SUBJECT: ENGLISH

Presentation

The workshop is designed to be worked on the first two weeks of the school year 2015 - 2016, three fifty-minute sessions per week for a total of six sessions for the two weeks and claims that students in seventh grade reading comprehension practice the subject of English by short texts, easy to interpret.

This document is written in Spanish and English and contains 9 reading comprehension strategies that will be of great use. During the six sessions scheduled in may we will practice 5 strategies 9 proposals.

After each reading suggested you find a teaching sequence in which you propose a series of activities, strategies and assessment rubric as a teacher you have the freedom to adapt or modify them if necessary, the purpose is to reach our goal.

The State Collegiate Skills Development Directorate of Secondary Education you want :

Success !!!!!!!

Purpose

Implement a program for students in the early grades of secondary school to apply in the first two weeks of the 2015-2016 school year.

This program will address the basic needs, to encourage students to exercise and reading comprehension, writing, basic math; and develop attitudes and study habits which promote values and discipline.

Purpose of English language teaching for Cycle 4

• Given that the purpose of teaching English in Cycle 4 Basic Education (first, second and third grades of secondary) is for students to consolidate their English in basic communication and develop specific skills situations , own social practices of the language, with different communicative situations to understand and produce, in general, oral and written texts on various topics. At the end of this cycle, students are expected:

• Cycle 1

3rd Preschool and Primary 1 and 2

• Cycle 2

3rd and 4th Primary

• Cycle 3

5th and 6th grade

Programa Nacional de Inglés en Educación Básica

Programas de Estudio 2011 Ciclo 4

UNDERSTAND AND USE

INFORMATIONTREXTOS PRODUCE BRIEF

GET THE MAIN

IDEA OF THE TEXT

RECOGNIZE AND RESPECT

CULTURAL DIVERSITY

EXPRESS REVIEWS AND OPTIONS

FIT YOUR LANGUAGE

MEET ROCORD LANGUAGE EDIT TEXT

RECORDS APROPRIATE TO HENDLE FOR A

VARIETY OF COMMUNICATION

SITUATIONS

CONUMICSTIVOS INTERVENE IN

ACTS

KEEP THE COMMUNICATION

It is necessary that students entering the first grade of secondary education, especially if these students are graduates of public schools do a course to provide them with tools to develop in this course and achieve the expected learning according to current program. Product of this need comes the next workshop. The workshop is designed to be worked on the first two weeks of the school year 2015 - 2016, three fifty-minute sessions per week for a total of six sessions for the two weeks and claims that students in seventh grade reading comprehension practice the subject of English by short texts, easy to interpret.

PROGRAM CONTENT

ACTIVITIES1a. Sesión: First Lecture “Diseases you can catch from your Pet”.

Strategy: Cognates.

2ª. Sesión: Second Lecture “How prehistoric animals size up next to human beings”.

Strategy: Prediction.

3ª. Sesión: Third Lecture “Introducing yourself”.

Strategy: Scanning.

4ª. Sesión: Fourth Lecture “Man on the moon”.

Strategy: Skimming.

5ª. Sesión: Exercises Logical Mathematical Thinking.

6ª. Sesión: Evaluation.

FIRST LECTURESTRATEGY: COGNATES

Diseases you can catch from your Pet.

The family pet is considered a true member of the family. It is important to note that these animals are capable of transmitting diseases to humans. Pets harbor a number of germs and parasites including bacteria, viruses, protozoans, and fungi. Pets can also carry fleas, ticks, and mites, which can infect humans and transmit disease. Pregnant women, infants, children

younger than 5, and individuals with suppressed immune systems are most susceptible to contracting diseases from pets. The most effective way to prevent pet-related disease is to wash your hands properly after handling pets or pet excrement, avoid getting scratched or bitten by pets, and ensure your pet is properly vaccinated and receives routine veterinary care. Below are some common diseases that you can catch from you

TEACHING SEQUENCE 1

To develop strategies reading comprehension and writingDATE 1st GRADE GROUP SESSION: 1

TOPIC:health

SUB-ITEM (S):DISEASES YOU CAN CATCH FROM YOUR PET.

