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PROGRAMA DE EDUCACIÓN PLURILINGÜE
CUADERNILLO DE ACOMPAÑAMIENTO
Para el aula de Inglés de 6º EP
DIRECCIÓN GENERAL DE CULTURA Y EDUCACIÓN
UNIDAD DE COORDINACIÓN DE PROGRAMAS
Provincia de Buenos Aires
Gobernador
Dn. Daniel Scioli
Vicegobernador
Lic. Gabriel Mariotto
Directora General De Cultura y Educación
Dra. Nora De Lucia
Vicepresidente 1ro del Consejo General de Cultura y Educación
Dr. Claudio Crissio
Jefe de gabinete
Cdor Fernando Spinoso
Subsecretario de Educación
Dr. Néstor Ribet
Coordinadora Ejecutiva de Unidad Coordinación de Programas
Lic María Elena Patzer
Referente del Programa Plurilingue
Prof. Ana Cendoya
programasba.abc.gov.ar
© 2015, Dirección General de Cultura y Educación
Unidad de Coordinación de Programas
Programa de Educación Prurilingüe
PRESENTACIÓN
Este cuadernillo tiene la intención de acompañar a los docentes de inglés en la implementación en la práctica áulica del CUADERNO DE TRABAJO PARA EL AULA DE
INGLÉS DE 6° EP. En el mismo encontrarán variadas formas de abordaje de los tres
capítulos del mencionado cuaderno basadas en el Diseño Curricular de la Provincia
de Bs As para Segundo Ciclo EP.
El planteo de cada una de las unidades es multidimensional dando lugar a la creatividad y experticia de cada profesional quien seguramente tomará las sugerencias
realizadas adaptándolas y recreándolas de acuerdo a las características propias de
su contexto. Desde esta perspectiva, se encontrarán listas de tareas, sugerencias
de materiales, orientaciones didácticas como así también preguntas orientadoras
recomendadas para el respectivo análisis del cuadernillo como la posible evaluación
de algún otro material a utilizar dentro de este enfoque.
Cabe destacar que el orden de las unidades presentadas en el cuaderno de trabajo
no es prescriptivo y que cada docente puede seleccionar la ruta a seguir ya que
todos los tópicos se interrelacionan y articulan dentro del tema general: CAMBIOS.
Estas formas de abordaje parten de algunos conceptos claves del diseño curricular
vigente; en este sentido y tal como se afirma en el Marco General de la Política Curricular: los diseños curriculares son prescriptivos porque pautan la enseñanza . El término hace referencia a la dimensión normativa del currículum, en tanto los diseños
establecen con carácter de ley qué y cómo enseñar en los establecimientos educativos de la provincia. Respetar los enfoques en la escuela primaria que se explicitan en
los Diseños Curriculares supone poner en discusión los modos de enseñar y aprender
en las escuelas; recuperar el significado de esas prácticas, promover la participación
de los alumnos/as como miembros activos de una comunidad de aprendizaje, donde vale la pena quedarse para seguir aprendiendo. Los Diseños Curriculares ponen
en juego los siguientes conceptos: inclusión, interculturalidad, justicia, sujeto pedagógico, enseñanza, ciudadanía, trabajo, ambiente y saberes productivos que al articularse estructuran la propuesta y el trabajo escolar. Asimismo, vinculan de manera
independiente y dinámica las prácticas de enseñanza y los procesos de aprendizaje
de los alumnos. El Diseño Curricular (DC) para el área de inglés comparte este enfoque y conceptos; y plantea otros que le son específicos tales como: la construcción
del discurso, contextos, tópicos y proyectos, modos de conocer o tasks, exponentes
lingüísticos, prácticas del lenguaje; los cuales se presentan a continuación y otros
tales como espacio de reflexión y evaluación que se retomarán en el cierre.
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Cuadernillo de acompañamiento
“Cuaderno de trabajo para el aula de Inglés de 6º EP”
Para tener en cuenta:
Según el DC, “Históricamente los exponentes lingüísticos eran considerados los únicos contenidos de enseñanza de la lengua extranjera. Actualmente se incluye dentro de la denominación
de contenidos todo lo que se produce en el aula en interjuego permanente entre contextos,
exponentes lingüísticos, tareas y prácticas del lenguaje. El cuadro que figura a continuación
da cuenta de este nuevo enfoque:”
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Contextos: (Cuadro de la Pagina anterior)
Contenidos escolares – Literatura- Vida Cotidiana y escolar
Se proponen tres contextos, entre otros posibles, con sus tópicos (temas generales), para
la enseñanza de los componentes lingüísticos.
Tareas (Modos de conocer o Tasks):
Durante el 2º ciclo, los niños realizarán secuencias de distintas actividades llevadas a cabo
a lo largo de una o varias clases. Estas tareas (orales y escritas, de comprensión y producción) involucran el uso de la lengua en variadas formas y requieren la utilización de diversas
estrategias.
Prácticas del lenguaje:
La lengua en uso en contextos reales y con propósitos y destinatarios genuinos.
Exponentes lingüísticos:
Son contenidos susceptibles de adaptación, son ejemplos posibles pero no únicos, que se
pueden desarrollar en distintos contextos de uso y para diversas prácticas del lenguaje.
Es esperable que la mayoría de contextos y usos planteados en el D.C. sean presentados
por el docente durante el 2º ciclo de la Primaria. La selección y secuenciación de contenidos
lingüísticos deberá ser realizada a partir de contextos y contenidos previstos en el D.C., lo
cual supone: retomar lo enseñado año a año, incorporar nuevos contenidos y complejizarlos. Los docentes deberán tomar estos contenidos y prever el recorrido de su grupo a lo
largo de los tres años.
El D.C. incluye un cuadro con contenidos lingüísticos la mayoría de los cuales deberían ser
trabajados en segundo ciclo.
[1]Nuevo Régimen Académico del Nivel Primario, 2014.
PROPÓSITOS:
Escuchar, hablar y conversar
- Escuchar y comprender mensajes escritos y orales de progresiva complejidad, como instrucciones o explicaciones y/o procedentes de soportes audiovisuales e informáticos para
poder realizar tareas en el aula relacionados con los cambios en el contexto mundial, local
y personal.
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- Interactuar oralmente en situaciones reales o simuladas dando respuestas verbales y que
exijan elección entre un repertorio limitado de posibilidades, en contextos progresivamente menos dirigidos.
- Escuchar y comprender textos descriptivos y narrativos pudiendo identificar la idea global
del mismo, información específica y palabras claves relacionados con el tópico del proyecto.
