You are on page 1of 35

ESCUELA NORMAL “PROFR.

SERAFÍN PEÑA”
MONTEMORELOS, NUEVO LEÓN
CICLO ESCOLAR 2016 - 2017

PLANEACIÓN DEL CURSO:


INGLES B2

LICENCIATURA EN EDUCACIÓN PRIMARIA


SEPTIMO SEMESTRE

RESPONSABLES DEL CURSO:


PROF. ALFREDO FROYLAN SILVA MARROQUIN
MTRO. VICTOR HUGO ALMAGUER BELTRAN
LIC. JOSÉ HERNÁN GARZA TREVIÑO

Montemorelos, Nuevo León, a 19 de agosto de 2016.


I.- DATOS DE IDENTIFICACIÓN DEL CURSO/ASIGNATURA:
 Nombre de asignatura/curso: Inglés B2.
 Licenciatura en Educación Primaria
 Semestre: Séptimo
 Modalidad: Escolarizada Frecuencia: 4 horas Créditos: 4.5
 Trayecto Formativo: Lengua adicional y tecnologías de la Información y la Comunicación.

II.- DESCRIPCIÓN DEL CURSO


Este espacio curricular provee a los estudiantes normalistas de las herramientas necesarias para desarrollar su competencia comunicativa en el área
De inglés. Esto, a través del trabajo de sistemas (estructuras y funciones gramaticales, vocablos y fonética) y habilidades de la lengua (comprensiones lectora y
auditiva, redacción y expresión oral). El propósito del curso es obtener un nivel A1 de acuerdo con los estándares del Marco Común Europeo de Referencia
(CEFR por sus siglas en inglés). Este nivel implica un conocimiento básico de la lengua que permite al estudiante comunicarse de manera sencilla tanto en forma
oral como escrita en contextos familiares y cercanos a su entorno personal. El estudiante es capaz de intercambiar información en Inglés, oralmente y por escrito,
sobre sus ocupaciones, intereses actividades, gustos, y comunicarse acerca de su perfil personal, costumbres y vida diaria. Las prácticas sociales incluidas
permiten al estudiante ejercer la comunicación básica con otros y desarrollar su conocimiento en las siguientes esferas: aprender la lengua, acerca de la lengua y
a través de la lengua. Como el futuro maestro se convierte en estudiante de una segunda lengua, se desarrollan indirectamente ciertas aptitudes que le pueden
ser de gran utilidad para su vida como profesional de la docencia. Las mismas son:
Desarrolla diferentes estrategias de aprendizaje de una segunda lengua (cognoscitivas, mnemotécnicas, de compensación, afectivas, sociales y meta--‐
cognoscitivas).
Utiliza los medios tecnológicos y las fuentes de información disponibles en inglés para mantenerse actualizado respecto a las diversas áreas disciplinarias y
campos formativos que intervienen en su trabajo docente.
Analiza críticamente el impacto cognoscitivo y social que el aprendizaje de una lengua extranjera tiene en el ámbito escolar.

III.- ORIENTACIONES METODOLÓGICAS PARA EL DESARROLLO DEL CURSO


Empleo del Constructivismo Social y el Aprendizaje por Experiencia.
El constructivismo social percibe al individuo como un ente social que participa en una comunidad de aprendizaje, es por ello que las prácticas sociales conllevan
una carga muy importante dentro del trabajo del curso. Por ende el trabajo dentro de contexto y con la promoción de interacción en binas, grupos y de naturaleza
cooperativa se vuelven de importancia vital en un curso de esta naturaleza. Esto implica que el estudiante y el maestro asuman una gran variedad de roles para
que ambos se conviertan en co-constructores del aprendizaje.
El constructivismo social favorece el trabajo dentro del Método Comunicativo de Enseñanza de Lenguas (Communicative Language Teaching CLT).
El aprendizaje por experiencia es un proceso que implica el tránsito por diferentes fases. La acción debe pasar por la reflexión, para ello existe un ciclo de
aprendizaje de cuatro fases:
1.- Experiencia concreta
2.- Observación reflexiva
3.- Conceptualización Abstracta
4.- Experimentación activa
De acuerdo con los fundamentos enunciados, se recomienda incluir en clase elementos tales como:
 Aprendizaje por descubrimiento.
 Task Based Learning TBL.
 Integración de materiales auténticos.
IV.- ORGANIZACIÓN DE LOS CONTENIDOS

UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones August 22-26, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE

SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE


DESEMPEÑO

CURSO DE INDUCCION PARA


ALUMNOS DE SEPTIMO
SEMESTRE
BIBLIOGRAFIA

OBSERVACIONES
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 1. August 29 - September 2, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Distingue diferentes registros de formalidad e informaliad en discursos orales y escritos.
tecnologías de Inglesa
la Información y correspondiente al Habilidades productivas: Comunicación oral y escrita
la Comunicación usuario básico nivel B2 Cuenta con un amplio rango de dominio de vocabulario, estructuras y funciones gramaticales
del Marco Común Sistemas de lenguaje._ Estructuras y funciones: Integración y contraste de tiempos continuos y simples en afirmativo, negative e
Europeo de Referencia interrogative. Presente y pasado continuo / Presente y pasado simple.
para las Lenguas. Sistemas de lenguaje._ Vocablos, fonética y fonología: Campos semánticos: Diferentes personalidades y personas
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
PRESENT CONTINUOUS instructi Las evidencias de
ons aprendizaje
PART ONE:
Die with entregadas son
Target Language: I'm / He is / She is + verb + -ing (for what is happening now).
question acordes a las
ELICIT:
s rúbricas
To elicit this tense do some kind of mime (for example a card trick). Try to elicit the question and the answer from students: What are you doing? I'm ____.
Cards desarrolladas para
PRACTICE:
with cada una de las
For lower level learners you will need to do a lot of practice, first in open and then in closed pair work. Concentrate on the way your learners pronounce the structures.
illustrate actividades. En
Listen carefully as you monitor your learners during closed pair work. You may have to provide a few prompts. You can do this with flash cards or mime.
d forma
Use action pictures ñ a person doing something, playing a sport or some activity. Get your learners to ask the question and give the answer.
instructi general, las
What is he / she / it doing? He / she / it is ______________.
ons rúbricas se
Elicit using prompts: (use flash cards)
Posters enfocan en
 Playing (games/sports/a musical instrument) Eating Running Drinking Standing Sitting Swimming Sleeping Cleaning Making his bed or ads los siguientes
 Cooking Listening to music Studying Reading Taking (having) a shower/bath Watching a movie Doing a card trick Doing housework with aspectos:
Give a flash card or a card with a continuous verb written on it to a student but do it secretly. Then ask them to mime it to their partners: What am I doing? school • Los lineamientos
You are _______________.(Do this in pair work). establecidos en
PART TWO: el momento que
Target Language: I'm / He is / She is + verb + -ing (for what will happen in the future). fue asignado el
To indicate a future meaning, you need to add at the beginning or end of this structure a phrase such as: Tonight Next week On Wednesday In a couple of weeks proyecto en clase
Tomorrow • Las estructuras
ELICIT: gramaticales y el
Point that the Present Continuous can be used for something that is happening in the present. Nowexplain a different meaning: making plans and talking about the vocabulario acorde
future. al nivel y en
Elicit this by miming a telephone conversation. Try to elicit the complete dialogue from students: Hello./ Hello. relación a
 What are you doing? / I'm working / eating / shopping. / What are you doing tonight at seven o'clock? / I don't know / I'm going out with my friends / I'm eating my los contenidos de
dinner. cada unidad de
Draw a time line on the board and show the 'doing' now (in the present) and the 'doing' later (at seven o'clock tonight). aprendizaje
Do choral and individual drilling of this simple dialogue with studentes and write the form clearly on the board. • Organización y
Elicit forms of invitation. E.g. 'Would you like to come?' will suffice. / Teacher may have to model the form. claridad
PRACTICE: • Presentación oral
Elicit (or model) some of these informal phrases that lend themselves to making arrangements.
Elicit the dialogue structures first, drill, and put the form on the board.
Create a gap fill (close) by removing certain words so that students have a dialogue frame to work from at first.
If you have time, you could extend this dialogue to include where to meet and at What time.
PAIR WORK:
A)What are you doing... / After this lesson / After school / Tonight / Tomorrow / Wednesday night / Saturday night / For your summer holidays?
B) I don't know. I was thinking about.../ Going swimming / Having a bath / Doing the shopping / Going to the cinema / Playing monopoly / Writing to my friend in
England / Eating out at my favorite restaurant.
A) I'm… Having some friends round for a party / Listening to some music / Going shopping for _______. / Going to the video rental shop / Playing tennis / Would you
like to come?
B)... Yeah, sure. / Ok. / Why not? / Yes, I'd love to.
PAST CONTINUOUS
Outline:
 Quickly review the past continuous structure with the class.
 Write various examples on the board of sentences combining the past simple and past continuous (e.g., I was walking through the park when I met David).
 Ask students to comment on what function the past continuous plays in the example sentences.
 Have students divide into small groups of 3-4.
 Have students complete activity by first conjugating verbs in the past simple, and then inserting past continuous clauses into the appropriate place.
Put the following verbs into the past simple
Thomas _______ (live) in the small town of Brington. Thomas _______ (love) walking through the beautiful forest that surrounded Brington. One evening, he ____
(take) his umbrella and _____ (go) for a walk in the woods. He ______ (meet) an old man named Frank. Frank _______ (tell) Thomas that, if he _____ (want) to
become rich, he should invest in a little known stock called Microsoft. Thomas ______ (think) Frank _____ (be) foolish because Microsoft ____ (be) a computer stock.
Everybody _____ (know) that computers _____ (be) just a passing fad. At any rate, Frank _______ (insist) that Thomas _____ (be) wrong. Frank _______ (draw) a
wonderful graph of future possibilities. Thomas ______ (begin) thinking that maybe Frank ______ (understand) stocks. Thomas _______ (decide) to buy some of
these stocks. The next day, he ______ (go) to the stock broker's and _____ (buy) $1,000 worth of Microsoft stock. That _____ (be) in 1986, today that $1,000 worth of
stock is worth more than $250,000!
Insert the following past continuous fragments into the above story:
 As Frank was drawing the graph, ... / ... while he was walking to work, / it was raining so... / While they were discussing the stock, ... / When he was returning
from his walk, ... / As he was walking through the woods,
 Correct exercise as a class, making sure to review and discuss any problems that arise.
 Ask students to complete written exercise.
Written Exercise
Write an outline of an important day in your life. Include the most important events that occurred during that day in the past simple. Once you have written the important
events using the past simple, try to include a description of what was happening at some of the specific moments when those events occurred.
 If time permits, choose a few of the short essays to present to the class.
SIMPLE PRESENT.
PRESENTTION.
Present the use of simple present tense and the word ‘every day” using “I”. (E.g. I do homework every day.)
Present the uses of simple present tense and the word “every day” using “he” or “she”. (E.g. He does homework every day.)
Present the difference between the above two. /// Seek choral response from the students. /// Uss more examples to illustrate the above.
PRACTICE:
Give clear instructions and a demonstration about the activity. (The theme of the activity is to guess what he or she does every day.).
Give clear instructions and a demonstration about the activity. (The theme of the activity is to guess what he or she does every day.).
The rest of the students are requested to guess what that particular student does every day. Students are required to tell in the following way: E.g. He sweeps the floor
every day.
Students chorally repeat the sentence pattern. /// There will be some more rounds of the above.
CONSOLIDATION:
Give clear instructions about the activity.
Give the ball to one of the students and then plays the music and when the music stops, the student who holds the ball is expected to stand up and tell the whole class
what he or she does every day, say, “I sweep the floor every day.”.
The rest of the students are required to tell what that particular student does every day in the following way: He sweeps the floor every day.
The above will go on for several rounds.
SIMPLE PAST.
Introduce the past simple in the context of a conversation about weekend activities. To see regular and irregular verbs.
Give an example in Present Simple: I talk to my sister everyday. Lead in to past simple: Yesterday, I talked to her. Write this on the board. Give more examples with
regular verbs and write each verb in its past form on the board.
T: I visited her. We watched TV. She cooked lunch. We listened to music. Give an example in Present Simple: I talk to my sister everyday. Lead in to past simple:
Yesterday, I talked to her. Write this on the board. Give more examples with regular verbs and write each verb in its past form on the board.
T: I visited her. We watched TV. She cooked lunch. We listened to music.
Give an example in present simple: I have lunch at 12 every day. Lead in to past simple: Yesterday I had lunch at 12. Write this on the board. Give more examples with
irregular verbs and write each verb in its past form on the board.
T: Yesterday I spoke to a friend. We went to the movies. We saw Eclipse. My friend ate popcorn. I drank soda.
Say, 'Yesterday I talked to John. I didn't talk to Sarah.' Give more examples alternating between affirmative and negative statements:
Sarah had lunch at 12. She didn’t have lunch at one. You went to the gym yesterday. You didn’t go to the movies.
And so on with all persons, singular and plural. Write the negative form on the board. Then have students do the same, always alternating between affirmative and
negative statements.
Model questions with did:
T: Did you come to school yesterday? // S: Yes./No. // T: Ask me! // S: Did you come to school yesterday?
Continue with more questions from students. Model questions with what time, where, when, why, etc…Write examples on the board. First, they ask you, then they ask
classmates, then they ask a classmate about another classmate (What did Bobby do last night?), and so on.
Ask yes or no questions and teach students to give short answers:
T: Did you come to school yesterday? // S: Yes, I did./No, I didn’t.
Students ask classmates yes or no questions, and classmates reply with short answers.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
UNIDAD I

