Page 29 - Catálogo general 2021

Secuencia de aprendizaje

@ccess ofrece las herramientas y recursos necesarios para que los alumnos se apropien de los
Aprendizajes esperados derivados de las diez Prácticas Sociales del lenguaje, establecidas en
el Programa de Estudios vigente.

Cada una de las Prácticas, en el Student’s book, se organiza en tres momentos:

Practice 10 Make Your Way by Going Farther Continue Activity 2 below c) Write a list of the leisure activities that 2. Sightseeing
Family and community environment
List of leisure activities
1. Trekking
Social language practice: Agree on a trip schedule with others.
appear in the images on the preview
page in your notebook. Include
arrange the schedule for a trip.
Warm-up stage In this practice, you will learn to discuss proposals to additional ones. Look at the example. 3. Playing marbles
3. Look at the chart below. Read the activities you will do in this practice in order
to discuss proposals to arrange the schedule for a trip. Remember to tick each
1. Reflect on the answers to the following questions: activity as soon as you finish it.
Warm-up stage. Recupera experiencias • How many trips or excursions have you taken in your life? Which one was your Week 1 • Activate previous knowledge.
WARM UP STAGE
favorite? What activities did you enjoy the most?
2. Share your answers to the previous questions and do the following activity.
• Draw up a list with proposals for trip destinations.
a) Look at the images below.
• Establish sources and read information about trip
y conocimientos previos relacionados Things I know. Planning our product Week 2 Look for and read • Write down proposals based on read information.
information.
destinations.
• Take note of information supporting workable
proposals.
BUILDING STAGE
• Compare pros and cons using a diagram.
con la Práctica. Se ofrece un session 1 Week 3 Compare • Add data to workable proposals.
• Assess one’s own and others’ ideas and proposals.
proposals.
BUILDING STAGE
• Analyze the grounds for a proposal.
cronograma. b) Comment on the following questions: Week 4 Make the case for • Use connectives for linking reasons and data.
• Analyze persuasion strategies and expressions.
a proposal.
• Think about ways to negotiate proposals.
CLOSURE STAGE SOCIALIZATION
• Use strategies for changing voice and body
I) What activities do you agreement after • Reach agreements.
Reach an
language to influence others.
know of or have hearing and • Organize the agreements obtained.
commenting on
you tried? III) Which ones would be pros and cons. • Assess process and product.
suitable to do while
II) What activities you
would like to do? on a trip?
• Look for information on the places you would like to visit. Bring the information to
class to work with it during the practice.
Continue this activity on the next page
164 Studentʼs Book / Practice 10 Studentʼs Book / Practice 10 165
28. Check the punctuation and spelling on your diagram with your teammates.
29. With your teacher’s help, identify and clarify any confusion you may have. Building stage. Durante esta etapa se ofrecen
• Use a bilingual dictionary if necessary. Pay special attention to plural and singu-
lar forms: concordance of numbers and orthography. If you have any questions,
go back to Activities 15 and 16. 8. With your teacher's help, compare each team’s answers. If there
Closure stage-socialization For our forecast actividades que consolidan las habilidades y
are differences, collaborate to come to a conclusion.
For our diagram session 10-11 9. It’s your turn.
30. Write the final version of your diagram on the next page. Use your a) Draw a diagram to:
• Display diagrams in a visible spot to exhibit them in the classroom.
notebook if needed. II. write down topic, purpose and addressee for your forecast. conocimientos. En esta etapa, se definen el
I. list situations suitable for a forecast.
Look at the example. b) Brainstorm situations for a forecast and write them in the diagram.
Mouth: The first segment of Proposing situations for a forecast c) Leave aside those that are unsuitable. Choose one to work
with during this practice.
the digestive tract, where food
is chewed. d) Choose the addressee and decide the purpose of your forecast. contenido y la forma del producto de lenguaje
Trachea: A muscular tube e) If you need more information about forecasts, go to
Write them in the diagram. Look at the example.
through which food gets to
your Reader’s Book, pages 37 to 45.
the stomach. Composing final versions READER'S BOOK How the world Topic: Living
Stomach: Digests part of the chewed will change in the conditions
food. It is connected to the mouth by
next 25 years
the esophagus. Purpose: Make mediante la conformación de subproductos;
Liver: This organ produces a fluid called session 4 predictions about
constructive
bile, which helps in the digestion of
lipids in the small intestine. Proposals of our group
situations
Small intestine: In this organ, food is Addressee: lo que conlleva, entre otras acciones, a llegar
broken down by digestive enzymes in Ourselves
order to absorb its nutrients.
Large intestine: This organ absorbs Topic:
water from indigestible food matter and
creates waste material to be excreted
from the body. a acuerdos, negociar, justificar puntos de vista,
Continue this activity on the next page
Studentʼs Book / Practice 6 105 Purpose:
compartir ideas, etcétera.
