ENGLISH – III CYCLE – 8Th GRADE
TARGET CONTENT N° 2: DESCRIPTION OF PEOPLE’S PHYSICAL appearance *
OBJECTIVES
LANGUAGE EXAMPLES
PROCEDURES
VALUES /ATTITUDES
AND CULTURE
EVALUATION OF LEARNING OUTCOMES
LISTENING
§ Identifying pictures about famous people.
§ Understanding longer passages made up of familiar language.
SPEAKING
§ Talking in simple language about personal physical appearance.
§ Taking part in short conversations.
READING
§ Understanding short texts and dialogues made up of familiar language.
§ Skimming.
WRITING
§ Composing or adapting a simple dialogue.
§ Writing sentences to convey simple familiar factual information
Description of people.
What does he /she look like?
He’s got big brown eyes.
What’s he/she like?
He’s young / old.
She’s got green eyes.
She/he looks like ______.
Wavy (hair) straight, blond, height, average height /weight /slim, tall, chubby, etc.
Body parts, etc.
Functions:
Describing physical appearance.
Asking for and reporting what people look like.
Classifying physical characteristics.
§ Warm up
§ The teacher shows and describing pictures and the students will recognize different kinds of people.
§ Presentation
§ The teacher talks about her or his personal appearance and describe some students.
§ The teacher will describe some important places.
§ Practice
Listening
§ The students will produce one paragraph according to the pictures.
§ The students will adapt and substitute some unfamiliar words or phrases in familiar contexts.
§ The students will describe of pictures, places, people or objects.
Speaking
§ Students will be participation in role-playing or simulations.
§ Students will describe theirself.
§ Students will talk about their favorite places into and outside the house.
Reading
*The students will read short dialogues with personal descriptions.
*The students will produce a summary.
Writing
*The student will produce a dialogue between him or her and some famous person.
*The students will make ten sentences about the topic.
§ Love for other people
§ Tolerance for other people
§ Respect of others’ physical features personality traits, and opinions
§ Self-esteem in everything done.
§ Self care for own health and physical appearance
CULTURE
§ Expressions used in both languages to describe people.
§ What to say / what should not be said.
§
§ Completion of a short passage.
§ Oral and written description of pictures.
§ Production of short written descriptions or comparisons.
§ Fast recognition of terms by reading different types of texts.
§ Oral reaction to a situation.
§ Showing appreciation for diversity, gender and affiliation in classroom activities.
Homework: Students describe all family members.
jueves, 14 de febrero de 2008
jueves, 31 de enero de 2008
compañeros materiales
Carlos Mayorga www.universidadlatina.blogspot.com
Andrew Mclean www.andrewcleanfuller.blogspot.com
Deykelin Venegas www.deykelincita.blogspot.com
Jonssin Soto www.jossinsg.blogspot.com
Natalia Lobo www.natalialobo.blogspot.com
Cindy Rodriguez www.cindyroes.blogspot.com
Meybel Mora www.meybel.blogspot.com
Oscar Conejo www.conejo85.blogspot.com
Karol Martinez www.karitol1304.blogspot.com
Oriana Garcia www.ogarcia22877.blogspot.com
Heiner Pereira www.heinerpc.blogspot.com
Carlos Victor www.carlossequeira.blogspot.com
Joselin Mata www.jocyblue.blogspot.com
Bernardita Chamorro www.sexualaddiction-angel.blogspot.com
Vismark Obando www.visrico.blogspot.com
Andrew Mclean www.andrewcleanfuller.blogspot.com
Deykelin Venegas www.deykelincita.blogspot.com
Jonssin Soto www.jossinsg.blogspot.com
Natalia Lobo www.natalialobo.blogspot.com
Cindy Rodriguez www.cindyroes.blogspot.com
Meybel Mora www.meybel.blogspot.com
Oscar Conejo www.conejo85.blogspot.com
Karol Martinez www.karitol1304.blogspot.com
Oriana Garcia www.ogarcia22877.blogspot.com
Heiner Pereira www.heinerpc.blogspot.com
Carlos Victor www.carlossequeira.blogspot.com
Joselin Mata www.jocyblue.blogspot.com
Bernardita Chamorro www.sexualaddiction-angel.blogspot.com
Vismark Obando www.visrico.blogspot.com
miércoles, 30 de enero de 2008
authentic vs nonauthentic material
Non-Authentic Video for ELT
By Peter Viney
In the last few years, I have spent hours talking about the use of video in the classroom. One question that seems to come up again and again is the question of authentic materials. Somehow, the word 'authentic' has attained a magical status in English language teaching. People always assume that 'authentic' means good. It is seen automatically as a sign of approval. (Although in some senses, television drama has a dynamic, pace and repetition factor which makes it very different from 'authentic' dialogue in 'real' situations, and purists might argue that television drama was not authentically authentic - if you see what I mean!)