Leer y escribir
- Leer y comprender textos descriptivos y explicativos relacionados con el contextos de la
vida cotidiana, escolar y literario pudiendo identificar la idea global del mismo, información
específica y palabras claves
- Escribir textos descriptivos y explicativos a partir de modelos focalizando gradualmente en la coherencia de los mismos (organización de la información, enunciados claros,
uso de conectores), cohesión (utilización adecuada de elementos lingüísticos) y corrección
(normas gramaticales, morfo sintácticas y ortográficas), trabajando desde un enfoque de
género.
- Poner en uso estrategias básicas de la producción de textos (elección del destinatario,
propósito, planificación, redacción del borrador, revisión del texto y versión final) a partir
de modelos tanto orales como escritos.
Resignificación y reformulación :
Los alumnos realizarán presentaciones orales, posters digitales, folletos, videos, entrevistas en los que tengan que describir, explicar, argumentar, contrastar y comparar.
EXPONENTES LINGÜÍSTICOS:
- Simple Present
- Simple Past
- Simple future for plans and predictions
- Present continuous
- Frases preposicionales
- Comparativos y superlativos
- Conectores
- Imperatives: don’t do this/do that.../Instructions
- Prepositions of location
- Giving advice: should/shouldn’t
- Verbs to describe changes:
- Verbs to talk about possibilities
- Vocabulary related to: describing people and places, school, changes,
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Contents
Introducción .................................................................................. 9
Chapter 1: School .......................................................................... 10
Chapter 2: I change...Everything changes ...................................... 23
Chapter 3: You change, places change, the world changes ........... 38
© 2015, Dirección General de Cultura y Educación
Unidad de Coordinación de Programas
Equipo del Programa de Educación Plurilingüe: Lic Verónica Wolgeschaffen. Lic Ana M Otero.
Equipo de producción: Programa Artes y Medios.
Coordinación: Adriana Vidal.
Diseño y Diagramación: Prof Florencia Peretti.
Ilustraciónes: Prof Florencia Peretti.
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Introducción
INTRODUCCIÓN
“Enseñar es una tarea demasiado importante en sus dimensiones social,
cultural y humana como para optar por la simple aventura o confiar excesivamente en la pericia de un timonel. Como acción intencional, comprometida con propósitos de transmisión cultural, dirigida a sujetos concretos
en formación, el logro de resultados de aprendizaje, la enseñanza no puede ser improvisada. Por más creativo y experimentado que sea el docente, es necesario que programe previamente el desarrollo de las acciones”
La planificación desde un currículum prescriptivo” DGCyE, 2009
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CHAPTER 1: SCHOOL
From Primary to Secondary School
TASK 1: Moving on…
BEFORE READING
The Teacher (T) may encourage students to brainstorm ideas on the word
CHANGE using the following questions:
What does this word mean to you?
Can you relate the word “CHANGE” to yourself? How?
After a short debate with the whole class teacher invites students to look at
the photograph and describe it. Students work in pairs. The following questions
might be used as a guide:
What is happening?
Where are the characters/ kids? How do you know?
What are they wearing? Why?
What are they talking about?
What is their relationship?
Each pair of students shares their answers with the whole class.
To help students hypothesize on the content of the dialogue presented in the
CUADERNO DE TRABAJO teacher can play the aural text once for them to
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CHAPTER 1:
identify and recognize key words and phrases.
It is advisable to guide students´ attention to tone, pitch, stress and intonation, that is,
the suprasegmental elements that help construct meaning.
Teacher might then ask students to listen to the dialogue again and write the words and
phrases they recognize. Then, students share their selection with their companions.
They compare and contrast the words. Do they relate to the picture?
At this point students complete the first column of the chart below with their hypotheses
and predictions.
Then, teacher asks students to listen to and read the dialogue at the same time and
complete the second column: THE DIALOGUE.
MY PREDICTIONS
THE DIALOGUE
WHILE READING
Students should use the chart and the picture to identify and discuss the main topic of the
conversation: the change from primary to secondary school.
While reading and listening to the dialogue for a second or third time students decide
which of the speakers is happy and who is unhappy with next year’s events.
Students might have to make use of inferencing skills to get the gist of the theme: changes
that generally occur when children pass from EP to ES.That is, students need to make use
of information from outside the text, from the reader’s existing background knowledge.
IMPORTANT NOTE: Some tips to work with Inference
Teacher modelling of inferencing:
teachers “thinking aloud” their thoughts as they read aloud to pupils
teachers asking themselves questions that show how they monitor their own
compre hension
teachers making explicit the thinking processes that result in drawing an inference.
Word level work:
developing fluent basic reading skills (e.g. practice in decoding print)
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Vocabulary building:
aurally and in reading lexical training, e.g. in local cohesive devices (such as pronouns
and connectives).
Questioning by the teacher:
asking ‘How do you know?’ whenever an inference is generated in discussion of a
text.
asking questions about relationships between characters, goals and motivations
asking questions that foster comprehension monitoring, such as Is there information
that doesn’t agree with what I already know?
ensuring that pupils are not interrupted in their reading by asking questions during
reading time, or launching into questioning too soon afterwards.
Questioning by pupils:
training pupils to ask themselves Why-questions while reading
teaching the meaning of the question words ‘who’, ‘when’, ‘ why’ etc.
asking pupils to generate their own questions from a text using these question
words.
Activation of prior knowledge:
asking pupils to generate associations around a topic, and discuss and clarify their
collective knowledge.
(adapted from Effective Teaching of Inference Skills for Reading by Anne Kispal - National
Foundation for Educational Research - 2008)
DURING READING
To start working with the text on page 8 (Wimpy Kid) it’s necessary to activate sts´ previous
knowledge. The objective of this task is to help students recognize that the text is a page
from a “personal diary”.
Students are not expected to understand every single word, but to pick up the general gist
of the topic or issue expressed in the text: the changes and expectations for secondary
school or potential problems students might encounter in secondary school.
Teacher tells students some facts about the functions and characteristics of personal
diaries:
- that people write and keep personal diaries to be able to express thoughts and feelings
for themselves and for future reference.
- traditionally personal diaries were paper-based and were written on booknotes. Now,
more and more people are using blogs or other digital apps.
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CHAPTER 1:
Start working with the drawing.
Teacher asks students to describe it and hypothesize on
the situation. Teacher asks students to focus on the bubble
and infer the meaning of “runt”. Teacher may write some
definitions on the blackboard for students to discuss and
choose from while paying attention to the drawing of GREG
presented in the CUADERNO on page 7:
1. an animal that is small or stunted as compared with
others of its kind.
2. the smallest or weakest of a litter, especially of pigs or puppies.
3. a person who is small and contemptible:That runt causes most of the trouble at the
meetings.
4. British Dialect.
a. an old or decayed tree stump.
b. an old cow or ox.
c. an ugly old woman; hag.
