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B1 B Plan

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    E SCUELA  C.C.T. T URNO  L OCALIDAD  M UNICIPIO  Z ONA E SCOLAR  S013 Period September 29 nd    –  October 24 th , 2014. Subject Second Language: English III Grade and Group   Unit I II III IV V Project R EAL LEGENDS   1 st  2 nd  3 rd     S OCIAL PRACTICE OF THE LANGUAGE  E NVIRONMENT  S PECIFIC COMPETENCY   Read and understand different types of literary texts from English-speaking countries. L ITERARY AND LUDIC  R EAD SUSPENSE LITERATURE AND DESCRIBE MOODS . A CHIEVEMENTS  C ONTENTS  P RODUCT   ã Uses various strategies to understand narratives. ã Infers the general meaning and main ideas from details. ã Formulates and answers questions in order to infer information. ã Writes opinions regarding moods. DOING WITH THE LANGUAGE Select and explore suspense narratives. ã Identify textual arrangement.   ã Determine topic and purpose. ã Detect intended audience from explicit information.   Understand general sense, main ideas, and some details of a suspense narrative. ã Read and re -read narratives. ã Use diverse comprehension strategies.   ã Infer main ideas from details.   ã Answer questions to infer characters‟ moods from explicit information. ã Relate moods to specific moments in a narrative.   Describe characters’ moods in a suspense narrative.   ã Express and justify personal impressions towards a text.   ã Relate moods to charac ters. ã Make and complete sentences from words that express moods. ã Describe characters‟ moods.   KNOWING ABOUT THE LANGUAGE ã Elements in narratives.   ã Adjectives: comparative and superlative.   ã Pronouns: reflexive and relative.   ã Conditionals.   BEING THROUGH THE LANGUAGE ã Stimulate an aesthetic pleasure for literature.   ã Develop empathy towards different moods.   EMOTIONARY (INVENTORY OF EMOTIONS)  –– Select, from a number of sources, a suspense narrative.  –– Choose and make a list of emotions that the narrative presents or provokes.  –– Propose and write examples of the situations that describe the emotions.  –– Check that the examples comply with grammar, spelling, and punctuation conventions.  –– Organize an event to present and read the emotionary.  A B C D Educational Fields for Basic Education  Language and communication Mathematical thinking Exploring and understanding the natural and social world Personal development and development for coexistence Life Competences Permanent learning Handling of information Handling of situations Living together Life in society Standards for English Comprehension (Listening  –  Reading) Production (Speaking - Writing) Multimodality  Attitudes toward language and communication English Teaching Approach Capacity to reflect on the language related to the communicative functions and competencies of students.    Resources   Class Sequence of Activities  Activity book Dictionary WEEK 1 1 ST  DAY. 1. T and Ss will play “sit down, stand up”.  2. T will introduce the project. (name, achievements and product) 3. T will show to Ss a video or pictures about horror films, so as to contextualize Ss with the topic “urban stories”.  4. Ss will listen to the most popular urban story from the Ss´ town. 5. T will ask to Ss how they feel… and they„ll try to look up in their dictionary the name of their feelings. They will compare their answers. T will check. 2 ND  DAY. 1. T will ask to Ss: what are urban legends? Do they believe in urban legends? 2. Ss will read the text “ La lloron a” . (Appendix 1)   3. Ss will underline at least five words they unknown from the text then they try to infer the meaning of that concepts. T and Ss will compare and review. 4. Ss will answer some comprehension questions. T and Ss will compare the answers. 5. Ss will write the feelings they think the main characters show in the story. 3 RD  DAY.   1. T says tree[1], bridge[2], fountain[3], square[4] and star[5] to form teams. 2. T will show some flashcards about feelings and elicits a Student to participate and define what are their names (happy, afraid, furious, so on). 3. Ss will review t he handout “feelings” . (Appendix 2) 4. Ss will complete the photocopy about feeling. (Appendix 3) They will compare their answers. T will check. WEEK 2 4 TH  DAY. 1. T says tree[1], bridge[2], fountain[3], square[4] and star[5] to form teams. 2. Ss will work with a jigsaw reading activity with the text of Violet. (Appendix 4) 3. Ss will answer the activities of “Violet”. (Appendix 5) They will compare their answers. T will check. 