UNIDAD DE APRENDIZAJE SEMANA/MES


Sistemas del lenguaje: estructuras y funciones
WEEK 2. September 5 - 9, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de dominio Habilidades receptivas: Comprensión lectora y auditiva.
adicional y de la lengua Inglesa Distingue diferentes registros de formalidad e informaliad en dscursos orales y escritos
tecnologías de correspondiente al usuario Habilidades productivas: Comunicación oral y escrita
la Información y básico nivel B2 del Marco Cuenta con un amplio rango de dominio de vocabulario, estructuras y funciones gramaticales
la Comunicación Común Europeo de Referencia Sistemas de lenguaje._ Estructuras y funciones: Integración y contraste de tiempos perfectos, en afirmativo,
para las Lenguas. negative e interrogative. Presente y Pasado perfecto.
Sistemas de lenguaje._ Vocablos, fonética y fonología: Campos semánticos, Opiniones, sentimientos y creencias.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
PRESENT PERFECT: Illustrated Las evidencias de
recipe book aprendizaje entregadas son
The use of the present perfect to “talk about an action that happened in the past but that has relevance now” can be practised with a variety of drills.
Illustrated acordes a las rúbricas
Here is one, for example. Write the following on the board.
instruction desarrolladas para cada una
 Because I’ve seen it a hundred times! /// Because I’ve read it! /// Because I’ve finished my work! /// Because I’ve never met him! manual to de las actividades. En forma
Tell the students they must respond to one of your prompts with an expression from the board. Call on individual students and ask questions which will make an general, las rúbricas se
elicit one of the answers. object (kite, enfocan en
 Why don’t you want to see Mission Impossible 2? /// Why don’t you have your book today? origami, los siguientes aspectos:
 Why are you sitting there doing nothing? /// Why don’t you ask him out? masks). • Los lineamientos
Ask the students to make two “signs” that they can hold up. Tell them to write FOR on one sign, and SINCE on the other. When you call out a time File holder establecidos en
expression, they must hold up the right sign. Write on the board “I have been in English class…” and proceed to call out the following times: 2002, last with words el momento que fue
week, two weeks, a minute, hours, ages, when I was a child etc. /// Students hold up the right sign. that rhyme. asignado el
Ask students to make a person’s lifeline. It will look something like this: Comparatives proyecto en clase
• Las estructuras
 1971 – Harry is born in London. /// 1976 – Harry and his family move to Kuwait. squares
gramaticales y el vocabulario
(lexicon)
 1988 – Harry finishes school and starts working for an Cleanoil, an American oil company. acorde al nivel y en relación
 1996 – Harry is promoted to manager at Cleanoil. /// 1997 – Harry meets Amina. a
 2000 – Harry and Amina get married. /// 2001 – Harry Jr. is born. los contenidos de cada
unidad de
Make sentences about Harry’s life up to now. Use the words.
aprendizaje
Harry/live/in Kuwait. Harry has lived in Kuwait for 28 years. /// Harry/work/for the oil company Cleanoil.
Encourage the students to do a similar activity with their own lives as examples. • Organización y claridad
• Presentación oral
It is common to use the words ALREADY, YET, STILL with the present perfect in a travel itinerary. The following is a very simplified example:
The Martin family are on holiday in North America. Here are their travel plans:
 Monday – am Niagara Falls, Canada. pm Fly to New York City. /// Tuesday – New York City
 Wednesday pm.– Arrive in Washington /// Thursday – Washington /// Friday– am Fly to Boston
It’s Wednesday morning. Are the sentences true or false?
 The Martin family have already been to Washington. /// The Martin family have not yet been to Boston. /// The Martin family have visited New
York City.
You can use places that are more familiar to your students (towns and sites around their country, being visited by a bus tour of British pensioners for
example).
PAST PERFECT,
Start with contextualized examples: “I couldn’t believe my eyes” Yesterday when I arrived home, I couldn’t believe my eyes:
 Someone had broken into my house. /// They had broken the door and the window. /// They had stolen all my money.
 They had broken my TV and my computer. /// They had emptied my drawers. /// They had even eaten the food in the fridge.
Ask Ss which things happened first? Had those terrible things happened before or after arriving? Draw a diagram to make the situation clearer:
The above situation provides two important prerequisites for the teaching of the past perfect tense:
1. Contextualizing the past perfect (they had broken into my house, they had emptied the drawer…). 2. Contrasting it with the simple past (when I
arrived)
This will help learners notice not only the use but also the form of the tense.
The form: After the students understand the use of the past perfect, elicit the form.
Had + past participle
Ask them to underline the tense in the examples above.
To grasp the past perfect, students need to notice and discuss the different uses of the tense. The past perfect doesn’t only refer to an action prior to a
past event, but it is also used to express regret and third conditional sentences.
Here are some activities to teach the tense. /// Matching exercise
Match the numbers with the letters
1. I was very tired a. because I had seen the film already.
2. I didn’t want to go to the movies with my friends b. as I hadn’t slept well for several days.
3. They offered me muffins, c. but I wasn’t hungry because I had just eaten lunch.
4. As soon as she had done her homework, d. because I had read the novel before.
5. I was interested in the discussion about the story e. she went to bed.
Sentence completion
Help your students to use the past perfect by asking them to complete sentences like the following:
1. She was late for work because she………….. (miss the bus). /// They talked about the film they………….. (see) .
2. She read the letter her husband ……….. (send) . /// The teacher was satisfied with the essay he………….. (write) .
3. They ate the chicken their mother……………… (cook)
Join sentences: Ask students to join two sentences like the following: “I went to bed. Before that I watched a documentary on TV”.
They have to transform it into: Before I went to bed I had watched a documentary on TV. Or === After I had watched a documentary on TV I went to
bed. Or === When I had watched a documentary on TV I went to bed.
Here are more examples:
1. I left the house. Before that I had my breakfast. /// 2. She set up her own business. Before that she studied business management.
3. The association built a school in the poor village. Before that they collected donations.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 3. September 12-16, 2016
TRAYEC COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
TO
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Entiende ideas generals y específicas de textos auditivos y escritos complejos de naturaleza concreta o abstracta.
tecnología Inglesa Infiere, interpreta y sintetiza mensajes recibidos.
s de la correspondiente al
Informació usuario básico nivel Habilidades productivas: Comunicación oral y escrita.
n y la B2 del Marco Común Tiene claridad en la variedad de estilos que utiliza de acuerdo con la audiencia a la que se dirige ya sea en forma
Comunicac Europeo de oral o escrita.
ión Referencia para las
Lenguas. Sistemas de lenguaje._ Estructuras y funciones: Futuro continuo en afirmativo, negative e interrogative, para
expresar acciones que sucederán simultáneamente en el futuro.

Sistemas de lenguaje._ Vocablos, fonética y fonología: Campos semánticos: cambios de actitud.

SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE DESEMPEÑO

FUTURE CONTINUOUS: Comparatives squares Las evidencias de aprendizaje entregadas


(lexicon) son acordes a las rúbricas desarrolladas
The Future Continuous Tense is used to:
Mental map about the para cada una de las actividades. En
1. To describe an activity that will occur in the future and continue for a period of time.
grammatical structure forma
e.g. Next Sunday Tamara will be flying to Japan.
Presentation cards // general, las rúbricas se enfocan en
2. To describe a longer action occurring in the future that will be interrupted by another action.
Literary mobile los siguientes aspectos:
e.g. I will be packing when you drop by tonight.
Autobiography // • Los lineamientos establecidos en
3. To describe an activity that is starting now and will continue for a certain time in the future.
Comparatives squares el momento que fue asignado el
e.g. They will be waiting for the subway for two more minutes.
(lexicon) proyecto en clase
Explain the Grammar Box (Formation) to your students:
Lottery game with • Las estructuras
Affirmative
names and images of gramaticales y el vocabulario acorde al
Subject Will be Verb + ing occupations and nivel y en relación a
professions. los contenidos de cada unidad de
aprendizaje
I will be calling you around seven tonight.
• Organización y claridad
• Presentación oral
Pamela will be visiting her mother next weekend.

Johanna will be joining the party tonight.


Negative

Subject will NOT be (Won’t be) Verb + ing

I will not be (won’t be) calling you around seven tonight.

Pamela will not be (won’t be) visiting her mother next weekend.

Johanna will not be (won’t be) joining the party tonight.


Interrogative
Will Subject be Verb + ing

Will I be calling you around seven tonight?


Will Pamela be visiting her mother next weekend?

Will Johanna be joining the party tonight?


PRODUCTION:
1. Go around the class and ask five class-mates about their plans for next year. Report to the rest, using Future Continuous
Tense.
2. Role Play: John is a friend of yours going on a business trip. Advise him about his flights, schedules, etc.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: 14 DE SEPTIEMBRE. EXAMEN INSTITUCIONAL. 16 DE SEPTIEMBRE: DESFILE DE LA INDEPENDENCIA
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES

Sistemas del lenguaje: estructuras y


funciones
WEEK 4. September 19-23, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE

Lengua Adquieran un nivel de dominio Habilidades receptivas: Comprensión lectora y auditiva.


adicional y de la lengua Inglesa Entiende ideas generals y específicas de textos auditivos y escritos complejos de naturaleza concreta o
tecnologías de correspondiente al usuario abstracta. Infiere, interpreta y sintetiza mensajes recibidos.
la Información y básico nivel B2 del Marco
la Comunicación Común Europeo de Habilidades productivas: Comunicación oral y escrita
Referencia para las Lenguas. Tiene claridad en la variedad de estilos que utiliza de acuerdo con la audiencia a la que se dirige ya sea en forma
oral o escrita.

Sistemas de lenguaje._ Estructuras y funciones: Futuro perfecto en afirmativo, negativo e interrogativo, para
expresar secuencias en tiempos futuros.

Sistemas de lenguaje._ Vocablos, fonética y fonología: Campos semánticos: Explorando el mundo.

SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE


DESEMPEÑO
Part I List of Las evidencias de
Introduce the present perfect tense: Before you’re 40! Ask students what they will do in the next 20 years. Ask them to complete a table like the following: countries aprendizaje
and entregadas son
Future events: nationalities acordes a las rúbricas
Comparative desarrolladas para
I will finish my studies. /// I will get a job. /// I will get married. /// I will buy a car…. s squares cada una de las
Timeline: Draw a timeline: (lexicon) actividades. En forma
general, las rúbricas
se enfocan en los
siguientes aspectos:
• Los lineamientos
establecidos en el
The future Perfect Tense momento que fue
Write an example of the future tense on the board: By the time I am 40, I will have finished my studies. asignado el proyecto
Noticing: Ask them to notice how the future perfect is formed: en clase
• Las estructuras
WILL + HAVE + PAST PARTICIPLE gramaticales y el
vocabulario acorde al
Ask students: whether the action will be done at a specific time in the future, or whether it will be finished by a particular time in the future. nivel y en relación a
To see the difference, contrast the future simple with the future perfect: los contenidos de cada
unidad de aprendizaje
Future simple Future perfect
• Organización y
claridad
I will finish my studies this year By the end of this year I will have finished my studies. • Presentación oral
Ask students to give examples of the future perfect tense.

By the time I am 40…

I will have finished my studies. /// I will have found a job. /// I will have got married. /// I will have bought a car.
Students should be able to notice that: the future perfect is used to describe an event that will be finished by a particular time in the future.
Part 2
Negative and interrogative: Introduce the negative and interrogative forms of the future perfect:

Negative Interrogative

I will not have finished my studies Will you have finished your studies?
Ask students to complete the following table:

Interrogative Affirmative Negative

Will you have finished your studies by the time Yes, I will have finished my studies by the time I No, I will not have finished my studies by the
you are 40? am 40. time I am 40.
Practicing the future tense: Drilling
Drill the tense in pair work. Ask students to give the first part of the minimal pair. The second student follows with the second part. Here is an example:
A: By the time I finish my Spanish course. // B: I will have become fluent in Spanish.
By the year 2100

Future Perfect Tense


Write on the board: What will mankind have achieved by the year 2100? // What will have happened?
Students write their ideas:: Man will have settled on the moon. // Scientists will have discovered new planets.
 Doctors will have found cures for serious diseases such as AIDS, Cancer…
 Robots will have replaced humans in so many professions. // Man will have found a way to eradicate poverty.
Personalization
To-do-lists: The best way to transfer the knowledge students have just acquired about the future perfect is to use a to-do-list activity. Students write
down things they have to do tomorrow. Ask them to complete a table like the following:

When What to do? When What to do?

8:30 do the washing 11:30 pay bills


10:00 take out trash 12:00 have lunch with my sister.
10:15 buy birthday card 14:00 sort mail

Then, ask students to write sentences about what they will have done by the end of the day:
 I will have done the washing by 10 o’clock tomorrow. // I will have taken out trash by half pas ten tomorrow.
Part 3: Things you should have done before you die
Ask students to write a paragraph about five important things they will have achieved by the time they reach 75.
They may start like this: // By the time I reach 75, I will have lived a happy life. I will have loved…
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 5. September
26-30, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMI INDICADOR DE
LIA APRENDIZAJE
DE
SABE
RES:
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Inglesa Comprende textos de diveros géneros (escritos o auditivos) de acuerdo con su campo de especialización
tecnologías de correspondiente al usuario
la Información básico nivel B2 del Marco Habilidades productivas: Comunicación oral y escrita.
y la Común Europeo de Se comunica de manera fluida y con un alto grado de espontaneidad dentro de una gran variedad de contextos aunque en
Comunicación Referencia para las ocasiones suena poco natural y demasido rígido.
Lenguas.
Sistemas de lenguaje._ Estructuras y funciones: Voz pasiva y activa en tiempos continuos, simples y perfectos.

Sistemas de lenguaje._ Vocablos, fonética y fonología: Campos semánticos: Interacción social y negociación.

SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE


DESEMPEÑO
Part I Comparati Las evidencias de aprendizaje
In this lesson plan students will be able to use the passive voice appropriately and understand the changes that occur when transforming sentences ves entregadas son acordes a las
from active voice to passive voice. squares rúbricas desarrolladas para cada
The activity (lexicon) una de las actividades. En forma
1. Draw a table on the board with two columns, one for active sentences and the other for passive ones. Family general, las rúbricas se enfocan
Ask students about the languages people speak in France, The USA, Germany… tree with en
Write students answers in the active sentence column. personal los siguientes aspectos:
informatio • Los lineamientos establecidos
Active Passive n en
el momento que fue asignado el
Argentinians speak Spanish. proyecto en clase
Americans speak English. • Las estructuras
The French speak French. gramaticales y el vocabulario
Germans speak German. acorde al nivel y en relación a
los contenidos de cada unidad
2. Tell students that the same sentences can be written differently. de
Example: aprendizaje
Argentinians speak Spanish — Spanish is spoken by Argentinians. • Organización y claridad
3. Students work in small groups to note the changes that occur in the transformation of the sentence above. • Presentación oral
Make sure that they notice the auxiliary verb “be” followed by the past participle of the main verb “speak” and the use of Spanish as a subject in the
passive sentence while it was an object in the active structure.
4. Ask them to work in small groups to do the same transformations with the other sentences.
5. Class correction.
6. After understanding the formal changes that occur in the transformation of active sentences into passive ones, ask students if there is any difference
between the active and passive voice as far as meaning is concerned.
Show students the difference between “Argentinians speak Spanish” and “Spanish is spoken by Argentinians”. They should notice that focus is
shifted from Argentinians in the active sentence to Spanish in the passive sentence.
Students complete the above table with the following statements.
 It is used to put emphasis on the doer of the action. /// It is used to put emphasis on the action rather than the doer of the action.
The table should look like this:

Active Passive
Argentinians speak Spanish.
Spanish is spoken by Argentinians
Americans speak English.
French is spoken by the French
The French speak French.
German is spoken by Germans
Germans speak German.

It is used to put emphasis on the action rather than the


It is used to put emphasis on the doer of the action. doer of the action.

Conclusion: There are other formal transformations that are not covered by the present lesson plan such as the changes that may occur to the the
auxiliary verb “be” in the different tenses.
Examples: Dinner is being served. /// Emails will be sent to the members. /// The job has been done…

Part II: Check the next chart


PASSIVE VOICE
Study this chart that shows how to change active sentences into passive sentences:
PRESENT and PAST CONTINUOUS (PROGRESSIVE)

Active: Passive:

Present Continuous Present Continuous


I am helping Shannon. Shannon is being helped by me.
June is helping Su and Ling. Su and Ling are being helped by June.

Past Continuous Past Continuous


I was cleaning the bathroom. The bathroom was being cleaned by me.
They were cleaning the bedroom. The bedroom was being cleaned by them.
Susan was cleaning the kitchen and patio. The kitchen and patio were being cleaned by her.

Change the active verbs to passive verbs in the sentences below.


Click on the Check Answers button.
1) The people are discussing politics. /// Politics _____ _____ _____ by the people.
2) Martin is painting the house. /// The house _____ _____ _____ by Martin.
3) Tina was cleaning the classroom. /// The classroom _____ _____ _____ by Tina.
4) Alfredo was smashing the aluminum cans. /// The aluminum cans _____ _____ _____by Alfredo.
5) The students are writing compositions. /// Compositions _____ _____ _____by the students.
6) Sara was holding an umbrella. /// The umbrella _____ _____ _____ by Sara.
7) The teacher was helping the students. /// The students _____ _____ _____ by the teacher.
8) Frank is locking all the the doors. /// All the doors _____ _____ _____by Frank.
9) Sasha is explaining some old Russian traditions. /// Some old Russian traditions _____ _____ _____by Sasha.
10) Two horses were pulling the farmer's cart. /// The farmer's cart _____ _____ _____by two horses.
Part III: Compare the next 2 charts:
Present Perfect Active: Rita has written a letter.
Passive: A letter has been written by Rita.
Past Perfect Active: Rita had written a letter.
Passive: A letter had been written by Rita.

Write passive sentences in Present Perfect.


the postcard / send === the pencils / count === the door / close === the beds / make === the mail / write === the trees / plant
the money / spend === the room / book / not === the rent / pay / not === the people / inform / not
Rewrite the sentences in passive voice.
I had worn blue shoes. - Joe had cleaned the tables. - We had lost the key. - They had started a fight. - I had been reading an article. -
I had not closed the window. - They had not bought the paper. - She had not noticed me. - Had she solved the problem? - Had he recorded that song?

BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: MARTES 29 Y MIERCOES 30 DE SEPTIEMBRE: PRIMERA AYUDANTIA
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 6. October 3-7, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua adicional Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
y tecnologías de dominio de la lengua Comprende textos de diveros géneros (escritos o auditivos) de acuerdo con su campo de especialización
la Información y Inglesa correspondiente al
la Comunicación usuario básico nivel B2 del
Marco Común Europeo de Habilidades productivas: Comunicación oral y escrita.
Referencia para las Se comunica de manera fluida y con un alto grado de espontaneidad dentro de una gran variedad de contextos aunque en ocasiones suena
Lenguas. poco natural y demasido rígido.

Sistemas de lenguaje._ Estructuras y funciones: Discurso indirecto, cambios en los tiempos verbales y auxiliares modales.

Sistemas de lenguaje._ Vocablos, fonética y fonología: Campos semánticos: Riesgos y registros.

SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE


DESEMPEÑO
Part I: DIRECT SPEECH Mental map Las evidencias de aprendizaje entregadas son
Direct speech repeats, or quotes, the exact words spoken. When we use direct speech in writing, we place the words spoken about the acordes a las rúbricas desarrolladas para cada
between quotation marks (" ") and there is no change in these words. We may be reporting something that's being said NOW grammatical una de las actividades. En forma
(for example a telephone conversation), or telling someone later about a previous conversation. structure Mental general, las rúbricas se enfocan en
EXAMPLES map about the los siguientes aspectos:
grammatical • Los lineamientos establecidos en
 She says, "What time will you be home?" /// She said, "What time will you be home?" and I said, "I don't know! " structure el momento que fue asignado el
 "There's a fly in my soup!" screamed Simone. /// John said, "There's an elephant outside the window." Illustrated cards proyecto en clase
INDIRECT SPEECH • Las estructuras
Reported or indirect speech is usually used to talk about the past, so we normally change the tense of the words spoken. We gramaticales y el vocabulario acorde al nivel y
use reporting verbs like 'say', 'tell', 'ask', and we may use the word 'that' to introduce the reported words. Inverted commas are en relación a
not used. los contenidos de cada unidad de
She said, "I saw him." (direct speech) = She said that she had seen him. (indirect speech)/// 'That' may be omitted: aprendizaje
She told him that she was happy. = She told him she was happy. • Organización y claridad
'SAY' AND 'TELL' • Presentación oral
Use 'say' when there is no indirect object: He said that he was tired./// Always use 'tell' when you say who was being spoken to
(i.e. with an indirect object): He told me that he was tired.
'TALK' AND 'SPEAK'
Use these verbs to describe the action of communicating: He talked to us./// She was speaking on the telephone.
Use these verbs with 'about' to refer to what was said: He talked (to us) about his parents.
Complete the sentences in reported speech. John said, "I love this town." John said __________________________
"Do you like soccer ?" He asked me. /// He asked me __________________________
"I can't drive a lorry," he said. /// He said __________________________
"Be nice to your brother," he said. /// He asked me __________________________
"Don't be nasty," he said. /// He urged me __________________________
"Don't waste your money" she said. /// She told the boys __________________________
"What have you decided to do?" she asked him. /// She asked him __________________________
"I always wake up early," he said. /// He said __________________________
"You should revise your lessons," he said. /// He advised the students __________________________
"Where have you been?" he asked me. /// He wanted to know __________________________
Part II
Write at least 10 quotes from different authors on indirect speech (must be related to your thesis, essay or portfolio) then write a
small essay with them. (1 to 2 sheets)
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 7. October 10-14, 2016
TRAYECT COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
O APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Entiende la intenconalidad de un mensaje oral reconociendo las actitude del interlocutor hacia el receptor y hacia el tema a
tecnologías Inglesa tartar por medio de su entonación y uso del lenguaje.
de la correspondiente al Habilidades productivas: Comunicación oral y escrita.
Información usuario básico nivel Interactúa verbalmente con nativos de la lengua sin que existan brechas en la comunicación que no puedan repararse.
y la B2 del Marco Común Sistemas de lenguaje._ Estructuras y funciones: Preguntas directas, indirectas y de confirmación. Gerundios utilizados como
Comunicació Europeo de sujeto, objeto y después de verbos y preposiciones.
n Referencia para las Sistemas de lenguaje._ Vocablos, fonética y fonología: Campos semánticos: Invenciones y misterios.
Lenguas.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
DIRECT QUESTIONS Mental map about the Las evidencias de
Direct questions are the “normal” questions that we can ask to friends, family members, and people who we know well. grammatical structure aprendizaje entregadas son
Example of a direct question: “Where’s the bathroom?” Mental map about the acordes a las rúbricas
Indirect questions are a little more formal and polite. We use them when talking to a person we don’t know very well, or in professional grammatical structure desarrolladas para cada una
situations, and their form is a little different. Illustrated cards de las actividades. En forma
Example of an indirect question: “Could you tell me where the bathroom is?” general, las rúbricas se
Phrases for Indirect Questions enfocan en
 Could you tell me… // Do you know… // I was wondering… // Do you have any idea… // I’d like to know… los siguientes aspectos:
 Would it be possible… // Is there any chance… • Los lineamientos
DIRECT AND INDIRECT QUESTIONS in English: Examples establecidos en
Direct: Where is Market Street? // Indirect: Could you tell me where Market Street is? el momento que fue
In indirect questions with is/are, the verb (is) comes after the subject (Market Street). asignado el
Direct What time does the bank open? // Indirect: Do you know what time the bank opens? proyecto en clase
In indirect questions, we don’t use the auxiliary verbs do/does/did. Also, you can see that the verb is “open” in the direct question, and • Las estructuras
“opens” in the indirect question. gramaticales y el vocabulario
Direct: Why did you move to Europe? // Indirect: I was wondering why you moved to Europe. acorde al nivel y en relación
Again, there is no auxiliary verb did in the indirect question. In fact, this indirect question isn’t even a question – it’s more of a statement a
that invites the other person to give more information. los contenidos de cada
Direct: How has he managed to get in shape so quickly? // Indirect: Do you have any idea how he’s managed to get in shape so quickly? unidad de
The auxiliary verbs have and has can be used in both the direct and indirect questions – but in the direct question, “has” comes before the aprendizaje
subject (he), and in the indirect question, “has” comes after the subject. • Organización y claridad
Direct: How much does this motorcycle cost? // Indirect: I’d like to know how much this motorcycle costs. • Presentación oral
To form the indirect question, remove does and change “cost” to “costs.”
Direct: Can you finish the project by tomorrow? // Indirect: Would it be possible for you to finish the project by tomorrow?
For direct questions with can, we can use the phrase “would it be possible…” to make it indirect.
Direct: Can we change the meeting to Thursday? // Indirect: Is there any chance we could change the meeting to Thursday?
“Is there any chance…” is another option for forming indirect questions with can.
CONFIRMATION (TAG ) QUESTIONS
Form: auxiliary verb + subject
I. We use the same auxiliary verb in the tag as in the main sentence. If there is no auxiliary verb in the main sentence, we