Students discuss: What would be the equivalent for “runt” in Spanish?
Describe the following picture: What do you think it means?
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Teacher can also use some of these general questions and guidelines to direct students´
discussion:
Analyze layout: font, drawing included, bubble.
Who do you think is writing the text?
Teacher asks students if they keep a personal diary. If they do so, ask them the reason/s
for it. If they don´t, ask them if they think it is a good idea to do it in the future.
Another scaffolding technique to help students identify the characteristics of the text
might be the use of the chart below:
Teacher can provide the chart as shown below with possibilities for students to read,
debate and tick:
Why to write a
diary
How to write a
diary
just because you
want to,
legible for you
what to write
in my diary
to look back at
in a private place
life and check
changes in yourself, keep it to yourself
have recorded
memories of past
events, etc
diaries may
have (according
to me)
things diaries
may include
date
place
salutation
authentication
concert tickets,
letters,
drawings,
poems,
thoughts,
feelings,
write truthfully
Now, teacher asks students to skim and scan the text and pick up key words and phrases.
Students write them on the blackboard and relate them to the previous photograph and
dialogue in the presentation.
By now, students should have built a specific hypothesis on the topic of the text.
DURING READING
As students read the text teacher may guide them to focus on the following phrase:
- “I think middle school is the dumbest idea ever invented”.
How does the writer feel? Why?
- “these gorillas who need to shave twice a day”
Who are “These gorillas”? Who does the phrase refer to?
- “grade levels should be based on height, not age”
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CHAPTER 1:
What´s the writer´s proposal?
- “...kids like Chirag Gupta would still be in the first grade”
Which of the drawings represent the quotation above ?
Now try to answer these questions:
How does the writer feel about entering middle school?
Why is bullying a problem in secondary school?
AFTER READING
1. Work on the REFLECTION section from the Students´ CUADERNO DE TRABAJO.
2. To empower students to carry out point 1, teacher might want to add some other useful
expressions: to my mind, to be honest, I believe, etc.
3. To complete point 2, students can work in small groups and then share their productions
with the whole class. If necessary teacher guides students to complete the graphic
organizer by writing ideas on the blackboard.
4. INTEGRATION OF ICT : the teacher can suggest the use PENZU to encourage students
to start writing parts or entries for a personal diary: https://penzu.com/
TASK 2: The aim of this task is twofold: to help students analyze school timetables /schedules as genres and to prepare and anticipate the discussion in point 2.
1. To prepare students for this task teacher asks them to write their school schedule /
timetable. Teacher provides the English equivalent for the subjects and specific
vocabulary needed. An interesting strategy to work with vocabulary is to use visual
graphic organizers which require students to specify a main word and related words to it,
a strategy that supports students in learning and understanding new vocabulary. Here´s
an example: the root word may be “subjects” so students can complete with the subjects
they attend at school.
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(from The Teacher´s Big Book of Graphic Organizers by K. S. McKnight - 2010)
A useful app for this task:
A free app that saves all of the necessary information into a database and then uses it to
create elaborate timetables.
https://goo.gl/SVejMd
2. Students compare and contrast their timetable with the one in the Cuaderno de Trabajo.
Teacher might want to add other schedules to compare and contrast vocabulary as well
as school habits and routines (break, lunch, storytime, etc). Here are some examples:
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CHAPTER 1:
Example 1:
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Example 2:
If possible interview some secondary school students (friends, relatives, students at the
same institution students go to) and ask them about their timetable. How is it similar or
different to the ones above?
Point 2: Teacher can complete the list of ideas with the following:
The need for greater organisational skills
and meeting deadlines.
don´t have enough free time
change physically
have more subjects
have a girlfriend/boyfriend
have new subjects
meet new friends
be able to cope with homework
meet new teachers
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CHAPTER 1:
Point 4:
IMPORTANT ADVICE
Teacher can also encourage students to develop their own productive strategies for handling
worries. Expressing feelings in writing, art, or music; talking to friends; and approaching
worries as problem-solving challenges can be effective ways to cope. As a teacher, try to
keep the lines of communication open by being a supportive listener and a source of
accurate information. Also, encourage your students to develop constructive ways to
express, transcend, and at times even learn from their worries! By being able to talk about
their worries in class we lower their anxiety for the future.
(adapted from https://www.highlights.com/everyday_dilemmas/how_can_i_talk_to_my_
kids_about_their_worries
Alternative task:
Once the group of students has a complete list of worries teacher can help them to:
1. Sort out the worries together into:
Things we can’t change– for example, being worried about having too many subjects
Things we can change– for example, being worried about getting into trouble at school
about homework not being done.
2. Take action on the worries:
Things we can’t change - With these you need to acknowledge the worry. Students may
need more information from you about why this is something that can’t be changed.
Things we can change - you can send a letter to school explaining about the homework.
Sometimes the sibling needs to take action, for example if he/she is worried that they
shouted at their brother or sister, they can say sorry or give them a hug.
Dividing worries into these two categories allows students to let go of those things no-one
can change and to think how to take action on the things that can be changed. This could
be something the teacher can talk about with the group as the year develops.
FINAL TASK:
OPTION A: DESIGNING A LEAFLET
The aim of this task is to raise students´ awareness on the conventions of a particular
genre, in this case, leaflets. Remember: making sense of texts within genres is an active
process of constructing meaning, a process involved in doing things with language.
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To help students design their leaflets, teacher can ask them to work in groups to compare
and contrast the leaflets presented in the cuaderno de trabajo and complete a chart similar
to the one below.
The chart (or any other graphic organizer) will help students have a clear objective as they
identify and analyze the generic features of leaflets.
Leaflet 1
Leaflet 2
Leaflet 3
ideas
audience
purpose
images
key words &
phrases
By comparing and contrasting the leaflets presented in the cuaderno de trabajo, students
will read for meaning, that is: work with inference and deduction of meaning; they will discover
how meaning is constructed within sentences and across texts and how the purpose of the
leaflet influences content. In addition, the discussions within groups, and later with the
whole class, will also help students realize how leaflets are designed and structured, how
language choice influence the readers, how writers present and outline ideas, how form,
layout and presentation contribute to the desired effect, etc.
Teacher can also highlight the benefits of using images and graphic resources in the leaflets:
- they make information more appealing
- they show valuable ideas
- they are attention-grabbing
- they awaken reader’s interest
- they make information more accessible and memorable, etc.
Teacher helps students improve the HIGH SCHOOL leaflet so then, students can design
and present their own version of the leaflet.
