Centro de Educación Básica Rafael Pineda Ponce N0 2

Annual Scheduling of English Class

Ninth Grade

Colonia Unidad y Fuerza, Comayagüela M.D.C. February 3rd – November 30th 2020

______________________________
Director del Centro de Educación Básica Rafael Pineda Ponce N 0 2
Lic. Elvin Arrazola

English Standards Map

 Block Standards Addressed
(Component)
1. Communication 1. Communicate in another
Language.
2. Culture 1. Gain knowledge and
Understanding of other
cultures.
3. Connections 1. Connect with other disciplines
and acquire information.
4. Comparisons 1. Develop insight into the nature
of Language and culture.
5. Communities 1. Participate in multilingual
communities at home around
the world.
Standard
1. Students engage in conversations,
provide and obtain information, express
feelings and emotions, and exchange
options. (Interpersonal)
2. Students understand and interpret
written and spoken language on a variety
of topic.
3. Students present information, concepts,
and ideas to an audience of listeners or
readers on a variety of topics.
(Presentations)
1. Students demonstrate an understanding
of the relationship between the practices
and perspectives of the culture studied.
2. Students demonstrate an understanding
of the relationship between the products
and perspectives of the culture studied.
1. Students reinforce and further their
knowledge of other disciplines through the
world language.
2. Students acquire and use information
from a variety of sources only available in
the world language, using technology,
print, audiovisual, media, data and human
resources. (Interdisciplinary)
1. Students demonstrate an understanding
of the nature of language through
comparison of the language studied and
their own.
2. Students demonstrate an understanding
of the concept of culture through
comparisons of the cultures studied and
their own.
1. Students use the world language both
within and beyond the school setting.
2. Students show evidence of becoming
life – long learners by using the language
for personal enjoyment and enrichment.
SCHOOL: SUBJECT: TIME:
C.E.B. RAFAEL PINEDA PONCE N0 2 ENGLISH 1ST QUARTER
UNIT´S NAME:
THE NEIGHBORHOOD
OBJECTIVES:
✓ Identify language related to directions and locations in the context of the neighborhood by
discriminating or picking out information from recorded material, conversations or written texts to
understand and follow directions.
✓ Demonstrate effective use of the learned language oral and written by successfully asking for and
giving directions in order to fi nd places in the neighborhood or in a building.
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Acting in a helpful manner when
■ Locations in the neighborhood ■ Locating places in the giving directions to others.
■ Directions in the neighborhood neighborhood and in a building. ■ Being patient and understanding
■ Locations in a building ■ Following oral directions. with people who request detailed
directions.
Grammar in context: Speaking ■ Showing friendliness and
■ Prepositions of place ■ Asking for directions in the hospitality to people who request
- The store is across from the bank. neighborhood and in a building. directions.
- The doctor’s office is on the ■ Giving directions in the ■ Show respect and support to
second floor. neighborhood and in a building. people who are lost searching for
■ Review of ordinal numbers locations in the neighborhood and
- The office is the second door on Reading in a building.
the right. ■ Reading a map of the ■ Showing creativity when
- She lives on Third Avenue. neighborhood. performing academic tasks.
■ Possessive of names ■ Reading a building plan.
- That is Lidia’s house. ■ Following written information Resources
- Carlos’s sister lives around the (street signs, labels) in the Human
corner. neighborhood and in a building. *Teacher
■ Imperatives *Students
- Walk two blocks and turn left. Writing
■ Adverbs of location ■ Writing directions to get to or Materials
- The bathroom is over there. locate places in the neighborhood *English Guide
- The post office is near here. and in a building. *Whiteboard
■ Writing street signs or labels. *Flashcards
Vocabulary: ■ Drawing neighborhood maps or *Cell phone
■ Across from, next to, on the building plans. *Notebooks
corner of, in front of, at the corner *Speakers
of, behind, first floor, second floor, *Markers
Luis’s, Adriana’s, turn right, turn *Erasers
left, go/walk/drive straight ahead, *Pencils
near, far, here, there. *Charts
■ Post office, supermarket, *Pen
basketball court, soccer, gym,
clinic, drugstore.

Useful expressions:
■ Excuse me, where is the library?
It’s….Where can I find a store?
How do I get to the post office?
It’s not far from here. You can’t
miss it.
