BLOCK 4
THIRD YEARS A – B –
C – D – E
DEXTERIES
|
CONTENTS
|
Linguistic Component
-Have
a basic repertoire of words
and
phrases related to their
socialbackground
which is
complementary
to the personal
and
educational background with
which
they are already familiar.
-Have
limited control of a few
simple
grammatical structures
and
sentence patterns in a
learned
repertoire, which relates
to
their social background.
Social Linguistic Component
Establish
basic social contact
by
using the simplest everyday
polite
forms to make requests,
express
gratitude, apologize,
etc.
in accordance with the most
important
conventions of the
community
concerned.
Pragmatic Component
Link words or groups of
words
with a wider variety of
basic
linear connectors like but , then,
etc.
|
BLOCK 4
Unit 7: It`s a Mistery
Grammar:
Past
progressive; past
progressive
wh- questions;
past
progressive yes/no
questions
Vocabulary:
Sound verbs
Clil:
Science –
animal tracks
Reading Strategies:
Scanning
for specific
information;
putting
information
in time
order
Phonics:
-ing
endings
|
Now go back to your STUDENT BOOK PAGE
78 Take a look at this activity again:
Review the underlined structure
…in
this reading identify: WAS/WERE +Verb-ing
RESPONSIBLES: TEACHERS JESSICA CÁCERES &LEONARDO PÉREZ
BIBLIOGRAPHY: BRAINWAVE STUDENT BOOK, LAB BOOK,
DVD ROM.
SCIENCE
BLOCK 4
PYP TRANSDISCIPLINARY THEME: HOW WE ARE
ORGANIZED
- CENTRAL IDEA:
PEOPLE SHARE RESPONSABILITIES INSIDE AN
ORGANIZED SYSTEM
- INQUIRY LINES:
o
Management Organization.
o
Relationwithgeographicfeatures.
o
Responsability with the place where I live.
DEXTERIES
|
CONTENTS
|
1.
Accomplish functions in life with Responsability.
2. Organizes everything around and them
with initiative and confidence.
3.
Develop
social and researching abilities.
|
·
Administrativeorganization.
·
Relationbetweengeographicalcharacteristics.
·
Responsability
with the place where I live.
|
RESPONSIBLES: JESSICA CÁCERES &LEONARDO PÉREZ
BIBLIOGRAPHY: HOW TO MAKE THE PYP A REALITY –
TEACHING/LEARNING PROCESS DOCUMENTS & BOOKS – Inquiry activities-Kathy
short
ADMINISTRATIVE ORGANIZATION
THE WORLD IS ORGANIZED IN THE FOLLOWING WAY:
FROM:http://blogs.udla.edu.ec/inforcracia/files/2013/04/mundo-manos-1j774zh.jpg
Relation between geographical characteristics.
FROM: http://1.bp.blogspot.com/-13JN9UV7Ao/UX8CJClLejI/AAAAAAAAAhY/NR2Ou7q3ZmQ/s1600/mapa+del+ecuador+con+sus+regiones.jpg
Cwwwwwosta (Coastline)
Responsibility with the place where I
live.
MORE KNOWLEDGE:
·
Function
is an important part of organization; everything has a
function inside an organization: the animals, the plants, the human beings.
·
FUNCTION
VS RESPONSIBILITY: the function and the responsibility
are similar because both belong to an organization, but they are different in
meaning; for example: in the organization of the school the teacher is an
active member: her/his function is to teach and his or her responsabilities
are: scoring, talk with parents, solve problems, etc.
FROM:
http://www.ustealdia.org/foro/imagesforos/primaria.gif
Function: things that we have to do.
Responsibility:
the activities that you have to do to accomplish your
function in appropiate way.
ENGLISH
BLOCK 5
TRANSDISCIPLINARY
THEME: HOW WE ARE ORGANIZED
THIRD YEARS A – B – C –
D – E
DEXTERIES
|
CONTENTS
|
Linguistic Component
-Have
a basic repertoire of words
and
phrases related to physical
characteristics and past time phrases which are
complementary
to the personal
and
educational background with
they are already familiar.
-Have
limited control of a few
simple
grammatical structures
and
sentence patterns in simple past using
appropriate grammar structures.
Social Linguistic Component
Establish
basic social contact
by
using the simplest everyday
polite
forms to make requests,
express
gratitude, apologize,
etc.
in accordance with the most
important
conventions of the
community
concerned.
Pragmatic Component
Link words or groups of
words
with a wider variety of
basic
linear
connectors like verbs, past expressions, sound verbs and incidental
language.
|
BLOCK 5
Unit 8: out and about
Grammar:
Irregular
past tense verbs;
negative
irregular past
tense
verbs; past tense wh questions
Vocabulary:
Irregular
past tense
verbs; places
to
visit
Clil:
Geography –
local
attractions
Language
Arts – organizing
and writing
information
about your
town
Reading Strategies:
Remembering
specific
information;
reading
a tourist
leafl et
Phonics:
Silent gh
Unit 9: Together.
Grammar:
Regular and
irregular past
tense
verbs; past tense yes/
no questions
Vocabulary:
Regular
verbs;
Reading Strategies:
Making
inferences;
putting
events in time
order
Phonics:
-ed endings
|
HELLO MY PYP FRIENDS….REMEMBER…WE ARE:
DO YOU WANT TO PLAY A GAME? OK, LETS PLAY IT
FIND THE VERBS IN PAST FORM IN THE PUZZLE AND COMPLETE
PRACTICE
GRAMMAR AT HOME
EXTRA
INFORMATION FOR KIDS & PARENTS
WATCH THESE
VIDEOS
VISIT
THIS CHANNEL TO PRACTICE YOUR ENGLISH:
SCIENCE
BLOCK 5
PYP TRANSDISCIPLINARY THEME: WHERE ARE WE IN
TIME AND SPACE?
- CENTRAL IDEA: To know our origin help us to understand that we are an active part of the world through the time
- INQUIRY LINES:
- My country through the time.
- The past is part of the present and future.
- The people
change a country.
|
DEXTERIES
|
CONTENTS
|
|
1.
Understand the importance of past events in the
present and future.
2. To know that everything has a cause and
consequence.
Develop
things that can transform the world through the time.
|
·
My country through the
time.
·
Social and cultural
diversity of people.
·
People can change a
country.
|
The past is
important for the present and the future.
The past is
helpful to learn from it and improve the present.
We have to improve
our lifes through the time
PICTURE FROM: http://rydergrone.blogspot.com/2011/07/fechas-civicas-del-mes-de-agosto.html
FROM:http://www.google.com
EVERYTHING HAS
A CONSEQUENCE………..
JUAN DAVID`S
EXAMPLE:
|
CAUSE
My dog bit me
|
CONSEQUENCE
He will be punished
|
AN
IMPORTANT CYCLE IN DIFFERENT SITUATIONS
CAUSE-TRANSFORMATION-CHANGE-CONSEQUENCE
FROM: http://mujer.starmedia.com/imagenes/2012/11/Consejos-para-prevenir-caries-en-ni%C3%B1os.jpg
MORE KNOWLEDGE:
·
Change: it is when you are different
than before and you do things in different way. Your changes can be positive or
negative.
·
Cause : it is the factor that produces a
change; everything has a cause or reason to be or to do it. The cause is the
thing that gets influence in the change.
·
Transformation VS change: both words are similar in meaning; but the transformation
is related with big causes and big results. The changes are related with
something in low levels with low results.
Examples of transformation:
French revolution, economy, politics, religion, laws, etc.
Examples of changes: graduations,
marriage, works, professions, physical shape, feelings, etc.
