2
PRELIMINARES
Esta publicación se terminó de imprimir durante el mes de junio de 2012.
Diseñada en Dirección Académica de...
3PRELIMINARES
Ubicación Curricular
HORAS SEMANALES:
04
CRÉDITOS:
08
DATOS DEL ALUMNO
Nombre: _____________________________...
4
PRELIMINARES
5PRELIMINARES
Presentación ..................................................................................................
6
PRELIMINARES
7PRELIMINARES
“Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”.
El ...
8
PRELIMINARES
Writing and
Reading
Strategies
BLOQUE 1
Considering a
purpose for
writing
BLOQUE 2
Identifying
types of tex...
Tiempo asignado: 20 horas
Considering a purpose for writing.
Competencias profesionales:
1. Realiza comprensiones oral y a...
10
CONSIDERING A PURPOSE FOR WRITING
Didactic Sequence 1.
Blogs.
Start Up Activity
Evaluation
Activity: 1 Product: Quest...
11
BLOCK 1
Development activities
Read the text about Blogs and look for the underline words in your English dictionary.
...
12
CONSIDERING A PURPOSE FOR WRITING
Readings are categorized according to the blog structure and understanding of the wri...
13
BLOCK 1
Evaluation
Activity: 2
Product: Mind map and a
vocabulary table.
Points:
Knowledge
Factual Procedural Attitude
...
14
CONSIDERING A PURPOSE FOR WRITING
Pair work. Read the blog entries about a class trip to the local zoo. The trip was ar...
15
BLOCK 1
Evaluation
Activity: 3 Product: A paragraph. Points:
Knowledge
Factual Procedural Attitude
Identifies vocabular...
16
CONSIDERING A PURPOSE FOR WRITING
After you have learned all about Blogs, discuss in class the steps to create one. Eac...
17
BLOCK 1
Evaluation
Activity: 4 Product: Flip chart. Points:
Knowledge
Factual Procedural Attitude
Identifies the steps ...
18
CONSIDERING A PURPOSE FOR WRITING
Closing Activity
Evaluation
Activity: 5 Product: Blog writing rubric. Points:
Knowle...
19
BLOCK 1
Didactic Sequence 2.
Wikis.
Start Up Activity
Evaluation
Activity: 1 Product: Crossword puzzle. Points:
Knowl...
20
CONSIDERING A PURPOSE FOR WRITING
Development activities
Activity: 2
21
BLOCK 1
Activity: 2 (continuation)
22
CONSIDERING A PURPOSE FOR WRITING
Reading comprehension rubric.
Criteria
3 Points
The response demonstrates an understa...
23
BLOCK 1
Activity: 3
24
CONSIDERING A PURPOSE FOR WRITING
Evaluation
Activity: 3
Product: Poster or Power point
presentation.
Points:
Knowledge...
25
BLOCK 1
Evaluation
Activity: 4 Product: Wiki Rubric. Points:
Knowledge
Factual Procedural Attitude
Integrates informati...
26
CONSIDERING A PURPOSE FOR WRITING
Activity: 5
27
BLOCK 1
Evaluation
Activity: 5
Product: Rubric for presentation a
Wiki.
Points:
Knowledge
Factual Procedural Attitude
I...
28
CONSIDERING A PURPOSE FOR WRITING
Tiempo asignado: 20 horas
Identifying types of texts.
Competencias profesionales:
1. Realiza comprensiones oral y auditiva...
30
IDENTIFYING TYPES OF TEXTS
Didactic Sequence 1.
Prediction text.
Start Up Activity
Evaluation
Activity: 1 Product: Di...
31
BLOCK 2
Development activities
Read the passage and write on the line what piece of writing is each one of them.
What ...
32
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 2 Product: A paragraph. Points:
Knowledge
Factual Procedural Attitude
R...
33
BLOCK 2
Activity: 3
The Paragraph
A paragraph is the basic unit of organization in writing in which a group of related ...
34
IDENTIFYING TYPES OF TEXTS
Activity: 3c
35
BLOCK 2
Evaluation
Activity: 3 Product: Paragraph. Points:
Knowledge
Factual Procedural Attitude
Identifies the structu...
36
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 4 Product: A paragraph. Points:
Knowledge
Factual Procedural Attitude
O...
37
BLOCK 2
Evaluation
Activity: 5 Product: Paragraphs. Points:
Knowledge
Factual Procedural Attitude
Recognizes the topic ...
38
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 6 Product: Paragraphs. Points:
Knowledge
Factual Procedural Attitude
Wr...
39
BLOCK 2
Activity: 7
40
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 7 Product: Exercise. Points:
Knowledge
Factual Procedural Attitude
Iden...
41
BLOCK 2
Evaluation
Activity: 8 Product: Exercise. Points:
Knowledge
Factual Procedural Attitude
Identifies transition w...
42
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 9 Product: Transition words chart. Points:
Knowledge
Factual Procedural...
43
BLOCK 2
Activity: 10
Animals Sports
44
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 10 Product: Rubric. Points:
Knowledge
Factual Procedural Attitude
Write...
45
BLOCK 2
Evaluation
Activity: 11 Product: Paragraph production. Points:
Knowledge
Factual Procedural Attitude
Identifies...
46
IDENTIFYING TYPES OF TEXTS
Closing Activity
Evaluation
Activity: 12 Product: Rubric. Points:
Knowledge
Factual Procedu...
47
BLOCK 2
Didactic Sequence 2.
Persuasive text.
Start Up Activity
Evaluation
Activity: 1 Product: Written ideas. Points...
48
IDENTIFYING TYPES OF TEXTS
Development activities
Evaluation
Activity: 2 Product: Questionnaire. Points:
Knowledge
Fac...
49
BLOCK 2
Evaluation
Activity: 3 Product: Written feedback. Points:
Knowledge
Factual Procedural Attitude
Identifies rhet...
50
IDENTIFYING TYPES OF TEXTS
Activity: 4
Skimming
The title
Bits called
abstract or
summary
The last
sentence of the
whol...
51
BLOCK 2
Evaluation
Activity: 4 Product: Written feedback. Points:
Knowledge
Factual Procedural Attitude
Identifies info...
52
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 5 Product: Text analysis. Points:
Knowledge
Factual Procedural Attitude...
53
BLOCK 2
Activity: 6
Are you smoking? Does someone in your family smoke?
I believe that smoking is bad for you. It is im...
54
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 6 Product: Persuasive text. Points:
Knowledge
Factual Procedural Attitu...
55
BLOCK 2
Closing Activity
Activity: 7
56
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 7 Product: Rubric. Points:
Knowledge
Factual Procedural Attitude
Orders...
57
BLOCK 2
Didactic Sequence 3.
Descriptive text.
Start Up Activity
Evaluation
Activity: 1 Product: Written ideas. Point...
58
IDENTIFYING TYPES OF TEXTS
Development activities
Descriptive words: http://www.msgarrettonline.com/descripwords.html
...
59
BLOCK 2
Activity: 2a
60
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 2
Product: A descriptive text of a
place.
Points:
Knowledge
Factual Pro...
61
BLOCK 2
Activity: 3
When I was six years old I decided, against my mother’s advice, that I could
pet bees.
The sun was ...
62
IDENTIFYING TYPES OF TEXTS
Activity: 3a (continuation)
Sense Verbs
Sense verbs are used in descriptive writing, these a...
63
BLOCK 2
Evaluation
Activity: 3 Product: Descriptive texts. Points:
Knowledge
Factual Procedural Attitude
Recognizes how...
64
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 4 Product: Descriptive paragraph. Points:
Knowledge
Factual Procedural ...
65
BLOCK 2
Activity: 5
SCANNING
Decide what
you are
looking for.
Star from the
page number
in the index.
Look for clues
su...
66
IDENTIFYING TYPES OF TEXTS
Activity: 5a (continuation)
67
BLOCK 2
Evaluation
Activity: 5
Product: Reading strategy
questionnaire.
Points:
Knowledge
Factual Procedural Attitude
R...
68
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 6 Product: A descriptive text. Points:
Knowledge
Factual Procedural Att...
69
BLOCK 2
Activity: 7
70
IDENTIFYING TYPES OF TEXTS
Evaluation
Activity: 7 Product: Reading rubric. Points:
Knowledge
Factual Procedural Attitud...
71
BLOCK 2
Closing Activity
Evaluation
Activity: 8 Product: Reading rubric. Points:
Knowledge
Factual Procedural Attitude...
72
IDENTIFYING TYPES OF TEXTS
Tiempo asignado: 20 horas
Building healthy habits.
Competencias profesionales:
1. Realiza comprensiones oral y auditiva de...
74
BUILDING HEALTHY HABITS
Didactic Sequence 1.
Informative text.
Start Up Activities
Evaluation
Activity: 1 Product: Ic...
75
BLOCK 3
Evaluation
Activity: 2 Product: Table. Points:
Knowledge
Factual Procedural Attitude
Analyzes the questions abo...
76
BUILDING HEALTHY HABITS
Development activities
Read the information.
Informative texts.
An informative text is a text ...
77
BLOCK 3
Evaluation
Activity: 3 Product: Coherent paragraphs. Points:
Knowledge
Factual Procedural Attitude
Identifies i...
78
BUILDING HEALTHY HABITS
Reading a Newspaper.
Look in your dictionary for the following newspaper vocabulary. Then choos...
79
BLOCK 3
Evaluation
Activity: 4 Product: Newspaper extracts. Points:
Knowledge
Factual Procedural Attitude
Identifies pa...
80
BUILDING HEALTHY HABITS
Evaluation
Activity: 5 Product: Paragraphs. Points:
Knowledge
Factual Procedural Attitude
Recog...
81
BLOCK 3
Read other informative texts, use the “Tips for reading informative text,” select the best
answer for each ques...
82
BUILDING HEALTHY HABITS
Read the informative text; choose and underline the answer that best complete each of
the follo...
83
BLOCK 3
Evaluation
Activity: 6 Product: Questionnaire and table. Points:
Knowledge
Factual Procedural Attitude
Identifi...
84
BUILDING HEALTHY HABITS
Pair work pre-reading activity. Read the headline of the following newspaper text only,
discuss...
85
BLOCK 3
Pair work. Ask your partner to read the energy drinks text, listen and fill in the gaps. Now
you read the text ...
86
BUILDING HEALTHY HABITS
Evaluation
Activity: 7 Product: Exercises and rubric. Points:
Knowledge
Factual Procedural Atti...
87
BLOCK 3
Read the text carefully; choose and underline the answer that best complete each of the
following statements.
F...
88
BUILDING HEALTHY HABITS
Evaluation
Activity: 8 Product: Questionnaire and report. Points:
Knowledge
Factual Procedural ...
89
BLOCK 3
Read the NEWSPAPER article carefully, scan it and underline true or false. Then answer
the questions.
Are You A...
