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INSTITUTO TABASCO¡Fieles al deber!

INSTITUTO DE CIENCIAS HUMANIDADES TABASCONIVEL BACHILLERATO

PLANEACIONES DIDÁCTICASTERCER SEMESTRE

AGOSTO-ENERO 2010

M.D. NELLY DEL C. CORDOVA PALOMEQUEwww.nellypalomeque.weebly.com

[email protected]

mailto:[email protected]

http://www.nellypalomeque.weebly.com/

Instituto de Ciencias Humanidades TabascoLesson Plan

Teacher: Nelly Del Carmen Cordova Palomeque Semester: Third First Partial

Subject: English

Block : 1Describe situations cause and effect

Topic: That´s what friends are for!

Educational Principle: Promoting respect, love and value in human relationships.

Didactical situation: Ss communicate effectively to express opinions and to describe themselves and others.Competencies:Ss have a personal stand about interesting and general topics, considering other points of view critically and reflexively.Ss show a respectful attitude towards cross-cultural issues such as different believes values, ideas and social practices.Ss differences important data from audio regarding personal profiles using basic listening comprehension strategies. Performance indicators: Ss recognize various contexts where information elements are used to form personal profiles.

ContentsConceptual Procedural Attitudinal

Relative pronouns as subjects or objects.Adverbial clauses with whenVocabulary: Likes and preferences.

Ss describe themselves and other people in the professional field.Ss express likes and preferences.Ss have conversations sharing personal information.Ss discriminates personal information from an audio.

Respect for different opinions.Ss participate and collaborate effectively in teams.Value and learn from other opinions.Listen actively, Socializing, Empathy and Make friends easily.

Metacognition: Ss listen, interpret and communicate messages related to their personal information, personality, likes

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and preferences.Ss identify essential personal information from a text using basic comprehension strategies.

Didactic SequenceWarm up Development Follow up

Books closed. The teacher starts a debate about the qualities which are necessary in a couple and extracts vocabulary from the student´s ideas.

Ss listen and read a conversation at the same time. Ss produce a similar conversation with a partner.Ss discover grammar rules from the conceptual contents such as the difference between relative pronouns as objects and relative pronouns as subjects.

Ss describe their best friend (oral and written)Ss make a comparative chart of the grammar rules learned.

Evaluation:Evaluation aspects: GrammarLook up for important information from a text.Communicate personal information.Vocabulary.

Evaluation method:Exercises and class participation. Composition.Exam.

Resources: Book, notebook, Class CD, CD player, board.

Time: 2 weeks

M. D. Nelly del Carmen Córdova Palomeque

Teacher´s signature

_______________________________Principal´s signature

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Teacher: Nelly del Carmen Cordova Palomeque Semester: Third First Partial

Subject: English

Block : 1 Describe situations cause and effect

Topic: Career moves

Educational Principle: Promoting an educational model to achieve a well-rounded education which prepares the students consciously, critically and creatively through an environment of motivation, joy and enthusiasm.

Didactical situation: Ss compare different careers and jobs, as well as the personality types for each case. In this way ss can take right decisions about themselves.Competencies:Ss know and value themselves, face problems and challenges regarding their objectives and goals.Ss develop innovations and give solutions to problems from established methods. Performance indicators: Ss compare advantages and disadvantages of jobs and careers. Describe requirements for a job position. Identify comparatives in a text or audio. Recognize different personality types and relate them with the most common jobs or careers.


Gerund as object or Ss express advantages and Work in team.

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subject Comparatives Vocabulary: Careers and jobs

disadvantages or some jobs.Distinguish job profiles.Auto-evaluate their abilities and skills to choose a professional field.

Ss participate and collaborate effectively in teams.Respect for abilities and limitations of their own and of the others.Proactive and empathic attitude.Responsibility for their learning and their possible role in the work field.

Metacognition: Describe a job and the personal profile which best suits the position. Classify careers and jobs by personality types. Recognize job and career vocabulary by the suffixes used. Express advantages and disadvantages of most common jobs.Ss learn by their own initiative all along their lifetime.

Didactic Sequence:Warm up Development Follow up

In teams ss write characteristics and jobs positions which suits a personality type. Each team shares its conclusions.Teacher asks ss if they remember the use of gerunds and explain the difference between the subject and object in a sentence.

Ss detect and underline gerunds in a text. Teacher writes them on the board and ss classify if they are objects or subjects in the sentences.Ss work in pairs to discuss about advantages and disadvantages of two jobs positions provided by the teacher. They use comparatives from the book.

