Our Environment

(Nuestro Medio Ambiente)

What situations affect the environment and the different things I can do to promote its care?

(¿Qué situaciones afectan al medio ambiente y qué puedo hacer para promover el cuidado del mismo?)

Propósito:

Identificar las ideas principales de un texto aplicando los imperativos y formar preguntas utilizando la estructura how+adjetivo. También, hablar e identificar situaciones que afectan al medio ambiente de un país o ciudad para promover el cuidado del mismo. Por último, desarrollar una presentación oral a partir de la creación de objetos hechos con material reciclado.

Descripción:

Como parte de la secuencia didáctica 3 de la materia de Oral English Communication 2, para el tema Our Environment se les pedirá a los alumnos que trabajen con lecturas y preguntas relacionadas con la comprensión de las misma, así como con ejercicios de comprensión auditiva, escrita y comunicativas las cuales realizaran de manera grupal e individual, con el fin de desarrollar un proyecto.

 Transversalidad: Lengua Adicional I, II y III, Informática I y II y Oral English Communication I y Written English Communication I.

 Plan de Estudios: Básicos de la Reforma Integral de la Educación Media Superior (RIEMS)[i].

Competencias específicas: Desarrollar las habilidades comunicativas  que le permitan expresarse efectivamente en cualquier situación y circunstancia, así como también el trabajo en equipo y la comunicación afectiva, y que desarrollar actitudes de compromiso y responsabilidad.

Al término del módulo el alumno será competente para aplicar en el ámbito laboral y social los conocimientos y todas aquellas habilidades comunicativas desarrolladas durante el curso, como lo son la pronunciación, fluidez, y coherencia, así como también entablar conversaciones efectivas en cualquier situación y dar opiniones acerca de cualquier tema.


[i] Diario Oficial de la Federación. Acuerdo Secretarial Núm. 442 por el que se establece el Sistema Nacional de  Bachillerato en un marco de diversidad. Viernes 26 de septiembre de 2008.

Learning Situation:

Before going out of summer vacation, we were discussing with the Biology teacher about the drastic changes of the weather in Sonora, especially during the summer. He mentioned that thru the years the high temperatures in Sonora have been getting higher due to many situations that have affected the environment and we have been part of the problem. For instance, we lack of water because we haven´t realized the ways in which we shouldn´t waste it, and we are still throwing garbage where we want no matter if the trash can is a few steps away from us. Therefore, he mentioned that we must start worrying about our environment and the ways in which we should take care of it.

Therefore, we need to make changes in the way we live and treat our WORLD because it will disappear.

Situación de Aprendizaje:

Antes de salir de vacaciones de verano, hablamos con el profesor de biología acerca de los cambios drásticos en la temperatura durante el verano en el estado de Sonora. Él mencionó que al paso de los años, la temperatura ha ido en aumento debido a que hay diversos factores que han estado perjudicando al medio ambiente, y que nosotros también somos parte del problema. Por ejemplo, la falta de agua se debe a que aún no hemos tomado conciencia de la importancia de cuidarla y no desperdiciarla. Además, seguimos tirando basura en donde mejor nos parezca sin importar que el bote de basura este a unos metros de distancia. Es por ello, que nos sugirió que debemos de estar conscientes del problema que se esta generando y que nos debemos de preocupar por el cuidado del mundo que nos rodea.

Necesitamos cambiar nuestro modo de vida, ya que nuestra falta de interés esta afectando al mundo en el que vivimos y el cual tiende a desaparecer.

Big Question

(Pregunta Generadora)

What situations affect the environment and the different things I can do to promote its care?

 (¿Qué situaciones afectan al medio ambiente y qué puedo hacer para promover el cuidado del mismo?)

Final product/ Producto final:

Students will tape a video using Movie Maker or Power Point in which they will create a recycled object. Besides, they will complete different activities, such as designs, investigations, and mind maps which will allow them to know and learn more about biodiversity and different touristic places in Sonora. In order to complete the activities they will use Word, Excel, WordPress blog, Dropbox, among others. All these will help them to become aware of the importance of taking care of the environment and promote its maintenance.

Los alumnos grabarán un video en Movie Maker en donde ellos elaborarán con material reciclado algún objeto. También, podrán hacerlo utilizando Power Point. Además, deberán de realizar distintas actividades de diseño, investigación y mapas conceptuales, que les permitirán apreciar y conocer más acerca de la biodiversidad y puntos turísticos de la entidad. Para ello, emplearán herramientas como Word, Excel, WordPress blog, Dropbox, entre otros; que les ayudarán a concientizarse aún más acerca del cuidado del medio ambiente y qué pueden hacer ellos para promover el cuidado del mismo.