ESTRATEGIAS PARA LEER Y ESCRIBIR
ESTRATEGIAS PARA LEER Y ESCRIBIR
ESTRATEGIAS PARA LEER Y ESCRIBIR
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ESTRATEGIAS PARA LEER Y ESCRIBIR
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ESTRATEGIAS PARA LEER Y ESCRIBIR
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ESTRATEGIAS PARA LEER Y ESCRIBIR

  1. 1. 2 PRELIMINARES Esta publicación se terminó de imprimir durante el mes de junio de 2012. Diseñada en Dirección Académica del Colegio de Bachilleres del Estado de Sonora Blvd. Agustín de Vildósola; Sector Sur. Hermosillo, Sonora, México La edición consta de 1,126 ejemplares. COLEGIO DE BACHILLERES DEL ESTADO DE SONORA Director General Mtro. Julio Alfonso Martínez Romero Director Académico Dr. Manuel Valenzuela Valenzuela Director de Administración y Finanzas C.P. Jesús Urbano Limón Tapia Director de Planeación Ing. Raúl Leonel Durazo Amaya WRITING AND READING STRATEGIES Módulo de Aprendizaje. Copyright ©, 2011 por Colegio de Bachilleres del Estado de Sonora todos los derechos reservados. Tercera edición 2012. Impreso en México. DIRECCIÓN ACADÉMICA Departamento de Desarrollo Curricular Blvd. Agustín de Vildósola, Sector Sur Hermosillo, Sonora. México. C.P. 83280 COMISIÓN ELABORADORA: Elaborador: Edna Elinora Soto Gracia Revisión Disciplinaria: Jesús Moisés Galaz Duarte Corrección de Estilo: Diana Patricia Lugo Peñúñuri Apoyo Metodológico: Jesús Moisés Galaz Duarte Supervisión Académica: Mtra. Luz María Grijalva Díaz Diseño: María Jesús Jiménez Duarte Edición: Cynthia Deyanira Meneses Avalos Coordinación Técnica: Claudia Yolanda Lugo Peñúñuri Diana Irene Valenzuela López Coordinación General: Dr. Manuel Valenzuela Valenzuela
  2. 2. 3PRELIMINARES Ubicación Curricular HORAS SEMANALES: 04 CRÉDITOS: 08 DATOS DEL ALUMNO Nombre: _______________________________________________________________ Plantel: __________________________________________________________________ Grupo: _________________ Turno: _____________ Teléfono:___________________ E-mail: _________________________________________________________________ Domicilio: ______________________________________________________________ _______________________________________________________________________ COMPONENTE: FORMACIÓN PARA EL TRABAJO CAPACITACIÓN PARA EL TRABAJO: IDIOMAS (INGLÉS)
  3. 3. 4 PRELIMINARES
  4. 4. 5PRELIMINARES Presentación .........................................................................................................................................................7 Mapa de asignatura..............................................................................................................................................8 BLOCK 1: CONSIDERING A PURPOSE FOR WRITING ........................................................................9 Didactic Sequence 1: Blogs ...............................................................................................................................10 • Personal blogs ............................................................................................................................................11 • Classroom blogs (school blogs or educational blogs)..............................................................................11 • Social blogs ................................................................................................................................................12 • Blog talk ......................................................................................................................................................12 • Creating a blog ...........................................................................................................................................16 Didactic Sequence 2: Wikis ...............................................................................................................................19 • Wikis in the classroom ...............................................................................................................................20 • Creating a Wiki............................................................................................................................................23 BLOCK 2: IDENTIFYING TYPES OF TEXTS.........................................................................................29 Didactic Sequence 1: Prediction Text ................................................................................................................30 • Purpose of a text.........................................................................................................................................31 • Parts of a paragraph...................................................................................................................................33 • The hamburger metaphor...........................................................................................................................36 • Transition words ..........................................................................................................................................39 • Writing paragraphs .....................................................................................................................................43 Didactic Sequence 2: Persuasive text ...............................................................................................................47 • Advertisements ...........................................................................................................................................49 • Rhetorical questions ...................................................................................................................................49 • Skimming ...................................................................................................................................................50 • Thesis and supporting ideas ......................................................................................................................54 Didactic Sequence 3: Descriptive text ...............................................................................................................57 • Descriptive writing.......................................................................................................................................58 • Sense adjectives.........................................................................................................................................60 • Sense verbs ................................................................................................................................................62 • Scanning .....................................................................................................................................................65 • Chapters of “The Little Prince”....................................................................................................................71 BLOCK 3: BUILDING HEALTHY HABITS ............................................................................................73 Didactic Sequence 1: Informative text................................................................................................................74 • To write an informative text .........................................................................................................................76 • Newspapers................................................................................................................................................78 • Handouts and flyers....................................................................................................................................79 • Health informative texts...............................................................................................................................82 Didactic Sequence 2: Instructive text .................................................................................................................95 • Instructive for different purposes................................................................................................................96 • Following and writing instructions ..............................................................................................................96 • Writing and reading strategies....................................................................................................................98 Bibliography ......................................................................................................................................................121 Índice
  5. 5. 6 PRELIMINARES
  6. 6. 7PRELIMINARES “Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico”. El enfoque en competencias considera que los conocimientos por sí mismos no son lo más importante, sino el uso que se hace de ellos en situaciones específicas de la vida personal, social y profesional. De este modo, las competencias requieren una base sólida de conocimientos y ciertas habilidades, los cuales se integran para un mismo propósito en un determinado contexto. El presente Módulo de Aprendizaje de la asignatura Writing and Reading Strategies, es una herramienta de suma importancia, que propiciará tu desarrollo como persona visionaria, competente e innovadora, características que se establecen en los objetivos de la Reforma Integral de Educación Media Superior que actualmente se está implementando a nivel nacional. El Módulo de aprendizaje es uno de los apoyos didácticos que el Colegio de Bachilleres te ofrece con la intención de estar acorde a los nuevos tiempos, a las nuevas políticas educativas, además de lo que demandan los escenarios local, nacional e internacional; el módulo se encuentra organizado a través de bloques de aprendizaje y secuencias didácticas. Una secuencia didáctica es un conjunto de actividades, organizadas en tres momentos: Inicio, desarrollo y cierre. En el inicio desarrollarás actividades que te permitirán identificar y recuperar las experiencias, los saberes, las preconcepciones y los conocimientos que ya has adquirido a través de tu formación, mismos que te ayudarán a abordar con facilidad el tema que se presenta en el desarrollo, donde realizarás actividades que introducen nuevos conocimientos dándote la oportunidad de contextualizarlos en situaciones de la vida cotidiana, con la finalidad de que tu aprendizaje sea significativo. Posteriormente se encuentra el momento de cierre de la secuencia didáctica, donde integrarás todos los saberes que realizaste en las actividades de inicio y desarrollo. En todas las actividades de los tres momentos se consideran los saberes conceptuales, procedimentales y actitudinales. De acuerdo a las características y del propósito de las actividades, éstas se desarrollan de forma individual, binas o equipos. Para el desarrollo del trabajo deberás utilizar diversos recursos, desde material bibliográfico, videos, investigación de campo, etc. La retroalimentación de tus conocimientos es de suma importancia, de ahí que se te invita a participar de forma activa, de esta forma aclararás dudas o bien fortalecerás lo aprendido; además en este momento, el docente podrá tener una visión general del logro de los aprendizajes del grupo. Recuerda que la evaluación en el enfoque en competencias es un proceso continuo, que permite recabar evidencias a través de tu trabajo, donde se tomarán en cuenta los tres saberes: el conceptual, procedimental y actitudinal con el propósito de que apoyado por tu maestro mejores el aprendizaje. Es necesario que realices la autoevaluación, este ejercicio permite que valores tu actuación y reconozcas tus posibilidades, limitaciones y cambios necesarios para mejorar tu aprendizaje. Así también, es recomendable la coevaluación, proceso donde de manera conjunta valoran su actuación, con la finalidad de fomentar la participación, reflexión y crítica ante situaciones de sus aprendizajes, promoviendo las actitudes de responsabilidad e integración del grupo. Nuestra sociedad necesita individuos a nivel medio superior con conocimientos, habilidades, actitudes y valores, que les permitan integrarse y desarrollarse de manera satisfactoria en el mundo social, profesional y laboral. Para que contribuyas en ello, es indispensable que asumas una nueva visión y actitud en cuanto a tu rol, es decir, de ser receptor de contenidos, ahora construirás tu propio conocimiento a través de la problematización y contextualización de los mismos, situación que te permitirá: Aprender a conocer, aprender a hacer, aprender a ser y aprender a vivir juntos. Presentación
  7. 7. 8 PRELIMINARES Writing and Reading Strategies BLOQUE 1 Considering a purpose for writing BLOQUE 2 Identifying types of texts BLOQUE 3 Building healthy habits
  8. 8. Tiempo asignado: 20 horas Considering a purpose for writing. Competencias profesionales: 1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. 2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producción oral en otro idioma. 4. Realiza interacción oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. Unidad de competencia: Usa herramientas de información y comunicación para tener acceso, integrar, manejar, crear y comunicar información al tiempo que integra conocimiento y habilidades que son relevantes en el siglo 21. Atributos a desarrollar en el bloque: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local, nacional e internacional.