METHODOLOGY
*Eclecticism Method
*The Silent Way
*Community Language Learning
*Comprehension Approach
ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:
2.1 Locates places in the neighborhood and in a Formative and Summative Evaluation using the four
building plan. skills (writing, reading, listening, and talking)
2.2 Follows oral directions in the neighborhood and
in a building.
2.3 Politely asks for directions to get to places in CRITERIA´S EVALUATION:
the neighborhood and in a building. * Classwork assignments. ----------------30%
2.4 Gives directions in the neighborhood and in a
* Homework. --------------------------------20%
building showing respect, support and friendliness.
*Values and attitudes. --------------------10%
2.5 Successfully reads neighborhood maps and
*Artistic expressions and sports. –-----5%
building plans.
*Oral Quiz and Test. -----------------------35%
2.6 Successfully follows written directions to get to
Total. ------------------------------------------100%
places in the neighborhood and in a building.
2.7 Writes directions to get to places in the
neighborhood and in a building with vocabulary
and grammatical accuracy.
2.8 Writes street signs and labels with correct
spelling.
2.9 Draws original maps or plans with creativity.
SCHOOL: SUBJECT: TIME:
C.E.B. RAFAEL PINEDA PONCE N0 2 ENGLISH 2nd QUARTER
UNIT´S NAME:
MY HOMETOWN
OBJECTIVES:
✓ Comprehend language related to tourist attractions, festivities, local/regional food and hometown,
embedded in spoken and written discourse, in order to communicate in the target language.
✓ Generate oral and written discourse by using the acquired vocabulary and structures in order to
convey information on tourist attractions, festivities, local/regional food and hometown’s history and
concurrently promote cultural identity.
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Caring for the promotion of
■ Tourist attractions ■ Identifying main and key hometown’s tourist attractions
■ Festivities information on hometown’s among fellow citizens and
■ Local/regional food tourist attractions and festivities. foreigners.
■ Hometown history ■ Listing types of local/ regional ■ Keeping and diffusing the
foods and their characteristics. historical and cultural value of
Grammar in context: ■ Recognizing on a timeline basis a hometown’s festivities, customs
■ Simple present in all forms hometown’s historical events by and traditions.
- Do you eat tamales on weekends? areas: religion, economy, industry, ■ Promoting the consumption of
- El Salvador has beautiful beaches. technology, education, customs tasty and healthy local/regional
■ Past of be in all forms and traditions. foods.
- My grandfather was the mayor of ■ Proudly diffusing hometown’s
the town. Speaking history as a cultural treasure that
- They weren’t born here. ■ Talking about childhood strengthens identity.
■ Simple past: regular and irregular memories. ■ Developing a sense of belonging
verbs in all forms ■ Asking for and giving and awareness to preserve
- Did you eat at that restaurant? information on hometown’s cultural identity.
- They founded the city in 1800. tourist attractions.
■ Used to ■ Providing basic information on Resources
- My hometown used to be quiet. hometown’s main festivities. Human
- People used to make handcrafts. ■ Describing types of *Teacher
local/regional foods. *Students
Vocabulary: ■ Describing major historical
■ Restaurant, names of lakes, hills, events and phases of a Materials
mountains, rivers, historical sites, hometown’s history. *English Guide
archeological sites, crops, *Whiteboard
handcrafts, food, town festivities, Reading *Flashcards
quesadillas, pupusas, corn tamales, ■ Scanning names of places and *Cell phone
etc. hometown’s tourist attractions *Notebooks
from texts. *Speakers
Useful expressions: ■ Recognizing concepts and *Markers
■ What are your town’s main tourist definitions related to hometown’s *Erasers
attractions? You can visit… festivities in texts. *Pencils
People like to celebrate… People ■ Identifying names and *Charts
used to go/eat/make…What are characteristics of local/regional *Pen
quesadillas exactly? When do foods.
people eat….? Who was the founder ■ Singling out major historical
of…? events and phases of a
hometown’s history in a text.

Writing
■ Writing of texts including
general and specify c information
on a town’s tourist attractions,
festivities and local/regional foods.
■ Writing about a town’s historical
events in chronological order and
by areas: religion, economy,
industry, technology, education,
customs and traditions.
