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Book Two SÉPTIMO GRADO
EQUIPO
RAMA
THE GREAT EDUCATIONAL REVOLUTION
TEACHER’S GUIDELINES INCORPORATED
INTRODUCCIÓN
tiva ma ión Educa a R o – El objetivo de este documento es presentar una correlación lógica, predecible y ordenada entre uc los libros de Equip ndel Revol elines a r id SYLLABUS La G ENGLISH texto LET’S STUDY ENGLISH 7° Grado y el programa oficial del ministerio de Educación rs’ Gu e s h c a Te ed a Maestro t a r o p r de 7° Grado. Incor usivas pa l c s ex cione a c i f i – Al seguir de una forma sistematizada los lineamientos sugeridos en la presente Plan planificación, l@s Maestr@s 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 amigable 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 académica posible, sin desvirtuar 2
TEACHER’S GUIDELINES INCORPORATED
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:
cativa al Maestr@ pronunciar los respectivos ejercicios, a u d – Listening: Escuchar el Audio-CD, y luegoo Rse escuchar mpodrá E a ión Equip n Revoluc nes a diversas lecturas y diálogos para mejorar y/o agregar recomendaciones que se estimen convenientes. li La Gr rs’ Guide e h os c Tea orated aestr M a p r or pa – Speaking: Solicitar al Alumn@ queIncrepita cierto material del audio y que utilice de forma simple lo sivas u l c x es e asimilado haciendo énfasis en que acionla mejor forma de aprender es practicando y haciendo el mayor tipo c i f i n Pla de “errores” para luego ir corrigiendo paulatinamente cualquier imprecisión. Paso a paso, acabadamente y sin ninguna prisa. – Reading: Leer muchas veces diálogos, lecturas, ejercicios del texto y otros que el maestr@ 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 en el 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 en el largo plazo, si es que aspiramos a dominarlo como segunda lengua – Writing: Completar los ejercicios del libro de texto y otros que el maestr@ considere convenientes, a fin de que l@s alumn@s adquieran la capacidad de expresarse por escrito y tomar cierto dictado relativo a cada lección. Hoy por hoy, con el auge de las redes sociales y otros adelantos tecnológicos el lenguaje escrito toma 3
TEACHER’S GUIDELINES INCORPORATED
cativa a u d m E a R más importancia aún, ya que a diario nos vemos en la necesidad de por medio de textos con ocomunicarnos ión Equip n Revoluc nes i a l interlocutores nacionales e internacionales. La Gr rs’ Guide e h os c Tea orated aestr M a p r r nco sivaser s pacapaz de hacer los ejercicios * INDICADORES DE LOGRO (Achievement indicators): El alumn@ Ideberá lu c x e es acion que estén en absoluta concordancia con orales y escritos indicados, estos, nos hemos asegurado previamente c i f i n Pla lo desarrollado hasta el momento en el libro de texto. No obstante, si el Maestr@ revisa minuciosamente la lista de indicadores de logro 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 “sobre-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 l@s maestr@s, por tanto ell@s 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 maestr@s y alumn@s se puedan coordinar en el desarrollo de cada lección con plena libertad; 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 libremente comunicar con el editor de estas publicaciones al siguiente mail: equipo_rama@hotmail.com y/o directamente al teléfono 2274-6437 Gracias por trabajar con EQUIPO RAMA. Que Dios les bendiga ricamente siempre Sinceramente: Iván Méndez, Lic.- Editor en Jefe y director general -
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TEACHER’S GUIDELINES INCORPORATED TEACHER’S GUIDELINES INCORPORATED: Planificación y guion de clase. UNIT 1: NICE TO MEET YOU / Approximate time: 12 hours CONCEPTS + PROCEDURES ACHIEVEMENT INDICATORS Grammar in context LESSON 1: - Listening: Listen to Audio Cd - Memorize and use the grammar in INTRODUCTIONS context when speaking and writing. - Speaking: Listen and repeat Audio Cd, Learn and Memorize the Approximate time: _______ introducing oneself, asking for and giving Introductions. personal information, greeting people, Pages: 1-9 pronounce accurately the subjects pronouns. Exercises: 1-9 Starting Date - Reading: Book exercises _________________________ Grammar in context - Writing: Book exercises, spelling and writing Finishing Date - Subject pronouns names and last names. _________________________ - Verb To-Be - Possessive adjectives LESSON 2: - Listening: Listen to the Audio Cd, discriminating - Respectfully Exchange Greetings SIMPLE GREETINGS greetings from courtesy expressions. with classmates. Approximate time: _______ - Speaking: Striking up simple and short - Shows politeness and respect when conversations, pronounce accurately, pronounce addressing others. Pages: 10-13 accurately the possessive adjectives. Exercises: 10-14 Grammar in context - Reading: Book exercises, identifying greetings Starting Date - Subject pronouns - Writing: Book exercises, writing dialogues _________________________ - Verb To-Be using greetings, giving personal information. Finishing Date - Possessive adjectives _________________________ LESSON 3: COURTESY EXPRESIONS Approximate time: _______ Pages: 14-15 Exercises: 15-16 Grammar in context - Subject pronouns - Verb To-Be