  9. 9. 10 CONSIDERING A PURPOSE FOR WRITING Didactic Sequence 1. Blogs. Start Up Activity Evaluation Activity: 1 Product: Questionnaire. Points: Knowledge Factual Procedural Attitude Recognizes his/her weaknesses and strengths in the use of “Social networking sites. Registers his/her experience in the use of “Social networking sites” in a questionnaire. Shows openness to feedback when he/she becomes aware of his/her weaknesses and strengths. Auto-evaluation C MC NC Obtained points Are You Addicted to Social Networking Sites? Social networking sites like My Space, Facebook and Twitter can be great resources for staying in touch with friends, but they should never become a substitute for physical interaction with others. To help you determine if you use social networking sites appropriately, we have added the questionnaire below. Answer "yes" or "no" to each question and then total your answers to determine if you are addicted to social networking sites. Questionnaire: 1. Are you a member of multiple social networking sites? ________ 2. Do you visit your social networking sites with no goal or specific purpose in mind? ________ 3. Are you usually surprised by how much time you spend on a social networking site? ________ 4. Have you ever said no to an activity with your family or friends because of social networking sites? ________ 5. Have you ever ignored a responsibility like homework or chores because of social networking sites? ________ 6. Do you ever stay up late or get up early to spend more time on social networking sites? ________ 7. Have you ever hidden your time on social networking sites from family or friends? ________ 8. Have you ever used social networking sites when a parent or teacher has told you not to? ________ 9. Do you prefer to interact with people on social networking sites rather than face to face? ________ 10.Has anyone ever commented on how much time you spend on social networking sites? ________ 11.Do you have more friends on your social networking sites than you do in your real life? ________ 12.Do you become frustrated or angry when a social networking site goes down or is unavailable? ________ If you answered "yes" to between one and four questions then you are most likely not addicted to social networking sites. If you answered "yes" to between five and eight questions then you may be addicted to social networking sites. If you answered "yes" to nine or more questions then you are likely to be addicted to social networking sites. Your use of these sites is most likely getting in the way of your real life and you may even be using them as a substitute for getting out and making friend. http://www.teenissues.co.uk/addicted-social-networking-sites.htmltml Activity: 1
  10. 10. 11 BLOCK 1 Development activities Read the text about Blogs and look for the underline words in your English dictionary. Then draw a mind map to organize information. Present it to your teacher in a separate paper. Blogs The term blog is an abbreviation of “web log.” Some blogs are like diaries but without the privacy. Many are used for reporting breaking news while others are an outlet for commentary and analysis. Whatever a blog may have in common with a log, journal, or diary, the important difference is that a blog is specifically intended for viewing by and interacting with, someone other than the author. The rationale for blogging is the same rationale for writing or communicating in general: to effectively participate as a knowledgeable member of society. Blogs like Social networking sites (My Space, Facebook and Twitter) can be great resources too; since it will help you easily do so many tasks that you already perform. It will make you think that you are on the cutting edge of cool! Three things to think about when you begin a blog are the author, the audience, and your purpose. First, there are several authors to consider: your teacher, your classmates, and you. Second, you need to think about primary audiences: the teacher and the students. Teacher classroom Students classroom Third, a factor to consider with your blog is its purpose. Three of the most common functions of a classroom. Blogs are to communicate information, promote discussion, and display work. This sequence of the module discusses the creation, use, and effectiveness of blogs as instructional tools. It is worth spending some time thinking about the best way for you to handle these possibilities for blogging. Here are three blogs that you can choose. Personal blogs: Use blogging as a personal journal and keep it private. Blogging for oneself can be a wonderful method of "venting" or "getting it all out". It’s important to set aside a time to blog every day. You have to look for a "keep private" check box within any blog server used. Use first letters of names when writing about others. For example, "E made me very mad today." This ensures that no feelings will be hurt should someone stumble upon your blog. Once you have blogged for a while, go back and review and ask yourself these questions: Have you learned the sources of stress in your life? Can you identify any running themes? Is a particular person toxic to your emotional health? Finally, design or upload funny photos, make your blog something you enjoy, have fun! Classroom Blogs (school blogs or educational blogs): The education blog can be a powerful and effective technology tool for students and teachers alike. Blogs work well for students because they can be worked on at virtually any time, in any place with an Internet-enabled computer. Hence, they can be used by computer savvy teachers to create a classroom that extends beyond the boundaries of the school yard. There are numerous educational benefits of blogs. Blogs are:  Highly motivating to students, especially those who otherwise might not become participants in the class.  Excellent opportunities for students to read and write.  Effective forums for collaboration and discussion.  Powerful tools to enable scaffold learning or mentoring to occur. Activity: 2
  11. 11. 12 CONSIDERING A PURPOSE FOR WRITING Readings are categorized according to the blog structure and understanding of the writer. You can use a blog to pose questions and prompt discussion among your classmates. This might be a prelude to an upcoming lesson or review of something you have been introduced by your teacher. Topics could include current events, primary sources, editorials, or books reflections. As an educational tool, blogs may be integrated in a multi-faceted manner to accommodate all learners. Blogs can serve at least four basic functions. 1. Collaboration. Blogs provide a space where teachers and students can work to further develop writing or other skills with the advantage of an instant audience. Teachers can offer instructional tips, and students can practice and benefit from peer review. 2. Discussions. A class blog opens the opportunity for students to discuss topics outside of the classroom. With a blog, every person has an equal opportunity to share their thoughts and opinions. 3. Student Portfolios. Blogs present, organize, and protect student work as digital portfolios. 4. Classroom Management. Class blogs can serve as a portal to foster a community of learners. They can be used to inform students of class requirements, post handouts, notices, and homework assignments, or act as a question and answer board. A recommended blog for academic activities is the model MY BLOG, YOUR BLOG; this model is to create different blogs for different authors. This might be as few as two –one for the teacher and one for the students – or the teacher might create a blog for each student. Remember that multiple blogs can be easily linked together. Each blog in your group can have a list of links to all the other blogs in the sidebar. This naturally makes more sense when students can take a more active role. The teacher makes sure that he/she has passwords for every account so you can be monitored and edit any inappropriate content that may be posted on blogs representing your class. Beyond that, you as student should be responsible for managing and approving comments to your own blogs. Social blogs. Blogging is not just an act of publishing but also a communal activity. It is more than leaving comments; it is about creating connections. For instance, through comments you may meet folks, who in turn write for the blog, and then in the process become a friend. It is time to re-embrace and extend that philosophy! Establishing those kinds of relationships becomes an even bigger challenge as newer tools emerge, enabling new kinds of sharing. Whether it is Friend feed, videos or photos, we are constantly figuring out ways to share information about us on the web. In other words, our digital life is spreading out across the web. Remember our first rule: The best way to learn is to jump in head first. So let’s do it! Learn more and pick up a free blogging service, or use another with which you are already familiar. Activity: 2 (continuation) BLOG TALK Blogger: Any contributor to a blog. Blogging: The processes of creating or maintaining a blog. Multi-Blog: An online "conversation" taking place between several blogs. Post: Is an individual entry in a blog. Rant means to speak or shout at length in a wild, impassioned way. It can also be a noun. In blogs, a rant is a written personal complaint. Rave means to speak or write about someone or something with great enthusiasm or admiration. Tag: Same as a keyword. Helps people to search and find relevant posts. Theme: A “style” or “template” for your blog. Choose it under “Presentation” in your control panel.
  12. 12. 13 BLOCK 1 Evaluation Activity: 2 Product: Mind map and a vocabulary table. Points: Knowledge Factual Procedural Attitude Identifies vocabulary, the steps and sequences to be written in a mind map. Uses mind maps to show relationship and sequence of blog’s information and searches new vocabulary in the dictionary. Appreciates the effective use of the internet in his/her academic development. Auto-evaluation C MC NC Obtained points Dictionary search. Word Dictionary meaning 1. Rationally 2. Resources 3. Venting 4. Stumble 5. Hence 6. Savvy 7. Boundaries 8. Otherwise 9. Scaffold 10. Foster 11. Establishing 12. Challenge Fold and post the paper here. Activity: 2 (continuation)
  13. 13. 14 CONSIDERING A PURPOSE FOR WRITING Pair work. Read the blog entries about a class trip to the local zoo. The trip was arranged to support a science unit of work on conservation. Then read the tables below the texts and follow instructions. The blog entries are categorized in authoring levels according to the blog structure and understanding of the writer or blogger. The first entry is level 2, you will find spelling errors. The second entry is level 3 and the links are not formatting. The third entry shows a good level and it is authoring at level 4 but you’ll have to improve it. Science Zoo trip. The zoo trip was fun and the teachers were really nice to take us their. We saw lotz of animals. I liked the tiger but they are endangered in the wild in Africa. Our group took some cool fotos with the class camera. My favourite is the one with Charles falling over. Here is one of the Giraffe. The giraffe is amazin. Its neck is so long it can reach leaves high in trees. This entry is related to the purpose of the trip; it is more timely but does contain errors –spelling, grammatical and factual. The student has included an image. Authoring at level 2. This entry shows a limited level for understanding. Find 5 spelling errors and write them in the box. Then compare the results with your classmate. Misspelled word Corrected words 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. The conservation trip to the Zoo. Today's trip to the Zoo was really enjoyable. The Auckland Zoo has lots of animals from many places. The tiger was my favorite. They are such a beautiful animal but are endangered in the wild throughout India and Asia. I can't believe people kill them for medicine or fur coats. The Giraffe is such a cool animal, it can eat leaves high in trees that other animals can reach. Giraffes are not endangered but their homes are being reduced as land is used or farms. I found some info on giraffes at: www.animalplanet.com/animal/1256dt675738hjsu3n4978493jdjgh2jjdsd3dnu3.asp This is a better entry, focused on the purpose of the trip. The student has included links to research but just inserted the link rather than formatting this. The student has linked issues to the animals they saw. The post is relevant and timely. Blog writing or authoring is at level 3.The entry is structured, with links (the links are raw and need processing) and images, few errors. This entry has reached an acceptable level for understanding. Write in a paragraph on how to format the links for the text. Activity: 3
  14. 14. 15 BLOCK 1 Evaluation Activity: 3 Product: A paragraph. Points: Knowledge Factual Procedural Attitude Identifies vocabulary, the steps and sequences to be written in a mind map. Uses mind maps to show relationship and sequence of blog’s information and searches new vocabulary in the dictionary. Identifies the process of recording and reporting events and using blogging tools. Co-evaluation C MC NC Obtained points Conservation trip to Auckland Zoo. The Science class went on a trip to Auckland Zoo as part of our conservation unit. The teacher gave us a workbook to work through and asked us to look at the endangered animals. Tigers are endangered throughout the world. Tigers are hunted and poached for their fur and for use in medicines. There are several species of Tigers like the Siberian Tiger, the Sumatrun Tiger. I found some information about Tigers at Animal Planet – Tigers. Giraffes are amazing. They are so well adapted to their Niche. Their neck has the same number of bones as our but is so long. This lets them eats leaves high in trees. This is a huge help for them as they don't have to compete with other animals for food. Animal Planet – Giraffe. The trip was really cool. It was nice to get out of the classroom, but it was very useful to see the animals we have been learning about. I still wonder if it is fair to keep animals in zoos. Wild animals should be in the wild, but I guess the wild is shrinking. We need to take responsibility for this. I would like to help. I might join the WWF rangers on the WWF web site. Mr. T's Blog entry on the trip is really good and the photos are really good, even the one of Charles. This entry is well structured and shows insight and understanding. The student has included relevant and appropriate links, the entry is well structured and flows. The student offers personal opinion which shows depth of understanding and insight. The post is relevant and timely. Blog writing or authoring is at level 4. The entry is structured, with processed links and images, few errors. This entry shows a good level of understanding. According to the author, the levels of “Blog Writing” or authoring are given in the tables below the texts. Imagine that you have been on the trip, rewrite the text at level 5, this means that you have to improve the passage. Then compare it with your classmate. Taken from: Andrew Churches, Blog Journaling Rubric - Bloom's Digital Taxonomy 02/01/09 Activity: 3 (continuation)
