This document provides details on an English language course being taught at Plantel 04 Gregorio García. The course focuses on comparing people, objects, and places using adjectives in their comparative, superlative, and equality forms. Students will work in teams to create a final presentation comparing features of 3 cell phones. The course will use activities, exercises from textbooks, and online resources to develop students' communicative competence in English. Students will be evaluated through formative and summative assessments including a final project and module exam.
The ms1 ms2 & ms3 annual learning plans June 2107Mr Bounab Samir
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
Salam
Here is the MS4 course book adaptation or what is called PLANNING LEARNING which contains :
1) the program : learning objectives + grammar + pronunciation + project work
2) course book adaptation chart
3) Methodological Guide
Good Luck
By : Mr Samir Bounab
The ms1 ms2 & ms3 annual learning plans June 2107Mr Bounab Samir
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
Salam
1- The annual learning plan
The annual learning plan is a comprehensive plan of a program of study within an educational project that aims to achieve the global competence of a learning level on the basis of the target competency stated for each domain ( oral interaction, interpretation of oral and written messages and production of oral and written messages) and through an integrated set of learning sections.
Each plan starts from the target competency to achieve and whose development is carried out through a problem-solving situation in its general context that the learner may encounter in his or her school or social life and a set of partial situations conducive to integration and potential remediation. The plan also contains instructions from the “support document” and the “teacher’s guide” and the estimated time to devote to the learning section to ensure an adequate implementation of this latter.
MONE June 2017
Salam
Here is the MS4 course book adaptation or what is called PLANNING LEARNING which contains :
1) the program : learning objectives + grammar + pronunciation + project work
2) course book adaptation chart
3) Methodological Guide
Good Luck
By : Mr Samir Bounab
This file is planned with PPu speaking frame work and PDP reading and listening frame works & writing process lesson plans & teaching vocabulary method .
Ms1 level file 5 environment according to atf & aef Mr Bounab Samir
In this file 5 of the MS one level teachers need to teach only sequence One and Two , the third one is omitted according to the New Slimming of the syllabuss september 2013. Good Luck
This file is planned with PPu speaking frame work and PDP reading and listening frame works & writing process lesson plans & teaching vocabulary method .
Ms1 level file 5 environment according to atf & aef Mr Bounab Samir
In this file 5 of the MS one level teachers need to teach only sequence One and Two , the third one is omitted according to the New Slimming of the syllabuss september 2013. Good Luck
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CLINICAL SOURCEBOOK (PORTFOLIO) Each student will develop a WilheminaRossi174
CLINICAL SOURCEBOOK (PORTFOLIO): Each student will develop a Clinical
Sourcebook of useful neurogenic diagnostic/therapy materials for each disorder, such as readings
for collecting language samples, good quality pictures to use in testing for prosopagnosia,
therapy techniques for cognitive rehabilitation, etc. This sourcebook is a major class requirement,
intended to serve as a professional tool for clinical activities in adult rehabilitation. As you move
through your disability’s courses, you will be adding to your sourcebook (e.g., motor speech,
voice, communication modalities). You are to find and develop your informational content based
on what works for you as a quick reference in preparation for Level 4.
So create a booklet with everything that that is Aphasia, including stroke, TbI, motor speech.
This needs to include conditions, definitions, pictures, treatments..and so on.
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will a ...
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docxjanthony65
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
Compare and Contrast Lesson PlanTeacher CandidateGrade Le.docxtemplestewart19
Compare and Contrast Lesson Plan
Teacher Candidate:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title
Grace Hernandez
8th grade
14 April 2016
Instructional ELA
Transition Words
Vocabulary
Compare and Contrast Sleep Articles
I. Planning
Lesson Summary and Focus
Today students will start the class by using transition words in sentences. This will be done with a short fill-in-the-blank sentence worksheet to be done independently. After this, students will write sentences using their vocabulary words in an around-the-room activity. Lastly, as a class we will work on starting to compare and contrast two articles we have read.
Classroom and Student Factors
This is an eighth grade instructional special education classroom with eight students; three boys and five girls. All students have IEPs, a majority of the students have increased their reading skills to be at sixth to seventh grade level. I have only two students who are below a sixth grade reading level. I also have one student who is very private and shy about participating in the classroom; she is on anxiety medication to help her relax in the school environment. Students are in their last quarter before they become freshman in high school. Currently the school is also taking the state’s assessment which requires all computers in the building to be used for only this purpose for the month of April.
There are a lot of factors that come into play when creating lessons for my classroom. It is nearly impossible to have students be able to work with computers in the classroom since our state assessment is done on the computers. I can still introduce students to new types of technology by projecting images and Prezi’s on the whiteboard for students to see. Using the smartboard, students can actively participate with notes and online games as a class.
