Cycle: 4
Grade: 3rd
Unit: . 5.1
SCHEME OF WORK
Weeks: 4
Days:
10
Teacher:______________________
DIRECCIÓN DE EDUCACIÓN BÁSICA
COORDINACIÓN GENERAL DEL PROGRAMA DE
INGLÉS “PROGRESS”
JEFATURA DE ENSEÑANZA DE INGLÉS
SECUNDARIA
Social Practice of the language: Produce texts to participate in academic events
Specific Competency:
Write arguments in favor or against a topic to participate in a debate
Environment:
Academic and educational
Product:
Debate
STEPS OF
THE PRODUCT
1.Choose a topic of interest.
Decide on the place and
date of the debate for each
team.
Choose a moderator and
define times and turns for
presentation and reply.
2 SESSIONS
2. Read texts from different
sources.
CURRICULUM CONTENTS
DOING
*Determine purpose and intended
audience.
*Identify function of graphic
components.
*Predict topic from previous
knowledge.
*Search for information from various
sources.
*Topic, purpose and intended
audience.
*Repertoire of words necessary for
this social practice of the
language.
*Clarify meaning
*Identify main ideas in agreement or
disagreement with a personal stance.
*Textual and graphic components
*Repertoire of words necessary for
this social practice of the
language.
*Synonyms
*Verb form: passive.
*Connectors.
*Possessive genitive (e.g., world’s
diversity and human’s features).
*Pronouns: Personal and reflexive.
*Contrast between British and
American variants: regular and
irregular verbs (e.g., burned, burnt;
spelled, spelt)
*Word endings (e.g., -y,-le, and –e)
*Synonyms
*Verb form: passive.
*Connectors.
*Possessive genitive (e.g., world’s
diversity and human’s features).
*Pronouns: Personal and reflexive.
*Contrast between British and
American variants: regular and
irregular verbs (e.g., burned, burnt;
spelled, spelt)
Take a personal stance
regarding the information
read.
1 SESSION
3. Write agreements or
disagreements depending
on the personal stance each
one has adopted.
Write a short text with the
agreements and/or
disagreements.
3 SESSIONS
KNOWING
*Establish connections between a
personal stance and information in
agreement or disagreement with it.
*Identify expressions used to express
opinions in agreement and/or
disagreement about a topic.
*Select information to write agreeing
and disagreeing arguments.
*Organize information in agreement
or in disagreement with a personal
ACHIEVEMENTS
SUGGESTED
ASSESSMENT
*Detects and
establishes links
between a
personal stance
and information
which agrees or
disagrees with it.
Assign
investigation to
research topics
*Use language to solve conflicts, propose
foundations for collective work and
promote cooperation.
*Provide constructive criticism
*Detects and
establishes links
between a
personal stance
and information
which agrees or
disagrees with it.
Decision
making
exercises and
activities
*Use language to solve conflicts, propose
foundations for collective work and
promote cooperation.
*Provide constructive criticism
*Detects and
establishes links
between a
personal stance
and information
which agrees or
disagrees with it.
*Writes short texts
which express
agreement or
Exercises with
agreeing and
disagreeing
options.
BEING
*Use language to solve conflicts, propose
foundations for collective work and
promote cooperation.
*Provide constructive criticism.
Talk
Brainstorm
ACTIVITIESIDEAS
4. Edit the text and make a
clean version in a notebook
or a sheet, card etc.
3 SESSIONS
5. Present the agreements
and/or disagreements in the
debate, using the text to
support participation.
1 SESSION
stance in a graph.
*Write sentences to express agreeing
and/or disagreeing arguments.
*Write a short text that expresses
agreements and/or disagreements.
*Identify relationships between parts
of a text.
*Use strategies to point out
information in agreement and/or
disagreement with a personal
stance.
*Paraphrase or select information to
broaden, exemplify and explain
sentences that express
agreements and disagreements.
*Emphasize or clarify agreements
and/or disagreements.
*Use words and punctuation marks to
link sentences together in a
paragraph.
*Read to check punctuation and
spelling conventions.
*Solve doubts and promote feedback.
*Write a final version.
*Use strategies to point out
information in agreement and/or
disagreement with a personal
stance.
*Organize information in agreement
or in disagreement with a personal
stance in a graph.
*Solve doubts and promote feedback.
*Word endings (e.g., -y,-le, and –e)
disagreement.
*Textual and graphic components
*Synonyms
*Verb form: passive.
*Connectors.
*Possessive genitive (e.g., world’s
diversity and human’s features).
*Pronouns: Personal and reflexive.
*Contrast between British and
American variants: regular and
irregular verbs (e.g., burned, burnt;
spelled, spelt)
*Word endings (e.g., -y,-le, and –e)
*Punctuation.
*Use language to solve conflicts, propose
foundations for collective work and
promote cooperation.
*Provide constructive criticism
*Synonyms
*Verb form: passive.
*Connectors.
*Possessive genitive (e.g., world’s
diversity and human’s features).
*Pronouns: Personal and reflexive.
*Word endings (e.g., -y,-le, and –e)
*Use language to solve conflicts, propose
foundations for collective work and
promote cooperation.
*Provide constructive criticism
*Emphasizes or
clarifies
agreements
and/or
disagreements.
*Solves doubts and
encourages
feedback in order
to edit
agreements
and/or
disagreements.
Rubrics
(checking
writing)
Presentation
of Debate.