  15. 15. 16 CONSIDERING A PURPOSE FOR WRITING After you have learned all about Blogs, discuss in class the steps to create one. Each service is a little bit different; but the basic operation will be similar. 1. Go to: http://www.blogger.com/start. 2. Click on. Create your Blog now. 3. Enter you e-mail address and fill in the other required information. 4. Name your blog. Fill in the required 5. Pick your template. information. 6. You have successfully created your Blog. 7. Select the setting tab; here you can make your changes. 8. Click on the permission link. Select 9. Add each author by e-mail address only blog Authors. Select add Authors. separated by a comma. Activity: 4
  16. 16. 17 BLOCK 1 Evaluation Activity: 4 Product: Flip chart. Points: Knowledge Factual Procedural Attitude Identifies the steps to create a blog and the difference between free blogging services. Demonstrates the difference between free blogging services and the process of blogging by writing information and present it in class. Collaborates with classmates by giving his/her opinion about the difference between free blogging services and the steps to follow when creating blogs. Co-evaluation C MC NC Obtained points Finally, an e-mail invite will be sent to your address. You will then need to log in with their Google account or create one. You can find a video that can help you more at: http://www.youtube.com/watch?v=rA4s3wN_vK8 Team work. After studying the pictures, watching the recommended video, and investigating the difference between free blogging services, have a team discussion. Then write information in a flip chart and present it to class. Free blogging services: Edublogs: http://edublogs.org/ WordPress: http://wordpress.com/ Live Journal: http://www.livejournal.com/ Use this space for drafting Activity: 4 (continuation)
  17. 17. 18 CONSIDERING A PURPOSE FOR WRITING Closing Activity Evaluation Activity: 5 Product: Blog writing rubric. Points: Knowledge Factual Procedural Attitude Presents his/ her blog in class and evaluate the work of his/her partner. Creates a blog about “Effective use of Blogs in the classroom” or other topic and evaluates his/her partner’s work with a rubric. Shows interest and ability when using a rubric to evaluate blog writing and appreciates the way his/her work is assessed. Co-evaluation C MC NC Obtained points Pair work. Base on the information you have studied, create a blog about the effectiveness of its use in the classroom or choose a topic of a current event, primary sources, editorials, or books reflections. Then present your blog in class and finally evaluate some blogs assigned by your teacher with the “Rubric” provided below. Blog Writing Rubric 5 points – CONTENT 4-5 points – Topic fully discussed with several examples from experiences and research. 2-3 points – Topic only cursorily discussed with only one example provided. 1 point – Topic barely discussed with no examples provided. 5 points – COHERENCY AND ORGANIZATION 4-5 points – Coherent and well-organized. 2-3 points – Somewhat difficult to follow. 1 point – Not organized. 5 points – ACCURACY 4-5 points – Few errors in spelling and grammar. 2-3 points – Many spelling or grammar errors, but still comprehensible. 1 point – Meaning unclear due to spelling or grammar errors. 5 points – CREATIVITY 4-5 points – Creative presentation of topic including pictures or links to other websites. 2-3 points – Semi-creative presentation without pictures or links. 1 point – Completely uncreative presentation. Total score Activity: 5
  18. 18. 19 BLOCK 1 Didactic Sequence 2. Wikis. Start Up Activity Evaluation Activity: 1 Product: Crossword puzzle. Points: Knowledge Factual Procedural Attitude Identifies previous and new vocabulary. Practices and reinforces previous vocabulary and solve puzzle applying new vocabulary. Integrates social and procedural decisions when solving a crossword puzzle with classmates. Co-evaluation C MC NC Obtained points Pair work. How much vocabulary did you learn from the previous sequence about “Blogs”? Use the clues provided to solve the crossword puzzle. BLOG TALK How much do you know about Wikis? Use the clues provided to solve the crossword puzzle with your partner. WIKI TALK Activity: 1 Across 3. Conversation between several blogs. 4. Same as a keyword. 5. Write with enthusiasm or admiration. 6. A style or template for your blog. Down 1. Any contributor to a blog. 2. An individual entry in a blog. Across 3. A wiki service. 4. Copy data from a computer. Down 1. An encyclopedia on the web. 2. Transfer data from computer to device. 3. Word of Hawaiian origin meaning quick.
  19. 19. 20 CONSIDERING A PURPOSE FOR WRITING Development activities Activity: 2
  20. 20. 21 BLOCK 1 Activity: 2 (continuation)
  21. 21. 22 CONSIDERING A PURPOSE FOR WRITING Reading comprehension rubric. Criteria 3 Points The response demonstrates an understanding of the complexities of the text. • Addresses the demands of the question. • Effectively uses text-relevant1 information to clarify or extend Understanding. 2 Points The response demonstrates a general understanding of the text. • Partially addresses the demands of the question. • Uses text-relevant(1) information to show understanding. 1 Points The response demonstrates a minimal understanding of the text. • Minimally addresses the demands of the question. • Uses minimal information to show some understanding of the text in relation to the question. 0 Points The response is completely incorrect, irrelevant to the question, or missing (2). Notes: 1. Text-relevant: This information may or may not be an exact copy (quote) of the text but is clearly related to the text and often shows an analysis and/or interpretation of important ideas. Students may incorporate information to show connections to relevant prior experience as appropriate. 2. An exact copy (quote) or paraphrase of the question that provides no new relevant information will receive "0" Points. Evaluation Activity: 2 Product: Reading comprehension rubric. Points: Knowledge Factual Procedural Attitude Writes answer to the questions in the Reading activity. Applies his/her knowledge about the reading “Wikis” and reports in a rubric the work of his/her partner. Shows interest and ability when using a rubric to evaluate reading comprehension and appreciates the way his/her work is evaluated. Co-evaluation C MC NC Obtained points
  22. 22. 23 BLOCK 1 Activity: 3
  23. 23. 24 CONSIDERING A PURPOSE FOR WRITING Evaluation Activity: 3 Product: Poster or Power point presentation. Points: Knowledge Factual Procedural Attitude Identifies and understands general ideas about “How to create a WIKI” in a text. Searches and adds information about “How to create a WIKI” to be use in an oral presentation. Shows his/her creativity to present information about how to create a WIKI” and collaborates working in teams. Co-evaluation C MC NC Obtained points Activity: 3 (continuation)
  24. 24. 25 BLOCK 1 Evaluation Activity: 4 Product: Wiki Rubric. Points: Knowledge Factual Procedural Attitude Integrates information to participate in a wiki page and evaluates the work of his/her partner. Applies his/her knowledge and searches for information to collaborate in a wiki page link given by the teacher. Shows interest and ability when using a rubric to evaluate a presentation about wikis and appreciates the way his/her work is assessed. Co-evaluation C MC NC Obtained points Activity: 4
  25. 25. 26 CONSIDERING A PURPOSE FOR WRITING Activity: 5
  26. 26. 27 BLOCK 1 Evaluation Activity: 5 Product: Rubric for presentation a Wiki. Points: Knowledge Factual Procedural Attitude Integrates and writes information in an article to be presented in class and evaluates the work of his/her partner. Creates a Wiki article about a special location, personality, or event in his/her community. Then reports his/her classmates results using a rubric. Shows interest and ability when using a rubric to evaluate a wiki article presentation and values his/her work assessment. Co-evaluation C MC NC Obtained points
  27. 27. 28 CONSIDERING A PURPOSE FOR WRITING
  28. 28. Tiempo asignado: 20 horas Identifying types of texts. Competencias profesionales: 1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. 2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producción oral en otro idioma. 4. Realiza interacción oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. Unidad de competencia: Revisa y practica lecturas con el fin de entender e identificar el enunciado principal de un párrafo así como los diferentes tipos de textos. Atributos a desarrollar en el bloque: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local, nacional e internacional.
  29. 29. 30 IDENTIFYING TYPES OF TEXTS Didactic Sequence 1. Prediction text. Start Up Activity Evaluation Activity: 1 Product: Diagnosis questionnaire. Points: Knowledge Factual Procedural Attitude Identifies different types of texts for various purposes in an appropriate range of situations. Applies previous knowledge to answer a questionnaire about different kind of texts. Shows openness to feedback made by the teacher. Auto-evaluation C MC NC Obtained points How much do you know about types of texts? Underline your choice answer then check them with your teacher. 1. What is the purpose of the following? Don’t miss this offer, today is the last day! a. To persuade you to buy something. b. To provide clear facts about something. c. To tell you how to do something. 2. What type of text is the following passage? The boy was astonished by what he saw inside. Never could he have imagined that, there in the middle of the desert, exist a tent like this one. The ground was covered with the most beautiful carpets he had ever walked upon, and from the top of the structure hung lamps of hand-wrought gold, each with a lighted candle. a. Descriptive b. Instructive c. Informative 3. What type of texts would you need to use to tell someone how to wire a plug? a. Descriptive b. Instructive c. Informative 4. This is an example of a persuasive text: I had to leave my sick bed to visit Bert Baxter before school. It took me ages to get there, what with feeling weak and having to stop for a rest every now and again, but with the help of an old lady who had a long black moustache I made it to the front door. a. True b. False 5. A cooking recipe is an example of which type of text? a. Descriptive b. Instructive c. Informative 6. What type of text is this? Everyone was in a state of high excitement, all the women in light cotton saris worn specially for the occasion, now clambering over the side, screaming when the boat rocked and clutching each other in pleasurable panic. a. Descriptive b. Instructive c. Informative Activity: 1
  30. 30. 31 BLOCK 2 Development activities Read the passage and write on the line what piece of writing is each one of them. What is a TEXT? Text is any piece of writing. This could be a letter, an e-mail, a novel, a poem, a recipe, a note, instructions, an article in a newspaper or magazine, writing on a webpage or an advert. All of these examples can be called texts. 1 2 3 4 5 6 1. _____________________________________ 4. _____________________________________ 2. _____________________________________ 5. _____________________________________ 3. _____________________________________ 6. _____________________________________ Activity: 2 What might the purpose of a text be? When you are reading or writing any text think about the purpose of the text or why it has been written. An advert might be trying to persuade you to buy something. A letter from school might be to inform you about something. A novel might describe somewhere or someone to you. A car manual might instruct you how to do something to your car. Depending on the purpose of the text, different methods will be used to get the message across to the reader. For more specific information on some of the different types of text we are going to study: Persuasive texts - Informative texts - Instructive texts - Descriptive texts. In what type of texts will you find the following piece of writing? 1. At the crystal moon, at the red branch _________________________________ of the slow autumn at my window. 2. Buy now pay next year! _________________________________ 3. This is to let you know that… _________________________________ 4. To change batteries press the… _________________________________ Activity: 2a
  31. 31. 32 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 2 Product: A paragraph. Points: Knowledge Factual Procedural Attitude Revises and practices reading and recognizes different types of text. Applies his/her knowledge about the different types and purposes of texts. Shows ability and positive attitude when reading different types of texts for various purposes. Auto-evaluation C MC NC Obtained points Which of the following is not a piece of text? Discuss in class and circle it. 1 2 3 4 What is the purpose of the above texts? __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Activity: 2b
  32. 32. 33 BLOCK 2 Activity: 3 The Paragraph A paragraph is the basic unit of organization in writing in which a group of related sentences develops one main idea. A paragraph can be as short as one sentence or as long as ten sentences. The number of sentences is unimportant; however, the paragraph should be long enough to develop the main idea clearly. A paragraph may stand by itself. In academic writing, a paragraph is often used to answer a test question. A paragraph may also be one part of a longer piece of writing such as a chapter of a book or an essay. You will first learn how to write good paragraphs, and then next semester you will learn how to combine and expand paragraphs to build essays. A paragraph has three major structural parts: Topic sentence Supporting sentences Concluding sentence A good paragraph also has the elements of unity and coherence. Unity means that you discuss only one idea in a paragraph. Coherence means that your paragraph is easy to read and understand because your supporting sentences are in a logical order and connected by appropriate transition signals. Literally, the word coherence means "to stick together." Topic Sentence The topic of a paragraph is what it is about; it gives only the main idea. Every good paragraph has a topic sentence, which clearly states the topic and the controlling idea of the paragraph. It is usually (but not always) the first sentence in the paragraph. Supporting Sentence The supporting sentence develops the topic sentence. They explain the topic sentence by giving reasons, examples, facts, statistics, and quotations. Concluding Sentence The concluding sentence signals the end of the paragraph and leaves the reader with important points to remember.
