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INTRODUCCIÓN
– El objetivo de este documento es presentar una correlación lógica, predecible y ordenada entre los libros de texto LET’S STUDY ENGLISH Segundo año de Bachillerato y el programa oficial del Ministerio de Educación ENGLISH SYLLABUS 11 th Grade. – Al seguir de una forma sistematizada los lineamientos sugeridos en la presente planificación, los Maestros podrán fácilmente, no solo inferir en los criterios metodológicos que se han tomado en cuenta para el desarrollo de los libros de texto, sino también tendrán plena seguridad que al desarrollar los contenidos del libro de texto en su totalidad (incluyendo el Audio CD), se le está dando una cobertura efectiva a la gran mayoría de los componentes requeridos en el programa oficial, para así maximizar el tiempo invertido en su clase y trabajar de forma mucho más cómoda, confiada y amena con los educandos. – Los componentes tomados en cuenta para el desarrollo de la presente planificación son: * CONTENIDOS CONCEPTUALES (Concepts): En esta parte se enuncia la lección, el respectivo número de páginas a cubrir, el número de ejercicios a desarrollar y también los puntos gramaticales en contexto (Grammar in context) que se han utilizado para desarrollar dicho contenido, constituyendo así un sólido engranaje. Es por ello que en la mayoría de lecciones, primero se desarrolla el fundamento gramatical y luego se presentan una serie de lecturas, diálogos y ejercicios adicionales para poder aplicar adecuadamente la gramática asimilada con anterioridad. Creemos firmemente que la gramática es la columna principal del idioma, sin embargo ésta solamente puede ser asimilada y comprendida mediante la constante y adecuada práctica. Debemos recalcar que el interés principal de Equipo Rama es fomentar una aplicación lo más académicamente posible, sin desvirtuar un eventual uso “coloquial” del lenguaje; al poner en práctica ciertas expresiones informales del idioma. * CONTENIDOS PROCEDIMENTALES (procedures): Básicamente, en esta parte se indican específicamente los ejercicios a desarrollar en sus diferentes áreas (Listening - Understanding, Speaking, Reading and Writing), las cuales dicho sea de paso, son las principales áreas sugeridas para la asimilación de cualquier idioma. Se sugiere abordar dichos componentes acorde a los contenidos del Libro-Cd de la siguiente manera: – Listening: Escuchar el Audio-CD, y luego se podrá escuchar al Maestro pronunciar los respectivos ejercicios, lecturas y diálogos para mejorar y/o agregar diversas recomendaciones que se estimen convenientes.
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– Speaking: Solicitar al Alumno que repita cierto material del audio y que utilice de forma simple lo asimilado, haciendo énfasis en que la mejor forma de aprender es practicando aun con los errores para luego ir corrigiendo paulatinamente cualquier imprecisión. Paso a paso, acabadamente y sin ninguna prisa. – Reading: Leer muchas veces los diálogos, lecturas, ejercicios del texto y otros que el maestro estime convenientes EN VOZ ALTA, hasta que se considere que hay cierta fluidez. Queremos hacer énfasis en la importancia de la lectura, ya que ello nos permitirá a mediano y largo plazo adquirir cierta confianza a la hora de expresarnos adecuadamente. Recordemos que el aprendizaje del Inglés no será para algo pasajero, sino más bien que su uso trasciende a largo plazo, si es que aspiramos a dominarlo como segunda lengua. – Writing: Completar los ejercicios del libro de texto y otros que el maestro considere convenientes, a fin de que los alumnos adquieran la capacidad de expresarse por escrito, y tomar dictado relativo a cada lección. Hoy por hoy, con el auge de las redes sociales y otros adelantos tecnológicos, el lenguaje escrito adquiere más importancia aún, ya que a diario nos vemos en la necesidad de comunicarnos por medio de textos con interlocutores nacionales e internacionales. * INDICADORES DE LOGRO (Achievement indicators): El alumno deberá ser capaz de hacer los ejercicios orales y escritos indicados, nos hemos asegurado previamente, que estén en absoluta concordancia con lo desarrollado en el libro de texto. No obstante, si el Maestro revisa minuciosamente la lista de indicadores de logros en el programa oficial, podrá notar que no se han tomado en cuenta todos, ya que somos de la opinión que en esa área el programa está un tanto saturado, y sólo hemos tomado en cuenta los que consideramos más relevantes para propósitos académicos. Importante es recalcar que la máxima autoridad dentro del aula son los maestros, por tanto ellos podrán incluir o suprimir cualquier Indicador de Logro que estimen conveniente. Se ha dejado libre la casilla de la fecha de inicio y la fecha de finalización de cada contenido, para que libremente maestros y alumnos se puedan coordinar en el desarrollo de cada lección. Se recomienda no olvidar llenar dichos espacios de inicio y terminación de la clase, para efectos de mayor control ante cualquier eventual auditoría externa (MINED) o interna (Director/a). Cualquier recomendación para mejorar este material, consulta o comentario se pueden comunicar con el editor de estas publicaciones al siguiente e-mail: equipo_rama@hotmail.com y/o directamente al teléfono 2274-6437 Gracias por trabajar con EQUIPO RAMA. Que Dios les bendiga en abundancia siempre Sinceramente: Iván Méndez, Lic.- Editor en Jefe y Director General 13 Powered by Equipo Rama
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11th Grade Teacher's guidelines: Planificación y guión de clases. UNIT1: MEETING FAMOUS PEOPLE AROUND THE WORD / Approximate time: 18 hours
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CONCEPTS + grammar in context Lesson 1: PERSONALITY TRAITS AND PROFESSIONAL BACKGROUND OF FAMOUS PEOPLE. Approximate time:_________ Pages: 2-16 Exercises: 1-14 Grammar in context. - Verb to be in present and past - Simple present tense: Do - Simple present tense: Did - Time clauses in the past
PROCEDURES Listening: listen to audio cd identifying and recognizing personal and professional information from different audio sources. Speaking: talking about people’s personality and background Reading: read book exercises and dialogues. Guessing the meaning of words though context Writing: Complete book exercises.
