Beruflich Dokumente
Kultur Dokumente
SCHOOL NUMBER______
Social Learning Environment: Family and Community Month: _____ Sessions: ______________
Expected Achievements
Recognize topic, purpose and recipient.
Detect contextual clues (for example, environmental sounds, background noise, relationship between participants, attitude,
etc.).
Identify communication modality (face-to-face, distance).
Distinguish intonation and attitude.
Recognize behaviors of speakers and listeners that favor the construction of meaning (for example, volume adjustments,
rephrasing, asking questions, etc.).
Note speech record.
Exchange experiences
Purpose Focus
To use extensive vocabulary in a common situation. The curricular proposal of the English as a Foreign Language adopts
an action approach focused on social practices of language. These are
Interchange actual information. oriented to the process and the integration of learning and offer
students opportunities to participate in various communicative
exchanges that demand the appropriate use of knowledge, skills,
attitudes and strategies, and to reflect on different aspects of
language, language and culture.
D THE TEACHER talks with the students about each person in the community have a 40 min Class Poster
E specific job and give them examples of some community helpers. participation
V Flash
Example. Work in cards
E The trash collector keeps the neighborhood clean.
L class
The police officer maintains the order and security of the neighborhood.
O The firefighter prevents and extinguishes fires.
Worksheet
P The bus driver transports people around the neighborhood.
M The doctor heals people when they are sick.
E
THE TEACHER introduces the structure / This is / to refer to each community
N helper.
T
Example
This is the Doctor; he works in the Hospital.
THE TEACHER places images of the community helpers that he has seen in class
and asks the students what each one does. He also asks what other community
helpers know and if they remember what their activity is in the community, and they
make a list with the new public servants exposed in class.
THE STUDENT has to read and write about the community helpers.
C THE TEACHER divides the group into teams of three people and assigns them one
Team work
L of the community helpers seen in class. 30 min Poster
O Role playing
paper
THE STUDENTS has to make a poster that contains the activities that the
S community helper do and a picture.
I Markers
N THE STUDENTS choose a member of the team to present in front of the class they
G work.
Activity Time Evaluation Resources
B Understand the general sense and main ideas. 10 min Team work Flashcards
E
G THE TEACHER asks to the students if they remember what´s a community helper, Class Posters
and explains that all the community helpers give a specific service to the participation
I
community. Giving examples, the teacher will begin by asking students if they
N believe that a teacher is a community helper, and which ones are the reasons that
N make them think so.
I
N THE STUDENTS give more examples of community helpers who they believe help
G more in the community and make a list along with THE TEACHER.
D THE TEACHER reads the following text to the students. 40 min Team work Projector
E
THE STUDENTS identify which community helper appear in the reading and take
V Class
notes of their names and what did they do to help Jack and his family. participation
E
L .
Jack lives at home with his mother and father. One night, after Jack and
O his mother were both off to sleep and Jack's father was coming home
P from a trip, their house caught on fire. Jack's mother ran into his room
M to wake him. He and his mother ran down the stairs and out the front
E door. Their neighbor, Mrs. Kean, grabbed Jack's dog Grubber, took him
N into her home, and fed him. Dana and other local firefighters came to
T Jack's home to put out the flames. Jim, a local police officer, called
Jack's father to inform him about the fire and his family's safe escape
from the house. A paramedic named Sarah examined Jack and his
mother to make sure they didn't have any burns or trouble breathing. A
few days after the fire, Jack and his parents took Grubber to the Dr.
Jones the veterinarian to make sure he was okay. Jack's neighbors
helped his family clean up the portion of their home that had been
damaged. Once all of the trash was gathered outside, Bill, the garbage
man, picked it up.
THE TEACHER makes teams of 10 students to recreate the scene of the text.
THE STUDENTS take the role of each of the community helpers and the family of
Jack and make a recreation of the scene.
C THE STUDENT describes the community helper who interpreted and talked about 30 min Class Worksheet
L his role in the community. participation
O
Example.