  33. 33. 34 IDENTIFYING TYPES OF TEXTS Activity: 3c
  34. 34. 35 BLOCK 2 Evaluation Activity: 3 Product: Paragraph. Points: Knowledge Factual Procedural Attitude Identifies the structural parts of a paragraph. Writes topic sentences to provide a focus for the paragraph. Writes enough details in his/her paragraphs to give more information. Collaborates with classmates to revise the paragraphs. Auto-evaluation C MC NC Obtained points Read the Wheaton Town paragraph (activity 3c) and answer the questions. 1. In what type of text (Persuasive, Informative, Instructive, or Descriptive) would you find the paragraph about the Wheaton River? _________________________________________________ 2. How wide is the Wheaton River? ___________________________________________________________________ 3. Why is the Wheaton River beautiful? ________________________________________________________________ 4. What happen when the leaves of the trees fell and cover the river? ______________________________________ __________________________________________________________________________________________________ 5. What is so extraordinary about Wheaton Hill? ________________________________________________________ __________________________________________________________________________________________________ 6. How big is the old tree? __________________________________________________________________________ 7. Name the three landmarks that make the town a famous place: _________________________________________ _______________________________________, __________________________________________________________ Activity: 3d Write a paragraph about your hometown with a topic sentence, supporting sentences, and a concluding sentence. Use the Wheaton town paragraph as a model. Don’t forget to include details for each supporting sentence. __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ __________________________________________________________________________________________________ Activity: 3e
  35. 35. 36 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 4 Product: A paragraph. Points: Knowledge Factual Procedural Attitude Orders a paragraph following the steps for preparing a hamburger. Uses the model “Metaphor of the Hamburger” to write a well- organized paragraph. Values the importance of a metaphor and the way we can relate it to the fundamental unit of composition: the paragraph. Auto-evaluation C MC NC Obtained points Activity: 4
  36. 36. 37 BLOCK 2 Evaluation Activity: 5 Product: Paragraphs. Points: Knowledge Factual Procedural Attitude Recognizes the topic sentence and the supporting sentences in a paragraph. Applies his/her knowledge about the structural parts of the paragraph by recognizing topic sentences and ordering supporting sentences. Integrates new knowledge in order to write a well organize paragraph. Co-evaluation C MC NC Obtained points Activity: 5
  37. 37. 38 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 6 Product: Paragraphs. Points: Knowledge Factual Procedural Attitude Writes topic sentences for well- organized paragraphs. Applies his/her knowledge about topics sentences to provide a focus for the paragraph. Collaborates with classmates to revise the paragraphs. Co-evaluation C MC NC Obtained points Activity: 6
  38. 38. 39 BLOCK 2 Activity: 7
  39. 39. 40 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 7 Product: Exercise. Points: Knowledge Factual Procedural Attitude Identifies transition words to show cohesion between sentences in a paragraph. Applies “Transition words” to indicate relationship between sentences in a paragraph. Shows openness to feedback made by the teacher. Auto-evaluation C MC NC Obtained points Activity: 7b
  40. 40. 41 BLOCK 2 Evaluation Activity: 8 Product: Exercise. Points: Knowledge Factual Procedural Attitude Identifies transition words and topic sentences in paragraphs. Reads paragraphs to recognize transition words and topic sentences. Integrates new vocabulary to his/her knowledge. Auto-evaluation C MC NC Obtained points Activity: 8 In recent years viruses have been shown to cause cancer not only in chickens but also in mice, cats, and even in some primates. ______________________, it is a reasonable hypothesis that viruses might cause cancer in humans. We do not seek solitude.__________, if we find ourselves alone for once, we flick a switch and invite the whole world in through the television screen. (Eugene Raskin, "Walls and Barriers") Little girls, of course, don't take toy guns out of their hip pockets and say "Pow, pow" to all their neighbors and friends like average well-adjusted little boys. ____________________, if we gave little girls the six-shooters, we would soon have double the pretend body count. We drove the wagon close to a corner post, twisted the end of the wire around it one foot above the ground, and stapled it fast. ___________________, we drove along the line of posts for about 200 yards, unreeling the wire on the ground behind us.
  41. 41. 42 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 9 Product: Transition words chart. Points: Knowledge Factual Procedural Attitude Identifies the three major structural parts of a paragraph. Reads a paragraph to recognize their three major structural parts. Shows openness to feedback provided by his/her classmates. Auto-evaluation C MC NC Obtained points Activity: 9
  42. 42. 43 BLOCK 2 Activity: 10 Animals Sports
  43. 43. 44 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 10 Product: Rubric. Points: Knowledge Factual Procedural Attitude Writes and checks clear, unified and coherent paragraphs. Provides criteria to evaluate paragraphs using a rubric. Collaborates and shows respect to his/her partner when working in pairs. Co-evaluation C MC NC Obtained points Activity: 10 (continuation) Favorite celebrity Questions you might ask when writing a paragraph.  Does it have a topic sentence that says what the paragraph is about?  Is it unified? Do all the other sentences stick to the topic?  Is it adequately developed with specific details to make it interesting?  Does it contain errors in spelling, punctuation, grammar, or sentences construction? (remember that you’ve already studied the use of punctuation).
  44. 44. 45 BLOCK 2 Evaluation Activity: 11 Product: Paragraph production. Points: Knowledge Factual Procedural Attitude Identifies transition words and topic sentences in paragraphs. Reads paragraphs to recognize transition words and topic sentences to be applied in writing assignments. Integrates new vocabulary to his/her knowledge. Auto-evaluation C MC NC Obtained points Activity: 11
  45. 45. 46 IDENTIFYING TYPES OF TEXTS Closing Activity Evaluation Activity: 12 Product: Rubric. Points: Knowledge Factual Procedural Attitude Writes a paragraph using the three major structural parts of a paragraph. Provides criteria to evaluate paragraphs using a rubric. Collaborates and shows respect to his/her partner when working in pairs. Co-evaluation C MC NC Obtained points Activity: 12
  46. 46. 47 BLOCK 2 Didactic Sequence 2. Persuasive text. Start Up Activity Evaluation Activity: 1 Product: Written ideas. Points: Knowledge Factual Procedural Attitude Identifies ideas of a subject to let them roll out on the paper. Writes down whatever idea pop into her/his mind about having recess or extra recess in high school and begins identifying persuasive texts writing process. Shows interest when applying previous knowledge. Co-evaluation C MC NC Obtained points Activity: 1 EXTRA RECESS
  47. 47. 48 IDENTIFYING TYPES OF TEXTS Development activities Evaluation Activity: 2 Product: Questionnaire. Points: Knowledge Factual Procedural Attitude Identifies the purpose of persuasive texts. Uses language and other textual features to persuade. Shows a positive attitude when learning a new topic and a sense of initiative to learn. Co-evaluation C MC NC Obtained points Activity: 2
  48. 48. 49 BLOCK 2 Evaluation Activity: 3 Product: Written feedback. Points: Knowledge Factual Procedural Attitude Identifies rhetorical questions in persuasive texts. Uses rhetorical questions in persuasive texts. Shows interest when acquiring new knowledge. Co-evaluation C MC NC Obtained points Activity: 3 CLEAR YOUR DEBTS FAST! Do you owe more money than you are making? Do you have lots of different debts? It's quick and easy to apply and you could get the money within just 2 days! Yes that's right 2 days, so why waste time. So if you want to clear your debts, make home improvements, go on a holiday or just buy something you've always wanted call us now on 0900 7895 2369.
  49. 49. 50 IDENTIFYING TYPES OF TEXTS Activity: 4 Skimming The title Bits called abstract or summary The last sentence of the whole thing Diagrams or pictures The first for each paragraph Subheading s
  50. 50. 51 BLOCK 2 Evaluation Activity: 4 Product: Written feedback. Points: Knowledge Factual Procedural Attitude Identifies information from ads using skimming strategy. Uses skimming strategy to find and obtain information when reading ads. Shows interest when acquiring and applying new knowledge, as well as showing a sense of initiative to learn new strategies. Co-evaluation C MC NC Obtained points Activity: 4b
  51. 51. 52 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 5 Product: Text analysis. Points: Knowledge Factual Procedural Attitude Identifies information using the skimming strategy. Uses the skimming strategy to find and obtain information. Collaborates with his/her partner on the activities developed by pairs. Co-evaluation C MC NC Obtained points Activity: 5
  52. 52. 53 BLOCK 2 Activity: 6 Are you smoking? Does someone in your family smoke? I believe that smoking is bad for you. It is important to give up but it is even better not to have started at all. One reason for my thinking this is that it is unhealthy. Smokers suffer a range of diseases from lung cancer to high blood pressure. Another reason is that it’s very expensive. A final reason is that smoking is very unattractive. Smokers’ clothes smell of smoke and it gives them bad breath. There are a number of reasons why smoking is bad for you. It is unhealthy, it is expensive and it makes you unattractive. Don’t even think of starting!
  53. 53. 54 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 6 Product: Persuasive text. Points: Knowledge Factual Procedural Attitude Identifies and writes the thesis and supporting ideas in persuading texts. Organizes a text using thesis and supporting ideas to persuade the reader. Shows interest and curiosity about the importance of learning reading strategies and its use. Auto-evaluation C MC NC Obtained points Activity: 6b Workers need a break Workers in most industrialized countries have shorter work weeks and more holidays than do American workers. A thirty-hour work week could have many advantages for workers and their families. For one thing, parents would have more time to spend with their children to strengthen the family ties that seem to be loosening these days. Increased leisure would permit workers to pursue hobbies and other interests that could enrich their own lives and refresh them for the return to work. There would also be more time for community activities. When the PTA at the children’s school asks for help in the annual fundraiser, help is more likely to be offered. Increased leisure is a mixed blessing, but on the whole it’s a benefit that more workers should receive. Thesis: Shorter work week for American workers. 1st Support: Time to be with children. 2nd Support: More energy for returning to work. Thesis: Not everyone would use this time constructively. 1st Support: More time in front of TV. 2nd Support: Increased family tension.