Another factor that I have to consider is to provide appropriate readings for all my students to comprehend. My Cooperating Teacher told me that the students can read a higher level article at a slower pace and done so as a class rather than as an individual. When picking my articles for students to do their compare and contrast unit I picked a topic that would be interesting to them.
Another factor that needs to be addressed is that students are not able to have access to any technology resources in the building due to our state assessment is currently using all of them to complete PARCC testing for the month at our building. Comment by Valerie Denny: This is a duplication of a previous statement. Is it needed?
Students may also be a bit more distracted today because they are visiting their future high school (“Step Up Day”) after this period. Their minds may not be focused in the classroom right now, but I will do my best to push for engagement.
National/State Learning Standards
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede.
EBM SPRING 2020Exercise #1 Individual Worksheet FormatAudien.docxmadlynplamondon
EBM SPRING 2020
Exercise #1 Individual Worksheet Format
Audience Contact Analysis
Student Name:
Date:
Name of Company/Brand:
Category:
Instructions: Please follow the instructions specified in Exercise 1 in the Assignment Tab on the Course Menu. Save this Worksheet to your desktop. Answer each question using the space you need. Upload your completed Worksheet to the Assignment Drop box by the due date.
Answer the following questions using this worksheet:
1. Specify and describe the company or brand that you have chosen for this exercise and provide a reason why for your choice.
2. Which contact tools (audience/consumer contact points) is the company/brand using? (List and Describe)
3. In your opinion, are the various contact tools integrated and presenting/sending a unified, consistent, image and message?
4. What is your overall assessment of the effectiveness of usage of the company/brand’s consumer contact points?
PAGE
1
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, s ...
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxwashingtonrosy
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
LESSON PLAN TEMPLATESection 1 Lesson PreparationTeacher Can.docxjeremylockett77
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
· Who is the audience
· What action verb will be measured during instruction/assessment
· What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previous learning with what they will be learning in this lesson and gaining student interest for the lesson. Consider various learning preferences (movement, music, visuals) as a tool to.
GCU College of EducationLESSON PLAN TEMPLATESection 1 LessoMerrileeDelvalle969
GCU College of Education
LESSON PLAN TEMPLATE
Section 1: Lesson Preparation
Teacher Candidate Name:
Grade Level:
Date:
Unit/Subject:
Instructional Plan Title:
Lesson Summary and Focus:
In 2-3 sentences, summarize the lesson, identifying the central focus based on the content and skills you are teaching.
Classroom and Student Factors/Grouping:
Describe the important classroom factors (demographics and environment) and student factors (IEPs, 504s, ELLs, students with behavior concerns, gifted learners), and the effect of those factors on planning, teaching, and assessing students to facilitate learning for all students. This should be limited to 2-3 sentences and the information should inform the differentiation components of the lesson.
National/State Learning Standards:
Review national and state standards to become familiar with the standards you will be working with in the classroom environment.
Your goal in this section is to identify the standards that are the focus of the lesson being presented. Standards must address learning initiatives from one or more content areas, as well as align with the lesson’s learning targets/objectives and assessments.
Include the standards with the performance indicators and the standard language in its entirety.
Specific Learning Target(s)/Objectives:
Learning objectives are designed to identify what the teacher intends to measure in learning. These must be aligned with the standards. When creating objectives, a learner must consider the following:
·
Who is the audience
·
What action verb will be measured during instruction/assessment
·
What tools or conditions are being used to meet the learning
What is being assessed in the lesson must align directly to the objective created. This should not be a summary of the lesson, but a measurable statement demonstrating what the student will be assessed on at the completion of the lesson. For instance, “understand” is not measureable, but “describe” and “identify” are.
For example:
Given an unlabeled map outlining the 50 states, students will accurately label all state names.
Academic Language
In this section, include a bulleted list of the general academic vocabulary and content-specific vocabulary you need to teach. In a few sentences, describe how you will teach students those terms in the lesson.
Resources, Materials, Equipment, and Technology:
List all resources, materials, equipment, and technology you
and the students will use during the lesson. As required by your instructor, add or attach copies of ALL printed and online materials at the end of this template. Include links needed for online resources.
Section 2: Instructional Planning
Anticipatory Set
Your goal in this section is to open the lesson by activating students’ prior knowledge, linking previ ...