ARCHIEVEMENT INDICATORS - Successfully completes a listing guide with information from a biography. - Speaks with clear voice and correct pronunciation when making an oral presentation about a famous person’s life. - Shows respect and consideration for his peers.
Lesson 2 : LIFE ACCOMPLISHMENTS OF FAMOUS PEOPLE Approximate time: ___________ Pages: 15-30 Exercises: 17-31 Grammar in the context - Present perfect tense + ALWAYS, NEVER, SINCE, FOR, ALREADY, YET - Present perfect tense: YES/NO QUESTIONS.
Listening: Listen to audio cd identifying famous people’s achievement from an oral audio source. Speaking: talking about famous people’s lives and accomplishments. Reading: read book exercises inferring and predicting outcome. Writing: complete book exercises. Expressing opinions about famous people in simple sequences.
- Paraphrases most of the personal and professional information from a video or radio interview. - Successfully scans an article for specified information - Takes notes and summarizes information from whitten and oral sources
Lesson 3: DREAMS AND WISHES Approximate time: _________ Pages: 31-34 Exercises:32-37 Grammar in the context - WOULD to express desires, polite requests and questions - WH-QUESTIONS: what, who, where.
Listening: Listen to audio cd identifies and discriminates dreams and wishes from oral audio input Speaking: Exchanging information about dreams and wishes with peers. Making an interview. Reading: Read book exercises scanning vocabulary about dreams and wishes in a text. Writing: Complete book exercises.
- Reports orally and in writing about his/her dreams and wishes - Demonstrates the ability to make inferences and predict outcomes in whitten material. - Scans a text from information about dreams and wishes
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11th Grade Teacher's guidelines: Planificación y guión de clases. UNIT 3: QUESTIONS AROUND THE WORD / Approximate time: 18 hours
CONCEPTS + grammar in context Leasson1: HOLIDAY FESTIVALS AND CELEBRATIONS. Approximate time: __________ Pages: 70-78 Exercises: 1-6 Grammar in context: - Simple present :DO - Wh-Questions: WHAT, WHY… - How many…?
PROCEDURES Listening: listening to audio cd identifying information on holidays, festivals and celebrations. Speaking: interchanging information about holidays and celebrations. Reading: read book exercises scanning names and places of country’s festivals and holidays. Writing: complete book exercises.
ARCHIEVEMENT INDICATORS - Shows politeness and respect when addressing to others. - Identifies main ideas and key information on a country’s tourist attractions and festivities from recorded material. - Finds the information about holidays and festivals when listening to recorded materials.
Lesson 2: CUSTOMS AND TRADITIONS Approximate time: _________ Pages: 77-86 Exercises: 7-14 Grammar in the context: - Should /ought to - Wh- Questions. WHO, WHAT, HOW - Be in present
Listening: listen to audio cd identifying questions and traditions from on oral input. Listen and list food and their characteristics. Reading: Describe holidays around the world. Speaking: comparing customs around the world. Discriminate customs and traditions. Writing: complete book exercises.
- Asks for and provides basic information on a country’s customs and traditions. - Describes the questions of local customs and on traditions from any country with adequate vocabulary and grammatical accuracy. - Contrast and compares customs on traditions of countries around the world with grammatical accuracy and coherence.
Leasson3: LANDMARKS Approximate time: ___________ Pages: 87-95 Exercises: 15-21 Grammar in the context. - Had better - Be: present. - Simple present tense: do - Wh-Questions: WHO, WHAT, WERE
Listening: listen to audio cd identifying main and key information on landmarks from on audio oral input. Speaking: interchanges information about different landmarks. Reading: read book exercises. Locate sequences of historical event in oral input. Writing: complete book exercises.
- Successfully scans names on places of country’s tourist attractions from texts. - Understands the meaning of unfamiliar words by using a dictionary and implied meaning of words.