  54. 54. 55 BLOCK 2 Closing Activity Activity: 7
  55. 55. 56 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 7 Product: Rubric. Points: Knowledge Factual Procedural Attitude Orders ideas to write a persuasive dialogue using notes and examples. Formulates a written dialogue to be presented in speaking and written form, in a convincing manner and take account of other viewpoints. Shows disposition to approach the opinions and arguments of others with an open mind. Engages in constructive and critical dialogue. Auto-evaluation C MC NC Obtained points Activity: 7a
  56. 56. 57 BLOCK 2 Didactic Sequence 3. Descriptive text. Start Up Activity Evaluation Activity: 1 Product: Written ideas. Points: Knowledge Factual Procedural Attitude Identifies descriptive words and phrases in a “Descriptive text”. Applies strategies and skills to read a descriptive text. Shows interest when applying previous knowledge. Auto-evaluation C MC NC Obtained points Activity: 1
  57. 57. 58 IDENTIFYING TYPES OF TEXTS Development activities Descriptive words: http://www.msgarrettonline.com/descripwords.html Activity: 2 Remember Adjectives are describing words - they tell you more about nouns. Nouns are 'naming' words (person, place or thing). Adjectives tell you more about the noun. Using adjectives makes descriptive writing more interesting. Adverbs are words that tell us more about verbs....they add information to the verb. Any verb you use can have an adverb added. e.g. The girl smiled nervously.
  58. 58. 59 BLOCK 2 Activity: 2a
  59. 59. 60 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 2 Product: A descriptive text of a place. Points: Knowledge Factual Procedural Attitude Recognizes how language and other textual features are used to achieve descriptive writing. Uses adjectives and other textual features to write descriptive texts. Shows a positive attitude when learning a new topic and a sense of initiative to learn. Auto-evaluation C MC NC Obtained points Activity: 2c
  60. 60. 61 BLOCK 2 Activity: 3 When I was six years old I decided, against my mother’s advice, that I could pet bees. The sun was warm on my back and the bees were buzzing around the sweet- smelling flowers of the le Sound = 'She sounds melancholic like Madonna.' Sound = 'She sounds melancholic like Madonna.' mon tree. Some of the bees were sitting so still that I just had to touch one. The bees felt soft and furry, and I could feel its “buzziness.” Then I let out the loudest yell I could make. I thought my finger was going to explode. My mother yelled out the back door, “I told you so!” She pulled out the stinger and put ice on my finger. The cold ice dulled the pain, and I knew that I was going to live.
  61. 61. 62 IDENTIFYING TYPES OF TEXTS Activity: 3a (continuation) Sense Verbs Sense verbs are used in descriptive writing, these are verbs that describe someone's sensation, feeling or perception. We can use sense verbs with adjectives to describe our personal opinions and thoughts about things. Here are some examples of sense verbs: Sound = She sounds melancholic like Madonna. See= Can you see that airplane?' Look = She looked magnificent in the painting. Hear =I heard the phone ringing. Feel = Abdul felt his chair move. Taste= I don’t like to taste spice food. Watch ='They watched the film together. Smell =Cigarette smoke smells burnt.
  62. 62. 63 BLOCK 2 Evaluation Activity: 3 Product: Descriptive texts. Points: Knowledge Factual Procedural Attitude Recognizes how language and other textual features are used to achieve descriptive writing. Uses sense verbs - adjectives and other textual features to write descriptive texts. Uses technology to practice the use of “Sense Verbs”. Integrates the use of technology when practicing writing descriptive texts. Auto-evaluation C MC NC Obtained points Activity: 3c Search the internet at the following websites, practice “Sense Verbs”, print the results and post the results sheet here. www.oup.com/.../nef_upperint_grammar04_b02/ www.lingva.com/cafe/.../inter/senseverbs1.htm
  63. 63. 64 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 4 Product: Descriptive paragraph. Points: Knowledge Factual Procedural Attitude Recognizes how language and other textual features are used to achieve descriptive writing. Uses sense verbs - adjectives and other textual features to write descriptive texts. Shows interest when writing about his/her own experience. Auto-evaluation C MC NC Obtained points Activity: 4
  64. 64. 65 BLOCK 2 Activity: 5 SCANNING Decide what you are looking for. Star from the page number in the index. Look for clues such capital letters. Star from what you are looking and ignore anything else.
  65. 65. 66 IDENTIFYING TYPES OF TEXTS Activity: 5a (continuation)
  66. 66. 67 BLOCK 2 Evaluation Activity: 5 Product: Reading strategy questionnaire. Points: Knowledge Factual Procedural Attitude Recognizes the work of world literature from a famous author by using the strategy of scanning. Answer questions analyzing ways in which writer use imagery, personification, and figures of speech, to evoke readers’ emotions. Shows a positive attitude to literature, recognizing it as a potential source of personal and cultural enrichment. Auto-evaluation C MC NC Obtained points Activity: 5b
  67. 67. 68 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 6 Product: A descriptive text. Points: Knowledge Factual Procedural Attitude Recognizes that pictures and drawings help present and define words in meaningful way. Writes to describe a picture demonstrating mastery of grammar, diction, and paragraph and sentence Structure. Shows interest when applying strategies to create a written text. Auto-evaluation C MC NC Obtained points Activity: 6 Drawing of chapter 26 in “The little Prince”.
  68. 68. 69 BLOCK 2 Activity: 7
  69. 69. 70 IDENTIFYING TYPES OF TEXTS Evaluation Activity: 7 Product: Reading rubric. Points: Knowledge Factual Procedural Attitude Identifies information by adopting the reading strategy of scanning. Shows Ability to read and understand different texts, adopting strategies appropriate to a reading purpose. Show disposition to approach the opinions and arguments of others with an open mind. Auto-evaluation C MC NC Obtained points Activity: 7a
  70. 70. 71 BLOCK 2 Closing Activity Evaluation Activity: 8 Product: Reading rubric. Points: Knowledge Factual Procedural Attitude Recognized work of world literature from a famous author. Writes and demonstrates mastery of grammar, diction, and paragraph and sentence structure. Shows interest when applying strategies to answer and give his/her own opinion. Auto-evaluation C MC NC Obtained points Activity: 8
  71. 71. 72 IDENTIFYING TYPES OF TEXTS
  72. 72. Tiempo asignado: 20 horas Building healthy habits. Competencias profesionales: 1. Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. 2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producción oral en otro idioma. 4. Realiza interacción oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. Unidad de competencia: Escribe y lee textos informativos para obtener más conocimiento de un área en particular y aprende mediante textos instructivos a seguir los pasos o a dar instrucciones de recetas, concejos de salud, documentos académicos, etc. Atributos a desarrollar en el bloque: 4.1 Expresa ideas y conceptos mediante representaciones lingüísticas, matemáticas o gráficas. 4.2 Aplica distintas estrategias comunicativas según quienes sean sus interlocutores, el contexto en el que se encuentra y los objetivos que persigue. 4.3 Identifica las ideas claves en un texto o discurso oral e infiere conclusiones a partir de ellas. 4.4 Se comunica en una segunda lengua en situaciones cotidianas. 4.5 Maneja las tecnologías de la información y la comunicación para obtener información y expresar ideas. 6.4 Estructura ideas y argumentos de manera clara, coherente y sintética. 7.1 Define metas y da seguimiento a sus procesos de construcción de conocimiento. 8.2 Aporta puntos de vista con apertura y considera los de otras personas de manera reflexiva. 10.3 Asume que el respeto de las diferencias es el principio de integración y de convivencia en los contextos local, nacional e internacional.
  73. 73. 74 BUILDING HEALTHY HABITS Didactic Sequence 1. Informative text. Start Up Activities Evaluation Activity: 1 Product: Ice breaker activity. Points: Knowledge Factual Procedural Attitude Recognizes different images in a picture. Reports to his/her classmates a picture from different angles to reinforce key points in grammar and to be prepared for coming activities. Collaborates with classmates to create a positive group atmosphere. Co-evaluation C MC NC Obtained points Pair work. Look at this picture closely, who do you see? Tell your classmate to stand at a 5 meter distance, who does he/she see? AMASSING! An illusion is an image or representation believed to be real in our mind’s eye, but that is not actually real. In other words, because of the way our eyes and brain work, our eyes are tricked into seeing something that is not really there or into seeing something happen that did not really happen. Illusions can be very deceiving and unreliable. When you read an informative task like a newspaper article or official document (memorandums, letters, invoices), do you think they are reliable or trustworthy? ______________________________________________________ When you look at this picture closely, you see Albert Einstein. But if you stand at a 5 meter distance, it will become Marilyn Monroe. Activity: 1
  74. 74. 75 BLOCK 3 Evaluation Activity: 2 Product: Table. Points: Knowledge Factual Procedural Attitude Analyzes the questions about newspaper reading with his/her partner. Discusses the answers about newspaper reading with his/her partner. Collaborates in pairs creating a positive group atmosphere. Co-evaluation C MC NC Obtained points Pair work. Ask your partner the following questions and discuss them. Then, fill in the table with the answers 1. How often do you read a newspaper? 2. Which newspaper(s) do you usually read? 3. When do you usually read the newspaper? 4. Do you usually read it thoroughly or skim through it? 5. Which sections of the newspaper do you read first? 6. What do you like about your favorite newspaper? 7. What are the different newspapers like in your country? Your Partner You 1. 2. 3. 4. 5. 6. 7. 1. 2. 3. 4. 5. 6. 7. Activity: 2
  75. 75. 76 BUILDING HEALTHY HABITS Development activities Read the information. Informative texts. An informative text is a text that wants to advise or tell you about something. This writing piece is designed to communicate facts and data. When you begin writing an informative paragraph and section, think about your readers’ needs for orientation. Tell them how your message is connected with what they already know using orienting words and phrases, by explaining technical terms, and by using the old to amplify and support the new. Informational text forms (such as explanations, reports, news articles, magazine articles and instructions) are written to communicate information about a specific subject, topic, event or process. These texts use vocabulary, special design elements, and organizational patterns to express ideas clearly and make them easier to read. • A newspaper article might give you information about a health issue like giving up smoking. • A website might give you information about a movie, band or something that you are interested in. • A handout from school might be advising you about what your child will be doing during the next term. • Passages in the form of letters, memos, newspaper articles, faxes, schedules, etc. might give inside office information. Tips for reading informative texts: • Set purpose for reading. Ask yourself why you are reading this particular text. • Look over the text to see which elements appear (such as headings, subheadings, illustrations and captions, etc.). • Examine the titles, headings, and subheadings, and SCAN for words that stand out. • Look for words and phrases that might give you clues about how the information is organized. • Read any overviews, summaries or questions. In a shorter piece, read the opening and concluding sentences or paragraphs. • Examine each illustration and read the titles or captions. • Recall what you already know about the topic. • Record some questions you might have about the topic. Activity: 3 Informative texts use words that: • Are descriptive • Are precise and to the point • Relate to the subject • Are in the present tense. Informative texts usually:  Avoid repetition  Contain facts  Give information in a clear way.  Introduces the subject and then developing it Use orienting words and phrases you know: • Until now • Obviously • Normally • Previously • Everyone is familiar with remember that • of course
  76. 76. 77 BLOCK 3 Evaluation Activity: 3 Product: Coherent paragraphs. Points: Knowledge Factual Procedural Attitude Identifies informative texts for various purposes. Applies information about informative texts for various purposes. Shows initiative when acquiring new knowledge. Co-evaluation C MC NC Obtained points An informative paragraph should tell your readers all they need to know about a single idea, in a logical sequence, without wasting their time with irrelevant detail. Here are some advises to take into on account when you write an informative text. Read and analyze the information above and assemble sentences into coherent paragraphs to write about “informative texts” in a separate piece of paper. Post and fold your paper here. Activity: 3a To write an informative text
  77. 77. 78 BUILDING HEALTHY HABITS Reading a Newspaper. Look in your dictionary for the following newspaper vocabulary. Then choose the correct word to complete statements. 1. Cartoons ________________________________ 2. Gossip columns__________________________ 3. Reviews_________________________________ 4. Headlines _______________________________ 5. Want ads________________________________ 6. Classified section_________________________ 7. Sections ________________________________ 8. Sensational _______________________ 9. Scan ____________________________ 10. Editorials _________________________ 11. Reporters ________________________ 12. Forecast _________________________ 13. Advertising ____________________ 14. Opinions ______________________ Activity: 4 I like reading newspapers, especially on Sundays. I get a big cup of coffee, buy the New York Times and sit down for a long 1._________________ through the various 2.__________________. Of course, I tend to head right to the 3._________________ sometimes called the "funnies". By looking at the first page, I see what the principle stories are by looking at the 4._________________. One of my favorite sections is where various opinions are expressed in the 5.___________________. Some of these opinions are 6.____________________, but they are not nearly as bad as the 7._____________________, which usually make me laugh! I would always like a better job, so I go to the 8.______________________ and take a look at the 9. ____________________. The New York Times has wonderful 10._______________________, who do an excellent job getting the facts right. Unfortunately, the weather 11._______________________ is often quite wrong. One last thing, do you know why the New York Times is so large? Because of the 12.__________________________, which sometimes takes up an entire page!