 

Format

Subject Oral English Communication 2
Topic Didactic Sequence 3: Our Environment
 Purposes Factual Activity 1: Identify main ideas and unknown vocabulary from a text.Activity 2: Recognize the use of questions formed by how+adjectives.Activity 3: Recognize imperatives in real conversations and in written texts.Activity 4: Identify specific environmental situations in our country.Activity 5: Lists different objects made of recycled material.

Activity 6: Identify ecological problems to promote a school ecological project.

Procedural Activity 1: Discuss about environmental issues, choose and compare different places.Activity 2: Apply the structure seen to complete a chart about the highest mountains in the world.Activity 3: Produce oral communication to talk about imperatives and environmental issues.Activity 4: Compare different situations regarding to the environment.Activity 5: Apply their knowledge to create an object made with recycled material and present it to the rest of their classmates.

Activity 6: Apply knowledge to reserve and protect his/her school environment.

Attitude Activity 1: Behave and show positive attitude.Activity 2: Deal effectively with real communicative situations.Activity 3: Participate actively in group discussion.Activity 4: Show initiative and interest when working in pairs.Activity 5: Show creativity and positivism to work in a group project.

Activity 6: Appreciate how the natural world sustains us and promotes the environment, and social well-being of his/her school community.

Time 1 hour, three days a week (to complete this sequence in two weeks and 6 hours).
Didactic Strategies Students work with reading comprehension questions, listening, writing and speaking activities in groups or individually and a final group project.
Materials Materials such as the tape recorder, CD audio, book and recycled material for their projects are used.
EvaluationActivity 1Product:  Comprehension questions and speaking chart.Activity 2Product:  Questions using How + adjectives and chart.

Activity 3

Product:  Imperative exercises and pronunciation exercise.

Activity 4

Product:  Speaking about environmental issues.

Activity 5

Product: Object made with recycled paper.

Activity 6

Product: Power point presentation.

Evaluating Student´s Oral Presentations

NEED TO IMPROVE

____ points

NOT GOOD

___ points

  GOOD

___ points

EXCELLENT!

___ points

Total

Organization

Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence which audience can follow. Student presents information in logical, interesting sequence which audience can follow.

Subject Knowledge

Student does not have grasp of information; student cannot answer questions about subject. Students are uncomfortable with information and are able to answer only rudimentary questions. Students are at ease with expected answers to all questions, but fail to elaborate. Students demonstrate full knowledge (more than required) by answering all class questions with explanations and elaboration.

Visual Aids/material

Students include unnecessary pictures or material. Students occasionally use pictures  and material that rarely support the presentation. Student’s pictures and material are related to the presentation. Student’s images and material are excellent and support thePresentation.

Mechanics

While speaking they had four or more spelling errors and/or grammatical errors. While speaking they have three misspellings and/or grammatical errors. They got no more than two misspellings and/or grammatical errors. They got no misspellings or grammatical errors.

Eye Contact

Any student used eye contact and always read his/her notes. Only one student used eye contact, but still reads his/her notes. Almost all students maintain eye contact most of the time but frequently return to notes. All students maintain eye contact with audience, seldom returning to notes.

Elocution

Students’ mumble, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear. Students´ voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Students’ voice is clear. Student pronounces most words correctly. Most audience members can hear the presentation. Students use a clear voice and correct, precise pronunciation of terms so that all audience members can hear presentation.

 

Total Points:

Comments:______________________________________________________________________________

 

Beginning activities Activity 1: Students discuss about the picturesAre these the Rocky Mountains, the Himalayas or the Sierra Nevada´s mountains?
Activities development Activity 1b: Students read about the Sierra Nevada´s mountains and answer some comprehension questionsActivity 1c: Students write about the five marvelous places in the city they live.Activity 2: Students complete a chart using the information they listened to in the audio.Activity 2b: They read and analyze the grammar structure How + adjectiveActivity 2c: Students have to write some sentences using the words and the structure given.

Activity 2d: Students work in pairs to fill in the information missing in the chart.

Activity 3: Students listen to the audio and match the pictures with numbers. Then, they give recommendations for each situation.

Activity 3b: Imperatives and being presented by reading some tips for drivers. They have to draw a checkmark if they have followed some of the tips listed.

Activity 3c: Students apply the imperatives by inferring what the images are trying to express.

Activity 3d: Students practice the pronunciation of some imperatives.

Activity 4: Students work in pairs to talk about some specific topics given or problems given.

Activity 4: a) According to the problems discussed in activity A, students will draw 3 signs to prevent environmental problem they talked about.

 

Close up activities Activity 5: Students are going to work in teams of 4 to create an object made of recycled material. They will be evaluated with a rubric. Also, they are going to make a presentation and use the imperatives.Activity 6: Students are going to work during all the semester in a project that consists of creating something for the school to help the environment like the school composting.
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