STRATEGY.I draw meaning through cognates. Cognates are words of similar meaning and writing in Spanish and English.PURPOSE:Students extract meaning from text through this strategy.

HOME DEVELOPMENT CLOSE

ACTIVITIES:

The teacher tells the student to revise the text "Diseases you can catch from your Pet" and notice that there are words that have the same spelling and similar meaning in English and Spanish called:

cognatesexample:Vegetable plant =Lemon lemon =Computer = computerHospital = hospitalCalculator calculator =Reading occurs.

ACTIVITIES:

The teacher will read the text aloud, the students are reading with your thumb, carefully listening to the pronunciation.

After students read aloud repeating the pronunciation.

With a brand texts underline cognates trying to locate 32 having the text.

They write in a notebook the list of cognates located in the text.

Taking into account its list of words to try to extract the text content analyzing each statement and write in the notebook.

ACTIVITIES:

  Students will read each reading analysis to check for matches and clarification.

EVALUATION:

(RUBRICA ACCOMPANYING FORM OF WHICH WILL BE COMPLETED BY TEACHER)

PRODUCTS: Text by student

MATERIALS:Reading, brand texts notebook.

REMARKS:

REFERENCE Exercises UNAM

ced.cele.unam.mx/leeringles/biblioteca/lecturas.ph.p

SECOND LECTURE

STRATEGY: PREDICTION

How prehistoric animals size up next to human beings

The size of prehistoric animals can be difficult to comprehend: 50 tons here, 50 feet there, and pretty soon you're talking about a creature that's as much bigger than an elephant as an elephant

is bigger than a house cat. In this picture gallery, you can see how some of the most famous extinct animals that ever lived would have sized up against an average human being--which will give you a good idea what "big" really means!

TEACHING SEQUENCE 2To develop strategies reading comprehension and writing

DATE the 1st GRADE GROUP SESSION: 1TOPIC:

PrehistorySUB-ITEM (S):   HOW PREHISTORIC ANIMALS SIZE UP NEXT TO HUMAN BEINGS  .

STRATEGY.     Students watching the title, seeing the sights and according to their prior knowledge make assumptions about the content of reading.PURPOSE:WHAT STUDENTS KNOW AND USE THE INFERENCE TO IMPROVE THEIR EFFICIENCY IN READING COMPREHENSION.

HOME DEVELOPMENT CLOSE

ACTIVITIES:

Delivery teaching reading to students who are going to work "How prehistoric animals size up next to human beings" and focused on that title and image to infer reviewed.

ACTIVITIES:

The teacher asks his students if they have heard of prehistory.

What he was in that world?

Who lived there?

What were the dinosaurs?

Do you know the scientific name of any of these prehistoric animals?

What happened to them?

He had human beings in their territory?

The teacher read aloud the text, students will read at her.

ACTIVITIES:

According to prior knowledge students infer the content of the text.

Write down the answers in your workbook.

In plenary will socialize the answers.

  EVALUATION:

(RUBRICA ACCOMPANYING FORM OF WHICH WILL BE COMPLETED BY TEACHER)

PRODUCTS: Exercises inference in a reading to improve reading comprehension.

MATERIALS:Reading, pencil, notebook.

REMARKS:

REFERENCES Exercises UNAM

ced.cele.unam.mx/leeringles/biblioteca/lecturas.ph.p

STRATEGY: SCANNING

Introducing Yourself Presentándose

Hello! My name is Ana. I am twenty-five years old. I live in Miami, Florida with my husband and two children. I have

one son in kindergarten and one daughter in first grade. They both

attend public school. My husband is a mechanic. On weekends, he works at a

restaurant as a dishwasher. The restaurant usually gets more customers

on weekends, so they need extra people to wash dishes.

¡Hola! Mi nombre es Ana. Tengo veinticinco años. Vivo en Miami, Florida con mi esposo y dos hijos. Tengo un hijo

en kínder y una hija en primer grado. Ambos van a una escuela pública. Mi

esposo es mecánico. Los fines de semana, él trabaja en un restaurante

lavando platos. El restaurante usualmente tiene más clientes los fines de semana, entonces necesitan gente

extra para lavar platos.