use do in the tag: You live in Spain, don’t you?
II. If the auxiliary verb in the sentence is affirmative, the tag is negative: You’re Spanish, aren’t you?
III. If the auxiliary verb in the sentence is negative, the tag is affirmative: You’re not Spanish, are you? Meaning
1. We use tag questions to Confirm or check information or ask for agreement.
 You want to come with me, don’t you? /// You can swim, can’t you?
 You don’t know where the boss is, do you? /// This meal is horrible, isn’t it?
2. That film was fantastic, wasn’t it? /// We use tag questions to Check whether something is true.
 The meeting’s tomorrow at 9am, isn’t it? /// You won’t go without me, will you?
Additional points
1. In the present form of be: if the subject is “I”, the auxiliary changes to are or aren’t in the tag question.
 I’m sitting next to you, aren’t I? /// I’m a little red, aren’t I?
 With let’s, the tag question is shall we? /// Let’s go to the beach, shall we?
 Let’s have a coffee, shall we? /// With an imperative, the tag question is will you? /// Close the window, will you?
 Hold this, will you?
2. We use an affirmative tag question after a sentence containing a negative word such asnever, hardly, nobody.
 Nobody lives in this house, do they? /// You’ve never liked me, have you?
3. When the subject is nothing, we use “it” in the tag question.
 Nothing bad happened, did it? /// Nothing ever happens, does it?
4. If the subject is nobody, somebody, everybody, no one, someone or everyone, we use “they” in the tag question.
 Nobody asked for me, did they? /// Nobody lives here, do they?
5. If the main verb in the sentence is have (not an auxiliary verb), it is more common to use do in the tag question.
 You have a Ferrari, don’t you? /// She had a great time, didn’t she?
6. With used to, we use “didn’t” in the tag question.
 You used to work here, didn’t you? /// He used to have long hair, didn’t he?
7. We can use affirmative tag questions after affirmative sentences to express a reaction such as surprise or interest.
 You’re moving to Brazil, are you?
Pronunciation
1. If we don’t know the answer, it is a real question and we use a rising intonation with the tag question.
 You don’t know where the boss is, do you? ↗
2. If we know the answer and are just confirming the information a falling intonation is used with the tag question.
 That film was fantastic, wasn’t it? ↘
GERUND AS SUBJECT, OBJECT OR COMPLEMENT
Try to think of a gerund as a noun in verb form.
Like nouns, gerunds can be the subject, object or complement of a sentence:
 Smoking costs a lot of money. // I don't like writing. // My favourite occupation is reading.
But, like verbs, a gerund can also have an object itself. In this case, the whole expression (gerund + object) can be the subject, object or
complement of the sentence.
 Smoking cigarettes costs a lot of money. // I don't like writing letters. // My favourite occupation is reading detective stories.
Like nouns, we can use gerunds with adjectives (including articles and other determiners):
 pointless questioning // a settling of debts // the making of this film // his drinking of alcohol
When we use a gerund with an article, it does not usually take a direct object:
 a settling of debts (not a settling debts) // Making this film was expensive. // The making of this film was expensive.
THE GERUND AFTER PREPOSITIONS
The gerund must be used when a verb comes after a preposition. This is also true of certain expressions ending in a preposition, for
example the expressions in spite of & there's no point in.
EXAMPLES
Can you sneeze without opening your mouth? // She is good at painting // We arrived in Madrid after driving all night
There in no point in waiting
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 8. October 17 - 21
TRAYECT COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
O APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Entiende la intenconalidad de un mensaje oral reconociendo las actitude del interlocutor hacia el receptor y hacia el tema a
tecnologías Inglesa tartar por medio de su entonación y uso del lenguaje.
de la correspondiente al Habilidades productivas: Comunicación oral y escrita.
Información usuario básico nivel Interactúa verbalmente con nativos de la lengua sin que existan brechas en la comunicación que no puedan repararse.
y la B2 del Marco Común Sistemas de lenguaje._ Estructuras y funciones: Infinitivos (con o sin “to”). Verbos causales (have / get / make).
Comunicació Europeo de Sistemas de lenguaje._ Vocablos, fonética y fonología: Campos semánticos: Medios de comunicación escritos, orales y
n Referencia para las audiovisuales.
Lenguas.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE CRITERIOS DE
APRENDIZAJE DESEMPEÑO
INFINITIVES WITH AND WITHOUT TO Comparatives Las evidencias de aprendizaje
Form squares (lexicon) entregadas son acordes a las
The infinitive of a verb has two forms: the to-infinitive and the infinitive without to. The to-form consists of to plus the base form of Mental map about the rúbricas desarrolladas para cada
the verb: grammatical structure una de las actividades. En forma
I want to speak to you. // We came here to work, not to play. // The form without to consists of the base form of the verb: Scholar’s menu general, las rúbricas se enfocan
She made us wait for half an hour. // John lets the dog sleep on the sofa. Net word en
To-infinitive
los siguientes aspectos:
We use the to-infinitive after a number of common main verbs. These include: • Los lineamientos establecidos en
agree demand long pretend el momento que fue asignado el
aim fail love promise proyecto en clase
arrange forget manage propose
ask hate mean refuse
• Las estructuras
begin help need remember gramaticales y el vocabulario
choose hope offer try acorde al nivel y en relación a
claim intend plan want los contenidos de cada unidad de
continue learn prefer wish aprendizaje
decide like prepare • Organización y claridad
We arranged to see the bank manager and applied for a loan. // Mrs Harding asked us to call in on our way home. • Presentación oral
Did you remember to post the letter to your mother? // He just wants everyone to be happy.
Some of these verbs are also often followed by -ing.
Infinitive without to
We use the infinitive without to after modal verbs can, could, may, might,will, shall, would, should, must:
She can sleep in the guest room tonight. // Will you need to rent a car during your stay?
We also use the infinitive without to after let, make and (optionally) help:
He lets us use some of his land to grow vegetables. // You can’t make a cat do anything it doesn’t want to do.
I just want to help you (to) understand the situation better.
Typical errors
 We don’t use the to-infinitive after modal verbs:
We might buy a new sofa.
Not: We might to buy a new sofa.
 We don’t use the infinitive (with or without to) after prepositions:
Lemon juice is useful for cleaning stained surfaces in the kitchen.
Not: … is useful for clean … or … for to clean …
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: 24-28 DE OCTUBRE: EXAMENES DE UNIDAD 1.
UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA/MES

