
3. To acquire basic vocabulary of everyday English.
4. To develop abilities and skills to use the English language creatively.
LEARNING OBJECTIVES:
1. Compare and contrasts lifestyle and occupations in the countryside and the city,
valuing their customs, culture and traditions.
2- Locate names and identifies internal organs of the human body to take care of them.
9. Analyze different kinds of short stories, poems and fables valuing the educational
messages in them.

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Scope and Sequence Time Organization
School Weeks Working Weeks Assessment Week Hours Trimestral Number of
Week Hours Objectives
12 12 1 5 60 4
República de Panamá
Ministerio de Educación

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DIRECCIÓN REGIONAL DE EDUCACIÓN DE VERAGUAS
C.E.B.G. RUBÈN DARIO
SUBJECT: ENGLISH TEACHER (S): Eva M. Ramos R. LEVEL: VI TRIMESTER: II DATE: June 11th to September 7th, 2012.
DOMAINS: Listening, Speaking, Reading, Writing, Vocabulary Development and Grammar.
CONTENT
KNOWLEDGE LANGUAGE ATTITUDE COMPETENCIES PERFORMANCE
SKILLS (VALUES) INDICATORS

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1. FAMILY, Talking about their - Act in a helpful - Communicative: Understand,
SCHOOL people and places in manner when giving express and interpret thoughts, feelings - Be able to tell objects and
COMMUNITY AND the community. directions to others. and facts in both oral and written form places location using
COUNTRY - Value the (listening, speaking, reading and prepositions.
• The House relationship among writing) in an appropriate range of - Talk about people in the
Furniture members of the societal contexts — work, home, community and their
• Community Helpers neighborhood. leisure, education, etc --- according to occupations using different
• Places and - Show interest in the one’s wants or needs. types of visual aids and
Directions occupations that activities.
1.2 Family in the people do in the - Give directions using a city
countryside and the community. map.
city. - Compare activities in the city
- Learning to Learn: Having the
•Activities and activities in the countryside
disposition and ability to organize and
2.PEOPLE; Identifying their body Show respect and
SENTIMENTS parts and talking caring for self and regulate their own learning, both
Identify the parts of the body in
AND BODY’S about illnesses. other peoples' individually and in groups. They will pictures or using their own
PARTS Talking about their feelings. also be able to manage their time body.
2.1 The Body feelings. Valuing his/her body effectively, solve problems, acquire, Describe people’s feelings using
2.2 Feelings with respect. process, evaluate and assimilate new mimics and pictures.
knowledge, and apply new knowledge
and skills in a variety of contexts.
3. HEALTH, Classification of Recognizing the
- Interpersonal and civic competences:
NUTRITION AND different types of food importance of a good Classify different food items
Be able to participate in an efficient and
FOOD according to their nutrition in order to into the correct category in the
constructive way in social life, and to
3.1 Food and health category in the food have a good health. food pyramid.
•Food Pyramid pyramid. Valuing the resolve conflict where necessary.
Participate in a role-play about
•Healthy vs. Ordering food at a importance of Having all the skills that are necessary ordering food in a restaurant.
Unhealthy food. restaurant. knowing how to for effective interaction on a one-to-one
•At a restaurant. Talking about food order food in English. basis or in groups.
Recognize numbers in oral and
they like and they written form.
don’t like. - Mathematical Literacy &
Use numbers and money terms
6. NUMBERS Using both cardinal - Recognizing the Competence: Having the ability to use
correctly.
AND and ordinal numbers importance of addition, subtraction, multiplication,
in real-life situations. division and ratios in mental and
MONETARY proper use and
written computation to solve a range of
UNITS handling numbers problems in everyday situations. Participate in the dramatization
6.1 Numbers and and money. of the story.
Monetary Units

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 METHODOLOGY: - Method: Communicative Approach and Community Language Teaching.
Techniques: Warm ups, brainstorming, discussions, interviews, collaborative work, reader’s theater, round robin, think/pair/share,
portfolio making, songs, games, reading aloud, role playing.
 ASSESSMENT ACTIVITIES: Diagnostic: Exploratory questions, brainstorming, interactive testing.
Formative: Interviews, written practices. Summative: Tests, role plays, projects, portfolio.
 SUBJECTS THAT WILL BE CORRELATED: Science, Arts, and Social studies.
 BIBLIOGRAPHY: 1. Educar Editores: Time for Learning 6. Bogota, 2010.
2. TESOL, Inc.: PreK-12 English Language Proficiency Standards. Mattoon, 2006.
3. Carson-Dellosa Publishing Company: Big & Bright Bulletin Boards. 2003.
4. Dodds, D. et al: : Jumbo Book of Teacher Tips and Timesavers. Westminster: Teacher Created Resources Inc.