Preguntas y Respuestas (Questions and Answers )

Ésta es una lista de preguntas y respuestas de práctica acerca de la lectura anterior. Asegúrese de repetirlas en voz alta para mejorar su pronunciación del inglés.

Q1: Who is introducing herself?A1: Ana is introducing herself.

P1: ¿Quién se está presentando?R1: Ana se está presentando.

Q2: How old is she?A2: She is twenty-five years old.

P2: ¿Cuántos años tiene ella?R2: Ella tiene veinticinco años.

Q3: Where does Ana live?A3: She lives in Miami, Florida.

P3: ¿Dónde vive Ana?R3: Ella vive en Miami, Florida.

Q4: What is her husband’s profession?A4: He is a mechanic.

P4: ¿Cuál es la profesión de su esposo?R4: Él es mecánico.

Q5: Where does he work on weekends?A5: On weekends, he works at a restaurant. He washes dishes.

P5: ¿Dónde trabaja él los fines de semana?

R5: Los fines de semana, él trabaja en un restaurante. Él lava platos.

Q6: How many children does Ana have?A6: She has two children; one son and

one daughter.

P6: ¿Cuántos hijos tiene Ana? R6: Ella tiene dos hijos; un hijo y una

hija.

TEACHING SEQUENCE 3ATTITUDES TO DEVELOP DISCIPLINE AND STUDY HABITS

DATE the 1st GRADE GROUP SESSION: 1TOPIC:

coexistenceSUB-ITEM (S):                 INTRODUCING YOURSELF.

STRATEGY:Based on a questionnaire specific information.PURPOSE:Students know and learn to get specific information through guided questions.

HOME DEVELOPMENT CLOSE

ACTIVITIES:

The teacher presents the reading "Introducing yourself".

ACTIVITIES:

The teacher read aloud, the students are reading with your thumb, carefully listening to the pronunciation.

Students read the text aloud repeating the pronunciation.

The teacher starts the application of the questionnaire verbally giving emphasis to keywords.

Binas formed with students for one asked the other and vice versa.

ACTIVITIES:

The teacher delivers printed questionnaire for students to answer it.

In plenary will solve some doubts.

EVALUATION:

(RUBRICA ACCOMPANYING FORM. WHICH WILL BE COMPLETED BY TEACHER)

PRODUCTS: Use and management of personal presentation questionnaire.

MATERIALS:

Book, printed questionnaire, pencil.

REMARKS:

REFERENCES: : Lecturas de inglés básicaswww.ingles-practico.com/basico/lecturasbasicashtml

FOURTH LECTURESTRATEGY: SKIMMING

Man on the moon

 

MAN ON THE MOON

Once upon a time there was a little man who was very sad because he had spaceship but he didn't know what to do

with it.

- Can you help him?- What could he do with his spaceship?

Then, he decided to go to the moon and flew

and flew until be got there.

-So, where is he now?

As he had never been on the moon, he wasn't sure about what he cold do there, so he thought and thought inside his

spaceship.- What do you think he decided to do?

Of course, the little man thought that he had done such a long trip because he wanted to visit the moon, so he

decided to go outside for a walk. And he was walking and walking, and walking until he meet a …

- What do you think he met?

Oh! Yes! He met a dinosaur and as they made very good friends, the little man decided to stay in the moon to live

with his new friend in a beautiful tent he had in the spaceship. And since then this little man is know as …

"The man on the moon".

END

TEACHING SEQUENCE 4

   To develop strategies reading comprehension and writing.DATE the 1st GRADE GROUP SESSIONS: 1

TOPIC: UNIVERSE

SUB-ITEM (S):            MAN ON THE MOON

STRATEGY:Column relate images with text column.PURPOSE:STUDENTS TO RELATED DRAWINGS BY INFERENCE WITH TEXT.

HOME DEVELOPMENT CLOSE

ACTIVITIES:

Teachers using the blackboard or any classroom wall has two columns one with drawings and other texts.

ACTIVITIES:

Teachers tell students to interact with colored lines drawings with texts having "read and analyzed" both columns.

ACTIVITIES:

In binas students exchange views on the work they performed.