In my early years of using video, I was often desperate to use the medium and devoid of materials. I had to use authentic materials, and I did. I used the news, old silent films, sporting events (with the soundtracks removed), situation comedies - anything in fact that I could lay my hands on. Several things emerge when you are using authentic materials:
* You have to review hours of tape in order to find a few minutes of useable material.
* You have to spend hours more in planning how to use it.
* You will probably have to design support materials yourself.
The use of authentic materials in an EFL classroom is what many teachers involved in foreign language teaching have discussed in recent years. We have heard persuasive voices insisting that the English presented in the classroom should be authentic, not produced for instructional purposes. Generally, what this means is materials which involve language naturally occurring as communication in native-speaker contexts of use, or rather those selected contexts where standard English is the norm: real newspaper reports, for example, real magazine articles, real advertisements, cooking recipes, horoscopes, etc. Most of the teachers throughout the world agree that authentic texts or materials are beneficial to the language learning process, but what is less agreed is when authentic materials should be introduced and how they should be used in an EFL classroom.
My personal opinion about this topic.
first of all, the tow obtions are good, because if you use an authentic material you can have a different and interestin lesson,due to you could be an original and dinamic teacher, but if the teacher have an uthentic material with bad communication in your classroom this material is a bad idea.
second, in some cases the professors use the same materil each year because follow a national plan and the students learn in a good way, but if the materail is old that could be a mistake, because the time and people change and the material need to change.
Finally, all teachers need to know the student's needs and apply the best material.
By Peter Viney
In the last few years, I have spent hours talking about the use of video in the classroom. One question that seems to come up again and again is the question of authentic materials. Somehow, the word 'authentic' has attained a magical status in English language teaching. People always assume that 'authentic' means good. It is seen automatically as a sign of approval. (Although in some senses, television drama has a dynamic, pace and repetition factor which makes it very different from 'authentic' dialogue in 'real' situations, and purists might argue that television drama was not authentically authentic - if you see what I mean!)
In my early years of using video, I was often desperate to use the medium and devoid of materials. I had to use authentic materials, and I did. I used the news, old silent films, sporting events (with the soundtracks removed), situation comedies - anything in fact that I could lay my hands on. Several things emerge when you are using authentic materials:
* You have to review hours of tape in order to find a few minutes of useable material.
* You have to spend hours more in planning how to use it.
* You will probably have to design support materials yourself.
The use of authentic materials in an EFL classroom is what many teachers involved in foreign language teaching have discussed in recent years. We have heard persuasive voices insisting that the English presented in the classroom should be authentic, not produced for instructional purposes. Generally, what this means is materials which involve language naturally occurring as communication in native-speaker contexts of use, or rather those selected contexts where standard English is the norm: real newspaper reports, for example, real magazine articles, real advertisements, cooking recipes, horoscopes, etc. Most of the teachers throughout the world agree that authentic texts or materials are beneficial to the language learning process, but what is less agreed is when authentic materials should be introduced and how they should be used in an EFL classroom.
My personal opinion about this topic.
first of all, the tow obtions are good, because if you use an authentic material you can have a different and interestin lesson,due to you could be an original and dinamic teacher, but if the teacher have an uthentic material with bad communication in your classroom this material is a bad idea.
second, in some cases the professors use the same materil each year because follow a national plan and the students learn in a good way, but if the materail is old that could be a mistake, because the time and people change and the material need to change.
Finally, all teachers need to know the student's needs and apply the best material.
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