For support on designing leaflets you can visit: http://www.wikihow.com/Make-a-Leaflet
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CHAPTER 1:
OPTION B: WRITING MEMORIES
To get more ideas and support on how to guide your students with this task you can visit
the following sites: (they provide suggestions and they can trigger more ideas)
http://english-tonight.com/esl-writing-activity-describe-your-happiest-memories-of-childhood/
http://www.listenaminute.com/m/memories
https://en.islcollective.com/resources/printables/worksheets_doc_docx/early_memories/used-to-actions/7588
http://www.bbc.co.uk/education/clips/zthr87h
OPTION C: LETTER WRITING
Even if the topic is the same - students writing about their own memories - the genre
changes for this option. Here are some tips for teacher to work with genres:
NOTE:
STEPS TO TAKE IN TEACHING ANY GENRE OR FORM OF WRITING:
1. Read aloud (and have students read on their own) professionally-written examples
of the genre/form.
2. Using writing terms (voice, word choice, sentence fluency, sensory details, strong
verbs, etc.), point out what makes the writing effective.
3. Discuss the characteristics of the genre/form. How is it different from other
genres/forms? With students, make a list of what they’ll want to think about and
include when they write their own biography, research paper, persuasive essay, picture
book, monologue, business letter, etc. They should also jot down notes about possible
topics in a Writer’s notebook or other place for storing ideas.
4. If the writing will involve research, teach systems for note-taking, interviewing
skills (if needed), and whatever other skills students will need.
5. Students pre-write, then write a rough draft. (NOTE: This step assumes you’ve
already modeled in previous mini-lessons different methods of pre-writing and tips
on getting rough drafts down quickly.) Put aside the rough drafts to return to later.
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6. Share strong and weak anonymous student samples of the genre or form. Use
writing terms and the class-generated list of characteristics to assess and talk about
what makes the writings effective or not-so-effective.
7. Students work in pairs to revise a weak anonymous student sample and/or a sample
YOU have written, in one or more traits.
8. Students use a rubric (such as Six-Trait rubrics) and characteristics list to assess
their rough drafts, then write a second draft.
9. Students conference with each other (and with you) to get feedback on their second
drafts.
10. Students use feedback to write a third draft.
11. Students edit to the best of their ability. (Use editing checklists.)
12. Students self-evaluate and assess their writing.
13. YOU evaluate and assess their writing.
14. Sharing of finished pieces and or publication
Extracted from: http://www.suzanne-williams.com/formsof.htm July 2015
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CHAPTER 2
CHAPTER 2: I CHANGE...EVERYTHING CHANGES.
Purposes of the chapter
Language use: present continuous, present simple & past simple.
Skills covered: listening, reading, writing and speaking
Vocabulary related to: school, changes, body, feelings
Like the previous chapter, this chapter focuses on underpinnings established by
Programa Nacional de Educación Sexual Integral del Ministerio de Educación de
la Nación.
Here’s some useful information you should read before planning your classes.
La enseñanza de Inglés, en la Escuela Primaria, tiene como objetivo fundamental brindar a niñas y niños las herramientas que les posibiliten continuar profundizando este campo del conocimiento y la exploración acerca de “cómo se
comprende y produce en idioma inglés en forma oral y escrita”.
Desde una perspectiva educativa más amplia, el contacto con una lengua extranjera confronta a alumnos/as con la diversidad cultural que les posibilita enriquecer
su mirada sobre el mundo y la vida de las personas en otros contextos sociales,
fortaleciendo la propia identidad cultural. El enfoque integral de la subjetividad,
de alumnos/as y sus aprendizajes escolares, no sólo permitirá a los/as docentes
articular esta área curricular con las otras, sino que hará visible y practicable la
perspectiva de ESI en relación con una enseñanza en:
- Igualdad de condiciones para niñas y niños.
- El valor de la circulación de la palabra.
- El respeto y valoración de las diferencias personales, grupales, de experiencias
de vida y culturales.
Extraído de: http://servicios2.abc.gov.ar/lainstitucion/sistemaeducativo/educprimaria/educacion_sexual_integral/disenio_curricular_y_transversalidad_de_
contenidos_esi.pdf
Educación sexual integral
En 2008 se creó el Programa Nacional de Educación Sexual Integral, del
Ministerio de Educación de la Nación, con el objetivo de coordinar, implementar
y evaluar diferentes acciones sobre la temática en todo el país
El Programa nació después de la sanción de la Ley Nacional N° 26.150, que establece la responsabilidad del Estado en hacer cumplir el derecho de los niños,
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niñas y adolescentes a recibir Educación Sexual Integral (ESI) en todos los establecimientos educativos públicos de gestión estatal y privada, desde los niveles de educación inicial
hasta la formación docente.
Desde 2006 la cartera educativa nacional comenzó a trabajar en el cumplimiento de la
nueva ley: asesorada por una comisión de especialistas, y en base a las experiencias registradas, elaboró el documento “Lineamientos curriculares para la Educación Sexual Integral”, aprobado por todos los ministros y ministras de Educación en Consejo Federal, en
2008.
Para la implementación de estos objetivos se parte de un enfoque integral, en el que la sexualidad abarca aspectos biológicos, psicológicos, sociales, culturales, afectivos, éticos
y jurídicos. Esto permite considerar la enseñanza de los contenidos escolares vinculados,
y las vivencias de niños, niñas y adolescentes.
Considerar la educación sexual integral implica que la escuela instituye un espacio sistemático de enseñanzas y aprendizajes que comprende contenidos de distintas áreas curriculares, adecuados a las edades de niños y niñas.
Incluye el desarrollo de saberes y habilidades para el cuidado del propio cuerpo; la valoración de las emociones y de los sentimientos en las relaciones interpersonales; el fomento
de valores y actitudes relacionados con el amor, la solidaridad, el respeto por la vida y la
integridad de las personas, y el ejercicio de los derechos relacionados con la sexualidad.
También promueve el trabajo articulado con las familias, los centros de salud y las organizaciones sociales.
Asumir la educación sexual desde una perspectiva integral demanda un trabajo dirigido a
promover aprendizajes desde el punto de vista cognitivo, pero también en el plano de lo
afectivo, y en las prácticas concretas vinculadas con el vivir en sociedad.
Bibliografía utilizada: Marco jurídico: - Ley Provincial Nº 13.298/05 de Promoción y Protección Integral de
los Derechos de los Niños. - Ley Nº 13.688/07 de Educación Provincial. - Ley Nacional Nº 26.150 /06 de
Educación Sexual Integral. - Lineamientos Curriculares para la Educación Sexual Integral. Ley Nacional Nº
26.150/06 - Dirección General de Cultura y Educación. Diseño Curricular para la Educación Primaria. Primer
Ciclo. 2007. - Dirección General de Cultura y Educación. Diseño Curricular para la Educación Primaria. Segundo Ciclo. 2007. - Portal abc. Dirección de Educación Primaria. Documentos de Trabajo Nº 1: “Promoción de
la Salud en la Escuela Primaria, 2008. - Portal abc. Dirección de Educación Primaria. Documentos de Trabajo
Nº 2: “Prácticas Democráticas en la Escuela Primaria, 2008. - Portal abc. Dirección de Educación Primaria.