Ss answer questions about the text and do exercises where they apply the grammar rules learned.

Evaluation:Evaluation aspects: Grammar: Gerunds and comparativesExpression (oral, written) of advantages and disadvantages of a job.

Evaluation method:Self-check pages 14, 15. Exam.

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Vocabulary about jobs.Resources: Book, notebook, Class CD, CD player, board.

Time:

2 weeks




Teacher: Nelly Del Carmen Cordova Palomeque Semester: Third Second Partial

Subject: English

Block: 2 Compare habits and daily routines in past with presents.

Topic: Could you do me a favor?

Educational Principle: Encouraging an education with a high level of personal and community commitment.

Didactical situation: Ss request and offer help using an appropriate vocabulary.Competencies:Ss listen, interpret and communicate messages to request favors or to offer help by proper means, codes and tools.Ss show a respectful attitude towards cross-cultural issues such as different believes values, ideas and social practices. Performance indicators: Ss requests or offer helps according to the context. Discriminate between a direct and indirect, formal and informal. Difference the use of borrow and lend.

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Contents

Conceptual Procedural AttitudinalRequest with modals, conditionals and gerundsIndirect RequestRequest favors: formal or informal wayBorrow and lendPresent and past

Ss identity if a situation is formal or informal. Apply the correct structure for each case.Express their needs and recognizes the others´ though effective communication using different tenses

Socializing. Empathy.Request kindly.Respect.Giving and receiving.


Teacher sets a hypothetical situation where she goes on a trip and asks the neighbor to do certain things for her. The ss suggest these things so the teacher detects which structures they use to make requests.

Ss read and listen a conversation to extract phrases with would you mind. Teacher asks if the conversation is formal or informal and elicit more examples.Teacher says situations and the ss have to classify whether formal or informal. Ss answer written, audio and oral exercises.

Ss make a graphic presentation (comparative chart, conceptual map, mind map, etc) of the level of formality in the conversations marking the structures for each case.Ss write an informal e-mail asking for a favor or direct request. It is sent to the teacher.

Metacognition: Request using different structures according to the context. Discriminate between formal and informal situations. Extract information from a text or audio.

Evaluation:Evaluation aspects: Grammar: Formal and informal requests. Direct or indirect requests.

Evaluation method:Exercises and class participation. E-mail.

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Resources: Book, notebook, Class CD, CD player, board, internet access to send the homework.

Time:2 weeks





Subject: English

Block: 2 Compare habits and daily routines in past with presents.

Topic: What a story?

Educational Principle: Supporting the parents in their responsibility as the first hand educators of their sons and daughters.

Didactical situation: Ss communicate past events using different tenses.Competencies:Ss are sensitive to art and participate in the appreciation and interpretation of different genres of

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expression.Ss have a personal stand about interesting and general topics, considering other points of view critically and reflexively.Ss show a respectful attitude towards cross-cultural issues such as different believes, values, ideas and social practices.

Performance indicators: Ss use past tenses to tell stories. Difference the structures past simple, continuous and perfect. Express events in chronological order.Contents

Conceptual Procedural AttitudinalPast simple vs. past continuousPast perfectVocabulary: news

Ss express any action in the past such as stories, holidays, etc.Discriminates the order things happen: if two events happened at the same time or if one action interrupted another.

Value for past experiences as a learning source.Ss participate and collaborate effectively in teams.Recognize the importance of history as a present builder.Responsibility and consequences.


Teacher starts a story using past tenses and asks ss to continue it, so the story is created by everyone. At the end ss classify the story: informative, entertaining, love, etc. Teacher mentions well-known stories and the ss classify them.

Teacher makes a review of past tenses. Examples are given and differences are made.Teacher explains the present perfect tense, past continuous and simple past.Ss do grammar, reading and audio exercises: filling gaps.

Reading comprehension: strange but true.Students read an article and then in team check together the words they don’t know.Practice the reading and its pronunciation.Answer exercise a and b from page 27.

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Ss interview their parents about their past. For example, how the parents met, the first student´s birthday, any funny story, etc.Ss write the story. In class ss work in pairs and share the stories without reading it.

Check together.

Metacognition: Request using different structures according to the context. Discriminate between formal and informal situations..

Evaluation:Evaluation aspects: Grammar: past tenses (simple, continuous, perfect)

Evaluation method:Self check pages 28, 29Exam.