In plenary socialize answers.

EVALUATION:

(RUBRICA ACCOMPANYING FORM OF WHICH WILL BE COMPLETED BY TEACHER)

PRODUCTS: Management of continuous and discontinuous texts.

MATERIALS: Reading, brand texts, white sheets.

REMARKS:

References: Cuentos en inglés: Man on moon www.guiainfantil.com>articulos>navidad>cuentos

FIFTH SESION STRATEGY: EXERCISES LOGICAL MATHEMATICAL THINKING

TEACHING SEQUENCE 5ATTITUDES TO DEVELOP LOGICAL MATHEMATICAL THINKING

DATE the 1st GRADE GROUP SESSION: 1TOPIC:

Basic OperationsSUB-ITEM (S):          ADD AND SUSTRATION

STRATEGY: With pictures and pencils colors , the students practice the basic operations.PURPOSE:Students practice the numbers in English 1 to 20.

TOPIC:basic Operations

SUB-ITEM (S):                               ADDITION AND SUBTRACTION

STRATEGY.                         Through images and crayons elementary students practice operations. PURPOSE:                    Students to practice writing numbers in English by elementary operations.

HOME DEVELOPMENT CLOSEACTIVITIES:

The teacher presents students the numbers 1 to 20 in English oral and written form.

After delivery the student teacher working material consists of 5 copy activities.

ACTIVITIES:sheet 1Students join the numbers with their name is written in English, preferably using crayons.sheet 2This sheet students perform operations and write the result to the number name in English.sheet 3This exercise is that students should add elements and write the result to the number name in English.sheet 4Students perform operations and color each balloon according to the result.sheet 5In this exercise, students add or subtract as needed and write in space they are told.

ACTIVITIES:

* The leaves are exchanged between them to qualify* Exercises as a group are resolved, allowing them to be actors and teachers only mediator gives guidelines for participation.

EVALUATION:(RUBRICA ACCOMPANYING FORM OF WHICH WILL BE COMPLETED BY TEACHER)PRODUCTS: Worksheets.

MATERIALS:Photocopied material, pencil and colors.

REMARKS:

REFERENCES: webgrafía: imágenes de ejercicios de matemáticas en inglés para colorear.

RUBRICA reading comprehension and logical thinking MATEMÁTICO

ENGLISH

INDICATORS

LEVELS COGNATES PREDICTION SCANNING SKIMMINGLOGICAL

MATHEMATICAL THINKING

Very good10

The students understand all the

text.The students

know the themeThe students answer all the

questions

The students link all the pictures

with the text

The students answer all the exercises very

wellGood9 - 8

The students understand 21 to

25 cognatesThe students

know some the theme

The students answer 5 questions

The students link 4 pictures with the

text

The students answer 5

exercises very well

All right7 - 6

The students understand 15 to

20 cognatesThe students know few the

theme

The students answer 3 questions

The students link 3 pictures with the

text

The students answer 3

exercises very well

Very poor5

The students understand 10

cognatesThe students don’t

know the theme

The students don’t answer any

questionThe students don’t link any

picture

The students answer 2

exercises very well

STRATEGIES FOR UNDERSTANDING OF TEXTS IN ENGLISH .

The following are brief descriptions of the main strategies for comprehension.

1. Cognates (cognates)

Cognates are words that have the same script in English and Spanish language, and probably have a similar meaning. For example, "service" and service, "dentist" and dentist. The most common cognates include country names, numbers and names among many others. However, some words may seem similar, yet have a different meaning. These are called false cognates, we see why in these two examples: the English word "significant" in Castilian is headed and insensitive, and "understandable" is translated as wide and not as sympathetic. Even when we are aware of the danger of false cognates, it is essential to remember that no word has an absolute meaning: the essential meaning of a word depends on its context.

2. Forecasting (Prediction)

The title of a text can help us to make assumptions of its contents. Understanding the first paragraph of a text can afford to make a prediction of what will seek a second and so on. Reading as a statement of the assumptions of the reader can be as productive and effective. We should not forget that the reader has some knowledge of any text and this can be exploited to improve the efficiency of reading.