5 TH DAY. 1. Ss will work in teams, like they worked in the last class. 2. Ss will work the handout “Comparatives”. (Appendix 6) They will compare their answers. T will check. 6 TH  DAY. 1. Ss will number 1 to 10 and integrate teams. 2. Ss will choose any legend that they want to be performed. 3. Ss create their own dialogues so as to be check by the T. 4. Ss will make a list about the materials they will use in their performance. 5. Ss will use their bilingual dictionaries to know the words. T will check. WEEK 3 7 TH  DAY. 1. Ss will work in teams. 2. Ss will practice their performance. 3. Ss will practice the pronunciation and intonation. 4. T will check. 8TH DAY. 1. Ss will work in teams. 2. Ss will act their performance. 3. T and Ss will assess. 9 TH  DAY. 1. T and Ss will play “sit down, stand up”.  2. Ss will answer a test. (Appendix 7) T and Ss will assess the test. 3. Ss will peer assess the achievements of this project. Reader book CD Notebook Computer Photocopies Flash Cards Interaction Whole class Team work Pair work Individually Assessment Teacher assessment Self assessment Peer assessment Transversality    Attention to diversity Gender equity   Health education Sex education Environmental education Financial education Prevention of bullying Education for peace and human rights Driver education Values education and citizenship  Observations   Teacher Revised Vice-Principal Approval Principal  _________________________________ Profr(a). Florina Cruz Rodriguez  _________________________________ Profr(a). M. de la Luz Talonia L.  _________________________________ Profr(a). Leticia Juárez Bravo    E SCUELA  C.C.T. T URNO  L OCALIDAD  M UNICIPIO  Z ONA E SCOLAR  S013 Period September 29 nd    –  October 24 th , 2014. Subject Second Language: English II Grade and Group   Unit I II III IV V Project W HO IS HE / SHE ?   C AN HE / SHE FLY ? 1 st  2 nd  3 rd     S OCIAL PRACTICE OF THE LANGUAGE  E NVIRONMENT  S PECIFIC COMPETENCY   Read and understand different types of literary texts from English-speaking countries. L ITERARY AND LUDIC  R EAD FANTASY LITERATURE AND DESCRIBE CHARACTERS . A CHIEVEMENTS  C ONTENTS  P RODUCT   ã Uses strategies to support the understanding of narratives. ã Anticipates the general meaning and main ideas from details. ã Formulates and answers questions to distinguish and verify specific information. ã Describes characteristics and abilities. DOING WITH THE LANGUAGE Select and explore fantasy narratives. ã Activate previous knowledge to determine topic, purpose, and intended audience.   Read fantasy narratives and understand the general meaning, main ideas, and some details. ã Use different comprehension strategies (e.g., re -reading, self-questioning, vocabulary, text arrangement, etc.). ã Clarify meaning of words.   ã Distinguish implicit from explicit information.   ã Recognize events in paragraphs.   ã Detect words and expressions used to describe physical features of characters.   ã Formulate   and answer questions to determine characters‟ actions and abilities.   Describe characters. ã Express personal reactions to a text (e.g., I didn´t like…).   ã Listen to others‟ opinions to identify different interpretations.   ã Complete and write sentences based on characters‟ actions and abilities.   ã Complete sentences with verb forms used as names or as characteristics/qualities, using conventional writing. ã Describe physical characteristics, abilities, and actions to discover characters.   KNOWING ABOUT THE LANGUAGE ã Topic, purpose, and intended audience.   ã Colophon: publishing house, year, location, etc.   ã Elements: characters, events, narrator, etc.   ã Adjectives and adverbs of time.   ã Verb tenses: present and past perfect.   ã Verb forms: gerund and past  participle. ã Conditionals.   BEING THROUGH THE LANGUAGE ã Acknowledge creativity and imagination in the perception of reality.   COMIC STRIP  –– Select and read a fantasy narrative.  –– Determine the episode/s to be included in the comic strip.  –– Design the format for the comic strip, defining spaces for dialogues and descriptions.  ––  Adjust the information to write the dialogues.  –– Check that the writing of dialogues and descriptions comply with grammar, spelling and punctuation conventions.  –– Incorporate the dialogues and descriptions in the corresponding spaces of the comic book and illustrate them.  –– Perform a dramatized reading of the comic book.  