Programa de ingles I

The key learning points that English I helps to develop are:

Communication Key Learning Points
Competence Component Content

Students will Communication: interpersonal

communicate, interact, relationships Collaborative work in classroom as
and collaborate with a basis for the integration of the
others (transverse axis Integration of learning communities learning community.
for all subjects from
Communication and Contextualization of learning
Social Sciences as communities through students'
disciplinary fields). interests and academic experiences

Reading, writing and oral production The importance of language and

Reading, writing, as learning sources and abilities grammar role in it.
speaking and listening. practice.
Argumentative text.
The importance of reading to writing
production. The text as resource information and
new ideas.
The importance of reading to writing in
based argument.

Providing reasonable The justification of the student’s The argumentative writing.

opinions from the point opinion with an argument.
of making a text. The solid construction of one´s original The original argumentative writing
perspective.

Technology, Technology and human development. The impact of technology on human

information, development.
communication and Generation and responsible use of
learning. information for learning. Responsible use of information.

Web-based learning. Learning and innovation In and from

the web.
Creation of contents for learning.
Programming to learn.
Use of technology to enhance web-
based learning.
Table of thematic contents.

Lesson Vocabulary Grammar Reading & Listening Speaking & Writing

Greetings
Numbers 1 - 20 Personal Pronouns Giving e-mails Spelling words
1 Alphabet To Be (affirmative) Hello! How are you? What’s your phone
E-mail vocabulary Number?
Countries
2 Nationalities Personal Questions Good morning! Nice to meet Write about
Languages you. a friend
Question Words Meet to my hero.
Occupations To Be (negative &
3 Months interrogative) Meeting someone. Personal Questions
Ordinal Numbers Contractions
Adjectives that describe
4 Family Members Possessive Adjectives Who are my friends? Describing people and
Plurals things
Days
5 School Subjects Definite & Indefinite Articles My Family What do you do?
Actions Present Simple (affirmative)

6 Sports Frequency Adverbs Chatting with the Stars Talking about daily
Musical Instruments My routine activities

House There is/are A Dream Bedroom

7 Furniture Prepositions of Place Where is it? Describing your
bedroom

8 Numbers 20 – 1000 Demonstrative Pronouns Your Favorite Color Reveals Your Complimenting
Weather Personality
Colors Present Simple (negative and Buying
9 Clothes interrogative) A Fashion Clothes clothes
Personality Yes/No Questions Writing big
Adjectives numbers

10 Food Likes and Dislikes I’m a feel sad What do you like?
Adjectives Some/Any

11 Jobs Can/Can’t Looking for a Job A Job Interview

The most interesting job

That’s Mine
12 School supplies Possessive Nouns My school and my neighborhood What’s in your
Personal belongings Possessive Pronouns schoolbag?

13 Public places Giving Directions My town Giving directions

Stores Prepositions

14 Animals Comparatives Do you agree?

Adjectives Who do you think is better? You and your best
friend

15 Going on vacation Superlatives Amazing Animals ?

Telling Time
16 Traveling Object Pronouns A Day in My life At what time?
Introduction and general purpose.

Education, today demands a change. Now, the protagonist of the educational process is the student, and the
educator has become the facilitator of the learning process, the preferred methods or pedagogical
approaches have been defined in different ways: learning through research, learning through discovery and
learning in class open, as Dewey mentions.

UNESCO states: "The purpose of education should not only be to train young people for a particular job,
but above all to train them so that they can adapt to different tasks and improve themselves incessantly as
the forms of production and conditions evolve. of work; thus, education should tend to facilitate
professional retraining. " The proposal of the present Project of the subject English I, has its theoretical
foundation in the approach of competences, which will take us to form students that have the skills,
knowledge, attitudes and aptitudes that allow their personal and professional development, to solve any
problem that is presented to them, and can be integrated efficiently into working life.