Similar to English II First Partial Didactic Plan '16 "A" (20)
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Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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English II First Partial Didactic Plan '16 "A"
1. DATOS GENERALES
Plantel: 04 Gregorio García Facilitador: Gerardo Faustino Garza Huízar
Semestre:
Second
Ciclo escolar:
2016 – “A”
Período de aplicación:
From: February 2nd
To: February 26th
Tiempo asignado al bloque:
11 hours
Fecha de elaboración:
February 4th, 2016
IDENTIFICACIÓN DE LA SECUENCIA DIDÁCTICA
ASIGNATURA: ADDITIONAL LANGUAGE TO SPANISH II (ENGLISH II)
NOMBRE DEL BLOQUE: I- CAN YOU COMPARE PEOPLE, OBJECTS AND PLACES?
COMPETENCIAS GENÉRICAS
CON SUS ATRIBUTOS A
DESARROLLAR
4. Listens to, interprets and delivers relevant messages in different contexts using media, codes
and appropriate tools.
4.4. Communicates in a second language on daily situations.
8. Participates and collaborates effectively in diverse teams.
8.2. Provides views with openness and considers other people so reflective.
COMPETENCIAS DISCIPLINARES
A DESARROLLAR:
11. Communicates in a foreign language through a logical discourse, oral or written, consistent
with the communicative situation.
12. Uses the information technology and communication for research, solve problems, produce
materials and transmit information.
COLEGIO DE BACHILLERES DEL ESTADO DE DURANGO
Dirección Académica
PLANEACIÓN DIDÁCTICA
2. NOMBRE DEL PRODUCTO FINAL: COMPARISON OF THREE CELL PHONES
PROPÓSITO DE LA SECUENCIA
DIDÁCTICA:
• Opening Activities:
Aims to identify and retrieve beliefs, knowledge, wisdom and opinions of young people so that from
them, entering the world of knowledge, procedures, and values
• Development activities:
Promote the aforementioned learning to expand, complement and deepen youth information and
preconceptions with scientific knowledge.
• Closing activities:
Synthesize scientific, technical, procedural and knowledge to values, built during the sequence.
SITUACIÓN DIDÁCTICA (conflicto
cognitivo, problema significativo
del contexto u otro)
All people is excited with the idea of having a new cell phone, especially if it is a birthday gift, whether
if it is for man or woman. Which kind of features would you look like if you had the choice between LG,
I-phone or Samsung? You have to compare the price, resolution, graphics, storage capacity, and think
about it because these products allow you to interact online with different cultures. Using as reference
these options, choose which should be the next birthday present, in basis of the comparison of all the
features. You must use the comparison forms of adjectives in their comparative, superlative and
equality degrees, comparing at least 3 different cell phones (Final Product Via Power-Point).
DESEMPEÑOS DEL ESTUDIANTE
AL CONCLUIR LAACTIVIDAD
(Elemento Orientador, fin o meta)
Identifies cultural aspects in a simple text.
Identifies objects, people and places in a short text.
Requests and exchanges information to compare people and places, orally and in writing, according
to the communicative intention.
Uses grammatical structures for comparisons in a communicative situation.
OBJETOS DE APRENDIZAJE:
Physical characteristics of people, objects and places.
Temperament characteristics.
Ethnic and cultural characteristics.
Adjectives.
Comparative.
Superlative.
Equality.
CONTENIDOS
Conceptual Procedimental Actitudinal o valoral
Identifies and interprets the
general idea and possible
development of a message,
oral or written in a foreign
language, with characteristics
of people, objects and places.
He/She can communicate in
a foreign language through a
logical spech, oral or written,
to compare people, objects
and places.
He/She assumes that the respect
of differences is the main idea of
integration and coexistence when
making comparisons among
people, objects and places.
3. SECUENCIA DIDÁCTICA
ETAPA DE APERTURA
No
Sesiones
ACTIVIDADES
1 The teacher shows to the group the general information and material to promote disciplinary skills.
The teacher shows indicators to measure and observe the students’ knowledge, performance and skills as well as
attitudes and values.
The teacher defines the rules and labor standards in the group during the school semester, and the evaluation criteria
with reference to respect, tolerance, collaborative work, responsibility, among others.
The teacher presents integrative task and all elements emphasizing the situation that my birthday is approaching and
my parents will give me a new cell phone, and for this reason I have to investigate the features of the cell phone that I
would like for my gift (Final Product Via Power-Point).
The student is organized in mixed teams, takes notes of integrative task, doubts and questions of delivery time as well
as evaluation criteria (Final Product).
The teacher provides a diagnostic assessment to recover the student prior knowledge, at the end he requests a
personal reflection on the activity.
The student participates in the solution of the diagnostic evaluation, the conclusion reflects and expresses his/her
experience with the activity.
