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Grade and Unit:1st Unit 1Environmentfamily and community | Product representation of a dialogueMonth:August – september | Social Practice:understand and express information about goods and services |

Stages | Learning Strategies (Do) | Learning Strategies ( Know) | Learning Strategies ( Be) |
-Initial -Development-Closing | Listen and review adialogue on the provision of a service Community. • Recognize theme and purpose. • Discriminate environmental sounds and background noise. • Identify mode of communication. •Distinguish tone and approach. • • Set relationship between participants. Understand the general meaning and main ideas. •Activate prior knowledge. • Clarify word meanings.•Predicting the general sense. • Distinguish the compositionof expressions. • Identify the use of words that connect ideas. • Detect keywords. • Recognize behaviors of speakers and listeners who support the construction of meaning. Determine the sequence of utterance (eg, description, instruction). Exchange information on the provision of community service. • Choose a repertoire of relevant words. • | Topic, purpose and recipient. • Contextual clues:environmental sounds, background noise ratio participants, attitude, and so on. • Mode of communication: in person, at a distance. • Dialogue structure: opening, body, closing. • Registration speech. •Directory of words to the social practice of language. • Composition of expressions. • Similarities and differences between English and native language. • Acoustics: tone, intonation and pronunciation.• Type of statements. •Connectors (for example, if, then, and, because). • Verbs: modal. | Intervene in an appropriate manner on exchanges. Build trust in interpersonal relationships. |
| | | AssessmentsWrite Examsrepresentation of a dialogue |
Profra. Karla Karely Napoles Sanchez


Grade and Unit:1st Unit 1Environmentliterary and recreational |Product Read a large format bookMonth:August-september | Social Practice:read and understand different types of literary texts Own Country English-speaking |
Stages | Learning Strategies (Do) | Learning Strategies ( Know) | Learning Strategies ( Be) |
-Initial-Development-Closing | Select and check out classic tales. • Recognize textual and graphic organization. •? Identify author (s). •Activate prior knowledge. • • Determine topic, purpose and recipient. Read and understand general meaning and main ideas of a story classic. •Predicting content from graphical and textual components. • • Use various comprehension strategies (eg skimming, scan, adjust speed and rhythm). • Detect different sounds represented by letters or their combination. • • Set forms expressing past and ongoingactions. • Locate key events. •Recognize general. • Determine number and order of key events. Express orally and rewrite key events of a classic tale. • Express, orally, reactions and personal opinions on events. • Retell, orally, events from illustrations. • | topic, purpose and recipient.
• Graphics components.
• Textual components.
• Elements of narratives.
• Directory of words to the socialpractice of language.
• Tense: past.
•Verb forms: progressive.
• Time adverbs and pronouns.
• Groups of graphs rare or absent in the mother tongue
(eg, ee, gh).
•Contrast between the British and U.S. variants (eg
-our/-or, -re/-er). | Assess reading as a leisure activity. • Attend and contribute appropriately in discussions. •Promote respect for others' opinions. |
| | | AssessmentsWriteExamsRead a large books |

Práctica social del lenguaje: Producir textos para participar en eventos académicos |
Ambiente: Académico y de formación |
Competencia específica: Reescribir información para presentar una exposición gráfica |
Aprendizajes esperados | Producto | Producto |
• Identifica y diferencia tipos de enunciados que expresan ideas clave en párrafos, con propósitos...
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