  78. 78. 79 BLOCK 3 Evaluation Activity: 4 Product: Newspaper extracts. Points: Knowledge Factual Procedural Attitude Identifies parts of a newspaper to be used in short extracts. Applies newspaper vocabulary when reading short extracts. Shows initiative when acquiring new knowledge. Auto-evaluation C MC NC Obtained points Look at these newspaper extracts. Match the parts of a newspaper with the appropriate extract. Write the correct answer on the line. business news - classified ads - editorial - gossip column - horoscope - news in brief – sports section – letters page - TV page - weather forecast 1. ________________________ 2. ________________________ 3. _________________________ 4. ________________________ 5. ________________________ 6. _________________________ 7. ________________________ 8. ________________________ 9. _________________________ 10. ________________________ Activity: 4a RG to get new chairman RG to get Taurus: Today’s the day to make those important decisions to make those important. .decisions Sir, Following the recent debate on educational standards, I would like to remind your readers that. Robbie and Britney share late-night taxi. Beckham penalty saves the day PICK OF THE DAY: 9.00 Channel 4 Where are they now? Takes a look at what has happened to some of the people who have made the headlines in the last ten years. For sale: Mercedes SLK, 2002, 34,000 miles, silver, one owner, immaculate, $20,000 Car theft up: Latest police figures show that car theft has risen 15% since 2000. The Sun says: The proposed strike by teachers is wrong. Our children should not…
  79. 79. 80 BUILDING HEALTHY HABITS Evaluation Activity: 5 Product: Paragraphs. Points: Knowledge Factual Procedural Attitude Recognizes the topic sentence and the supporting sentences in a paragraph. Applies his/her knowledge about the structural parts of the paragraph by recognizing topic sentences and ordering supporting sentences. Integrates new knowledge in order to write a well organize paragraph. Auto-evaluation C MC NC Obtained points Choose a newspaper; keep track of an article you read to fill in the information. Make sure to choose the article from a variety of sections. Headline of article: ______________________________________________________________ Issue date: _____________________________________________________________________ Section: _________________________________________________Page:_________________ 1. Why I chose this article: ______________________________________________ _____________________________________________________________________ 2. One interesting thing I learned: ________________________________________ _____________________________________________________________________ 3. One connection I can make between this article and something else I know about (personal experience, school, a book, a movie, etc.): _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ Activity: 5 W-H Formula The W-H Formula helps our reading comprehension. The W-H questions are: who, what, when, where, why, how. If each time that we read a news article we remember to apply this formula, we will always find in the first paragraph or so answers to the questions, and at once understand much of the story. Sometimes it helps to actually write out the 6 questions and the 6 answers.
  80. 80. 81 BLOCK 3 Read other informative texts, use the “Tips for reading informative text,” select the best answer for each question and underline it. 1. What is this advertisement for? a) A summer trip. b) A travel company. c) A special deal. d) A free magazine. 2. How much do the sunglasses cost? a) They are free with a subscription. b) They cost $1 c) They cost $3 Canadian. d) They cost $21. 95 US. 3. What is the limit of this offer? a) $3 US b) Time. c) Canadian residents. d) Residents outside America. 4. Who cannot benefit from this special deal? a) Canadians. b) UK residents. c) North Americans. d) US residents. Pair work. Activity: 6 Free sunglasses and case Purchase a 12 month subscription to Vacation the Nation today and receive a free pair of Sunnies Sunglasses with your very own soft leather case. To get your free Sunnies follow these 3 easy steps. 1. Purchase a copy of Vacation the Nation, New York's #1 Travel magazine. 2. Fill out the application card (found in the center of the magazine). 3. Mail the card and $21.95 US to the address provided. This is a limited time offer only. Application and funds must be received no later than Dec 1st 2011. Canadian residents should add $3 US for shipping. Offer not available for residents outside of North America. TO: All employees. FROM: VenessaHardwrightMEMO. SUBJECT: Reduction in staff DATE: December 28, 2011. As anticipated, the recent merger with FGA United has resulted in overlap of some functions. Consequently, it is necessary to reduce our work force in those areas in which we have significant duplication of effort. Effective March 3, we will experience a 30% reduction in staff, right across seniority lines. Persons affected will be notified by the end of next month. These employees will receive two months' severance pay. Our personnel office will hold a series of meetings in the middle of February to discuss unemployment insurance benefits and to help those affected secure new jobs. If you plan to attend, call Marcos Twine at extension #131. We thank you for all your hard work. Unfortunately this layoff could not be avoided. We wish you employment success in the future. Vanessa Hardwright CEO. ZBT Electronics. 1. What is the purpose of this memo? a) To announce changes in company structure. b) To declare a merger with FGA United. c) To motivate employees to work harder. d) To request attendance at upcoming meetings. 2. When will employees be informed about their company status? a) In December. b) In January. c) In February. d) In March. 3. According to the memo, what is TRUE? a) FGA United will secure jobs for all employees. b) No executives will be made redundant. c) Not all departments are affected by the merger. d) Some employees will receive a bonus.
  81. 81. 82 BUILDING HEALTHY HABITS Read the informative text; choose and underline the answer that best complete each of the following statements. Then answer the questions. WHAT IS HEALTH? Many people think that being healthy is not being sick. They think that if a person is in good physical shape, that person is healthy. But there are problems with thinking of health in physical terms alone. Do you know students who are always getting into fights? Would you call these people healthy? And what about a person who never seems to feel happy no matter what he or she does? Being in good shape is important. Yet there is much more than that to good health. Besides physical health, your total health picture takes into account your mental health and your social health. In other words, being healthy also means feeling good about yourself and getting along with others. Health is a combination of physical, mental, and social well-being. The three sides of your health are connected, like the side of a triangle. Each side affects the other two sides. For example, being physically tired can make you grouchy. Being depressed for a long time can make you feel weak and run-down. To be healthy, you need to have a balanced health triangle. You can accomplish this by working to keep each side of your triangle healthy. Thanks to modern research, we know more about health than ever before. We now know that many diseases and illnesses can be blamed at least partly on bad health habits. These bad habits include eating the wrong foods and using tobacco or alcohol or drugs. Other bad habits are getting too little exercise and handling stress poorly. Practicing good health habits lessens our chances of illness and helps us stay well. Good health habits include the following:  Choosing the right foods.  Avoiding tobacco, alcohol, and drugs.  Taking part in a regular program of exercise.  Learning ways of handling stress. This knowledge has led health educators to add a word to our language. That word is wellness. Wellness is actively making choices and decisions that promote good health. Wellness is more than just the absence of illness. It is a way of living. It is taking an active role in trying to reach and stay at a high level of health. When you practice wellness, you work at having a balanced health triangle. You also stay alert for ways to protect and improve your health. 1. Total health is made up of mental, social, and physical. a) well-being b) stress c) weaknesses d) support 2. Discovering who you are and knowing how to express your emotions are part of you. a) physical health b) wellness c) social health d) mental health 3. Actively making decisions that promote good health is called. a) exercise b) wellness c) total health d) knowledge Activity: 6a
  82. 82. 83 BLOCK 3 Evaluation Activity: 6 Product: Questionnaire and table. Points: Knowledge Factual Procedural Attitude Identifies and infers vocabulary when reading an informative text. Uses the scanning strategy for reading a text with unfamiliar vocabulary. Shows openness to feedback made by his/her partners. Co-evaluation C MC NC Obtained points 1. What is wellness? _________________________________________________________________ ____________________________________________________________________________________ 2. What are the three sides of total health? ___________________________________________________________ _________________________________________________, _______________________________________________ 3. Why the three sides of health are connected like the sides of a triangle? _______________________________________________________________________________ _______________________________________________________________________________ 4. What do you need to do to when practicing good health habits? ____________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 5. Name some rules in your school that promote wellness: _____________________________________________ _________________________________________________________________________________________________ _________________________________________________________________________________________________ 6. What sport do you practice? _____________________________________________________________________ 6b. Are these things beneficial or harmful for your health? Complete this table with your partner(s). Change partners and share what you wrote. Why is it Beneficial for your health Why is it Harmful for your health Energy drinks Internet Fast Food Tobacco TV Exercise Activity: 6a (continuation)
