2016 gog unit plan
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This document contains a planning outline for an English language course focusing on inspirational people. It includes: 1. Informational data about the course such as the teacher, subject, grade, class, unit number and title, and unit objectives. 2. A unit plan listing the skills and performance criteria to be developed, with key performance indicators for listening comprehension, reading comprehension, oral interaction, oral expression, and written expression. 3. Details about the methodological strategies, resources, performance indicators, evaluation activities and techniques to be used across 30 class periods to meet the unit objectives.
2016 gog unit plan
- 1. UNIDAD DUCATIVA “GUILLERMO ORDÓÑEZ GÓMEZ” ACADEMIC YEAR 2016-2017 PLANNING BY SKILLS AND PERFORMANCE CRITERIA 1. INFORMATIONALDATA: Teacher: Lic. Daniel Díaz Arévalo Área/Subject EFL / English Grade/Course: 2nd and 3rd Bachillerato Class: “D” and “F” UnitNumber: 1 Unit title: Inspirational People UnitspecificObjectives: • talk about goals, obstacles, important decisions and achievements. • describe inspirational people’s lifestyles. • talk about a person’s experiences. 2. UNIT PLAN SKILLS AND PERFORMANCE CRITERIA TO BE DEVELOPED KEY PERFORMANCE INDICATORS Vocabulary: using suffixes to create adjectives and nouns. Grammar: identifying principal verbs in verb patterns Reading: previewing a text Writing: signposting the chronological sequence of events Listening:1)getting familiar with the topic and the kind of activity; 2)listening for specific information Speaking: using “I mean” to clarify ideas Listening Comprehension: � Understands descriptions of different lifestyles, experiences and future plans. � Predicts ideas about styles and famous people. � Uses background knowledge to aid comprehension. � Explores visual aids before listening. Reading Comprehension: � Understands the connection between paragraphs in a wiki text, identifying the main ideas of each of the aspects mentioned. � Scans and skims texts to locate specific information. � Identifies connectors of sequence and time expressions. � Previews a topic by exploring previous knowledge. � Uses context clues. Oral Interaction: � Sustains a conversation about personal styles, interests, preferences and plans using simple vocabulary and some fixed expressions. � Plans what to say and how to say it considering the effect on the audience. � Asks questions. � Uses I mean to clarify the meaning of idiomatic expressions. Oral Expression: � Expressesand connects his/her ideas in a reasonably clear wayto describe his/her or someone else’sgoals, difficult moments, past experiences and lifestyles. � Plans what to say and how to say it considering the effect on the audience. � Uses circumlocution and paraphrases to cover gaps in vocabulary and structure.
- 2. � Signposts important information to guide the listener. Written Expression: � Narrates and connects ideas chronologically, which describe important events in a person’s life. � Writes a wiki entry about an inspirational person and includes important details. � Plans, edits, self-evaluates and peer-evaluates his/her work and his/her partner’s work. TRANSVERSAL AXES: Intercultural. Democratic citizen formation. (Taken from Annual Curricular plan) PERIODS: 30 periods (6 weeks x 5 periods = 30 totalperiods) INITIAL WEEK: FINAL WEEK: May 16 , 2016 (According to Ministry of Education) Methodological Strategies Resources Performance Indicators Evaluation activities/ Techniques, Instruments � Predicting before listening � Identifying common suffixes � Identifying principal verbs and their pattern when combined � Identifying different verb combinations in different tenses � Looking at pictures and identifying topics to activate background knowledge � Associating words and expressions with a particular context � Skimming and scanning � Using I mean to rephrase what he/she have said Student’s book Teacher’s book Poster Speaker Projector Audioscripts Dictionary � Describes interests, preferences and lifestyles. � Identifies common adjective suffixes (-ous, - ive, -ful, -y) and noun suffixes (-er, -or, -ist). � Talks about goals, experiences and lifestyles. � Describes important events in the life of people. � Skims through a text to determine its topic. � Scans for specific details in a reading. � Writes a Wiki entry. � Uses idiomatic expressions to describe people. Lesson 1: 1. Read and complete each list. Use the Word Bank. 2. Find more adjectives and identify the suffixes. 3. Complete the sentences about the different teen types. Use the adjectives above. 4. Read and practice. Replace the personality type. Lesson 2: 1. Listen, read and correct the false statements. Then complete the grammar chart below. 2. Fill in the blanks with the correct patterns. Use the verb in parentheses. 3. Answer the questions and compare with a partner. Then complete the grammar chart below. 4. Unscramble. Then listen, check the questions and tick the correct answers. Lesson 3: 1. Read the text quickly to answer the following questions. 2. Look at the text below and match the words in bold type corresponding to these definitions. 3. Read the text below and identify the heading for each section of the contents. 4. Read again more carefully and answer the questions. 5. Read again and decide where to put these sentences (1, 2, 3, 4, 5). 6. Read and choose the correct expression. 7. Write a paragraph about a website or social network you use. Explain past, present and future interests, motivations, obstacles and joys using it. Lesson 4: 1. Complete with the expressions below by listening to the dialogs. 2. Match these idioms with their meanings. 3. Complete with information about you. 4. Share with a partner. 3. ADAPTED CURRICULUM Specification of Educational Needs Specifications of the adapted material to be applied (Manual de Estrategias de adaptaciones curriculares – Educación Especial, buscar esta info en la pag web del ministerio) (Manual de Estrategias de adaptaciones curriculares – Educación Especial, buscar esta info en la pag web del ministerio)
- 3. PREPARED BY REVISED BY APPROVED BY Teacher: Lic. Daniel DíazArévalo Area Director: Lic. Daniel Díaz Arévalo Vice- Principal:MSc. PatriciaTenezaca Signature: Signature: Signature: Date: Date: Date: