UNIT 03

“LET’S ERADICATE ALL KINDS OF VIOLENCE”

ACTIVITY 02: “ACTIONS TO TAKE AGAINST VIOLENCE”

TEACHER Lic. Roxana Oliva SUBJECT ENGLISH LEVEL SECONDARY
A, B, C, D Y
CYCLE VII GRADE 5° SECTIONS
G
SCHOOL
PERIOD II DATE 05/06 al 09/06 TIME 90 MINUTES

PRATICANT TOPACIO MICHELLE CABALLERO CAHUAZA

I. LESSON GOALS:
Escribe frases u oraciones que expresen su punto de vista sobre acciones a realizar contra la
violencia.
II. COMPETENCIES, CAPACITIES, PERFORMANCE, CRITERIA, EVIDENCES AND ASSESSMENTS
TOOLS:

COMPETENCIA CAPACIDAD DESEMPEÑO EVIDENCIA TOOLS

 Adecua el texto que

escribe en inglés para
redactar frases y/o
mensajes sobre los tipos
de violencia y posibles
acciones que deben
realizar las personas que
experimentan situaciones
lamentables de violencia.
 Adecua el texto a
considerando el tipo
la situación
textual, algunas •Escribe frases
comunicativa.
características del u oraciones que
Escribe diversos
género discursivo, el expresen su
tipos de textos  Organiza y
formato, el soporte y el punto de vista Check-list
escritos en inglés desarrolla las propósito. sobre acciones
como lengua ideas de forma
extranjera. coherente y a realizar contra
 Produce textos escritos la violencia.
cohesionada.
en inglés en torno a
frases y/o mensajes
sobre los tipos de
violencia y posibles
acciones que deben
realizar las personas que
experimentan situaciones
lamentables de violencia
con coherencia, cohesión
y fluidez de acuerdo con
su nivel.
 GRAMÁTICA MATERIALES

- PPT
Present simple - Pictures
Modal verb: Should - Board

CROSS-CUTTING COMPETENCIES

Monitors and
Manage learning in adjusts performance Independent learning.
an independent way. during the learning
process.
Operate in virtual
environments Manage data of Use of technological resources for learning.
generated by ICT virtual environment.

CROSS-CUTTING APPROACHES

Gender equality VALUES ATTITUDES

approach
Equality and Recognition of the inherent value of each person, over and above
Dignity any gender differences.

Awareness Willingness to know, recognize and value the individual and

Rights approach of rights collective rights that people have in the private and public spheres.

III. LESSON STRUCTURE

STARTING (25 minutes)

 La profesora saluda alegremente a sus estudiantes:

 Good morning my dear students. How are you today?

LEAD IN:
Read and circle the pictures that represent violence:

- La profesora pregunta:

 What does it mean in each sentence?

 What type of acts are you referring to?
 What can you see in the pictures?
 Know of any ways to solve or prevent violence?
- La profesora pregunta:
According to this, what’s the topic for today? : “ACTIONS TO TAKE AGAINST VIOLENCE”

- La profesora muestra el tema del día en la pizarra.

- La profesora escribe la fecha en la pizarra y muestra el propósito de la sesión.

DEVELOPMENT (60 MINUTES)

 La docente presenta la situación comunicativa.

 Maria writes an article to inform about ways to prevent violence.

 La profesora pide a los estudiantes prestar atención al uso de las formas del
presente simple y el verbo modal Should.
 You should starting conversations about gender roles at an early age and
questioning the traditional characteristics assigned to men and women.

 You should have the necessary contact numbers that can help you.

PRE-WRITING (PLANIFICACIÓN)
 La profesora dirige la atención de los estudiantes para resolver las siguientes preguntas:

What is the purpose of the lesson?

What are we going to write about?
What grammar are we going to use?

DRAFTING (TEXTUALIZACIÓN)

• La docente forma 5 grupos y les pide que de manera individual, escriban una oración o
frase sobre acciones a realizar contra la violencia.
• Los estudiantes deberán escribir la oración o frase, usando el verbo modal should.
 • La profesora previamente da un ejemplo de cómo los estudiantes deben realizar la tarea.

 You should learning to identify the signs is important to help that friend,
acquaintance or family member to get out of this type of situation
 You should have the necessary contact numbers that can help you.

• Los estudiantes ordenan sus ideas.

• La profesora monitorea el trabajo de los estudiantes
REVIEW and EDITING
 La profesora aclara las dudas y corrige los errores que presentaron los estudiantes al
producir sus ideas en inglés, verificando la cohesión y coherencia.
 Los estudiantes plasman sus oraciones o frases en un papelote por grupo.
PUBLISHING
 Se publican todos los trabajos y se felicita al mejor.

Post lesson (5 minutes)

- La profesora realiza las siguientes preguntas:
 What have you learned today?
 How did you learn?
 Was it easy or difficult?
 What were the difficulties?

ANEXOS:

WAYS TO PREVENT VIOLENCE

1. Listen to the victims
Offer her a safe space where she can speak with confidence and feel
heard, free from prejudice and blame. That women should confront
situations that are perceived as "dangerous" or limit their lifestyle to
avoid being raped.
2. Educate your community and family members
An excellent way to help prevent violence is through education, you
should starting conversations about gender roles at an early age and
questioning the traditional characteristics assigned to men and
women.
3. Recognize the signs of violence
You should learning to identify the signs is important to help that
friend, acquaintance or family member to get out of this type of
situation, without putting her integrity at risk, and to take the
necessary preventive and protective measures.
4. Create an intervention plan
Develop your own personal plan to react immediately to possible
violence or distress messages from a victim. You should have the
necessary contact numbers that can help you.