IDENTIFICATION OF FAMILY MEMBERS AND PARTNER’S RELATIVES
Enviado por myjc • 5 de Abril de 2013 • 268 Palabras (2 Páginas) • 960 Visitas
ENGLISH - EDUCACION DIVERSIFICADA - 8TH GRADE
TARGET CONTENT N°1: IDENTIFICATION OF FAMILY MEMBERS AND PARTNER’S RELATIVES.*
OBJECTIVES
LANGUAGE EXAMPLES
PROCEDURES
VALUES/ATTITUDES AND CULTURE
EVALUATION OF LEARNING OUTCOMES
LISTENING
• Guessing the general meaning of a short passage.
• Understanding short passages (instructions, messages dialogues, etc.) made up of familiar language.
• Extracting specific details from short passages.
SPEAKING
• Eliciting basic information from both friends and strangers.
READING
• Deducing the meaning and use of unfamiliar lexical items. Family relationships.
This - that - these - those - are -
-He/she works at ______?
-How many do you have?
-I have brothers, sisters, aunts, uncles...
-My mother's sister is my .
-Her brother is my _____.
-Is he/she your _______?
-How old ?
-Who ______?
-How many _____?
Functions:
Identifying people.
Asking for and talking about people and family Listen to a description, comparison, conversation, passage or other explanations to complete a task.
Participation in brainstorming of new topics.
Exchange of information with partners.
Development of reading comprehension activities about familiar topics.
Written descriptions or comparisons.
Participation in role-plays.
Love for other people
Tolerance towards gender and people’s feelings.
Responsibilities among family members.
CULTURE
• Nuclear and extended family in Costa Rica and in English speaking cultures.
• Importance of long-term family ties in our country.
• Differences and similarities in gender roles among both cultures.
Identification of different elements by filling in charts, listing, grouping or checking.
Asking and answering questions in a given context.
Completion of cloze exercises.
Production of short dialogues or passages.
Production of questionnaires to interview people.
Demonstration of values related to family.
...