Humans and Monsters 2

Santiago

hace 9 años

UNIT 14

Bachillerato	Level: 1^st year	N. of students : 20	Evaluation: 2^nd 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

Communicative skills

Reflection on Language

Sociocultural Aspects

· To extract global and specific information from written and oral texts.

· Produce their own written work

· Oral interaction with coherence and cohesion

· Accuracy and neatness of their productions.

· Transfering the knowledge of the functioning rules in the foreign language to new situations

· Show respect and interest in the work of Mary Shelley and its importance in Literature.

· Behaviour and degree of participation and co-operation

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?