Documentos de Trabajo Nº 3: “Ejercicio del Derecho a una Educación Sexual Integral en la Escuela Primaria”
Pág. 24
CHAPTER 2
Objetivos
Se articulan los referidos a ESI con los focalizados en el aprendizaje de la lengua
extranjera (referirse al Diseño Curricular).
Referidos a ESI
Generar espacios que favorezcan:
• la expresión de sentimientos y emociones;
• la comunicación;
• formas de resolución de conflictos;
• respuestas frente a las presiones de pares;
• aceptación y respeto por las diferencia
TASK 1: To scaffold TASK 1 teacher may follow these steps:
- Students read the first sentence of the text.
- Teacher writes the word BODIES on the blackboard (BB) and elicits parts of the body
students remember. The words are listed on the BB
- Students scan the excerpt and chart and add the parts of the body mentioned in the text
to the list on the BB.
- Students complete task 1
- Teacher may want to focus on the concept of WORD CATEGORY (noun + verb) and provide
extra sentences to complete.
TASK 2: Graphic Organizer
To complete the graphic organizer (GO) for this task it would be a good idea for students to
work in small groups.
As the topics discussed in this chapter should be approached sensibly and with respect
here is a site from where you can pick up some pieces of advice on implementing group
work in the classroom:
https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/
alternatives-lecturing/group-work/implementing-group-work-classroom
Once the students completed the GO they share their ideas with the whole class.
Then, they should go on with task 3 and compare the ideas written in the GO to the
information presented in the text “My Body. Things are changing”
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TASK 3: Information for Preteens: My Body
Things are Changing!
The following are suggestions to help students cope with the text.
Teacher asks students to work in small groups (it can be the same groups they work before)
to anticipate the text.
Taken from: http://goo.gl/LQOomy
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CHAPTER 2
BEFORE READING
a. Point out that this text is presented as a kind of introduction.
b. Ask students to skim and scan the text looking for transparent words (cognates)first.
c. Ask them to scan the text once more and underline words related to “body”
d. Ask students to provide a reading hypothesis: What is the text about?
e. Allow a moment for students to read the text Individually to confirm / reject/ modify
their hypothesis.
DURING READING
f. Students discuss their ideas/ hypothesis within their groups and then they share them
with the whole class.
g. Ask students to match the nouns below with the corresponding verbs (as a kind of
review from previous task)
body
hair
voice
arms
genitals
breasts
grow
develop
change
h. Ask students to identify if there is a piece of advice given in the text. If so, what words
tell them so?
AFTER READING
i. What other appearance issues can students add to the ones mentioned in the text?
j. Refer back to the text and the spidergram. Help students express the changes they are
themselves experimenting using the linguistic exponents discussed in the tasks.
k. Do they feel identified with the information from text ?
PUBERTY
Warm up
1. Teacher helps students think what they were like when they were babies and what they
are like now. Teacher provides some useful vocabulary to start off:
big - small - my baby clothes - my clothes now - my baby food - my food now my baby toys - my toys now
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2. Teacher tells students to bring two photos: one recent and one of them as babies.
3. Stick all the recent photos on a big poster leaving space next to them to stick the photos
as babies and write down students´ comments.
4. Teacher shuffles the baby photos, asks each student to pick one and match it to the
“now” photo of the classmate they think it portrays. “is it …?” Yes / No ….
5. Teacher helps students with the vocabulary to describe how their classmate has changed
since he / she was a baby.
6. Students write down their observations and opinions on the poster.
(from Curricular Content - Resources for Primary by Calabrese & Rampone - Oxford University Press - pp 60)
WHAT HAPPENED TO MY BODY!!!??
ANTICIPATION:
Teacher asks students to look at the pictures and name as many parts of the body they
remember or already know.
Write the words on the BB, if possible on an image / picture of the bodies. Supply the
words students don´t know.
Ask students to concentrate and re read the predictions they have written on the GO at the
beginning of the unit.
VERIFICATION:
A. JIGSAW READING: this task will allow students to organize the information they have
read in a visual way (list), thereby helping them process the material more deeply.
1. Divide students into groups of 3 / 5 (depending on class size). Each group should have
the same number of students if possible.
2. Appoint one student from each group as a leader.
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CHAPTER 2
3. Assign each group one of the texts (Girls´ changes / Boys´ changes) from the CUADERNO
DE TRABAJO to read.
4. Give students time to read over their text and become familiar with it. You might want
to emphasize that they should pay attention to transparencies and words and phrases
they understand or already know and try to work out from context the ones they are having
difficulties with.
5. Give them the following chart to complete with information from the text they have
read: students should discuss their assigned text to come up with a list of changes in a
girls´ or boys´ body, depending on the text they read. Each group member should write
these on the corresponding column.
girls´ changes
boys´ changes
6. Once students complete these steps, they will change groups entirely and form a new
group with members from the other groups.
7. Students should take turns reporting the information until they complete both columns.
8. Then students share their lists as a whole class.
B. LABEL THE BOY’S IMAGE: As a whole class students read and complete point b: Read
the text and label the body parts in the boy’s image.
LANGUAGE FOCUS: adjectives - comparatives
The texts provided in the CUADERNO are full of adjectives in their comparative form.
1. Look at these words (taken from the introduction to this unit). What do they have in
common?
taller, stronger, heavier, hairier, smellier, moodier
2. Ask students to get in pairs and work out how comparatives are formed.
3. Set 5 / 8 minutes to re read the previous texts and identify more comparatives.
4. Students should provide a list
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adjective
comparative
5. Teacher helps students follow instructions to make the foldable suggested in the CUADERNO DE TRABAJO.
An alternative task to the FOLDABLE:
Teacher asks students to make individual fact- files about changes in themselves and their
habits over time using pictures and drawings. Students should be encouraged to include
their food, toys, clothes, size (big /small) and hair.
Textos ANSWERING YOUR QUESTIONS (GIRLS & BOYS)
These texts provide a good opportunity for practising skimming and scanning reading
strategies.
WORKING WITH ICT: THE BIG SCAN GAME
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CHAPTER 2
Taken from: https://goo.gl/sU5JxU & Taken from: http://goo.gl/EnU4uj
1. Teacher asks students to read the questions first and think of possible answers to them.
What would their parents / doctor / teacher say? Write their hypothesis on the BB.
2. Then teacher ask students to read paragraph boundaries, i.e: the first and /or last line of
every paragraph y circle key words and phrases.