S I am a doctor, I work in a hospital and I help people who are sick
I
N
G
Activity Time Evaluation Resources
B Exchange information about community services. 30 min Team work Bands
E
G Heads up! Class Flashcards
I participation
N THE TEACHER takes bands with the image of the community helpers, a STUDENT
N will choose one at random and without seeing it he will place it on his head.
I THE STUDENTS give clues to their partner to find out which community helper is in
N the band. (YES / NO questions)
G Example.
1- Is it a community helper?
2- Does it wear a uniform?
3- Does it wear a hat?
4- Does it work with water?
5- Does he use a ladder?
= Firefighter
D THE TEACHER forms teams of five students to create a dialogue where each one 30 min Team work Role
E will interpret community helpers. playing
V
THE STUDENTS will assign to each other which community helper will interpret and
E write a dialogue that will have to be represented in front of their other classmates.
L According to their characteristics, students who are not participating in the dialogue
O have to guess which community helper their classmates are representing.
.
P
M
E
N
T
C THE TEACHER gives to the students a worksheet, to be done in class. 20 min Class worksheet
L participation
THE STUDENT will answer which is the function of each community helper and
O
compares the answers with the other students.
S
I .
N
G
CATEGORY CRITERIA
REGULAR GOOD VERY GOOD EXCELENT
Didn’t use the Works with the The exposition has The exposition was
Expositions vocabulary of the vocabulary of the coherency and uses clear and with
class class, but the the vocabulary seen fluency, everybody
presentation has no in class, but it could understands the
coherency. be better. main topic, and uses
the vocabulary seen
in class.
SCHOOL YEAR 2018-2019
SCHOOL NUMBER______
Social Learning Environment: Family and Community Month: _____ Sessions: ______________
Purpose Focus
To use extensive vocabulary in a common situation. The curricular proposal of the English as a Foreign Language adopts
an action focused on social practices of language. These are oriented
Interchange actual information. to the process and the integration of learning and offer students
opportunities to participate in various communicative exchanges that
demand the appropriate use of knowledge, skills, attitudes and
strategies, and to reflect on different aspects of language, language
and culture.
Activity Time Evaluation Resources
B Review silent films. 25 min Class Picture
E participation
G THE TEACHER will show to the students an image of a silent film, and ask them
I questions about what they believe will happen in the story.
N
THE STUDENTS will comment their ideas about the plot of the film.
N
I
N
G
THE TEACHER will give the students a sheet of questions from the film.
THE STUDENTS will answer a series of questions about the film in a worksheet.
C THE STUDENTS share their answers to check that they are correct. 15 min Class Worksheet
L participation
THE MASTER will enrich the class with his comments giving the correct answers.
O
S 1- The gas of laughter.
I 2- Comedy Movie
N 3- In a Dentist's office
G 4- A dentist sleeps his patient with laughing gas, but his hand goes a little, when he
wakes up he can’t stop laughing.
5- The assistant was posing as the dentist, but they discover it and they beat each
other.
Activity Time Evaluation Resources
B Understand general sense and main ideas. 25 min Class Blackboard
E Participation
G THE TEACHER introduces the adverbs of probability / may-might / to the class,
I giving some examples.
N
Use / may / or / might / to talk about something that may happen in the future.
N (probabilities)
I
N Example.
G It is cloudy today; It may rain later.
THE STUDENTS will answer the activity sheet and share the answers with their
classmates.
C THE TEACHER asks the following questions to the students, to continue working 15 min Class Projector
L with the previous text participation
O
What do you think happened after the friends greeted each other?
S What do you think happened to the life of Dominic and Mike?
I
N THE STUDENTS will answer the questions using the may / might structure
G
Example:
Dominic may continue practicing sports.
Mike might study hard to be a great doctor.
C THE STUDENTS will screen the film for the final revision. 20 min Notes Projector
L
THE TEACHER will give their impressions and ask the students to explain the
O Team work
theme of the video.
