Professional Documents
Culture Documents
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ENVIROMENT: Familiar and Community SPECIFIC COMPETENCE: Express oral complaints about a health service PRODUCT: Telephonic complaint voice mail
DOING INITIAL
KNOWING
SUGGESTED ACTIVITIES
Activate previous knowledge. Identify topic and purpose. Establish form of communication. Determine place or addressee for a complaint. Distinguish attitudes of speakers.
Complaints Verbal
Letters
Brainstorm for possible circumstances in which we could make a complaint. How would we make the complaint, verbal (face to face) via telephone, or through a letter (e-mail). Identify the person we would complain to. Have Ss repeat various complaints, using various attitudes and voice tones and to identify how these are related to complaint making Identify how rythm, tone, and pauses are important in order to convey meaning. Have Ss identify and give details about their complaint. Make a dialogue where Ss make complaints about a service they have received.
SESSIONS 1-2
SESSIONS 3-10
Stand up for citizen's rights. Become aware of the attitudes of oneself and others.
Detect ways to adjust the actions of speaking and listening: pauses, rhythm, tone, etc. Clarify meaning of words. Infer general sense.
DEVELOPMENT
Select and cuncult information to make a complaint. Determine the topic or reason to make the complaint. Create the statements to express complaint. Check that the complaint is understood Detect and interpret technical or specialized information. Establish motive or reason for a complaint. Contextual clues Structure of complaints: opening, body, and closure List of suitable words Modal verbs, adverbs, and adjectives Conditionals Verb tenses: present. Past and future Connectors
DEVELOPMENT
The food was terrible. The waiter brought our food one hour later, and it was cold. Our hotel room was dirty and there was a banging noise in the middle of the night.
Identify main ideas and information that explains or complements them. Detect expressions to suggest solutions.
Identify strategies to emphasize meaning. Choose a suitable word repertoire. Use and adapt speech register according to the addressee. Express motive or reason. Write expressions to suggest solutions. Use strategies to influence on meaning.
Attitude Intonation Pauses Convey Context Tone Terrible Bad Cold Noisy Dirty
COLSURE
Practice the enunanciation of the Express complaints and make adjustments to improve fuency. Use strategies to repair failed communication List of suitable words
CLOSURE
Ecxuse me, what did you say?
Acoustic features
Have Ss practice giving their complaint and practice using various tones intonation, and attitudes. Have Ss take turns to role play their dialogues of complaints, using various tones, intoniation, and attitudes.
SESSIONS 11-12
bad?
Read and understand different types of literary texts from English-speaking countries
ENVIRONMENT: Literary and Ludic SPECIFIC COMPETENCE: Read suspense literature and describe moods PRODUCT: Emotionary (inventory of emotions)
DOING INITIAL
KNOWING
SUGGESTED ACTIVITIES
Foster respect towards the opinions of others. Stimulate an aesthetic pleasure for literature. Develop empathy towards different moods.
Select, from a number of sourses, a suspence narrative. Read the selected narrative in silence.
Identify textual arrangement. Determine topic and purpose. Detect intended audience from explicit information. Read and re-read narratives. Use diverse comprehension strategies. Detect frequently used words.
Elements in narratives
Novels Mystery Suspense Science fiction Fairy tales Author Illustrator Title
Provide Ss with various types of literature: novels, mystery, suspense,horror, romance, science fiction, classic tales, fairy tales, Identify author, illustrator, and genre.
DEVELOPMENT
Read the selected narrative in silence. Choose and make a list of emotions that the narrative presents or provokes. Make links within texts using ecplicit and implicit information. Infer main ideas from details. Answer questions to infer characters' moods from explicit information. Relate moods to specific moments in a narrative. Express and justify personal impressions towards a text. List odf suitable words Types of sentences Types of sentences Adjectives: comparatives and superlatives Pronouns: reflexive and relative Conditionals Homophones Upper and lower case letters
DEVELOPMENT
Extract What is the character feeling? Emotions How does he/she show his/ Genre her feelings? Scared How do you know he/she Horrified feels that way? Happy What is that feeling? Interested How can you tell? Outraged I think he is showing Inspired happiness/excitment. Love He looks happier. Jealousy Envy Angry Sad Depresed Frustrated Excited Discouraged Elated
Who is the main character? Provide Ss with a extract of a suspense novel. Have Ss identify the feelings they have as they read this kind of text. Write as many emotions as possible and compare with other kinds of genre. Have Ss make up a game where they can role play the emotions they thought of. Have Ss justify impressions of a text. Have Ss write the meanings of all the kinds of feelings they found as in a dictionary. Check the first draft and edit as necessary. Write a final draft. Display where possible.
conventions.
CLOSURE
Organize an event to present and read the emotionary. Describe characters' moods.
CLOSURE
Frustrated means to bring to nothing, to block. Look in the dictionary all the emotions you wrote. Edit your emotionary. Disappointed Expectant