Addressee:
80 Student´s Book / Practice 5
Closure stage-socialization TRACK 18
20. Listen to the forecasts on Track 18 and think about:
b) What the texts describe, what they are and their current purpose.
a) Their topics.
Contrasting present and future situations 21. With your teacher's help, write a small text that describes the current Being Through Looking up information about your body can make you more conscious
situation for each forecast. Look at the example.
Forecast
How did it go?
Current situation
Language
Closure stage-socialization. Tiene tres Currently, it is possible to surf the web In the near future, you will also be able assessment of your health and the health of others. It can show you how to stay healthy.
to safely surf the web via your contact
using devices like mobile phones, tablets,
lens while driving a car.
etc. However, there are dangers when
Individual
31. Read each line carefully. Tick the circle that best describes your work in this practice.
propósitos: revisar y preparar la version session 9 surfing. Current situation Commuting to work won’t be such an • I can write brief and precise explanations session 12
for diagrams.
Forecast
agonizing chore because cars will drive
• I can organize information hierarchically
in a diagram.
themselves.
Product
Making a
final del producto de lenguaje; luego, chore (n.): 32. What is your partner’s global impression about your performance in this practice?
diagram
• How do we assess the following aspects of
our diagram?
• Was there a clear link with images and text?
labor
• Was our diagram attractive for its
addressee?
evaluar el producto; y por último, valorar Current situation Driverless cars, using GPS to locate their assessment Aspects to improve Assessing the process and the product
Forecast
position to within a few feet, will drive
Partner
hundreds of miles.
33. What is your partner’s global impression about your performance in this practice?
el proceso y resultado del aprendizaje.
in this practice?
34. What are your teammates’ global impressions about your performance
T eam
assessment
86 Studentʼs Book / Practice 5 Aspects to improve
We have arrived at the end of this practice.
Studentʼs Book / Practice 6
107
EVERYONE WHO SEEKS FINDS
Practice 3 Practice 3 Everyone who seeks finds 3. Look at the chart below and read the activities you will do in this Activity 3 Practice 3 EVERYONE WHO SEEKS FINDS Knowing when to use the dictionary
Academic and educational environment
practice in order to write an instruction manual. Remember to tick
• Ensure students identify the
Academic and educational environment
set of instructions go to your Reader’s Book, pages 20 to 24.
Everyone who Social language practice: Write instructions to use a bilingual dictionary. each activity as soon as you finish it. If you need another READER'S BOOK three stages of the plan and SOCIAL LANGUAGE PRACTICE: Write instructions to use a bilingual dictionary. Unless you want to spend your entire day looking up
that they understand each
In this practice, you will learn how to write an
seeks finds other source, and bring it with you to the next class. activity to be done. Adapted by Claire Fortier
instruction manual to use a bilingual dictionary .
• Get a bilingual dictionary from the school’s library, the classroom or any
words in a dictionary, you have to be adept in choosing
W
ar
m-up stag
Warm-up stage e • Ask a student to read the the ones that will really help you. Be sure to choose the
Activity 1 Week 1 WARM UP STAGE tasks out loud so they can words that will genuinely help you and the appropriate
• Activate previous knowledge 1. Read the following set of instructions. Revise bilingual • Explore bilingual dictionaries. understand the activities time to check them. Try following the advice below:
they will follow in order to
• Recognize their graphic (bold and italic letters,
by asking your students How to use this bilingual dictionary dictionaries. bullets) and textual components (entries, types of create the product (a set of How to use a dictionary
words, abbreviations).
whether they are familiar instructions for a bilingual • On occasion, you will find unfamiliar words while
with dictionaries and » Make sure the word you are looking for is spelled correctly. Week 2 BUILDING STAGE dictionary). f you are being taught a new language, a valuable reading. Finish the sentence or, better yet, the
instructions on how to use » Identify the two main sections of the dictionary: Spanish-English and English-Spanish. • Explain the benefits of A A
» Look for the pages that begin with the first letter of the word you are looking up.
them. While students might » Go to the right section according to the language of the word you are looking up. • Identify the basic components of a set of creating a set of instructions Iresource is your bilingual dictionary. It is a great B B paragraph. If reading the word in context hasn’t
not be familiar with using Things I know. Planning our product » Find the word by using the first letter of the word, then the second, the third, content of a set of instructions (parentheses, dashes, square for a bilingual dictionary: advantage to you while doing the following: helped you guess the meaning and you still think
brackets, abbreviations, capital letters and
» When you find the word you were looking up, pay close attention to the following
Learn to build the
numbers).
bilingual dictionaries, they et cetera. Remember dictionaries are organized in alphabetical order. instructions. • Establish the number of instructions or steps. helping to look up the it’s important, look it up. It’s a good idea to find out
• Determine the words, definitions and
might already be able to use details: abbreviations the set of instructions will refer to. meaning of words from • finding the definition of a word in English that what the word means in your language with the help
monolingual ones in their - Bold letters: indicating a new word and its correct spelling. one language to another,
native language. Ask them - Abbreviations: indicating if a word is a noun, an adjective, a verb, and so on. negritas bold (n.): Week 3 BUILDING STAGE encouraging independent you’ve heard or seen of a bilingual dictionary.