- Listening: Listen to the Audio Cd, discriminating - Identifies courtesy expressions in a greetings from courtesy expressions, Identifying simple text. cativa a u vowel and consonant sounds. d m E a R n - Respectfully uinterchanges po ció greetings Eq iexpressions evolu ines R - Speaking: Saying greetings and courtesy and courtesy n a l La Gr rs’ Guide expressions. e - Reinforce grammatical components os Teach orated aestr M - Reading: Book exercises, identifying greetings a p r r a Inco ivas p from courtesy expressions Starting Dates exclus e - Writing: Book exercises, write dialogues using _________________________ acion c i f i n Pla courtesy expressions. Finishing Date 5 _________________________
TEACHER’S GUIDELINES INCORPORATED LESSON 7: - Writing dialogues using Greetings, – Listening: Listen to Audio Cd, Identifying EXPRESSIONS TO courtesy expressions and simple expressions used to ask someone’s name or CHECK AND CONFIRM Greetings. name spelling. ativa c INFORMATION a u d m a for - Show politeness and respect when - Speaking: Listen to Audio Cd, o RAsking ión E voluc es Equip n RClarifying e and giving personal information, Approximate time: 1h 45 min addressing to others in ideland a Gra names u information given when spelling last L G ’ Pages: 23-25 ers os names, and giving information, simple Teach Striking aestr Starting Date Exercises: 26-28 ated aup M r o a p r r conversations by greeting, Igiving nco personal sp Grammar in context _________________________ lusiva c information and using courtesy expressions x e s Finishing Date e n - Subject pronouns cacio dialogues and i f i Reading: Read the book _________________________ n a - Verb To-Be Pl exercises - Possessive adjectives - Writing: Book exercises, writing dialogues using greetings, giving personal information and courtesy expressions. TEACHER’S GUIDELINES INCORPORATED: Planificación y guion de clase. UNIT 2: THE CLASSROM. Approximate time: 12 hours CONCEPTS + PROCEDURES ACHIEVEMENT INDICATORS Grammar in context LESSON 1: - Listening: Listen to the Audio Cd, identifying - Identifying and naming classroom CLASSROOM OBJECTS vocabulary related to classroom objects objects Speaking: Naming classroom objects, identifying Names classroom objects with Approximate time: _______ color and location of classroom objects correct pronunciation Pages: 27-36 - Reading: Read book exercises, scanning for Exercises: 1-14 classroom vocabulary Starting Date Writing: Complete book exercises, spelling _________________________ Grammar in context vocabulary related to classroom objects. Finishing Date - Indefinite articles: A/An _________________________ - Demonstrative pronouns: this, these, that, those - Negative and affirmative statements 7
TEACHER’S GUIDELINES INCORPORATED LESSON 5: EXPRESSIONS OF THANKS Approximate time: ________ Pages: 56-57 Exercises: 31-32 Grammar in context: - Subject pronouns - Verb To be
- Listening: Listen to the Audio Cd - Speaking: Saying thank you and some other expressions of thanks - Reading: Book exercises - Writing: Complete the book exercises, recognizing expressions of thanks.
LESSON 6: COMMON COMMANDS IN THE CLASSROOM Approximate time: _________ Pages: 58-59 Exercises: 33-34 Grammar in context
- Listening: Listen to the Audio Cd, responding to classroom commands. - Speaking: Using commands to give instructions in the classroom - Reading: Complete the book exercises - Writing: Complete the book exercises
cativa a u d m E a R o ión Equip n Revoluc nes a li La Gr rs’ Guide e os Teach orated aestr M a p r Incor usivas pa excl iones
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- Thanks classmates with appropriate expressions of thanks - Reads and identifies expressions of thanks Starting Date _________________________ Finishing Date _________________________ - Responds physically to classroom commands - Expresses commands appropriate to intended purpose and situation Starting Date _________________________ Finishing Date _________________________
TEACHER’S GUIDELINES INCORPORATED LESSON 4:
- Listening: Listen to the Audio Cd, identifying people’s nationality, language and age.
- Tells the family member’s nationality, language and age without errors
Approximate time: ________
- Speaking: Telling someone’s age, language and nationality.
- Identifies countries and language spoken in the country
Pages: 84-92 Exercises:19-24
- Writing: Complete the book exercises
COUNTRIES, LANGUAGES AND NATIONALITIES
- Reading: Book exercises
Grammar in context - Using: Where – What - Simple past of BE - Subject pronouns LESSON 5: JOBS AND OCCUPATIONS
Starting Date _________________________ Finishing Date _________________________
- Listening: Listen to the Audio Cd, listening and matching words with pictures of occupations.