4. ETAPA DE DESARROLLO
No
Sesiones
ACTIVIDADES DE APRENDIZAJE ACTIVIDADES DE ENSEÑANZA
8 The student participates in brainstorming interacting on the
information of interest and use of adjectives that he/she wants to
know about the subject. Teacher requests the investigation and
provides the source, then he/she performs the exercise in the
book “Language for life” about uses of comparatives.
The student does an exercise of linking words in the book
“Language for life”.
The student, collects and presents information that is classified
for use in his/her Final Product (Phase 1).
The student identifies adjectives and apply the specific rules for
the comparatives and superlatives in short and long forms.
The student, in mixed teams, identifies the uses of equality
comparative form (as..as). He/She does the exercises in his/her
book practicing the uses of …as ... as…, and …not as ... as…
The student, in mixed teams applies info related to the irregular
adjectives for comparative and superlative, investigates a
vocabulary and performs the exercises in the book “Language for
life”, using correct forms of the adjectives.
The student, presents the draft to be shown as the Final Product
first attempt, as well as researched information to be ready for the
second revision and take notes before final delivery (Phase 2).
The teacher presents material for the uses of comparatives,
superlatives and equality, identifying grammatical rules.
The teacher shows students pictures of people, objects and
places to the students and they identify and describe their
characteristics.
The teacher asks students gathering information based on
the vocabulary to be used in the final product as well as the
investigation of adjectives to be used with it.
The teacher explains the material to be used with
comparatives and superlatives, and exemplifies the
vocabulary derived of adjectives.
The teacher returns to the previous two issues and explains
the comparative of equality (…as ... as…) in its variated
forms. He uses the book “Language for life”, and then
performs the exercise as warm up.
The teacher, in basis on the previous topic refers to the
uses of comparatives, now explains the grammatical uses
of irregular adjectives in the book “Language for life”.
The teacher asks for to students to apply forms and
compare the list of adjectives that will be used in the Final
Product of the Module I.
5. ETAPA DE CIERRE
No
Sesiones
ACTIVIDADES DE APRENDIZAJE ACTIVIDADES DE ENSEÑANZA
2 The student asks questions about how to deliver his/her work as
a Final Product of Module I.
The student, in mixed teams, will deliver the Final Product (Phase
2), considering the use of Power-Point, the appropriate content,
the use of every comparative form, and the date to be delivered.
The teacher collects information from the Final Product of
the students to review and define the final aspects of the
task and evaluate the Final Product of Module I.
The teacher will ask the students about the delivering of
electronic submissions of their Final Products of Module I,
on time, in English, with the use of Power-Point and sent
via e-mail.
EVALUACIÓN
Tipo de evaluación Actividad a evaluar Instrumento o herramienta de
registro
Forma de evaluación
(Autoevaluación-Coevaluación-
Heteroevaluación)
Ponderación
Diagnostic Diagnostic exam Checklist Co-evaluative Doesn’t Apply
Formative
Tasks of book
Phases I and 2 of Final
Product
Checklist Hetero-evaluative 30%
Summative Final Product Rubric Co-evaluative/Hetero-evaluative 30%
Sumativa:
Evaluación Cualitativa
Formative 30% (Practices in the book “Language for life” and delivery of Phases I and II of the Final Product)
Different tasks of the book “Language for life” (5%)
Uses of comparative adjectives (5%)
Delivery of Phases I and II of the Final Product in Module I (20%)
Final Product 30%
Final Product delivery on time and well done (30%)
60 %
Evaluación Cuantitativa
Exam of Module I 40 %
40 %
Calificación Final 100 %
6. BIBLIOGRAFÍA
Language for Life 2 VictoriaS.Oliva AngloPublishingCompany
UploadUs 2 VirginiaEvans ExpressPublishingCompany
ONLINE RESOURCES
www.saberingles.com.ar/songs/index.html
This is an English interactive teacher’s corner. You will find here many useful ideas, materials and tips for making your
classes more fun and interesting.
This is a place to find different activities as: games, reading, writing, vocabulary, English songs translated to Spanish,
exams, finger plays, speaking and printed exercises, flashcards, chats, etc.
www.eslgamesworld.com
Fun games for esl teachers and students, power-point games, games for class or if you have an English lab. Do it in it.
www.englishgrammarsecrets.com
It is an excellent website, this page has free grammar lessons, exercises, advanced keyword suggestions you will need
and you can take these to teach English.
RECURSOS DIDÁCTICOS
English book (Language for Life 2 Plus, Victoria Oliva, Anglo Publishing Co.).
Whiteboard.
Flash cards / Copies.
Images / Photos.
Videos.
Tape Recorder (Audio CD), Music (Songs).
PC / Power-Point Presentations / Internet.
Games & Dynamics.