Slavery

Santiago

hace 9 años

UNIT 12

	Level:1^st year Bachillerato	N. of students : 20	Evaluation: 3^rd
Unit of Work: Slavery	Timing: 5-9 sessions.+ final task
Material: photocopies, CD player, computers, the Internet, OHP…
FINAL TASK: debate about racism-immigration in Spain
PUPILS’ PREVIOUS KNOWLEDGE: vocabulary of Saint Valentine, love, literary appreciation, verb tenses, …

AIMS of the unit

Specific Objectives

To use the foreign language in oral and written way to express their attitude towards immigration with a composition and their opinions and points of views in the final product (debate) performing a determined role.
To communicate with fluency and accuracy using the conversation gambits and taking into account the proper verbal tenses in each situation.
To read and understand texts about the history of slavery and about typical slaves’ type of music. In order to acquire a comprehensive level through which the learner can answer in an appropriate way.
To know different sociocultural aspects to get a better communicative competence and to be aware of the different cultures such as slaves’ social conditions and some of their customs.

General Objectives

To write small paragraphs and descriptions
To use different grammatical structures and lexical items in the appropriate contexts
To read and understand information about the topic

COMMUNICATIVE SKILLS:

1. Obtaining global and specific information from texts about slaves, their typical music and Abraham Lincoln, in order to get much vocabulary as possible related to the topic.

2. Oral communication in English to get information from spoken second language. Adopting a determined role taking into account fluency and accuracy.

3. Acquisition of different ways of expressing yourself with some conversation gambits (opening, linking and responding) according to different communicative situations.

4. Writing a composition taking into account its different parts.

5. Comprehensive listening of several messages with different accents

LANGUAGE AND LANGUAGE AWARENESS

A. FUNCTIONS AND GRAMMAR

B. VOCABULARY

C. PHONETICS

1. To express plans and predictions in the future: ‘going to’ and will.

2. To express obligation, lack ok obligation, prohibition and advice. Modal verbs: must, mustn’t, have to, don’t have to, should and ought to.

4. To express opinions, causes, results and so one: in my opinion, because, as a result, because of, etc.

· Vocabulary related to immigration and slavery

· American English

Will/ won’t / ‘ll
<AmE> & <BrE> accent

SOCIO-CULTURAL ASPECTS.

1. The use of the foreign language as a medium to promote tolerance and communication among the different people and cultures in the composition, in the final product and in the listening about Freedom.

2. The contrast between the ways of daily life that slaves had and the own students’ customs in their country.

3. The use of the appropriate linguistic expressions or formulae with some conversation gambits (opening, linking and responding) according to different communicative situations.

4. Interest to know cultural information from countries where the foreign language is used in readings.

CROSS-CURRICULAR THEMES

Moral and Civic Education

-Tolerance: students learn that we must live allowing different races and customs

– Equality: students must be conscious about the injustices that there were in other periods of history such as, racism that can also affect in our society

INTERDISCIPLINARITY

History and Music

ATTENTION TO DIVERSITY

Remedial work

· Graded open ended exercises and tasks.

· Paying attention to slow learners

Further work

· Reinforcement and additional work.

· Final task

EVALUATION

Initial

Formative

Summative assessment

Self-evaluation

Guessing Game

Practice stage

Teacher’s Observation Notebook.

Production stage.

Final Task

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.

· Reflect on the functioning of language through induction of deduction of the rules.

· Show respect to other cultures and foreign people.

· Behaviour and degree of participation and co-operation

· Interpret aspects of other cultures through the use of various texs and the Internet.

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?