Planeación Ingles 2

DEPARTAMENTO DE EDUCACIÓN SECUNDARIA TÉCNICA VALLE DE MÉXICO

ESCUELA SECUNDARIA TÉCNICA N° “ _24___”

MONTHLY PLAN 2012-2013

TEACHER: Carlos Arenas Z._________ GRADE: ___2° F G H I J______ BIMESTER: ¬¬¬___III_____

SOCIAL PRACTICE Participate in language games to work with specific linguistic aspects

SPECIFIC COMPETENCY Participate in language games in order to identify sentence rhythm, stress, and intonation

SOCIAL LEARNING ENVIRONMENT  FAMILIAR AND COMMUNITY  LITERARY AND LUDIC; OR  ACADEMIC AND FORMULATION.

STAGE OF PLAN Stages of the plan are followed every bimester. Activities cover the different stages of a class: feedback, first and further practice and evaluation

STANDARDS COMPREHESION

EXPRESSION

MULTIMODAL

ATTITUDE LANGUAGE DIDACTIC STRATEGIES

Students work in teams, pairs, whole class and individually according to the activity

ACHIEVEMENTS SEQUENCE OF ACTIVITIES PRODUCT (PARCIALES Y FINAL) TIME

• Identifies the stress of specific sentence parts.

• Reads and writes sentences to practice rhythm, intonation, and stress.

• Contrasts the stress of words, both on their own and within sentences.

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Check examples of language games suitable to practice rhythm, stress and intonation in predetermined sentences (e.g., Sentence Hangman), with the teacher’s coordination.

The students:

–Identify games by their name.

–Recognize topic, purpose and intended audience.

–Determine which elements make up the language game.

–Recognize the function of graphic and text components.

–Define the number of words used on each sentence.

–Identify participants and the role they play (e.g., coordinator, players, etc.).

–Determine the number of players and their turns to participate.

–Recognize steps taken by a player and detect the order to follow.

Understand rhythm, stress and intonation characteristics in words and sentences involved in the game, with the teacher’s coordination.

The students:

–Read a list of sentences out loud.

–Distinguish stress of pronouns and/or contractions in sentences.

–Recognize rhythm, stress and intonation in sentences.

–Guess, infer and discover sentences to practice rhythm, stress and intonation.

–Read sentences out loud to practice rhythm, stress and intonation.

Write sentences to participate in language games, with the teacher’s coordination.

The students:

–Suggest and complete sentences.

–Write sentences.

–Break up sentences to observe the difference in word stress, when forming a sentence and when isolated.

–Dictate sentences.

Distribute among teams the necessary actions to organize the Hangman game by using sentences.

The students:

–Determine number of teams, players and turns of participation.

–Establish rules for the Hangman game.

–Propose and select, secretly among the teams, a list of sentences with different rhythms, intonation, stress, and with/without contractions.

–Write the sentences.

–Revise that sentences comply with grammar, spelling and punctuation conventions.

_Play Hangman.

Hangman game

–Determine number of teams, players, and turns of participation.

–Establish rules for the Hangman game using sentences.

–Propose and select, secretly within each team, a list of sentences with different rhythms, intonations, stress, and with/without contractions.

–Write the sentences.

–Revise that sentences comply with grammar, spelling, and punctuation conventions.

–Play Hangman.

–Read the sentences aloud at the end of each round to practice their rhythm, stress, and intonation.

MATERIALS

Flash cards , notebooks, photocopies, Bilingual dictionaries, colors.

ASSESSMENT THIS WILL BE STUDIED IN THE NEXT SESSION

Next bimester instructions will be studied

Carlos Arenas Paulino Cortes Madrid

TEACHER’S SIGN COORDINATOR

DEPARTAMENTO

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