S
I Class
N participation
G
CATEGORY CRITERIA
REGULAR GOOD VERY GOOD EXCELENT
Didn’t use the Works with the The exposition has The exposition was
Expositions vocabulary of the vocabulary of the coherency and uses clear and with
class class, but the the vocabulary seen fluency, everybody
presentation has no in class, but it could understands the
coherency. be better. main topic, and uses
the vocabulary seen
in class.
SCHOOL YEAR 2018-2019
SCHOOL NUMBER______
Social Learning Environment: Family and Community Month: _____ Sessions: ______________
Expected Achievements
Show several examples for your students to understand how:
-Value dialogue and language as a means to exchange experiences;
-Identify topic, purpose and recipient;
-Notice contextual cues in leisure situations;
-Recognize behaviors to clarify and confirm understanding;
-Determine the enunciation sequence;
-Identify the speech record;
-Exchange points of view.
Describe and explain to your students the various ways of:
-Anticipate general sense and main ideas;
-Recognize structure of dialogues (opening, body and closure) to determine the type of intervention (for example: interruption,
confirmation, etc.);
-Recognize the type of statements to express likes and dislikes;
-Compare ways of expressing likes, compliments and aversions;
-Detect syntactic differences between the British and American variants (agreement of collective nouns, for example: My favorite
team is / are);
-Identify words used to connect ideas;
-Model comprehension strategies.
Think out loud so your students understand how to:
-Manifest empathy in oral interactions;
-Determine the speech record and compose sentences;
-Consider repertoires of words and expressions;
-Order sentences in a sequence using connectors;
-Include details in main ideas;
-Raise and answer questions to answer questions;
-Evaluate your own performance and that of others.
Intervene with your students by offering information that allows them to:
-Alternate roles as an interviewer and as an interviewee, with or without the support of a script;
-Use expressions to gain time when formulating spontaneous responses (for example, mmm, that is an interesting question, etc.);
-Use question marks to request confirmation (for example: You used to be ... did not you?);
-Compose statements that include like (for example: I like ...) to express tastes or preferences;
-Use hanging prepositions to offer details (for example: The place they went to ..., etc.);
-Express views in favor and against;
-Use nonverbal language to reinforce what is said;
-Recognize relevant moments to interrupt the interlocutors;
-Practice and follow rhythm, speed and pronunciation;
-Make adjustments to questions and answers raised, depending on the interlocutor's reactions;
-Self-regulating strengths and needs.
Purpose Focus
To use extensive vocabulary in a common situation. The curricular proposal of the English as a Foreign Language adopts
an action approach focused on social practices of language. These are
Interchange actual information. oriented to the process and the integration of learning and offer
students opportunities to participate in various communicative
exchanges that demand the appropriate use of knowledge, skills,
attitudes and strategies, and to reflect on different aspects of
language, language and culture.
Activity Time Evaluation Resources
B Listen and check likes and dislikes in interview
E dialogues. 20 min Class Choosing
G Participation questions
I THE TEACHER will accommodate the students in a circle and randomly choose a
N student to ask introductory questions (one question per student).
N
Example:
I
N
-What’s your name?
G
- How Are you?
D THE TEACHER indicates to the students the activity to be carried out: 40 min Class Worksheet
E Participation
Gives a blank page where students have to write personal information, such as
V
place of birth, favorite color, favorite food, favorite program, etc. but they can’t write Questions
E the name.
L and
O THE STUDENTS choose one of the sheets and have to find the partner to whom
sentences
P the sheet corresponds. Once already gathered in teams of two THE STUDENTS
M have to comment their things that they do not like and then expose in front of the
class the characteristics of their teammate.
E
N THE TEACHER supervises the work of the students before they present it in class.
T
C THE TEACHER AND THE STUDENTS make a graph showing the characteristics 20 min Class Poster
L they have most in common. participation paper
O Markers
S Team work
I
N
G
Activity Time Evaluation Resources
B Understands the general meaning and main ideas in the dialogues. 15 Class
E min Participation
THE TEACHER asks the students questions about activities that they like to do, and
G
which are the others that they do not like to do. Notes
I
N THE STUDENTS talk about their likes and dislikes with the teacher and their other
N classmates.