- Matches words from audio input with pictures of jobs and occupations appropriately Approximate time: _________ - Speaking: Incorporating the auxiliary do / does in negative and interrogative statements. - Correctly incorporates the auxiliary Pages: 97- 103 /do/, /does/ in negative and - Reading: Book exercises Exercises: 25-35 ativa interrogative statements c a u d m E Ra n ó - Writing: Book exercises Grammar in context o i p c i u lu
vo Eq an Re uidelines r G a L G Starting Date hcearsti’va d c a e stros e T e _________________________ a t a u a d M m r o Ra ión E orpo para Finishing Date Equip n Revoluc nIensc clusivas i es ex a l r e _________________________ G d i a L rsn’ifGicuacion e s h o c r a t Te Plaorated Maes raAudio, a orp vto p - Listening: the identifying people’s - Tells family members’ ages. s IncListen lusi a and age. c x nationality, language e Approximate time: _________ nes cacio Use the “How old…” expression to get i f i Speaking: n a Pl Pages: 108-109 - Questions with: What – Where? - Questions in simple present: Do – Does – where? - Answers in affirmative and negative form LESSON 6: AGE
Exercises: 35
Grammar in context: - Using the “How old …” expression - Numbers
new information about your friends or relatives
- Reading: Book exercises - Writing: Complete the book exercises
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Starting Date _________________________ Finishing Date _________________________
TEACHER’S GUIDELINES INCORPORATED LESSON 4: FOOD AND DRINKS
- Listening: Listen to the Audio Cd, Associating oral input about food and drinks to pictures.
Approximate time: _______
- Speaking: Exchanging information about favorite – Talk with classmates about food and food /drink/ fruit / vegetables usually bought at the supermarket
Pages: 130-142 Exercises: 17-28 Grammar in context:
- Reading: Read book exercises - Writing: Complete the book exercises
- Wh- Questions: What…? - Prices LESSON 5: SEASONS AND WEATHER
- Listening: Listen to the Audio Cd
Approximate time: ______
- Reading: Book exercises
Pages: 143-146 Exercises: 29-30 Grammar in context
- Speaking: Talking about seasons and weather - Writing: Book exercises, writing about seasons and weather.
-Wh – Questions: How…? LESSON 6: MONEY DENOMINATION
- Listening: Listen to the Audio, identifying prices
Approximate time: ______
- Reading: Book exercises
Pages: 147-155 Exercises: 32-37
- Speaking: Talking about bills and coins - Writing: Complete the book exercises
Grammar in context:
cativa a u d m E a oR ión Equip n Revoluc nes a li La Gr rs’ Guide e os Teach orated aestr M a p r Incor usivas pa xcl nes e o i c a c i
- Simple present: Affirmative and negative forms - May and Can
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- Actively exchanges information about food and drinks.
Starting Date _________________________ Finishing Date _________________________ - Scan words related to clothing and the weather from short text. - Write descriptions of clothing with correct usage of singular and plural form. Starting Date ________________________ Finishing Date _________________________ - List bills and coins with accurate spelling. Starting Date _________________________ Finishing Date _________________________
TEACHER’S GUIDELINES INCORPORATED TEACHER’S GUIDELINES INCORPORATED: Planificación y guion de clase. UNIT 6: A PERFECT DAY / Approximate time: 27 hours CONCEPTS + Grammar in context LESSON 1: TELLING THE TIME Approximate time: _______
PROCEDURES - Listening: Listen to the Audio Cd, Recognizing the time in English associating time expression to different moments of the day, recognizing prepositions of time.
Pages: 182-186 Exercises: 1-5
- Speaking: Asking and telling the time
Grammar in context:
- Reading: book exercises
- Wh-questions: What…? - Writing: Complete the gook exercises and time - Using IT to answer tables. LESSON 2: DAILY ACTIVITIES - Listening: Listen to the Audio Cd, identifying verbs to describe daily activities. Approximate time: _______ Pages: 187-193 Exercises: 6-10 Grammar in context:
- Speaking: Sharing information about daily activities
- Reading: Book exercises, telling the frequency of some daily activities.
ACHIEVEMENT INDICATORS - Correctly recognizes exact and inexact time. - Correctly completes timetables Starting Date _________________________ Finishing Date _________________________ - Guesses vocabulary from context from a reading on leisure time activities. - Successfully scans specific information from a given text. Starting Date _________________________ Finishing Date _________________________
- Prepositions of time: in, on, at - Writing: Book exercises, writing short descriptions - Subject pronouns of daily activities - Frequency adverbs - Asks and answers questions about LESSON 3: - Listening: Listen to the Audio, recognizing hobbies and recreational activities HOBBIES / ENTERTAINMENT vocabulary related to hobbies and leisure activities. - Correctly pronounces the phonemes Approximate time: _________ cativa hobbies a uabout d m E /t/, /d /, and /ed / of regular verbs in the Speaking: Exchanging information a R n Pages: 194-205 quipo Revolució es E past and entertainment. Exercises: 11-19 n Grammar in context - Regular verbs in past tense:/ed/ - Irregular verbs - Using: Did and didn’t
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- Incorporates the auxiliary did in negative and interrogative statements of the past tense
Starting Date __________________ Finishing Date _________________