Love and Life

Santiago

hace 9 años

Bachillerato	Level: 1^st year	N. of students : 20	Evaluation: third term
Unit of Work: Love and Life	Timing: 5 sessions + Final task.
Material: OHP, CD player, blackboard, photocopies, DVD/TV set,…
FINAL TASK : Rewrite a biography of one of the characters
PUPILS’ PREVIOUS KNOWLEDGE: related to the areas dealt with in the book: experiences, feelings,…

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

· Analyse the relation between cinema and literature

· Learn about Charles Dickens and his time

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

· Comprehensive listening of messages emitted by speakers with diff accents

LANGUAGE AND LANGUAGE AWARENESS

A. FUNCTIONS AND GRAMMAR

B. VOCABULARY

C. PHONETICS

· Describing physical appearance. The Students will be writing descriptions of the characters

· Possibility and deduction: May, Might, could, can’t

· The 3^rd Conditional: Pip wouldn’t have lived with his sister if his parents hadn’t been dead

Related to areas dealt with in the book: hunger, way of eating, feelings, experiences, interests, …

Intonation of sentences in connected speech

SOCIO-CULTURAL ASPECTS.

· Use litearture as a tool to show respect for other cultures

· Contrast between cultural aspects in everyday life transmitted by the foreign language and their own

· Adequacy of the messages to the characteristics of the interlocutor

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

Spanish Language and Literature, History and Geography

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: advanced 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 or Final Task

Production Stage

Project 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

· Recognise cohesive devices to make an argument/ description.

· Accuracy and neatness of their productions.

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

· Show respect to other cultures and foreign people looking for similarities and differences

· 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?