In this English I project, the development of competences will help the student to: make decisions in
different situations, perform tasks, elaborate productions using the knowledge and procedures learned
during the course, learn knowledge, practice procedures and solve problems, design projects that put into
play the integration of learning. "The main goal of education is to create men capable of doing new things,
not simply of repeating what others have done; creative men, inventors and discoverers "(Piaget). The above
is taken up because in the subject of English I is intended to develop skills to read, understand, write and
express themselves in a second language, in the different areas in which it operates. Through facts, daily
activities from different skills that are developed throughout the semester.

This work contains strategies focused on learning to comply with the educational paradigm of the
knowledge society, is based on the theory of socio-constructivism of Vygotsky (1979), which states that
the intellectual development of the individual cannot be understood as independent of the social
environment in which the person is immersed, the development of higher psychological functions occurs
first on the social level and then on the individual level.

The development of this project tries to follow the methodology where work is carried out in a transversal
and collaborative way, with the purpose that the interaction between the students strengthens the knowledge
construction. As Pere Marqués (1999) says: "The classroom must be a field of interaction of ideas,
representations and values. The interpretation is personal, so that there is no shared reality of knowledge.
Therefore, students individually obtain different interpretations of the same materials, each one constructs
(reconstructs) their knowledge according to their schemas, their knowledge and previous experiences, their
context. "
It is necessary to organize different academic activities from those that we regularly carry out in the
classroom, and that in turn allow us to develop and create ways that encourage interest in the student.
Learning through the use of the internet: blogs, podcast, videocast, to name a few: it motivates the student
to create knowledge in a collaborative and participatory manner, as well as a fundamental tool in the
teaching strategy. There is no doubt that the use of the Internet could encourage students to mobilize their
collections of knowledge and skills, thereby fostering the development of competencies in accordance with
the knowledge society.

In particular, through this project it is intended to strengthen and enrich the competences of the students
who study the basic component and link them with the different components that make up the Bachillerato
Tecnológico Industrial curriculum. Through which they will develop the ability to assume an attitude that
favors the solution of problems at the local level, apply different communication strategies, integrate
knowledge from various disciplines, order and interpret data and argue points of view, to be prepared at the
time of joining the productive sector, thus achieving to be more efficient and competitive.

At the end of the first semester, the students will use the elements of language to express the activities they
are doing now, in the past, and to share or request personal information from other people with simple
phrases and tasks that require a simple and direct exchange of information of their environment and
immediate needs. In addition, they will continue practicing the language skills to achieve an efficient
interaction with students and to promote the collaborative work with others.
Purposes of thematic blocks.

Purpose of the Subject

That the student is able to communicate in the English language, developing abilities to read, understand,
write and express themselves in that language, in the different areas in which it develops.

Block 1

The student expresses himself/herself in English in oral and written form. They identify the key ideas in a
text or in an oral speech, and infers conclusions from them, the student gets and interprets information and
argues efficiently. He /She communicates himself/herself in English fluently and naturally

Block 2

The student works in teams in a constructive way and applies a participative and responsible leadership,
he/she proposes alternatives to act and solve problems. The student assumes a constructive attitude.

Block 3

The students use the Information and Communication Technologies in an ethical and responsible way to
investigate, to solve problems, to generate materials, and to express ideas. They take advantage of these
technologies to develop ideas and innovations.
Development of the topic.

In the English book I, the development of skills will help the student to: make decisions in different
situations, perform tasks, develop productions mobilizing the knowledge and procedures learned during the
course, learn knowledge, practice procedures and problem solving, design projects that put into play the
integration of learning.

Within the Generic Competences and attributes to be developed:

Competency 4: Listen, interpret and issue pertinent messages in different contexts through the use of
appropriate means, codes and tools

Attribute 4: Communicate in a second language in everyday situations.

Disciplinary Competencies:

Competency 11: It is communicated in a foreign language through a logical, oral or written speech.
Congruent with the communicative situation.
Vocabulary
What food words do you know in English? With a partner, try to think ten words.

Reading.
What I eat.
Put the words that are inside the box in the blanks.

Have eat drink become pick up go to wake up come make

Breakfast: I had an enormous cup of espresso coffee with some milk and little cream.

It´s all that I need and gives me energy for the whole day.

Lunch: I don´t eat lunch. I don´t understand people who can ate three meals a day.

How do they find the time to do anything else?

Dinner: First I have a glass of sherry and a bowl of popcorn. Then I have grilled fish

With some rice and vegetables peppers and onions. For dessert I have a piece of cho-

Colate cake. I drank a red wine.

Breakfast: I never miss breakfast! I have some cereal and fruit, and a piece of toast.

I´m a bit unusual because I have tea and coffee in the morning. I don´t mind in which

Order, but I need to have both.

Lunch: I am at my studio all day, so I got takeaway vegetarian sushi from a restau-

Rant called Itsu. I became a vegetarian 20 years ago and now I can´t imagine living

any other day.

Dinner: I picked up my children from school and we have a snack cheese and bis—

cuits, In the evening I went to my favorite pizzeria and I have a vegetarian pasta dish,

and two glasses of white wine.

Breakfast: I woke Up and go to running for an hour and a half, then I came home

And have a cup of tea and some porridge. Then I go to the gym and trained.

Lunch: I have a bowl of pasta whit chorizo and bacon in tomato sauce with cheese on

Top, and an apple and an orange. I have an important fight soon, so my diet has to be

very strict now. Three meals a day, and no snack.

Dinner: I have a grilled chicken breast and vegetables, mushrooms, sweetcorn and

Tomatoes. My mum made it, she´s a fantastic cook.

Lesson One
A) Read the articles and answer the questions with L (Laura) J (James) and Li (Lionel).

1.- Who doesn´t like eating during the day? ____________________

2.- Who doesn´t ate between meals? ____________________

3.- Who never eats meal? ____________________

4.- Who has fruit for dessert at lunch time? ____________________

5.- Who has a stranger breakfast habit? ____________________

6.- Who doesn´t anything for breakfast? ____________________

7.- Who has drink a snack before dinner? ____________________

Subject´s Logic Activity

B) Whose food do you prefer? Why? Argument your answer with 50 words.
What do you eat?

Put sentences in correct order.

_______ Studies show that people who eat this way have a reduced risk of heart disease, diabetes, and
possibly cancer and other chronic diseases.

_______ If you eat animal foods, you can add in some dairy products, fish, poultry, and lean meat.

_______ Developing healthy eating habits isn’t as confusing or as restrictive as many people imagine.

_______ The essential steps are to eat mostly foods derived from plants—vegetables, fruits, whole grains,
legumes (such as beans and lentils), and nuts—and limit highly processed foods.

Subject´s Chemistry and TIC activities

The periodic table of elements is iconic, but the periodic table has also become an organizing metaphor for
all sorts of things, including food.
Does food fit into this table?

And look what I found! The periodic table of elements is iconic, but the periodic table has also become an
organizing metaphor for all sorts of things, including food. Here is the food related periodic tables that I’ve
been able to find. Fun? Yes! Useful?

According to table:

Identify the elements of the table in your breakfast foods. Make a conceptual map.

As a team, make a video with the foods of your daily diet, mentioning the elements of the periodic table.

Project. Create a group on Facebook with your classmates, about what you eat every day and what is your
favorite food, where you communicate with them in English so that the information flows at the time it is
created.

Categorize the words.

Apple banana beef salt cereal rice cheese water egg fish milk juice potato tomato

Count Nouns No count Nouns

apple beef

Read the conversation and circle what they want for breakfast.

Juan: What do you want for breakfast?

Carmen: I don´t know. What´s in the refrigerator?

Juan: There´s milk and fruit. There are eggs, too.

Carmen: What fruit do you have?

Juan: There are papaya, mango, strawberries and apples.

Carmen: Ok. I want cereal with milk and strawberries.

Juan: Hmmm…That sounds good. But I want eggs, too.!