- Italics: pointing out the abbreviations.
what kind of dictionaries they » Read and select the information you need. italics (n.): cursivas work. • looking up what an English • While you are in class, you will hear new words.
» Put the dictionary back where it belongs.
are familiar with and what » Write down the information you select. Edit a set of • Write the set of instructions. • Make sure students word means in your language Keep listening to the teacher’s full sentence or
instructions.
• Organize the set of instructions in a sequence.
kind of instructions they have. understand the plan • verifying how a word is spelled phrase; what he or she says next may help you
Ask what the main differences session 1 in general. figure out the word’s meaning. Looking the word
would be between the 2. Complete the following sentences by filling in the blanks with the best answer. Week 4 CLOSURE STAGE SOCIALIZATION • Remember that times • determining what the past
dictionaries they have used a) The previous instructions explain how to use a . allocated in the book tense of a verb or what the up in your dictionary immediately will interfere with
dictionary
and a bilingual dictionary.
I. dictionary
II. telephone
III. electrical device
plural of a noun is
• Go through the instructions b) These instructions are addressed to: . Show your set of • Give your set of instructions to students who don’t may vary according to • discovering a word’s your understanding of the lesson, making it harder
know how to use a bilingual dictionary.
instructions.
your students’ previous
and harder to assimilate. If the word seems very
secondary school students
with them and make sure they I. preschool kids II. secondary school students III. primary school teachers experiences with this text grammatical explanation important, copy it from the board or write down
understand the text. c) Instructions have a . type (instructions) and
title and steps
Activity 2 I. title and steps II. title and images III. title, steps and ingredients with their familiarity with • finding words with the same or how it sounds. Afterwards, you could ask the
teacher or another student for its meaning.
opposite meaning (synonyms
dictionaries in general.
• Before doing the activity, 44 Studentʼs Book / Practice 3 Studentʼs Book / Practice 3 45 Consider them as general and antonyms)
make sure students guidelines as we are aware that even the best laid-out plans may be wrecked due to unforeseen problems. • exploring how words are paired with others Read the introduction
understand what an imperative mood is. Explain and demonstrate what imperatives are by playing a It is better if you leave yourself some time to spare and not overcharge your students with activities. Reading the introductory section of your particular
simple game: Ask a student to do something using an imperative sentence. For example, “Roberto, knock (collocation)
on the door.” The student that performs the action will then get to ask another student to do something Remember, syllabus contents are reprised time and time again throughout the year. On the other hand, • checking the parts of speech that apply to a word dictionary is the best way to learn how to use it. The
plan to allocate more time to those contents with which your students have not had previous contact.
different. Explain that imperatives are similar to the infinitive form of the verb.
• Go back to the set of instructions above and have your students underline the imperative verbs in it. • learning the pronunciation of a word introductory section gives you valuable information
• Bear in mind that the purpose of this practice is not to teach how to use a dictionary, rather how to build
about your dictionary, such as the abbreviation and
instructions about a “technical” publication, such as a dictionary (which is one of the few types of books While it’s important to know the uses of a dictionary, pronunciation symbols used in the entries as well as
that needs instructions to be used). To put it into other words, its like learning how to write a recipe it’s not all you need to employ a dictionary well. Decide how the entries are arranged.
book (the addressee is the person who needs to learn to cook, not the writer). However, inasmuch as what type of dictionary will be useful for each of the
your students get the gist of using a dictionary, they will be able to convey the instructions in a more
straightforward manner. objectives listed above.You will also need to be able • Entries in dictionaries typically give the word
• It can be useful to link these instructions with other types of instructions your students know, even if they to find the word you’re looking for quickly, be certain and variants, the parts of speech the word is, its
are not from a dictionary. Remember: text type is one clue that provides information about a text and you’ve found the correct word and definition, and be pronunciation and its definition, among other things.
allows certain types of anticipation, which, in turn, are vital for better comprehension. aware of when it’s appropriate to use your dictionary.
20 Reader's Book Reader's Book 21
48 Teacher’s Book / Practice 3 Teacher’s Book / Practice 3 49
Teacher’s book Reader’s book Audios
• Conjunto de sugerencias • Textos en inglés • Expresiones usadas en un
para desarrrollar cada una relacionados con las intercambio oral.
de las actividades. Prácticas Sociales. • Modelos de habla de
• Instrumentos de • Diferentes modelos de distintas variantes del
evaluación portadores textuales inglés
• Transcripción de los • Lecturas relacionadas con
audios las Prácticas Sociales.
• Bibliografía
INGLÉS SECUNDARIA EDITORIAL EDEBÉ 27