METHODOLOGY
*Eclecticism Method
*The Silent Way
*Community Language Learning
*Comprehension Approach
ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:
3.1 Identifies main ideas and key information on Formative and Summative Evaluation using the four
hometown’s tourist attractions and festivities from skills (writing, reading, listening, and talking)
radio or TV commercials.
3.2 Lists types of local/regional food and their
characteristics when listening to a text read by the CRITERIA´S EVALUATION:
teacher. * Classwork assignments. ----------------30%
3.3 Recognizes hometown’s major historical events
* Homework. --------------------------------20%
when listening to a recapitulation made by the
*Values and attitudes. --------------------10%
teacher.
*Artistic expressions and sports. –-----5%
3.4 Talks about good childhood memories in his/her
*Oral Quiz and Test. -----------------------35%
hometown with confidence.
Total. ------------------------------------------100%
3.5 Asks for and gives information on hometown’s
tourist attractions to classmates, fellow citizens and
foreigners.
3.6 Provides basic information on hometown’s main
festivities to classmates, fellow citizens and
foreigners.
3.7 Describes the types of local/regional foods to
classmates, fellow citizens and foreigners.
3.8 Expresses, in a simple way but with coherence,
major historical events and phases of hometown’s
history.
3.9 Scans names and places of hometown’s tourist
attractions from brochures, booklets or newspaper
ads.
3.10 Recognizes concepts and definitions related to
hometown’s festivities from brochures, booklets or
newspaper ads.
3.11 Identifies names and characteristics of local/
regional foods from a magazine, internet articles or
stories written by the teacher.
3.12 Singles out major hometown’s historical events
and phases from a magazine, internet articles or
stories written by the teacher.
3.13 Writes short paragraphs, brochures and flyers
containing general and specific information on
hometown’s tourist attractions, festivities and
local/regional foods.
3.14 Does research to write a two-page report on
hometown’s history.
SCHOOL:
C.E.B. RAFAEL PINEDA PONCE N0 2
UNIT´S NAME:
OBJECTIVES:
✓ Understand oral and written language related to foods, numbers, prices and shopping by listening
to and reading different sources in order to satisfy specific communication needs.
✓ Articulate oral and written discourse expressing data on foods, numbers, prices and shopping in
order to communicate with others and implicitly foster good spending habits.
CONCEPTS
Contents:
■ Food
■ Shopping
■ Numbers from 1000 to 1,000,000
■ Prices up to $1,000,000.00
Grammar in context:
■ Rejoinders
- She’s not going shopping. Me
neither.
- This radio is expensive and so is
that one.
■ Connectors
- This is expensive, but it’s good
quality.
- I’m coming to the party and so is
he.
■ Comparative degree of
adjectives: equality, inferiority,
superiority
- This TV is as expensive as that
computer.
- Candy is less healthy than fruits.
■ Superlative of adjectives:
inferiority and superiority
- This is the most expensive, but
it’s the most colorful one.
- Sugars are the least essential
items in your diet.
Vocabulary:
■ Neither, either, so, too, and, but,
as expensive as, less expensive
than, more expensive than, the
least expensive, the most
expensive, the worst, the best
■ Poultry, dairy products, meats,
SUBJECT: TIME:
ENGLISH 3rd QUARTER
IT’S ON SALE
PROCEDURES ATTITUDES
Listening ■ Fostering the practice of
■ Identifying names of foods. shopping for the healthiest food
■ Discriminating numbers from and quality goods.
1000 up to 1,000,000. ■ Promoting the habit of spending
■ Recognizing prices of foods and just the necessary on food and
objects. goods.
■ Getting the notions of agreement ■ Cleverly choosing the best places
and disagreement. to go shopping for food, appliances
■ Picking out details and main and other objects.
ideas from shopping transactions. ■ Reasonably agreeing and
disagreeing with others on the
Speaking food to buy for daily consumption.
■ Saying names and types of food. ■ Being critical and analytical on
■ Comparing prices and quality of the kind and quality of food and
food, appliances and other objects. items bought for personal use.
■ Expressing superlative degrees
on prices and quality of food, Resources
appliances and other objects. Human
■ Agreeing and disagreeing on *Teacher
opinions and facts. *Students
■ Shopping for food and personal
care items. Materials
*English Guide
Reading *Whiteboard
■ Pre-reading a text. *Flashcards
■ Scanning names and prices of *Cell phone
food and objects from texts. *Notebooks
■ Extracting the notions of *Speakers
agreement and disagreement from *Markers
different sources. *Erasers
■ Skimming a text for main ideas. *Pencils
*Charts
Writing *Pen
■ Listing food and objects by kind
and category.