A B C D Educational Fields for Basic Education  Language and communication Mathematical thinking Exploring and understanding the natural and social world Personal development and development for coexistence Life Competences Permanent learning Handling of information Handling of situations Living together Life in society Standards for English Comprehension (Listening  –  Reading) Production (Speaking - Writing) Multimodality  Attitudes toward language and communication English Teaching Approach Capacity to reflect on the language related to the communicative functions and competencies of students.    Resources   Class Sequence of Activities  Activity book Dictionary WEEK 1 1 ST  DAY. 1. T and Ss will play “Simon say”.  2. T will introduce the project: a)  Name, achievements and product. b)   Characteristics (It‟s about imaginary, fictional characters, It has a story to tell, which requires a plot). c)  Requirements (It must have a cover, It must be in color, the characters must have srcinal names, there‟s is not limit to the number of pages, the minimum woulb be 2 pages). d)  Sound effects (Bam, bash, blurp, Ka-powl, pow, crunch, pam, etc.). e)   Remember use sentences like these (What happened…?,  I went, I have already … I did, I haven‟t … yet, I didn‟t). (Appendix 1)  3. Ss will take notes and they are going to ask for some questions about project. 2 ND  DAY. 1. T and Ss will play “Simon say”. Superman can fly, see through solid objects, lift heavy objects, etc. 2. T will introduce fantasy characters (T will explain with some words fantasy characters, talk about Superman, Spiderman, Iron-man...). 3. Ss will find fantasy characters. (Appendix 2). They will compare their answers and use a bilingual dictionary. T will check. 3 RD  DAY. 1. Ss will walk while the T says mingle. SS will form teams according to the word they listen: tree[1], bench[2], elephant[3], Train[4].They are going to say some words (vocabulary) of the last class.   2. T will explain the personalities with flash cards. Ss will practice it. 3. Ss will answer a photocopy about personalities. (Appendix 3) They will compare their answers. T will check. WEEK 2 4 TH  DAY. 1. Ss will play “hangman”. T will introduce time sequences (first, second, then...) and Ss will guess the word. 2. T will practice a listen exercise “The Loch Ness Monster¨, in photocopy. (Appendix 4) 3. Ss will practice the sequence words according the reading and pictures. 4. Make pyramid using the sequence words and the sentences of ¨The Loch Ness Monster¨. T will check. 5 TH  DAY. 1. Ss will play with this chart and write the sequence words in one minute. 2. T. will show flash Cards with ¨Can and Could¨. Ss will practice with some questions using “can and could”.  4. Ss will answer the photocopy with activities. (Appendix 5) They will compare their answers. T will check. 6 TH  DAY. 1. Ss will play “Hot potato”, who lost will say a sentence with ¨can or could¨. 2. Ss will answer the photocopy “The super fun five”. (Append ix 6) They will compare their answer. T will check. 3. In teams, Ss will begin with their product. They will choose a fantastic or magical person and describe it. WEEK 3 7 TH  DAY. 1. Ss will work in teams. 2. Ss will continue with their product. 3. Ss will color their comic. 4. T will check. 8TH DAY. 1. Ss will work in teams. 2. Ss will finish their comic. 3. Ss will exhibit their comics. 4. Ss will do a peer-assess. T will check. 9 TH  DAY. 1. T and Ss will play “sit down, stand up”.  2. Ss will answer a test. (Appendix 7) T and Ss will assess the test. 3. Ss will peer assess the achievements of this project. Reader book CD Notebook Computer Photocopies Flash Cards Interaction Whole class Team work Pair work Individually Assessment Teacher assessment Self assessment Peer assessment Transversality    Attention to diversity Gender equity   Health education Sex education Environmental education Financial education Prevention of bullying Education for peace and human rights Driver education Values education and citizenship  Observations   Teacher Revised Vice-Principal Approval Principal  _________________________________ Profr(a). Florina Cruz Rodriguez  _________________________________ Profr(a). M. de la Luz Talonia L.  _________________________________ Profr(a). Leticia Juárez Bravo

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Jul 23, 2017

AUDIT THEORY.doc

Jul 23, 2017
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