3. Students match the questions and the answers.
4. Teacher gives students more time to read the texts in detail now in order to complete
the Venn Diagram.
5. Ask students if they have questions on their own. What else would they like to know?
Get them into pairs and ask them to write those questions. Help them with the language
they need and concentrate on the use of auxiliaries and word order.
6. As another language focus task students might focus on recognizing comparative
adjectives and on writing them on the previous chart.
LISTENING TASK
Introduction
Not all the changes of puberty are physical. Some of the changes are in your mind!
Puberty hormones can make you feel overly emotional...mood swings are completely
normal in puberty!
You will listen to a recording about emotional changes in puberty. But first, here are
some strategies to help you better understand the text.
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Teacher goes through the strategies and read them with the students. Explain the importance of learning to be a strategic listener: there´s no need to understand every single
word, but the gist of the text.
BEFORE LISTENING
- Predicting: These strategies help you organize what you will wait for in the recording.
First, you will make predictions about what will happen. What do you think this text will
be about?
My Predictions:
- Asking questions: Asking questions before you listen to the text will help you listen
carefully to find details. You can ask yourself questions about the following elements: type
of text, vocabulary, information given
My Questions:
WHILE LISTENING
- Visualizing: Make pictures in your head about what is happening • Think about the
questions you wrote in the previous step. Do a Quick Draw or Quick Write on the back of
this sheet while you are listening.
- Knowing how words work: Jot down any words you don’t know as you listen.
Words I’m not sure about…
AFTER LISTENING
What helped you understand the story?
What connections did you make to personal events
How did you decode or understand unfamiliar words?
How did you organize your Quick Writes and Quick Draws to help you remember key parts?
You will listen to the recording two or three times:
The first time is to identify the main idea; listening for gist. Listening for gist: you listen in
order to understand the main idea of the text.
The second time, you may start focusing on words. Listening for specific information: you
want to find out specific details, for example key words.
The third time, you may listen for detailed understanding: you want to understand the
information the text provides.
Now you are ready to listen!
Pág. 32
CHAPTER 2
Transcript
Puberty hormones also have an emotional and mental effect on young girls and
boys. Mood swings are normal in this stage! One minute you feel happy and next you
feel angry...What should you do about it?
Listen to some useful tips:
- Take a deep breath and count down from ten to one to relax. Count slowly in your
mind before you open your mouth. Count another 10 if you are still feeling out of control.
Stop and think about what to do or say.
- Go for a fast walk or run somewhere safe until you feel calmer.
- Use your words to tell your feelings. Never hurt someone physically or verbally
- Say what you feel in a firm voice, do not shout eg “I feel angry/sad/upset because...”
Sometimes you need to do something to get those angry feelings out.Here are
some other ways of getting out the anger.
- Squeeze a pillow or a ball really hard.
- Listen to some music and dance really hard.
- Clean up your bedroom.
- Talk to someone you trust about how you feel. What works for you? Talk with your
teacher and partners about other emotions you are experiencing.
For more information about listening skills you can read this short and sweet article about
“Listening for young learners”:
https://www.teachingenglish.org.uk/article/listening-young-learners
GROWING UP
TASK: working with poetry.
1. Teacher asks students to look at the photographs and compare and contrast them.
2. Teacher provides the necessary vocabulary to carry out the task. (see chart below).
3. Students discuss in small groups and provide a “title” for the pictures.
Here´s some phrases teacher may write on the BB
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4. Teacher encourages students to read the poem and carry out task 5 (matching pictures
and verses). This task will allow students to focus on recognizing key words and phrases,
so have students underline or circle them on the poem.
FINAL TASKS: Writing poetry
“Poetry means a heightened use of language in describing ideas and feelings. The easiest
and most rewarding writing of poetry is based on the simple repetition of sentence patterns.
You give them the patterns and they compose their poems and then walk around and tell
them to at least 20 other students: speaking and listening: intense, meaningful and
memorable!” (from “Creativity in the English Language Classroom” Edited by Alan Maley and Nik
Peachey - pp 17 - British Council 2015)
1. A good idea may be to encourage students to write an ACROSTIC poem: in acrostic poems,
the first letters of each line are aligned vertically to form a word. The word often is the subject
of the poem, so in this case students may use the word CHANGES or their own names.
2. Another possibility is to help students write a poem about themselves using a form
similar to the one below or another poetry form that the teacher considers appropriate:
Line 1: __ Your name
Line 2: _, _, _ 3 personal characteristics or physical traits
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CHAPTER 2
Line 3: Brother or sister of__ or son/daughter of
Line 4: Who loves__, __, and __ 3 people, things, ideas
Line 5: Who feels__ about__1 emotion about 1 thing
Line 6: Who needs__, __, and __ 3 things you need
Line 7: Who gives __, __, and __3 objects you share
Line 8: Who fears__, __, and __3 items
Line 9: Who’d like to see, __1 place, or person
Line 10: Who dreams of __ 1 item or idea
Line 11: A student of__ your school or teacher’s name
Line 12: __ Nickname or repeat your first name
3. A third alternative is to work with DIAMANTE poems. The Diamante poem forms the
shape of a diamond. For example:
Line 1: Noun or subject - one word
Line 2: Two Adjectives that describe line 1
Line 3: Three ‘ing words that describe line 1
Line 4: Four nouns - the first two are connected with line 1; the last two are connected with
line 7
Line 5: Three “ing” words that describe line 7
Line 6: Two adjectives that describe line 7
Line 7: Noun Synonym for the subject
More on diamante poems:
http://www.readwritethink.org/materials/diamante/
http://www.poetry4kids.com/blog/lessons/how-to-write-a-diamante-poem/
http://pages.uoregon.edu/leslieob/diamantes.html
MORE IDEAS!
A. As a kind of project teacher may propose students to make a life-size paper model of
their body displaying the information they have just learned. One possibility is to follow
instructions from this video and adapt them to their teaching context: https://youtu.be/
S4C2jZR8fKo
B. 1. In groups ask students to read the list below and match the sentences with the
pictures. (the idea is to help students pick up key words and phrases). Teacher may write
the list on the BB and show the pictures with a beamer.
2. There is one picture missing. Students should try to figure out which it is and draw the
Pág. 35
image that might correspond to the fact.
3. They should explain why they have chosen to draw their picture.
12 Amazing Facts about Human Body
1. You can make a three inches long nail, using all the iron in your body.
2. You can light up a bulb, using the electricity your brain generates when you are awake.
3. It only takes seven seconds for food to reach your stomach.
4. When you are born, you have 300 bones, but as an adult you only have 206. Some bones fuse
to become a single bone as you grow.
5. Your body produces enough heat in half an hour to boil nearly 2 litres (or half a gallon) of
water.