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11th Grade Teacher's guidelines: Planificaci贸n y gui贸n de clases. UNIT 4: EATING HABITS / Approximate time:18 hours
CONCEPTS + grammar in context Leasson1: HEALTHY FOOD VS. JUNK FOOD Approximate time: _________ Pages: 102-109 Exercises: 1-6 Grammar in context. - Sequences adverbs: FIRST, THEN, FINALLY - Auxiliary: DO, WILL, WOULD - Be in present
PROCEDURES Listening: Listen to audio cd listing the advantages and disadvantages of eating healthy food vs. junk food. Speaking: describing eating habits to peers. Reading: read book exercises scanning vocabulary related to different food. Writing: complete book exercises
ARCHIEVEMENT INDICATORS - Successfully lists the advantages and disadvantages of eating healthy food or fast food from different oral sources. - Confidently and respectfully describes eating habits. - Correctly compares and contrasts different kinds of food.
Lesson 2: MEALS, BEVERAGES AND DESSERTS Approximate time: ___________ Pages: 110-117 Exercises:7-14 Grammar in the context: - I usually like to... - Be in present - Wh-questions: WHAT, HOW Leasson3: INSTRUCTIONS FOR COOKING AND RECIPES. Approximate time:__________ Pages:118-135 Exercises:15-29 Grammar in the context: - Auxiliary do - Be in present - Prefer / would father - Review of conditional sentences
Listening: listen to audio CD discriminating meals, beverages and desserts from an oral input. Speaking: describing meals to his peers. Reading: skimming texts for main ideas. Writing: completes book exercises Writing an ad for food.
- States preferences with respect and grammatical accuracy. - Writes a food ad with creativity and variety of language. - Writes an 8 to 10 line paragraph with clear arguments.
Listening: listen to audio CD identifying ingredients and the process of preparing a recipe from different sources. Speaking: describing eating habits, cooking terms and recipes. Reading: identifying the steps of a sequence in texts. Writing: completes book exercises. Writing a recipe.
- Gives instructions for preparing a recipe with logical sequence and correct pronunciation. - Summarizes main ideas of written and oral texts with conciseness and fluency. - Identifies and follows the steps to prepare recipes from magazines and web pages.
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11th Grade Teacher's guidelines: Planificación y guión de clases. UNIT 5: INTERNATIONAL TOURISM / Approximate time: 24 hours CONCEPTS + grammar in context
PROCEDURES
ARCHIEVEMENT INDICATORS
Leasson3: HOTEL RESERVATIONS Approximate time:_____________ Pages:161-164 Exercises:25-27 Grammar in the context: - Want vs. I’d like to… - Simple present tense - Auxiliary CAN
Listening: listen to audio CD picking out hotel reservations vocabulary from an audio sources. Speaking: making hotel reservations. Asking for and giving information about prices of reservations. Reading: read book exercises recognizing concepts and definitions related to hotel reservations. Writing: complete book exercises writing conversations related to hotel reservations.
- Clearly recognizes language related to hotel reservations from recorded conversations. - Makes hotels reservations with confidence and grammatical accuracy. - Describes future plans with grammatical and lexical accuracy.
Lesson 4: TRAVEL ADVICE Approximate time:____________ Pages:165-172 Exercises:28-33 Grammar in the context: - Would you…? - What would…? - Simple present tense
Listening: listen to audio CD Picking out lodging information and vocabulary from an oral input. Speaking: giving travel advice expressing desires and wishes when talking about traveling. Reading: read book exercises elaborating a traveling brochure. Writing: complete book exercises traveling advice.
- Respectfully gives travel advice with correct pronunciation and intonation - Scans names and places of a country´s tourist attractions from maps and articles. - Writes an 8 to 10 line paragraph from a topic sentence and supporting facts with unity and coherence.
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11th Grade Teacher's guidelines: Planificaci贸n y gui贸n de clases. UNIT 6: THE ENVIRONMENT AROUND THE WORLD / Approximate time: 24 hours CONCEPTS + grammar in context
PROCEDURES
ARCHIEVEMENT INDICATORS
Leasson3: OIL SPILLS Approximate time: ____________ Pages: 183 Exercises: 9 Grammar in the context. - Auxiliaries CAN, DO - Verbs in different tenses
Listening: listen to audio cd getting the notions of finished and unfinished continues actions from audio sources. Speaking: scanning ideas about oil spills problems. Reading: read book exercises and dialogues. Skimming texts. Writing: complete book exercises. Writing solutions to oil spills problems
- Writes solutions to oil spills with correct grammatical order. - Suggests solutions to oil using lexical and formal language. - Effectively reading bulletins, letters and articles on environmental laws.
Leasson4: GLOBAL WARMING Approximate time: ___________ Pages: 184-189 Exercises: 10-13 Grammar in context. - Wh-Questions: WHAT, WHERE - Auxiliaries: CAN, DO - IF sentences
Listening: listens to audio cd identifying problems main ideas on global warming problems from audio input. Speaking: exchanging opinions about global warming causes and effects. Reading: reads book exercises and dialogues. Skimming texts about the global warming problems Writing: complete book exercises.
- Scans vocabulary on global warming from an audio sauce. - Uses contextual clues to infer meaning of new Vocabulary related to global warming. - Describes health problems caused by global warming with correct grammatical order.
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