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Unit 2 Innocent or Guilty?
 

Unit 2 Innocent or Guilty?

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    Unit 2 Innocent or Guilty? Unit 2 Innocent or Guilty? Document Transcript

    • UNIVERSIDAD NACIONAL DE CHIMBORAZOCarrera de Idiomas2012-2013OBJETIVOS DE LA CARRERAFormar un docente de inglés con un sólido desarrollo de las competenciascomunicativas orales y escritas, con autonomía y ética profesional que lepermitan tener un nivel competitivo en el mercado laboral.Desarrollar las competencias psicopedagógica y didáctica, que le consientangenerar procesos de aprendizaje integrales y significativos.Capacitar al docente con habilidades de investigación y auto aprendizaje,promoviendo un acercamiento a las realidades educativas que ayuden aafirmar su vocación.Contrastar la cultura nacional y aquellas de las regiones en donde predomine elinglés como mediación cultural y pedagógica.Contribuir para que el docente del Inglés participe activamente en la insercióndel país en el contexto socio-político, cultural y económico universal, poniendoen práctica no solo sus competencias comunicativas sino también valoressociales y culturales.OBJETIVOS DE CURSORevisar nociones y conceptos básicos relacionados con la enseñanza yaprendizaje de idioma Inglés y las 4 macro destrezasSeñalar las diferencias entre destrezas receptivas y productivasOfrecer una visión panorámica de la contribución de algunas disciplinaslingüísticas a la enseñanza del Idioma Ingles.Leer Efectiva y Críticamente las lecturas presentadas, para luego emitir un juiciode valor sustentado.Reforzar el desarrollo de la habilidad escrita al producir textos académicos.Producir conversaciones académicas críticas y fundamentadas.UNIDAD 1InnocentorGuilty?OBJETIVOExpresar puntos de vista en forma escrita y oral y discutir críticamente en la clase;comprender, analizar y extraer ideas principales de las lecturas académicas.
    • UNIVERSIDAD NACIONAL DE CHIMBORAZOCarrera de Idiomas2012-2013CONTENTSRoger’sstoryPredictingSharing informationMatchingListening for main ideas and detailsBackground and vocabularyReading 1: Roger’s story(North star 2 third edition; Listening and Speaking;pg. 201)A different path to justicePredictingSharing informationFilling the gapsReading for main ideas and detailsBackground and vocabularyReading 2: US justice facts(North star 2 third edition; Reading and Writing;pg. 73)Why do innocent people go to prison?PredictingSharing informationMatchingListening for main ideas and detailsMaking InferencesReading 3: Why do innocent people go to prison?(North star 2 third edition;Listening and Speaking; pg. 202)Vote for restorative justicePredictingSharing informationFilling the gapsReading for main ideas and detailsOrganizingReading 4: Restorative Justice(North star 2 third edition; Reading andWriting; pg. 75)Moving past the crime.PredictingSharing informationMatchingReading for main ideas and detailsOrganizing
    • UNIVERSIDAD NACIONAL DE CHIMBORAZOCarrera de Idiomas2012-2013Reading 5: Moving past the crime(North star 2 third edition; Reading andWriting; pg. 78)SCIENTIFIC KNOWLEDGESimple pastWh-questionsWH Question WordsWe use question words to ask certain types of questions (question word questions). We oftenrefer to them as WH words because they include the letters WH (for example WHy, HoW).Question Word Function Examplewhat asking for information about Whatisyourname?
    • UNIVERSIDAD NACIONAL DE CHIMBORAZOCarrera de Idiomas2012-2013somethingasking for repetition or confirmationWhat? I cant hear you.Youdidwhat?what...for asking for a reason, asking why What did you do that for?when askingabout time Whendid he leave?where asking in or at what place or position Where do theylive?which askingaboutchoice Which colour do you want?whoasking what or which person orpeople (subject)Whoopenedthedoor?whomasking what or which person orpeople (object)Whomdidyousee?whose askingaboutownershipWhose are these keys?Whose turn is it?why asking for reason, asking what...for Why do you say that?whydont making a suggestion Why dont I help you?how askingaboutmanner Howdoesthiswork?asking about condition or quality Howwasyourexam?how + adj/adv asking about extent or degree seeexamplesbelow
    • UNIVERSIDAD NACIONAL DE CHIMBORAZOCarrera de Idiomas2012-2013howfar distanceHow far is Pattaya fromBangkok?howlong length (time orspace) How long will it take?howmany quantity (countable) How many cars are there?howmuch quantity (uncountable)How much money do youhave?howold age Howold are you?how come(informal)asking for reason, asking why How come I cant see her?Should and shouldn’tShouldShould is an auxiliary verb, a modal auxiliary verb. We use should mainly to:Give advice or make recommendationsTalkaboutobligationTalk about probability and expectationExpress theconditionalmoodReplacea subjunctivestructureStructure of Shouldsubject + should + main verbThe main verb is always the bare infinitive (infinitive without "to").subject auxiliaryverb mainverb+ He should go.
    • UNIVERSIDAD NACIONAL DE CHIMBORAZOCarrera de Idiomas2012-2013- Heshouldnotgo.shouldnt? Should he go?Notice that:Should is invariable. There is only one form of should.The main verb is always the bare infinitive.Bibliografía:North Star: listening and speaking level 2, third edition.North Star: reading and writing level 2, third edition.Basic Methodology for Teaching English,Mónica Torres C. 2010.The TKT course, Spratt, Pulverness and Williams, Cambridge University Press2007.Applying Research In Reading Instruction For Adults First Steps For Teachershttp://english-the-easy-way.com/Adjectives/Comparative_Adjectives.htm#sthash.0TZkGsqF.dpbshttp://www.englishclub.com/grammar/adjectives-comparative.htmhttp://www.englishclub.com/listening/index.htm