6. Your bones are stronger than steel.
7. Your eyes can identify 10 million colours and your nose can remember 50,000 scents.
8. If your eye was a digicam, it would have 576 megapixels.
9. When you blush, the lining of your stomach turns red too.
10. Your eye’s cornea is the only part of your body with no blood supply. It gets its oxygen
directly from the air.
11. If your saliva can’t mix with food, you can’t taste it.
12. How many atoms does your body contain? Seven octillion atoms.
your
drawing
Adapted from: http://mocomi.com/human-body-facts/
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CHAPTER 2
4. Ask students to choose two facts they find the most interesting. They should support
their choice.
Here´s some vocabulary they can use:
I think fact N° X ….. is very interesting because ….
In my opinion fact N° X is curious because ……
I find fact N° X thought- provoking since it …….
B. COMPLEMENTARY TASK:
Ask students to visit http://www.guinnessworldrecords.com/explore-records/
human-body and search for interesting /amazing/ weird records using superlatives forms
related to human body.
NOTE:
If you are interested in helping your adolescent students and want to learn more
about how you can help them you might want to read the following chapter from
the book “What every Middle School Teacher should know” by Trudy Knowles and
Dave F. Brown.(2000) Heinemann https://www.heinemann.com/shared/onlineresources/e00266/chapter2.pdf
Pág. 37
CHAPTER 3: YOU CHANGE, PLACES CHANGE, THE
WORLD CHANGES….
The main objective of this unit is to raise students´awareness on the concept of
community. The idea is to help them talk about the changes that occurred in
their communities through time and see how those changes affected people’s
lives.
A. To start working with the CUADERNO DE TRABAJO teacher encourages sts to
brainstorm ideas to answer the BIG QUESTION.
Teacher asks students to brainstorm twenty/ twenty-five words related to the
pictures presented in the CUADERNO de trabajo.
Then, working in small groups, they should put those words into categories
(previously determined by the teacher) and add new ones that fit those categories.
The words and phrases should help students answer the Big Question: What
may change in a neighbourhood, a town, a city, a province, a country?
B. Before describing the changes presented in the photographs ask students to
try to identify the places and monuments depicted in the pictures.
Notre Dame
Tour Eiffel
Ask students to search information about these places and complete the following
chart:
Name of the monument
Location
Date of construction
Why was it built / why is it famous:
other details:
Use a world map to indicate where they are located.
Encourage students to use the prompts and the picture description tips to describe
the pictures in the CUADERNO DE TRABAJO.
C. Cross curricular tasks (to include Social Studies)
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CHAPTER 3
Ask students to think about the period in history the old section of the photographs
depicts.
What do both photographs have in common? Elicit the idea of WAR.
Teacher might discuss / check what students know about the 2nd WW (if they have previous
knowledge) and complete a KWL chart. The idea is to guide students identify the old
sections of the photos as taken during V-Day.
Teacher might work with the following passage:
Victory parties
On 8 May 1945 people celebrated VE Day (Victory in Europe Day). Crowds packed
the streets, cheering, singing and dancing. Children joined in the fun, waving flags,
dressing up and making party hats. There were fireworks and bonfires, speeches
and Church services, parades and street parties.
In August 1945 Japan stopped fighting. On 2 September, the Allies officially
celebrated VJ Day (Victory in Japan Day). World War 2 was over.
adapted from BBC
What was it like for children in the Second World War?
How did the War affect people’s everyday lives?
During the war life changed for everybody, including children.
For most children, the war years were a time of anxiety. For
many, it was a period of family separation. For some, it was a
time of profound personal loss.
Many children had to grow up quickly during wartime. Many
children had to look after themselves and younger siblings while
their mothers worked.
Evacuation
Nearly two million children were evacuated from their homes
at the start of World War Two. They were evacuated to the
countryside to escape the bombing.
Children had labels attached to them, as though they were
parcels. They stood at railway station not knowing where they
were going nor if they would be split from brothers and sisters
who had gathered with them. They felt scared about being away from their families and
had to adjust to new schools and make new friends.
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Air Raids
Children lived in fear from the constant threat of air raids. They spent some nights
living in air raid shelters just in case German planes dropped bombs on their houses.
Their fears came true during the blitz. One in ten of the deaths during the Blitz of London
from 1940 to 1941 were children.
Gas Masks
The government thought that children under five would be scared of the gas masks so
they produced a specially designed Mickey Mouse gas mask. It was brightly coloured in
red and blue.
School Life
Children had to take regular gas drills at school. They found these drills hard to take
seriously, especially when they discovered blowing through the rubber made ‘rude’
noises.
Games children played
The war had an affect on the kind of rhymes children told and the games they played
How many of the games above do you recognise?
adapted from: http://www.primaryhomeworkhelp.co.uk/war/children.htm
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CHAPTER 3
READING COMPREHENSION:
Teacher asks students to pay attention to both titles and try to predict an answer the
questions :
What was it like for children in the Second World War?
How did the War affect people’s everyday lives?
Students use the following phrases to guide / help themselves
games children played - air raids - school life - gas masks - evacuation
Teacher writes the ideas on the BB
After skimming and scanning the texts sts should be able to put the subtitles in order.
Teacher prepares some questions or true false statements to check comprehension.
Teacher uses a graphic organizer to work with and record vocabulary related to war times.
D. Brainstorm local monuments and draw a graphic organizer on the BB to complete with
the whole class. Write the name of the monument within the main nodes and then add
words which depict the buildings:
E. Design a kind of webquest to look for pictures of the local monuments: eg
1.Basílica de Luján
2.Catedral de La Plata
3.Flag memorial
Pág. 41
4.Cabildo de Bs As
5.Congreso de la Nación
6.Other: (provincial-district monument)
Basílica de Luján. Cdad de Luján - Pcia de Bs As
More ideas:
Useful language to help students write about their city:
- My city is located in …
- It is near…
- It is famous for/special because….
- …people live in my city / It has a population of….
- The governor nowadays is….
- The main shops/industries/places of interest in my city are….
- The weather in summer/winter/autumn/spring is….
- The most popular place in my city nowadays is….
- People in my city….(entertainment/ everyday life)
- At weekends people usually….
- The best thing about living in my city is…
- The worst thing about living in my city is….
- I think that when I finish secondary school my city will (look like)….
- Draw a map of the city and write directions to locate your time capsule ( for example:
your house nowadays)
- Teacher can download some templates from the sites below to include in the project:
https://drive.google.com/file/d/0B9wrRDdvdko-ZjYwZjIwMzctODYwNi00YmVjLWFlMzMtYzhkYWZmOGE3OGFh/view
Pág. 42
CHAPTER 3
http://printables.scholastic.com/shop/prcontent/Read-All-About-Me-Fill-in-Poster/9780439152914-001
http://printables.atozteacherstuff.com/420/all-about-me-printable-book/
- To work with the idea of My life in pictures teacher can design a mini project with the
ICT teacher to create a short video using Photoscape, Audacity and Moviemaker and / or
Photostory 3.