■ Making numbers to pay for a
shopping transaction.
vegetables, cereals, pasta, ■ Writing down shopping lists.
beverages, pastries, living room ■ Stating likes and dislikes on food,
set, dining room set, plasma TV, appliances and other objects.
Home theater, laptop, car, bicycle, ■ Comparing prices and quality of
motorcycle. food, appliances and other objects.
■ Writing paragraphs on
Useful expressions: purchasing goods.
■ Do you want to go shopping?
Look at that! It’s on sale! It’s a
bargain! Can I see that/ those…?
What do you think?
It looks nice, but….How about
this/these…? Maybe next time.
METHODOLOGY
*Eclecticism Method
*The Silent Way
*Community Language Learning
*Comprehension Approach
ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:
4.1 Identifies names of food from recordings and Formative and Summative Evaluation using the four
other oral input. skills (writing, reading, listening, and talking)
4.2 Discriminates numbers from 1000 up to
1,000,000 from recordings and other oral input.
4.3 Recognizes prices of food and other objects CRITERIA´S EVALUATION:
from radio or TV commercials. * Classwork assignments. ----------------30%
4.4 Gets the notions of agreement and
* Homework. --------------------------------20%
disagreement from radio or TV commercials.
*Values and attitudes. --------------------10%
4.5 Successfully picks out details and main ideas on
*Artistic expressions and sports. –-----5%
shopping transactions from oral input.
*Oral Quiz and Test. -----------------------35%
4.6 Correctly says names, and types of food.
Total. ------------------------------------------100%
4.7 Compares prices and quality of food, appliances
and other objects with grammatical accuracy.
4.8 Correctly expresses superlative degrees on
prices and quality of food, appliances and other
objects.
4.9 Correctly and politely agrees and disagrees on
likes and opinions about food, appliances and other
objects.
4.10 Confidently shops for food and personal care
items at supermarket or stores.
4.11 Uses pre-reading strategies before reading
articles on food and shopping.
4.12 Scans names and prices of food and objects
from a written text.
4.13 Extracts, the notions of agreement and
disagreement from written conversations and texts
on shopping.
4.14 Skims main ideas from articles on food and
shopping.
4.15 Lists, by kinds and categories, food and
objects with correct spelling.
4.16 Makes numbers to pay for a shopping
transaction.
4.17 Writes down shopping lists with correct use of
vocabulary.
4.18 States, at a sentence level, likes and dislikes
on food, appliances and other objects.
4.19 Compares, at a sentence level, prices and
quality of food, appliances and other objects.
4.20 Writes paragraph-level reports on purchasing
goods with correct syntax.
SCHOOL: SUBJECT: TIME:
C.E.B. RAFAEL PINEDA PONCE N0 2 ENGLISH 4th QUARTER
UNIT´S NAME:
ENTETAINMENT
OBJECTIVES:
✓ Interpret oral and written language messages related to leisure time activities in spoken and
written discourse in order to fulfill communication needs.
✓ Produce, at sentence and paragraph levels, oral and written discourse about leisure time activities
in order to exchange ideas in the target language.
✓ Socialize decisively the practice of sound leisure time activities as a means to preserve physical and
mental health as well as to boost cultural growth.
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Consciously valuing the practice
■ Leisure time activities (music, ■ Identifying names of leisure time of sound leisure time activities to
movies, books, games, sports) activities in different sources. preserve physical and mental
■ Screening out key information health.
Grammar in context: related to leisure time activities ■ Participating diligently in the
■ Present perfect from different sources. organization of valuable leisure
- Have you ever read Harry Potter? ■ Picking out details related to time activities among classmates
- I’ve seen that movie three times. leisure time activities from oral and friends.
■ Modal auxiliaries: may, might, input. ■ Consciously planning and
can, could ■ Getting the notions of time, distributing time availability
- Could I borrow this book? possibility and frequency from oral between studies and leisure time
- We might go to the theater. input related to leisure time activities.
■ Review of frequency adverbs activities. ■ Appreciating the influence of
- I always listen to music in my physical activities during leisure
bedroom. Speaking time on physical appearance.