Practice the conversation with a classmate and change de food. Ask and answer questions about
what´s in your refrigerator.

A: What´s in your refrigerator?

B: There is milk and there are tomatoes.

Discussion Questions.

As a team, answer each of the questions and prepare a general summary. In plenary show your
findings with a sheet of bond paper

1. When you wake up in the morning, what are the first things you do? Do you feel hungry when you wake
up? Why do you think your body wants you to eat in the morning?

2. What do you usually eat for breakfast? Which breakfast foods are good for you? Which breakfast foods
should you only eat once in a while?

3. People sometimes skip breakfast because they don’t have enough time in the morning. What are some
things you can do to make sure you have time to eat a healthy breakfast every morning?

4. Describe your favorite breakfast.

Activity:

Some foods are healthier than others. “Go” foods are good to eat almost any time because they are healthy
(like skim milk). Other foods are “Slow” foods. It’s OK to eat them, but not every day (like waffles).
Finally, there are “Whoa” foods. These are the foods that are not very healthy, and you should only eat
them once in a while (like bacon and donuts). Which breakfast foods on the chart are “Go” foods? Which
ones are “Slow” foods? Which ones are “Whoa” foods?

Now, imagine you are a restaurant owner setting up a breakfast buffet. Draw pictures of the foods you
would serve for breakfast. (Or, you can cut pictures out of magazines and grocery advertisements and paste
them onto a big sheet of paper.) Be sure to include lots of “Go” foods, some “Slow” foods, and only a few
“Whoa” foods. When you’re finished, share your breakfast buffet with a classmate.
Listening.

What cookery programmes do you have on TV show in your country? What do you think of them?

Watch the video https://www.youtube.com/watch?v=Q2AJUruJ7zE and answer the questions:

1.- How many ingredients are there in the table?

2.- How long the contestants have to cook their dishes?

3.- Name of four the ingredients they can use.

4.- In team, think of your favorite dishes. Write the ingredients you need.

Reading.
Read the article. Write True (T) or False (F).

1.- The Bedouin people ate roast camel on special occasions. _______

2.- There are seven ingredients in the Bedouin meal. _______

3.- Frank Epperson´s drink froze because the weather was cold. _______

4.- He sold his first ice lolly when he was 29 years old. _______

5.- According the article, you can find coconut water in all coconuts. _______

Guess the meaning of the highlighted word. Check in your dictionary.

Complete the dialogue with a, an, some or any.

A: What do we need to buy for our dinner party? Let´s make a list.

B: Well, I want to make ___a___ lasagna, we so need _____ pasta and _____ meat.

A: Pasta and meat. What about tomatoes? Are there _____ tomatoes in the fridge.

B: Let´s have a look. There´s ____ onion but there aren’t _____ tomatoes. Put those on the list, too.

A: Right…tomatoes Is there ____ cheese?

B: Yes, there´s ____ mozzarella cheese, so that´s perfect.

A: Let´s have _____ salad with lasagna.

B: Ok. Then we need to buy ____ lettuce.

A: What about dessert? Is there_____ fruit?

B: No, there isn´t. Let´s get _____ strawberries.

Circle the words.

1. Is / Are there any milk? Yes, there is some / any milk in the refrigerator.
2. There are some /any hot dogs, but there aren´t any/some any/some sandwiches.
3. Are/Is there any/some yogurt? Yes, there is.
4. There is/are some sandwiches, but there isn´t some / any pizza.
5. There is some/ any cheese, but there isn´t /aren´t any hamburgers
Speaking.

Complete the grocery list with food your family usually buys.

Dairy Milk
Fruit apples
Vegetables carrots
Grains rice
Protein eggs

Choose a list and present it to your classmates.

“Miguel usually buys a lot of tomatoes and some cheese”.

Ask questions using how much or how many. Answer using a lot of, some, a few, a little or any.

A: How many carrots do you eat in a week?

B: I eat a lot of carrots. I eat every day.

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