UNIT 14
Bachillerato | Level: 1st year | N. of students : 20 | Evaluation: 2nd term |
Unit of Work: Humans and Monsters | Timing: 5 sessions + final task | ||
Material: OHP, CD player, blackboard, photocopies, video/DVD player-recorder,… | |||
FINAL TASK : Rewrite a biography of one of the characters | |||
PUPILS’ PREVIOUS KNOWLEDGE: vocabulary related to monsters, communicating skills,… |
AIMS:
General Objectives | · Use comprehension strategies that allow the inference of unknown meaning through context. · Understand and interpret critically oral, written and visual texts. · Read general texts or texts adequated to their interests without a dictionary |
Specific Objectives | · Read the book over a period of a term, work on comprehension exercises and learn vocabulary · Develop the appreciation of English literature · Learn about Mary Shelley and her time · Analyse the relation between cinema and literature |
UNIT CONTENTS:
COMMUNICATIVE SKILLS
· Formulation of hypothesis about the expectations, interest or communicative attitudes that the potential readers of the texts may have · Inference of information not previously known in texts | · Students make predictions about how they fell the story will end and what they think the author’s intention is. · Understanding the intention of the writer when interpreting written information, as well as implicit messages · Read authentic texts in English and organise messages in order to write correct pieces of writing |
LANGUAGE AND LANGUAGE AWARENESS
A. FUNCTIONS AND GRAMMAR | B. VOCABULARY | C. PHONETICS |
Describing physical appearance. The Students will be writing descriptions of the characters | Related to areas dealt with in the book: feelings, experiences, interests, … | Intonation of sentences in connected speech |
SOCIO-CULTURAL ASPECTS.
· Adequacy of the messages to the characteristics of the interlocutor · Use of linguistic formulae suitable to the communicative situations: greetings and farewells, polite requests, etc. · Use litearture as a tool to show respect for other cultures · Recognising implicit socio-cultural aspects in texts related to the time when the novel was written: customs, traditions, celebrations,… |
CROSS-CURRICULAR THEMES
Civic and Moral Education | Students will learn how humans relate to each other Use litearture as a tool to show respect for other cultures |
INTERDISCIPLINARITY
Computer Sciences and Technology, Spanish Language and Literature |
ATTENTION TO DIVERSITY
Remedial work | Reinforcement: Those weaker students will be given graded exercises and dialogues adapted to their level of knowledge |
Further work | Amplification: advance students will be given materials (activities, dialogues, compositions,…) adapted to their learning competence |
EVALUATION
Initial | Formative | Summative assessment | Peer evaluation | Self-evaluation |
Warm-up | Teacher’s Observation Notebook Practice stage | Test. Production Stage Final task | Final Task evaluation sheet | Progress check. |
EVALUATION CRITERIA | |||||||
PUPILS | TEACHING PROCESS | ||||||
| q Class management. q Teaching methods. q Materials. q Interaction between children. q Interaction between class and the teacher. q Involvement of the individual learner. |
OBSERVATION AND ANALYSIS: |
· Were children absorbed in the activities? |
· Did class management work effectively? |
· Were my aims achieved? |
· What aspects were most successful? |
· How can I reinforce their learning? |
· Has any other extra activity been performed? Was it successful? |