- We never watch TV during meals. ■ Asking for and giving information ■ Developing interest and
on personal leisure time activities. fondness for leisure time activities
Vocabulary: ■ Describing personal and others’ that motivate growth of general
■ Dancing, rap, electronic music, leisure time activities. culture.
rock and roll, classical music, new ■ Expressing degrees of possibility.
wave, singers, actors, writers, ■ Manifesting degrees of Resources
chess, movies, video games, frequency. Human
soccer, novels, short stories, plays, ■ Expressing preferences. *Teacher
poetry. *Students
Reading
Useful Expressions: ■ Using pre-reading strategies. Materials
■ What do you do in your free ■ Scanning vocabulary related to *English Guide
time? What are your favorite leisure time activities from texts. *Whiteboard
sport/book/ music? What are your ■ Skimming main ideas about *Flashcards
plans for the weekend? I’m staying leisure time activities from texts. *Cell phone
home. I have things to do. We’re ■ Recognizing in readings the *Notebooks
going out. What’s that book/movie notions of time, possibility and *Speakers
about? That’s interesting. That frequency. *Markers
sounds funny/ boring/ interesting. *Erasers
 Writing *Pencils
■ Listing down leisure time *Charts
activities by categories. *Pen
■ Writing sentences expressing
possibility about leisure time
activities.
■ Writing sentences expressing
frequency of leisure time activities.
■ Writing short descriptive
paragraphs.
■ Writing personal reports about
leisure time activities.
■ Writing dialogues about leisure
time activities.
METHODOLOGY
*Eclecticism Method
*The Silent Way
*Community Language Learning
*Comprehension Approach
ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:
5.1 Successfully identify es names of leisure time Formative and Summative Evaluation using the four
activities in audio and oral input. skills (writing, reading, listening, and talking)
5.2 Screens out key information on leisure time
activities from audio and oral sources.
5.3 Picks out details related to leisure time CRITERIA´S EVALUATION:
activities from teachers and peers’ oral input. * Classwork assignments. ----------------30%
5.4 Successfully gets the notions of time, possibility
* Homework. --------------------------------20%
and frequency from audio and oral input related to
*Values and attitudes. --------------------10%
leisure time activities.
*Artistic expressions and sports. –-----5%
5.5 Correctly and courteously asks for and gives
*Oral Quiz and Test. -----------------------35%
information about personal leisure time activities.
Total. ------------------------------------------100%
5.6 Describes personal and others’ leisure time
activities with acquired vocabulary and
expressions.
5.7 Expresses degrees of possibilities related to
leisure time activities with grammatical accuracy.
5.8 Manifests degrees of frequency about leisure
time activities with grammatical accuracy.
5.9 Respectfully expresses preferences on leisure
time activities.
5.10 Uses pre-reading strategies before reading
books, magazines and booklets about leisure time
activities.
5.11 Scans vocabulary related to leisure time
activities from newspapers and magazine articles.
5.12 Skims main ideas related to leisure time
activities from paper and online articles.
5.13 Successfully recognizes the notions of time,
possibility and frequency in authentic written texts.
5.14 Lists down leisure time activities by
categories.
5.15 Writes sentences expressing possibility
related to leisure time activities with correct
grammar and syntax.
5.16 Writes sentences expressing frequency of
leisure time activities with correct grammar and
syntax.
5.17 Writes 6 to 7- line paragraphs describing
leisure time activities with coherence and correct
syntax.
5.18 Writes original dialogues related to leisure
time activities using the learned vocabulary and
grammar.
SCHOOL: SUBJECT: TIME:
C.E.B. RAFAEL PINEDA PONCE N0 2 ENGLISH 4th QUARTER
UNIT´S NAME:
YOU SHOULD VISIT THE DOCTOR.
OBJECTIVES:
✓ Recognize oral and written language associated with different parts of the body, health problems,
medications, feelings and suggestions through listening and reading in order to fulfill intended
communication needs.
✓ Generate messages concerning parts of the body, health problems, medications, feelings and
suggestions by producing comprehensive oral and written discourse in order to communicate
successfully.
✓ Acquire healthy habits to maintain a healthy body and be more productive in studies and work.
CONCEPTS PROCEDURES ATTITUDES
Contents: Listening ■ Showing interest to know the
■ Parts of the body ■ Identify the different parts of human body.