- To work with images from Argentina you can visit http://goo.gl/iakgNJ TheJigsawPuzzle.
com. Students, in groups, can do the puzzles related to Argentina at home if there is no
connectivity at school and then describe the final picture to the rest of the class using the
language learnt in the unit which presents how to work with picture description.
GAMES
Here are some ideas for fun tasks to reinforce the acquisition of linguistic exponents in
context:
TASK 1: Comparatives clap clap clap INSTRUCTIONS
- Sit in a circle
- The first student to start the game says a word related to the topic. For example: “legs”.
- The student on the right says: “ My arms are stronger than my legs”
- The next student must then say something like: “A snake is longer than my arms” and
so on.
- If anyone misses their cue or uses a noun or adjective that has been used before, the
game starts again with a new series.
TASK 2: Comparative forms race
The teacher or a student shouts out one adjective and students race to shout out the
correct comparative form, getting one point for a correct answer but minus five for a wrong
guess. You could also use your dictionary a to be first to find the correct answer)
TASK 3
Split the class into two teams and give each team a colour marker / piece of chalk.
If you have a very large class, it may be better to split the students into teams of 3 or 4.
Draw a line down the middle of the board and write at the top one of the topics dealt with
in cuaderno.
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The students must then write as many words as you require related to the topic in the form
of a relay race.
Each team wins one point for each correct word. Any words that are unreadable or misspelt
are not counted.
TASK 4: Two Truths and a Lie
Write 3 statements about yourself on the board, two of which should be lies and one which
should be true. If possible try to limit the ideas to the topics discussed in CUADERNO.
Allow your students to ask you questions about each statement and then guess which one
is the truth. You might want to practice your poker face before starting this game!
If they guess correctly then they win.
Give students time to write their own two truths and one lie.
Pair them up and have them play again, this time with their list, with their new partner.
If you want to really extend the game and give students even more time to practise their
speaking/listening skill, rotate partners every five minutes.
Bring the whole class back together and have students announce one new aspect they
learned about another student as a recap.
Adapted from: http://www.gooverseas.com/blog/10-best-games-esl-teachers
TASK 5: LABELING PICTURES ON LINE
If INTERNET is available students can choose one of the photographs and label the pictures
online using:
Thinglink (http://www.thinglink.com/)
Szoter (http://www.szoter.com/#intro )
(there are tutorials on these pages)
Another good task to integrate ICT tools is to ask students to create “thought bubbles” for
characters in photos using PHOTOSCAPE (available on the nets)
For a final project students can research and look for old pictures of their school and / or
neighborhood and / or house. They should then take pictures of those same places and
using PHOTOSCAPE they can overlap the new photos to the old ones, creating their own
versions of the pictures similar to the ones in the CUADERNO.
For an audio visual description (as suggested in the CUADERNO) T should visit:
http://content.etilize.com/user-manual/1023124619.pdf
TASK 6: TIME CAPSULE
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CHAPTER 3
- Teacher can also visit this site to get an idea what other teachers from other countries are
doing with time capsules:
http://mathswithmeaning.blogspot.com.ar/2013/07/starting-your-school-year-with-time.html
Teacher should help students gather and collect information about themselves and the
class as a whole group if possible. Photographs of the city and the schools may be taken
to illustrate the students´ present time. Then they will include this information in a time
capsule that they will reopen at the end of their Secondary School. If students are not
likely to continue in the same institution, the time capsule may be reopen at the end of 6th
year to see how students have changed.
Teacher tells students that they are going to make a time capsule to see how they grow
and change during secondary school or their last school year (6th year). Teacher should
brainstorm with the whole class which things to include in the time capsule. Students may
want to include pictures of themselves, stories or tasks performed at school, facts about
themselves and their friends, and a daily class schedule (which they have already done in
previous tasks).
Another possibility is to create a checklist of different types of school work for students
to include in the time capsule to compare with school work done at the end of 6th year.
The list could include a story or a handwriting sample, descriptions of other subjects, their
own course schedule / timetable - from previous tasks - , books students are reading in
Prácticas de Lenguaje, etc.
Teacher should allow a few days for students to collect or create other elements they want
to include in the time capsule. Then, together with the students, seal it and decide a date
near the end of the school year to open it.
At the end of the year (or the scheduled period), the time capsule should be reopened
and information and elements compared and contrasted. If students included photos of
themselves, it would be a good idea to take new photos for comparison and to evaluate
and analyze what changes may have occurred.
Pág. 45
Resumen de contenidos:
- Concientizar sobre los cambios en general y especialmente
Objetivos
los biológicos y psicológicos que ocurren en la pre adolescen
cia.
- Fomentar el respeto hacia el otro.
- Promover el bienestar, la justicia y la equidad.
Objetivos
- Aprender vocabulario específico sobre el tema a tratar:
cambios.
- Repasar el uso exponentes lingüísticos pertinente al tema y
a los tópicos de cada unidad.
- Identificar, reconocer y producir distintos tipos de géneros
discursivos.
- Desarrollar la alfabetización multimodal.
Contenidos
- Leer teniendo en cuenta diferentes propósitos.
Tareas - Escuchar y disfrutar la lectura textos expositivos.
- Participar en actividades lúdicas.
- Comparar textos e imágenes.
- Mirar un video y reflexionar.
- Usar la lengua para expresar opiniones, comparar, jugar,
describir, etc.
- Modificar y producir géneros discursivos: folleto / carta /
grilla horario escolar / diario personal.
- Realizar una muestra multimedial para compartir lo traba
jado con la comunidad educativa.
- Expresar deseos y emociones.
- Describir.
- Comentar.
- Explicar.
- Dar consejos.
Practicas del Lenguaje
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CHAPTER 3
- De la vida cotidiana.
Contextos - Escolares.
Exponentes
ingüísticos
Contenidos
Tareas cross-curriculares
Materials (textos)
- Presente simple.
- Pasado simple.
- There is/ there are.
- Can/ can´t.
- Should / shouldn´t.
- Vocabulario específico.
- Adjetivos comparativos y superlativos.
- Leer y recabar información sobre cambios biológicos y
psicológicos en la pre adolescencia.
- Investigar sobre la Segunda Guerra Mundial.
- Buscar información en enciclopedias, paginas web, libros,
etc sobre los cambios en los contestos de la vid cotidiana
próximo a los alumnos. - Textos escritos, aurales, gráficos, etc.
Pág. 47

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