I
N
G
D THE TEACHER introduces I like / I don’t like structure to the students. Explain that 40 Class Projector
E these are used to express the things we like and the things we do not like, it can be min participation
used for food, movies, places, clothing, etc.
V Worksheet
E Notes
THE TEACHER will screen the following video and comment with the students.
L
O https://www.youtube.com/watch?time_continue=131&v=N50e2R6eylM
P
M
E
N
T
THE TEACHER explains to the students the following activity, where they will have to
ask their classmates what kind of food they like and what they do not like.
THE STUDENTS make a table where they will put different types of food and ask
several of their classmates whether they like it or not. They will draw a happy face if, if
they like it and a sad one if not.
1- Do you like apples?
2- Do you like fish?
3- Do you like ice cream?
4- Do you like cheese?
5- Do you like spinach?
THE TEACHER asks to the students student to copy a box on the board and ask the following
questions:
C THE TEACHER divides the students into teams of 4 people. 25 Class Worksheet
L min participation
THE STUDENTS continue working with the same activity but with their teammates.
O
S Notes
THE TEACHER supervises the conversation among the students to see if they are
I using the vocabulary in a good way.
N Team work
G
Activity Time Evaluation Resources
B Exhibits compliments, likes and dislikes in written 15 min Notes Flashcards
E dialogues.
G Class Board
I THE TEACHER divides the blackboard into two sections, which will be divided into Participation
N likes and dislikes indicated with a sad face and a happy face. He will also bring
N pictures of food to the class.
I THE STUDENTS participate indicating which foods they like and which they do not,
N from which the teacher brought in pictures.
G
THE TEACHER introduces the structure I like / I do not like, so that the students
express likes and dislikes.
Example:
THE STUDENTS make a poster to show their likes and dislikes in the food, for
which they have to bring food, cardboard, glue and markers to the class.
THE TEACHER will evaluate the work and ask some of the students to present their
work in class.
C THE TEACHER explains to the students the game "Funny Food Likes & Dislikes 25 min Class Flashcards
L Game" where shows pictures of strange foods to the students form sentences. participation
O
THE STUDENTS express likes and dislikes according to the image. Notes
S
I
N
G
THE STUDENTS create new food combinations to keep playing.
Didn’t use the Works with the The exposition has The exposition was
Expositions vocabulary of the vocabulary of the coherency and uses clear and with
class class, but the the vocabulary seen fluency, everybody
presentation has no in class, but it could understands the
coherency. be better. main topic, and uses
the vocabulary seen
in class.
SCHOOL YEAR 2018-2019
SCHOOL NUMBER______
Social Learning Environment: Family and Community Month: _____ Sessions: ______________
Purpose Focus
To use extensive vocabulary in a common situation. The curricular proposal of the English as a Foreign Language adopts
an action approach focused on social practices of language. These are
Interchange actual information. oriented to the process and the integration of learning and offer
students opportunities to participate in various communicative
exchanges that demand the appropriate use of knowledge, skills,
attitudes and strategies, and to reflect on different aspects of
language, language and culture.
Activity Time Evaluation Resources
B Search and consult information. 30 min Class Blackboard
E participation
G THE TEACHER puts the students in teams of two people and asks the students to Worksheet
I make a list of all the countries they know in a minute. At the end of the minute, Team work
chooses the list that contains the most countries so that the students can copy them
N
to the board. If any other team has a country that is not on the list, can also write List of
N them on the list. treats.
I
N Then THE TEACHER asks the students to imagine that they will travel to another
G country from the country where they currently live.
THE STUDENTS select a country from the list and comment among them
information that they know about that place. In addition they have to look for more
information for the next class.
THE TEACHER take notes about which country each team chose, to continue
working the next class.
D THE TEACHER chooses which country will be the first to be exposed. 40 min Class Blackboard
E Participation
THE STUDENTS expose the country that corresponds to them, mentioning the
V Worksheet
following important points: Team Work
E
L Country name
O List of treats
Traditional food
P Representative places
Notes
M Language
E
N THE STUDENTS that are not exhibiting will take notes of the information given by
their classmates. You can make a box like the one shown below.