Resources: Book, notebook, Class CD, CD player, board, internet access to send the homework.

Time:1 weeks





Subject: Block: 3 Describe Topic: Crossing Educational Principle: Promoting

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English activities development in one time in an specific time.

cultures respect, love and value for life, nature and human relationships.

Didactical situation: Ss express proudly about his country and communicate relevant information about themselves or others.Competencies:Ss have a personal stand about interesting and general topics, considering other points of view critically and reflexively.Ss participate with civic consciousness and ethic in their community, region, Mexico and all around the world.Ss show a respectful attitude towards cross-cultural issues such as different believes values, ideas and social practices Performance indicators: Ss recognize the cultural difference among countries. Contrast customs from different places. Express common concerns about visiting other country. Apply a large amount of adjectives to describe emotions regarding traveling.


Noun phrases containing relative clauses.Expectations: the custom to, supposed to, expected to, acceptable to

Ss tell their opinion to contrast cultural difference among countries.Express preferences and reasons to travel to a specific place.Have a conversation where they communicate relevant customs of Mexico.

Debate about cultural differences, express how would they feel if they went to another country,

Openness and tolerance to cultural differencesValue their identity and nationality when comparing with others.Solidarity and kindness to their compatriots.

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communicate relevant customs from their country, and make an advertisement brochure about Mexico or other country.

Metacognition: Ss express proudly about his country and communicate relevant information about themselves or others using different tenses: past, present and future.


Teacher checks the new vocabularyAnxious, comfortable, confident, curious, depressed, etc.They work in pairs talking about if the like to live in a foreign country.Ss Comments about it.Ss listen to the people talk about moving to a foreign country (cd)

T explains the grammar focus noun phrases containing relative clauses. Ss answer an exercise: complete the sentences about living in a foreign country. Use the phrases they give.Discuss about some situation living in other country. Ss practice each other. Page 32T presents a conversation about What’s custom?Ss discuss about it. Then T presents the grammar focus: Expectations.Ss answers some exercises. Check together.

Reading comprehension: culture shockSs in teams read about it and comments. Later T with all the group discuss about it and answer the exercises about it. A and b. Check together.Work in the workbook.

Evaluation:Evaluation aspects: Comparison among countries and cultures.

Evaluation method:Exercises and class participation. Brochure.

Resources: Book, notebook, Class CD, CD player, board, bond paper, glue, markers, native dress, countries´ images.

Time:1 week

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Teacher: Nelly Del Carmen Cordova Palomeque Semester: Third Third final Partial

Subject: English

Block: 4 Say instructions and questions.

Topic: What´s wrong with it?

Educational Principle: Promoting an educational model to achieve a well-rounded education which prepares the students consciously, critically and creatively.

Didactical situation: ss identify the problem and provide solutions.Competencies:Ss know and value themselves, face problems and challenges regarding their objectives and goals.Ss develop innovations and give solutions to problems from established methods.Ss learn by their own initiative all along their lifetime.Ss contribute critically to sustainable development with responsible actions. Performance indicators: Ss complain written or orally. Describe a problem and provide solutions. Extract information from a text or audio.


Describe problems with:Past participle, nouns, keep + gerunds, need + passive infinitives.

Ss analyze a situation to define the problem to solve.Communicate effectively a problem and generate solutions.

JusticeFight for the rightsSolve problemsAssertiveness

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Vocabulary: electronic failures.

Complain orally or written. Patient and kindness when complaining

Metacognition: Ss analyze problems, specify and present them specifically and provide solutions.Didactic Sequence:

Warm up Development Follow up Teacher request a volunteer to help her pretend a call to complain. The teacher sets the scene, and takes a particular item to show ss how to do it in pairs. Teacher gives to each couple a drawing with the item they have to complain about.

Ss write the complaint they practiced with their partners. Ss take note of the grammar structures of the book to write their letter.Exercises of the book.

In teams ss choose a neighborhood problem to make a project. The project must have the description of the problem, with photos as evidence, and with several solutions suggested. Teacher gives ss photocopy of resource book page 74. Depending on time teacher decides if the projects are presented or just delivered to her to be checked.

Teacher presents the topic discussing the activities on page 36. Work in pairs and in groups.

Teacher explains the grammar focus describing problems.Ss in pairs or small groups answer exercise A , B or C about it.To invent a conversation similar to the page 38. Act in class.Analyse the grammar tense part two.Answer about electronics.