3. Browse (Skimming)

Fast reading of a text is not always a bad idea. A quick and superficial reading of the text can give us its essence and show how relevant, important and interesting for us. The title and subtitle, preliminary and final paragraphs, typography, images, etc., can help to decipher their meaning. Moreover, often the general understanding of a text can be quite adequate for our purposes. Only in special circumstances we need a precise understanding of each word in a text; for example, when we read a legal contract.

4. Scrutiny (SCANNING)

Read with a purpose is to make an effective reading. The reader can minimize efforts to establish the specific information required of a given text. It devotes detailed attention only to those areas of the text, according to the desired information. The distribution and structure of key vocabulary can help in such a concentrated research.

5. Coherence (cohesion)

Reading can be more productive if we learn to recognize the resources that link sentences and paragraphs to create a text. Many resources are consistent grammatical nature, for example pronouns like it, all this / that demonstrative and the verb to do.

6. Connection (Connection)

The connective elements are words or sentences that indicate semantic relations between sentences and paragraphs. They allow us to understand how ideas are developed in a

prayer to another, from one paragraph to another. We communicate whether a sentence continues the outcome of an already posed idea, exemplifies or contradict.

Such elements have a range of functions:

Enumeration (ENUMERATION)

Firstly, secondly, etc.

Addition (adition)

And, in adition to,, Moreover, etc.

Logical sequence (LOGICAL SEQUENCE)

THEREFORE, consequently, THUS, etc.

Explanation (explanation)

Or, That Is, etc.

Contrast (CONTRAST)

But, however, etc.

Exemplification (exemplification)

For example, for instance, etc.

7. Context and linguistic function (LINGUISTIC FUNCTION AND CONTEXT)

If we can identify a function of a word in a sentence, it shall be provided

our understanding of the word. This can be done by recognizing the completion of the word.

• Nouns (noun) ending in ion, er, ance, nees, hood, ship, etc.

• Verbs (VERBS) end in s, ed, ing, etc.

• Adjectives (ADJECTIVES) end in ible, reliable, ful, etc.

• adverbs (Adverbs) ending in ly, lly, ally, etc.

We can also identify the function of a fancy word in a sentence:

                     PETER KICKED THE BALL HARD.

                           (Noun / subject) (verb) (noun phrase-OBJECT) (adverb)

It is important to clarify that the true meaning of the words of open class "open class" such as nouns, verbs, adjectives and adverbs instead of those known as closed "closed class" as articles and conjunctions.

8. redundancy (REDUNDANCY)

The same ideas, words and even sentences can occur multiple times in a text. Therefore, it may happen that a word whose meaning can not decipher a sentence reappear in another, where the new context and our accumulated knowledge give us meaning. Similarly an idea can be expressed using different words and phrases in the text and therefore our understanding of an idea, can increase the more we read the text. So we understand that redundancy is a common feature of text that can help us read with greater confidence and understanding.

9. Summary (Summarizing)

A priority for us is often extract the main ideas or the information contained in the text and make a report on them for future reference. This is what we call a synopsis or summary and can do as follows:

1. Underline the ideas that appear to be the most important.

2. Read the text again and remove those that show no longer be as important or are irrelevant to the true idea of the text.

3. Make a note of the other ideas in their own words.

4. Express these ideas in complete sentences and order them logically.

5. Select the words and phrases we use to connect sentences and create paragraphs.

6. Write a summary and read it for errors and check flow.

Importantly, when we have no familiarity with the subject matter of a text read in a foreign language, we tend to fall into the knowledge of our mother tongue to understand. That is why the book "Reading & Understanding I" provides practice English structures in each unit.

Strategies for reading comprehension in English.Cdigital.dgb.uant.mx

Bibliography

Strategies for reading comprehension in English.

Cdigital.dgb.uant.mx

UNAM exercises

ced.cele.unam.mx/leeringles/biblioteca/lecturas.ph.p

Readings basic English

www.ingles-practico.com/basico/lecturasbasicashtml.

Stories in English: Man on the moon

www.guiainfantil.com> Items> Christmas> stories

webgrafía: imágenes de ejercicios de matemáticas en inglés para colorear.