T
THE TEACHER at the end of the exhibition asks the students what country they
found most interesting, which they would like to visit, which was what most caught
their attention when investigating the country that they had to exhibit.
C THE TEACHER talks with the students about places he has visited on his holidays. 10 min Class
L participation
THE STUDENTS also comment about places they know and if they liked or not
O
and what they found most interesting. Notes
S
I
N
G
Activity Time Evaluation Resources
B Compare pros and cons of ideas and proposals. 20 min Class Worksheet
E participation
G THE TEACHER talks to his students about his last vacations, (to what place he
I visited, how long was it, who did go to, how did get there, what did eat / buy?) And Notes
make a mind map with the following information.
N
N
I
N
G
THE STUDENTS make a mind map like the one of the teacher, and then talks about
the holidays.
THE TEACHER asks some of the students to pass to the front to explain the activity.
D THE TEACHER shows to the students the next video: 40 min Class Worksheet
E Participation
V https://www.youtube.com/watch?v=aCvhQPyOesw Projector
E Work in
THE STUDENTS pay attention to the video and will answer the worksheet, which class
L
THE TEACHER provides, enclosing the correct answer.
O
P THE STUDENTS share the answers with their classmates to check the answers.
M
E
N
T
C THE STUDENTS and THE TEACHER talk about the advantages and disadvantages 20 min Class
L of planning a trip. Participation
O
-Which one is the easiest thing to do? List of treats
S - How long in should the reservation be made?
I - How much money do you need to travel?
N -How do you decide the place you want to go?
G
Activity Time Evaluation Resources
B Build arguments to defend ideas and proposals
E
G THE TEACHER explains to the students the following game "When do you feel this
I way?"
N
THE STUDENTS together with THE TEACHER review the feelings presented in the
N following table:
I
N
G
THE TEACHER with the help of a student makes an example of how the dynamics
will be carried out.
Example:
THE TEACHER divides the group into teams of 3 or 4 people; each team must
choose four feelings to work with them in the conversation.
THE TEACHER asks to the students take roles to represent the conversation.
Select a couple to represent it in front of the group.
THE STUDENTS answer the following worksheet and share the answers.
THE TEACHER supervises the work of the students to be sure they are doing the
job well.
C THE TEACHER gives a general overview of what has been seen in class and will 10 min Class
L encourage the students to express their ideas about the holidays. Participation
O
S
I
N
G
Activity Time Evaluation Resources
B Listen and express pros and cons to build consensus. 15 min
E Class
G THE TEACHER begins the class by asking the following questions: participation
I • Who needs a break from school?
• Where would you want to go if you had a lot of money? Notes
N
N THE TEACHER explains to the students that they have to make a vacation plan
I with two of their classmates, so they will divide the class into teams of three.
N
G THE STUDENTS select the place where they would like to go on vacation.
D THE TEACHER summarizes what was seen in the previous class. 40 min List of worksheet
E questions
THE STUDENTS work with their teams, in their vacation plan they will have to and answers
V
include: to request
E Place to visit and offer
L Date of vacation information
O Date and time of departure
P Transportation Class
M Hotel reserved Participation
E Type of room
N Places to visit Notes
T Travel budget
Date and time of return Team work
Total cost of the trip
THE TEACHER supervises the work of his students before being exposed.
C THE STUDENTS present their vacation plan in the form of a dialogue at the head of 25 min List of worksheet
L the group. questions
and answers
O
THE TEACHER supervises that the exhibition includes all the requested to request
S information. and offer
I information
N
G Class
Participation
Notes
Team work
CATEGORY CRITERIA
REGULAR GOOD VERY GOOD EXCELENT
Didn’t use the Works with the The exposition has The exposition was
Expositions vocabulary of the vocabulary of the coherency and uses clear and with
class class, but the the vocabulary seen fluency, everybody
presentation has no in class, but it could understands the
coherency. be better. main topic, and uses
the vocabulary seen
in class.