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2013 5th Year Language FerrarelliM.doc

2013 5th Year Language FerrarelliM.doc

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Colegio Superior de Lomas – Lomas High School Senior Section – Planificación anual de LANGUAGE 5TH FERRARELLI

ANNUAL PLAN
Department: Language Subject: LANGUAGE Year: 5th Weekly Modules: 3 (three)

2013
Teacher: Prof. Lic. Mariana Ferrarelli

RATIONALE
IGCSE Language is designed to enable students to communicate effectively and accurately using written language. During the course students will exercise their writing and reading abilities but also their critical thinking and metacognitive skills. Learners are expected to gradually gain awareness of their own knowledge as the course unfolds and become active participants in their own learning. Students are expected to develop their language skills required for the International General Certificate of Secondary Education (IGCSE). This includes both reading and writing skills.

COURSE AIMS
As regards READING, upon completion of the course students will be expected to: • • • • • • Master their reading skills, including pre-reading, skimming and scanning Successfully deal with a variety of texts -newspapers, magazines, journals, books (fiction and non-fiction), promotional and informational materials- and to identify the main idea of a reading and/or writing passage Understand explicit and implicit meanings and attitudes Understand how writers achieve effects Identify purpose, attitude and meaning Determine meaning from context and identify other features such as detail, opinion, tone, purpose, main idea, implication, attitude, text organization, exemplification, comparison and reference.

Colegio Superior de Lomas – Lomas High School Senior Section – Planificación anual de LANGUAGE 5TH FERRARELLI
As far as WRITING is concerned, students will be expected to: • • • • • Acquire command of a number of writing skills: choice of style and level of formality, suitable paragraphing and layout of texts, sequencing in a logical way Master their writing skills, including editing and proof reading Use language to achieve effect Express what is thought, felt and imagined effectively Use sophisticated vocabulary appropriately

CONTENTS Time: Unit
Unit 1 Tense review Hearsay Reporting Passive forms Have and get sth done Review of conditionals Mixed conditionals alternatives to IF Omission of IF Unreal past tense Compound adjectives 1 Noun Collocations with OF Review of relative clauses Adverbial clauses Adverbial participle clauses

Activities
Discussion of practice papers. Reading in class. Analysis of literary and informative texts. Planning of writing assignments in class: argumentative essays, stories, descriptions.

Materials to be used
Audiovisual texts Electronic literature Booklet of the subject.

Colegio Superior de Lomas – Lomas High School Senior Section – Planificación anual de LANGUAGE 5TH FERRARELLI
Word formation Formal / Informal Style Analysis of Text Structure Presentation of Facts Generalisations Argumentative Writing Topics and main ideas Dealing with unfamiliar words Building vocabulary Paraphrasing Unit 2 Modal Verbs: Necessity, prohibition, advice, permission Ability, possibility/probability, deduction Intention, willingness, characteristics Alternatives to modals Word formation: nouns Idiomatic expressions Noun clauses Words formation review Prepositions Emphasis using negative introductory expressions Emphasis through fronting parts of

Colegio Superior de Lomas – Lomas High School Senior Section – Planificación anual de LANGUAGE 5TH FERRARELLI
the sentence. Confusing pairs Prefixes Describing People and Places Narrative Techniques Adjectives Describing Personality Prepositional Phrases Positive & Negative Adjectives Topic Sentences Predicting the content Understanding argument Collocations Identifying the writer’s views and claims Unit 3 Reported Speech: Patterns after reporting verbs Impersonal report structures Expressions that give emphasis Phrasal verbs 1 Use of articles Idiomatic expressions Choosing the correct word Expressions that are easily confused Adverbs: Intensifiers & degree adverbs

Colegio Superior de Lomas – Lomas High School Senior Section – Planificación anual de LANGUAGE 5TH FERRARELLI
Comment & Viewpoint adverbs Inversion and Fronting Linking Words First Person Narratives Third Person Narratives Adjectives And Adverbs Verb Tenses Punctuation Tips Character & Plot Development Main ideas and supporting ideas Skimming for general understanding Scanning for a specific detail OBSERVATIONS: If a student is not making enough progress in class due to lack of attention or inefficient use of classroom time the teacher will assign him or her extra work to do at home or with the tutorship teacher to compensate for low quality work. These compulsory activities will be marked and included as part of the final average. Teaching & Learning Approach

Assessment Criteria Tools
Unit-by-unit Exams Mock Papers Direct Observation of: → Appropriate compliance with homework and other assignments Assessment will be carried out in terms of the assessment criteria used by Cambridge International Examinations. The general Pass Mark will be 7

Following Vygotsky’s constructivist theory* the course is based upon the idea that knowledge is best achieved cooperatively and through scaffolding. As a result, every step towards the development of students’ skills will
*

Vygotsky, L. S. (1962) Thought and Language. Cambridge, MA: MIT Press

Colegio Superior de Lomas – Lomas High School Senior Section – Planificación anual de LANGUAGE 5TH FERRARELLI
consider their cognitive processes, (seven) -or above. For December and needs and interests, and Zone of February Exams it will be 4 (four) –or Proximal Development. above. As metacognition plays an essential role in the promotion of learning skills+, there is a series of strategies the teacher will put into practice to help students gain ownership in their own learning: 1) Visible Thinking routinesº - Headlines - What makes you say that? - Visible wall of argument - Looking 10x2 2) ICT Resources - Inanimate Alice: Interactive novel – how writers achieve effects - Wallwisher: brainstorming
+ ⊗

→ Active class participation → Positive initiative, cooperation and sense of responsibility

See Flavell, J. H. (1979). “Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry”. American Psychologist, 34, 906 - 911. º For more information see http://pzweb.harvard.edu/vt/VisibleThinking  Refer to http://www.inanimatealice.com and http://www.wallwisher.com/

Colegio Superior de Lomas – Lomas High School Senior Section – Planificación anual de LANGUAGE 5TH FERRARELLI
BIBLIOGRAPHY Teacher’s Bibliography
Fox, M. (2006) First Language English Workbook, UK, CUP. Barr, I. & Reynolds, J. (2005) IGCSE English, London, Hodder Murray. Burgess, S and Acklam, R; (2003) Advanced Gold, Spain, Longman. Bywater, F. V.; (1990) A Proficiency Course in English, Singapore, Nelson. Graver, B. D.; (1997) Advanced English Practice, Hong Kong, Oxford. Vince, M; (2008) Macmillan English Grammar in Context, Spain, Macmillan – Heinemann.

Student’s Bibliography
Compulsory Evans, V; (2003) Successful Writing Proficiency, Express Publishing. Vince, M; (1994) Advanced Language Practice Grammar, Spain, Macmillan. Optional Fox, M. (2006) First Language English Workbook, UK, CUP. Barr, I. & Reynolds, J. (2005) IGCSE English, London, Hodder Murray.

Colegio Superior de Lomas – Lomas High School Senior Section – Planificación anual de LANGUAGE 5TH FERRARELLI

NOTIFICACIONES:

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_________________________ ________________________ Firma y aclaración del padre/ madre/ tutor1 Fecha

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La versión en español del presente diseño programático está disponible previo pedido por mail a: mariana.ferrarelli@gmail.com

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