Read the text about trading spaces.Make a glossary.Answer and practice together the activities related on page 41.Work on workbook.

EvaluationEvaluation aspects: Problems description, conceptual contents and

Evaluation method:Exercises and class participation. Self check pages

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procedures. 42, 43.Exam.Project.

Resources: Book, notebook, Class CD, CD player, board, teacher´s resource photocopies, items images.

Time:1 week





Subject: English

Block : 4 Say instructions and questions.

Topic: The world we live in Educational Principle: Promoting respect, love and value for life, nature and human relationships.

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Didactical situation: Ss analyze and set out environmental and social problems. Generate solutions.Competencies:Ss have a personal stand about interesting and general topics, considering other points of view critically and reflexively.Ss know and value themselves, face problems and challenges regarding their objectives and goals.Ss choose and practice healthy life styles.Ss contribute critically to sustainable development with responsible actions. Performance indicators: Ss express environmental and social problems, explaining origin and consequences. Analyze and debate about the man role in the environmental harm. Shows a commitment attitude towards themes which affect their immediate and non-immediate environment.


Passive in the present continuous and present perfect.Prepositions of cause.Infinitive clauses and phrases.

Ss analyze environmental and social problems and generate possible solutions.Infer consequences to present problems.Express opinions and discuss controversy.

Show concern and commitment toward environmental and social problems.Responsibility and respect to environment.Assertive attitude to actions they can take to solve problems.Curious attitude.

Metacognition: Understand and express the impact of environmental problems to humans. Describe a problem since the origin to the consequences. Analyze a problem from a text or audio. Generate possible solutions to a problem.

Didactic Sequence:Warm Up:Teacher investigates how informed the ss are about social or environmental problems. Teacher plays a video or documentary which shows these kind of problems.

Development activities:Teacher interrupts the video when necessary to ask questions and opinions. Exercises in book. Ss work on page 45 and 46. Teacher explains

Follow activity (feedback):Interchange activity 7. Ss pick up a problem they would protest for. Ss form teams and discuss possible solutions to the problem.Ss read the text “the Threat to Kiribati”

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Ss work on page 44 and 45 the passive with prepositions and infinitive clauses and phrases.Check doubts.

Answer individual and then in teams check their doubts.Teacher supports them.

Evaluation:Evaluation aspects: Handle of vocabulary and grammar to present problems and solutions.

Evaluation method:Exercises and class participation. Conclusion of interchange activity.

Resources: Book, notebook, Class CD, CD player, board, projector, computer.

Time:2 weeks.





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Subject: English

Block: 4 Say instructions and questions.

Topic: Lifelong learning

Educational Principle: Encouraging an education with a high level of personal and community commitment.

Didactical situation: Ss know their learning style, preferences and personal qualities.Competencies:Ss have a personal stand about interesting and general topics, considering other points of view critically and reflexively.Ss learn by their own initiative all along their lifetime.Ss know and value themselves, face problems and challenges regarding their objectives and goals. Performance indicators: Ss express professional and knowledge areas preferences. Keep an attitude of continue learning. Show openness to new ways to do things. Know and take advantage of their learning style.


Would rather Would preferBy + gerund to describe how to do thingsVocabulary: personal qualities, professional activities, learning styles

Ss observe and analyze themselves to discover their learning strategies to get the best from it.Search new ways to do things.Give a personal meaning to the process of learning.

Responsibility for their own learning.DisciplineTolerance and respect for other learning styles.Flexibility to changeSelf-knowledge and self-exploration

Metacognition: Know their learning style and apply better strategies to learn. Describe personal qualities and observe the others. Express preferences with would rather or would prefer.

Didactic Sequence:Warm Up: Development activities: Follow activity (feedback):

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Teacher writes these questions on the board: Am I conscious of how I learn? How I study? Where do I study? When? What´s my best strategy when I study? What subjects are easy for me?. Ss answer the questions individually.

After ss finish answering, they walk through the classroom sharing their answers and listening to others.Exercise of the book. Emphasize the importance of learning.

Ss make a mental map, collage, or conceptual map to show what they discovered of themselves about their learning style and personal qualities.

Evaluation:

Evaluation aspects:

Autodidact attitude. Openness to explore new ways to do things. Grammar and vocabulary.

Evaluation method:

Exercises and class participation. Presentation of a learning strategy in teams.Exam.

Resources: Book, notebook, Class CD, CD player, board.

Time:

2 weeks.




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