  83. 83. 84 BUILDING HEALTHY HABITS Pair work pre-reading activity. Read the headline of the following newspaper text only, discuss with your partner and guess if the statements below are true (T) or false (F). a. Energy drinks are definitely harmful to children. T F b. The drinks Red Bull and Monster Energy have several health benefits. T / F c. A doctor says energy drinks can actually kill children. T / F d. Another doctor says these drinks should be monitored for poisons. T / F e. Around a half of U.S. pre-teens consume caffeine-filled energy drinks. T / F f. Sales of the drinks in the U.S. have fallen over the past two years. T / F g. A Red Bull spokesperson agreed there were safety concerns. T / F h. Red Bull is banned in a few nations because of tiny amounts of cocaine. T / F 7a. Read the informative text and circle any words you do not understand. With your partner, group unknown words and use dictionaries to find their meanings. Energy Drinks Harmful to Kids. 15th February, 2011 Energy drinks packed full of caffeine may be harmful for children.That’s the conclusion of a new report from the University of Miami. Study author Judith Schaechter said popular drinks like Red Bull and Monster Energy have no health benefits. Many of the ingredients used to make them are not regulated. Dr. Schaechter warned that children with conditions such as diabetes, mood swings and heart, kidney or liver diseases may have negative reactions to the drinks and could even die after drinking them. Report co-author Steven Lipshultz said: “Pediatricians need to be aware of the possible effects of energy drinks.” He advised that: “Toxicity surveillance should be improved and regulations of…sales…should be based on appropriate research assessing energy drink safety. Nearly a third of American children between the ages of 12 to 14 regularly buy these beverages. Sales are steadily rising in the U.S. from $6.5 billion in 2008 to $6.9 billion in 2009. Sales for 2010 are expected to be much higher. American teens say the drinks help them at school. Tracy Wong, 18, said she needs them because, “it pumps my system full of caffeine. That's why I have energy. Caffeine energizes you and keeps you awake." A Red Bull spokesman said: “Red Bull Energy Drink is available in over 160 countries because health authorities across the world have concluded that [it] is safe to consume.” However, it is banned in Germany and Taiwan for containing minute traces of cocaine. ESL/EFL lessons Copyright © 2004-2011 by Sean Banville. Word Dictionary meaning 1) 2) 3) 4) 1) 2) 3) 4) Activity: 7
  84. 84. 85 BLOCK 3 Pair work. Ask your partner to read the energy drinks text, listen and fill in the gaps. Now you read the text to your partner and have him/her write the missing word(s). Then check and compare results. Energy drinks (1) __________________ full of caffeine may be harmful for children. That’s the conclusion of a new report from the University of Miami. Study author Judith Schaechter said popular drinks like Red Bull and Monster Energy have no health (2) ________________. Many of the ingredients used to make them are not (3) __________. Dr. Schaechter warned that children with conditions such as diabetes, mood (4) ___________________and heart, kidney or liver diseases may have negative reactions to the drinks and could (5) ____________________ die after drinking them. Report co-author Steven Lipshultz said: “Pediatricians need to be aware of the possible effects of energy drinks.” He advised that: “Toxicity surveillance should be improved and regulations of…sales…should be based (6) ________________________ appropriate research assessing energy drink safety.” Nearly a third of American children between the ages of 12 to 14 regularly buy these (7) _________________. Sales are steadily rising in the U.S. from $6.5 billion in 2008 to $6.9 billion in 2009. Sales for 2010 are (8) ______________ to be much higher. American teens say the drinks help them at school. Tracy Wong, 18, said she needs them because, “it pumps my system full (9) ________________________ caffeine. That's why I have energy. Caffeine energizes you and keeps you (10) ____________________." A Red Bull spokesman said: “Red Bull Energy Drink is available in over 160 countries because health authorities across the world have (11 ___________________ that [it] is safe to consume.” However, it is banned in Germany and Taiwan for containing (12) _____________________ traces of cocaine. 7c. Synonym match. Match the following synonyms from the article and write the letter on the corresponding line. Check with your partner. 1. Packed ________ a. Monitoring 2. Regulated ________ b. Crammed 3. Conditions ________ c. Drink 4. Surveillance ________ d. Drinks 5. Appropriate ________ e. Pushes 6. Beverages ________ f. Controlled 7. Pumps ________ g. Tiny 8. Concluded ________ h. Illnesses 9. Consume ________ i. Determined 10. Minute (adj.) ________ j. Suitable Activity: 7b
  85. 85. 86 BUILDING HEALTHY HABITS Evaluation Activity: 7 Product: Exercises and rubric. Points: Knowledge Factual Procedural Attitude Identifies vocabulary when reading an informative text, completes statements and answer questions. Practices vocabulary when reading an informative text, completing statements and answering questions. Applies a rating scale to evaluate his/her partner’s achievement. Shows openness to feedback when he/she is made aware of his/her weaknesses and strengths. Co-evaluation C MC NC Obtained points Answer the following questions and then ask them to your partner. Fill in the table with the answers and check the pair work using the rubric below. Question Your partner’s answers Your answer a) Did you like reading this article? b) How popular are energy drinks in your country? c) What do you do if you need to stay awake to study or work? d) Are energy drinks a good thing to help people study? e) Is caffeine good or bad for you? f) Would you like your system to be pumped full of caffeine? g) If 160 countries have approved Red Bull, is it safe? h) What do you know about the history of energy drinks? i) If Red Bull has cocaine in it, why have only two places banned it? PairWork Rubric Pts.Poor 1 points Fair 3 points Good 5 points Participation Poor Shows no team effort. Fair Shows little team effort. Good Shows active team effort. Completion Poor doesn't complete their part of the assignment Fair completes their part of the assignment Good completes their part of the assignment Followsdirections Poor Does not read instructions and asks what to do. Fair Reads instructions but asks for clarification. Good Reads instructions and follows directions. Total points Activity: 7d
  86. 86. 87 BLOCK 3 Read the text carefully; choose and underline the answer that best complete each of the following statements. Fitness and you Many people think of fitness, like health, in purely physical terms. They think fitness means being in good shape or being able to play a sport well. But fitness has more than just a physical side. When you are fit you are ready to handle whatever comes your way from day to day. Being fit carries many benefits. Some are listed in the box: An important key to fitness is exercise. Regular exercise gives you added energy and helps you fight disease and illness. It also makes you look and feel better. In general, it improves your sense of well-being. In recent years, Americans have discovered this key to fitness. Aerobics----rhythmic, nonstop, vigorous activities that aid the heart have become very popular. So have programs involving weight training. More and more people are turning to Lifetime sport to maintain fitness. Among the good exercises that can be enjoyed throughout life are swimming, bicycling, soccer, running, and hiking uphill. Different exercises offer different fitness benefits. Some exercises help increase your flexibility. Others build muscles strength. Still others build endurance. The sport or activity you choose should reflect your abilities and interests. Being feet has many benefits. The most important one is that you feel good about yourself. When you feel good about yourself, you are more likely to make healthy choices. An effective fitness program requires thoughtful planning and careful thinking. Here are seven steps to follow in developing your own program: 1. Choose an activity that you enjoy. 2. Identify the best time of day to exercise. 3. Set realistic goals. 4. Don’t exercise too much a one time. 5. Reward yourself. 6. Don’t exercise just for now – make your fitness program a part of your future, too. 7. Make friends with others who exercise. 8. Enjoy an activity with your family. Activity: 8 Benefits of Fitness Being fit….  Helps you be at ease with yourself and sure of yourself.  Gives you more energy and helps you keep your weight down.  Prepares you mentally, physically, emotionally, and socially for the ups and downs of life.  Increases your chances of succeeding in whatever tasks you take on and help you feel confident.  Helps you to manage stress and have more fun.
  87. 87. 88 BUILDING HEALTHY HABITS Evaluation Activity: 8 Product: Questionnaire and report. Points: Knowledge Factual Procedural Attitude Identifies and infers vocabulary when reading an informative text to identify weaknesses of his/her partner. Uses scanning strategy for reading a text with unfamiliar vocabulary to write a report to his/her partner. Shows openness to feedback when he/she is made aware of his/her weak level of fitness. Co-evaluation C MC NC Obtained points 1. The importance of fitness is that it prepares you to: a. handle whatever b. be top athlete c. run long races d. study wellness comes your way 2. A vigorous nonstop activity that aids the heart is called: a. warming up b. target pulse rate c. an aerobic exercise d. endurance 3. Exercises help increase: a. rhythm of the heart b. flexibility c. energy d. weight 4. In planning an exercise program, you need to: a. get plenty of sleep b. set realistic goals c. find a partner d. see a doctor 5. Flexibility, muscles strength and endurance are: a. exercise b. fitness benefits c. activities d. sports 8a. Do you get enough exercise? Here are some questions that will help you decide whether you need more exercise to improve your fitness. Ask your partner the questions and then answer them. Fitness Questionnaire Question Your partner You Do you get tired easily from physical activities? Do you get tired easily from mental activities? Do you have low endurance (resistance) of the muscles, heart, or lungs? Do you have poor posture? Do you exercise just for one or two semesters or for a short period of time? If your partner answers to any of these questions: YES, go back to the text to write a report giving her/him some advice so he/she can work on a level of fitness. First present the report to your teacher. Activity: 8 (continuation)
  88. 88. 89 BLOCK 3 Read the NEWSPAPER article carefully, scan it and underline true or false. Then answer the questions. Are You Addicted to the Internet? By HOLLY EPSTEIN OJALVO A new study shows that teens who spend too much time online and experience withdrawal when they go offline are more prone to depression. Does this ring true for you or for someone you know? As Roni Caryn Rabin reports in the Science Times: Researchers who followed more than 1,000 students at high schools in Guangzhouall of them free of anxiety and depression at the start of the study found that after nine months, rates of severe depression among “pathological” users were 2.5 times those of the others. The study was published Aug. 2 in Archives of Pediatrics & Adolescent Medicine. It used self-rating scales to assess anxiety and depression, along with an addiction test that asks questions like “How often do you feel depressed, moody or nervous when you are offline, which goes away once you are back online?” Of the 1,041 subjects, 94 percent were classified as normal Internet users and 6 percent as moderately pathological or at severe risk for addiction. After nine months, 87 students, or 8.4 percent, developed mild to severe depression. While depression is an established risk factor for excessive Internet use, the study suggests the reverse may also be true, said the lead author, Dr. Lawrence T. Lam, of the School of Medicine, Sydney, in Australia. He speculated that users often went days or weeks without getting enough sleep, which can contribute to depression, and tended to react intensely to the online game world. “Failure in the game-playing is as real as failure in other parts of their life,” he said. True or False. 1. Students from Guangzhouall were free of anxiety after a nine month research. True False 2. One of the questions asked was: How often do you feel temperamental? True False 3. 13 students didn’t develop severe depression. True False 4. Users were depressed because they didn’t sleep. True False 5. Happiness may be a consequence of abuse of the internet. True False Activity: 9

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