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Methods 1) Identifying the Main Idea 2) Summarizing 3) Drawing inferences 4) Generating questions 5) Creating Visual Images
1. Identifying the Main Idea • Determine what the author thinks is more important in a paragraph. • Select some information. • Delete some information. • Condense some information. • Integrate some information into a paraphrase.
2. Summarizing • Determine what is most important in a unit or selection. • Select some information. • Delete some information. • Condense some information. • Integrate some information into a summary.
3. Drawing Inferences • Draw inferences based on the reader’s prior knowledge. • Fill in details missing from the text. • Draw inferences from prior text knowledge. • Elaborate on what was read.
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Consider the following example of Identifying the Main Idea strategy:
Figure 8 Main Idea, please Source: http://www.rainbowresource.com/products/013251i1.jpg Note: the main idea also called the central idea or main point is the primary concept of a passage. It represents the essential point that the author is trying to convey.
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Consider the following example of Drawing Inferences strategy with the following text:
Table 10 What a day¡ A soaked Randy slipped inside the door and put his dripping umbrella in the corner. As he crossed the room to our table, his shoes made a squishy, squeaking sound. "What a day!" he moaned as he plopped into a chair and grabbed a menu.
Source: http://01.edu-cdn.com/files/static/learningexpressllc/9781576856611/Making_Inferences_01.gif Note: An inference is a logical guess you make based on facts in the text plus what you already know from life.
4. Generating Questions • Generate questions about setting, character plot, and theme in narratives. • Generate questions about expository texts based upon author-generated structures such as the following: • Compare and contrast; • Descriptive (traits, functions, properties); • Sequence;
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• Explanation of concepts or terms; • Definitions and examples; • Problem, solution, and effect; and • Cause and effect. In other words, readers can generate questions when they are curious about something, want to predict what will happen or want to make something more clear before, during, and after reading.
Figure 9 Ask Questions? Source:http://www.hallco.org/literacy/images/stories/comp_strategies/questioning/asking_ questions.jpg Note: good readers are always wondering and questioning in order to be active thinkers.
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5. Creating Visual Images • Read small sections of the text. • Create visual images or pictures about the text. • Evaluate and refine the images and pictures. These are the most useful strategies applied during the semester.
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UNIVERSIDAD REGIONAL AUTONOMA DE LOS ANDES “UNIANDES” EFL LESSON PLAN
LEVEL: First
TEACHER: Esmeralda Bastidas Parra
CLASSROOM: 4
DATE:
May 26th 2015
Time:
09: 00 h to 10:00 h
PERIOD:
morning
SPECIFIC COMPETENCY Discussing about the great cultures that developed in America through the study of its political, economic and cultural aspects, in order to assess their importance and real influence on current American culture CONTENTS COGNITIVE AMERICAN CULTURES: early American settlers PROCEDURAL 1. What function do you think meets the building in the photograph? Have you observed similar constructions before? Where? Look at the photographs. Which culture belong these images? What meaning will you attribute? 2. Knowledge exploration: The ancient Mayans and Aztecs cleaned their teeth using the resin extracted called sapodilla tree, native to the American tropics. This resin whose name is chicltli in nahutl language is the basis for preparing the gum. Answer the questions and do not forget to justify their answers Do you know any other product that was originated in this area? Do you know any other use that was attributed to gum? Describe it. 3. Look at the map. What reasons do you think impelled the first settlers to travel to the south of the continent? Describe a theory you know about American settlement. Origins
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Standard of Authentic Instruction: Connectedness to the World; level of connectedness 5: Substantive Conversation; Criteria for substantive conversation; 4. They are asked to identify buildings. Besides they have to establish the meaning of them. Social Support for Student Achievement; Criteria for social support: 5 Theory of language learning: Monitor Theory
ATTITUDINAL Students realize the importance of their origins Students reflect on the value of medicinal plants and ancestral knowledge
METHODOLOGICAL STRATEGIES Identifying the main idea Generating questions
LEARNING OUTCOMES Students will be able to discuss about the great cultures that developed in America through the study of its political, economic and cultural aspects, in order to assess their importance and real influence on current American culture.
TASK NUMBER: 1
AUTONOMOUS WORK 1
SUPPORT THE ROOM PROJECT YES x NO â–Ą
Tasks: describe the anthropological evidence that supports the theory of Asian origin
________________ Director
Time of delivery (by secretary): 09 :00
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___________
Teacher
Time of reception (by secretary): 10:00
Student
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