■ Health problems the body. ■ Openly and respectfully talking
■ Medications ■ Recognizing health problems about emotional and physical
■ Feelings from different sources. states.
■ Suggestions ■ Listening for symptoms related ■ Being aware of the importance
to health problems. of consulting a professional for
Grammar in context: ■ Associating recommendations medical prescription.
■ Adjectives to health problems. ■ Being empathic and supportive
- I have a sore throat. ■ Relating medications with with classmates and acquaintances
- My eyes are itchy. health problems. that are undergoing health
■ Feel + adjective ■ Getting the notions of good and problems.
- I feel sick. bad emotional and physical states ■ Consciously knowing the value
- He feels fantastic. from different sources. of a prompt and proper medical
■ Have + noun treatment.
- She has a stomachache. Speaking
- Do you have the flu? ■ Saying the parts of the body. Resources
■ Modal auxiliaries: should/ ■ Talking about health problems. Human
shouldn’t ■ Describing emotional and *Teacher
- You should visit the doctor. physical states. *Students
- She shouldn’t move her leg. ■ Giving recommendations and
■ Imperatives instructions. Materials
- Don’t drink anything cold. *English Guide
- Take some aspirin. Reading *Whiteboard
■ Scanning specific information *Flashcards
Vocabulary: on health problems from *Cell phone
■ hand, head, heel, knee, leg, readings. *Notebooks
mouth, neck, nose, shoulder, ■ Matching words with *Speakers
stomach, throat, thumb, backache, definitions. *Markers
cough, earache, fever, the fl u, ■ Skimming main ideas on health *Erasers
headache, sore eyes/throat, problems from readings. *Pencils
antacid, aspirin, (cold) pills, cough ■ Reading medical prescriptions. *Charts
drops, cough syrup, eye drops, ■ Getting the notions of good and *Pen
better, fantastic, fine, great, awful, bad emotional and physical states
exhausted, homesick, miserable, from readings.
sick, sore, terrible, symptoms: dizzy,
nauseous, congested, bloated, itchy, Writing
etc. ■ Writing the different parts of
the body.
Useful Expressions: ■ Filling out prescriptions.
■ What’s wrong? What’s the ■ Describing health problems.
matter? How do you feel? I don’t ■ Writing reports on solutions to
feel well. I feel… health problems.
What should I do? What do you
recommend? Take care of yourself.
METHODOLOGY
*Eclecticism Method
*The Silent Way
*Community Language Learning
*Comprehension Approach
ACHIEVMENT INDICATORS: EVALUATION ACTIVITIES:
6.1 Clearly identifies the different parts of the body Formative and Summative Evaluation using the four
from diverse oral input. skills (writing, reading, listening, and talking)
6.2 Successfully recognizes health problems from
audio and oral input.
6.3 Successfully listens to audio sources and CRITERIA´S EVALUATION:
identifies symptoms related to health problems. * Classwork assignments. ----------------30%
6.4 Associates recommendations with health
* Homework. --------------------------------20%
problems from audio and oral input with no
*Values and attitudes. --------------------10%
mistakes.
*Artistic expressions and sports. –-----5%
6.5 Correctly relates medications with health
*Oral Quiz and Test. -----------------------35%
problems from audio and oral input.
Total. ------------------------------------------100%
6.6 Clearly gets the notions of good and bad
emotional and physical states from authentic oral
sources.
6.7 Correctly says the parts of the body that have
been taught.
6.8 Correctly and coherently asks and talks about
health problems.
6.9 Accurately describes emotional and physical
states.
6.10 Accurately and respectfully gives suggestions
and instructions to solve health problems.
6.11 Carefully scans specific information on health
problems from authentic readings.
6.12 Correctly matches words with definitions on
health problems.
6.13 Quickly skims main ideas on health problems
from paper and online readings.
6.14 Successfully reads simple prescriptions.
6.15 Clearly gets the notions of good and bad
emotional and physical states from diverse
readings.
6.16 Correctly writes the names of different parts
of the body that have been taught.
6.17 Fills out prescriptions accurately.
6.18 Describes health problems at sentence and
paragraph levels with grammatical accuracy.
6.19 Coherently and cohesively elaborates reports,
at paragraph levels, on how to properly deal with
health problems.