Sistemas del lenguaje: estructuras y funciones


WEEK 9. October31 – November 4, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE INDICADOR DE
SABERES: APRENDIZAJE
Lengua Adquieran un nivel Habilidades receptivas: Comprensión lectora y auditiva.
adicional y de dominio de la Usa estategias de lectura variadas (identifica ideas generalesy específicas, predice, identifica aspectoa gramáticos,
tecnologías de lengua Inglesa infiere, lee entre líneas o idntifica intención en lo que escucha).
Entiende artículos, periódicos, textos en internet.
la Información correspondiente al
y la usuario básico nivel Habilidades productivas: Comunicación oral y escrita.
Comunicación B2 del Marco Expresa y justifica sus ideas, opinones y sentimientos validando sus argumentos.
Común Europeo de
Referencia para las Sistemas de lenguaje._ Estructuras y funciones: Cláusulas relatias, cláusulas adverbiales, cláusulas preposicionales y
Lenguas. cláusulas sobre el participio.

Sistemas de lenguaje._ Vocablos, fonética y fonología: Sílabas átonas y tónicas.

RELATIVE CLAUSES EVIDENCIA DE Personal pronouns. Las


We can use relative clauses to join two English sentences, or to give more information about something. APRENDIZAJE evidencias de aprendizaje
I bought a new car. It is very fast. Draw a picture entregadas son acordes a las
→ I bought a new car that is very fast.
Mental map about rúbricas desarrolladas para
She lives in New York. She likes living in New York.
→ She lives in New York, which she likes. the grammatical cada una de las actividades.
Defining and Non-defining structure En forma general, las rúbricas
A defining relative clause tells which noun we are talking about: Illustrated cards se enfocan en los siguientes
 I like the woman who lives next door. aspectos:
(If I don't say 'who lives next door', then we don't know which woman I mean). • Los lineamientos
A non-defining relative clause gives us extra information about something. We don't need this information to understand the sentence. establecidos en el momento
 I live in London, which has some fantastic parks. que fue asignado el proyecto
(Everybody knows where London is, so 'which has some fantastic parks' is extra information). en clase
Defining relative clauses: • Las estructuras gramaticales
1: The relative pronoun is the subject: y el vocabulario acorde al nivel
First, let's consider when the relative pronoun is the subject of a defining relative clause. y en relación a los contenidos
We can use 'who', 'which' or 'that'. We use 'who' for people and 'which' for things. We can use 'that' for people or things. de cada unidad de aprendizaje
The relative clause can come after the subject or the object of the sentence. We can't drop the relative pronoun.
For example (clause after the object of the sentence):
• Organización y claridad
• Presentación oral
 I'm looking for a secretary who / that can use a computer well. // She has a son who / that is a doctor.
 We bought a house which / that is 200 years old. // I sent a letter which / that arrived three weeks later.
More examples (clause after the subject of the sentence):
 The people who / that live on the island are very friendly. // The man who / that phoned is my brother.
 The camera which / that costs £100 is over there. // The house which / that belongs to Julie is in London.
ADVERBIAL CLAUSES?
An adverbial clause is a group of words which plays the role of an adverb. (Like all clauses, an adverbial clause will contain a subject and
a verb.) For example:
 Keep hitting the gong hourly. (normal adverb) // Keep hitting the gong until I tell you to stop. (adverbial clause)
In the examples above, the normal adverb and adverbial clause both tell us when the gong is to be hit. They are both adverbs of time
What Is a Prepositional Phrase? (with Examples)
A prepositional phrase is phrase that starts with a preposition and ends with noun (or a pronoun).
It is a little bit more complicated than shown above because the noun can be anything that plays the role of a noun. For example:
I. from her. (the "noun" is a pronoun)
II. from sleeping. (the noun is a gerund, i.e., a verbal noun)
III. from the man across the Street. (the noun is a noun phrase)
IV. from what he said. (the noun is a noun clause)
The words after the preposition (shown in bold above) are known as the object of a preposition. There will often bemodifiers in the object of
the preposition making it a noun phrase. For example:
 with John. (There are no modifiers in this example. Compare it to the next example.)
 with the wonderful John. (With the modifiers the and wonderful, the object of the preposition is now a noun phrase.)
Participial phrases
A participle phrase will begin with a present or past participle. If the participle is present, it will dependably end ining. Likewise, a regular
past participle will end in a consistent ed. Irregular past participles, unfortunately, conclude in all kinds of ways [although this list will help].
Since all phrases require two or more words, a participle phrase will often include objects and/or modifiers that complete the thought. Here
are some examples:
Crunching caramel corn for the entire movie
Washed with soap and water
Stuck in the back of the closet behind the obsolete computer
Participle phrases always function as adjectives, adding description to the sentence. Read these examples:
The horse trotting up to the fence hopes that you have an apple or carrot.
Trotting up to the fence modifies the noun horse.
The water drained slowly in the pipe clogged with dog hair.
Clogged with dog hair modifies the noun pipe.
Eaten by mosquitoes, we wished that we had made hotel, not campsite, reservations.
Eaten by mosquitoes modifies the pronoun we.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
UNIDAD III
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 10. November 7 - 11, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Usa estategias de lectura variadas (identifica ideas generalesy específicas, predice, identifica aspectoa
tecnologías de Inglesa correspondiente al gramáticos, infiere, lee entre líneas o idntifica intención en lo que escucha).
la Información y usuario básico nivel B2 del Habilidades productivas: Comunicación oral y escrita.
la Comunicación Marco Común Europeo de Expresa y justifica sus ideas, opinones y sentimientos validando sus argumentos.
Referencia para las Sistemas de lenguaje._ Estructuras y funciones: Contraste de auxiliaries modales y semi-modales (can
Lenguas. / could / to be able to / to be allowed to / will / would / shall / may / might / must / have to / have got to /
need / should / ought to / had better).
Sistemas de lenguaje._ Vocablos, fonética y fonología: Vocales largas y cortas.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE DESEMPEÑO
Ask several students questions about their abilities: can you play golf?, can you play the guitar?, can you Illustrated home Las evidencias de aprendizaje
speak French?, can you order and pay for a meal in English?. inventory entregadas son acordes a las rúbricas
Ask: What can you do? Tell me something about your abilities. Comparatives desarrolladas para cada una de las
In pairs, the students talk about which activities they can do and can’t do well. squares actividades. En forma
(lexicon) general, las rúbricas se enfocan en
Have students suggest activities for visitors to your town. Students write sentences using can (possibility). Tree diagram los siguientes aspectos:
Example: You can go dancing at Club 21, it´s on Lake Av. about house • Los lineamientos establecidos en
Tell the class what your obligations are this week, using have to (I have to clean the house; I have to cook rooms and el momento que fue asignado el
dinner for my family on Saturday night). furniture proyecto en clase
Work in pairs again, the students ask each other about their obligations. Have each student tell the class Comparatives • Las estructuras
about one of their partner’s obligations. squares gramaticales y el vocabulario acorde
Explain to the students the modals and semimodals grammar part. (lexicon) al nivel y en relación a
Design your daily planner for this week, work with a partner and make a conversation about it using the Labeled model los contenidos de cada unidad de
modals and semi modals. of a house aprendizaje
• Organización y claridad
Answer some worksheets for practice. • Presentación oral
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
UNIDAD III
UNIDAD DE APRENDIZAJE SEMANA/MES

Sistemas del lenguaje: estructuras y funciones


WEEK 11. November 14 - 18, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
Lengua Adquieran un nivel Habilidades receptivas: Comprensión lectora y auditiva.
adicional y de dominio de la Comprende y extrae información de correos electrónicos, cartas formales, repotes y manuals de operación
tecnologías de lengua Inglesa coplejos.
la Información y correspondiente al
la Comunicación usuario básico Habilidades productivas: Comunicación oral y escrita.
nivel B2 del Marco Utiliza diferentes estrategias conversacionales para iniciar, mantener y terminar conversaciones aunque en
Común Europeo ocasiones comete errors de registro de formalidad.
de Referencia para
las Lenguas. Sistemas de lenguaje._ Estructuras y funciones: Verbos compuestos y frases verbales.

Sistemas de lenguaje._ Vocablos, fonética y fonología: Consonantes.

SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE DESEMPEÑO

1. Put 3 dashes on the board _ _ _. Tell student to guess the verb (get). Elicit an example of a ‘get’ phrasal verb that they know e.g. get on with. Mental
Students then brainstorm phrasal verbs they already know with get. Write these on the board. map
Tip: Tell students there are around 10,000 phrasal verbs in the English language and elicit from students why they are so important. Highlight the about the
following information:
grammati
1) English speakers tend to use the phrasal verb rather than the Latin based equivalent (e.g. give out /distribute, put up with/ tolerate etc) and so
they are high frequency. cal
Las evidencias de
2) Understanding phrasal verbs therefore is very important but often it is difficult to understand the meaning of a phrasal verb from their individual structure
aprendizaje entregadas son
components e.g. put up with. Tree
acordes a las rúbricas
2. Presentation of phrasal verbs diagram
• This activity will provide a context for ten phrasal verbs with get which the students will use in later stages of the lesson. desarrolladas para cada una
about
• Tell the students they are going to read a conversation between two people. Hold up flashcards of two people and students guess their job. They de las actividades. En forma
leisure
are actors. Elicit names for the actor and actress (e.g. Peter and Susan). Tell the students the two actors are now working on a film together and general, las rúbricas se
activities
are having a chat about working on their latest film. enfocan en
Interactiv
• Write the following questions on the board. Are Peter and Susan enjoying working on their latest film? los siguientes aspectos:
e
3. Preparing the written conversation • Los lineamientos
• Working in pairs (student A, student B), students need one piece of paper between them. Tell students that they are going to create a written illustrated
establecidos en
conversation similar to the Brad and Nicole dialogue. story
el momento que fue
• Tell students to write down; Survey
1) the names of two people (students in the class, or famous people). asignado el
and
2) the place where these people are having the conversation proyecto en clase
Illustrate
3) the topic they are talking about • Las estructuras
d bar
• Now demonstrate the activity in front of the whole class with a student. For example tell the students that you are person A and the student is gramaticales y el vocabulario
graph of
person B. acorde al nivel y en relación
Elicit where they are having the conversation (e.g. in a museum) and what they are talking about (e.g. football). hobbies
a
The teacher, as student A, starts the conversation by writing down the first sentence/question, for example; ‘Did you see the game last night?’. Hanging
los contenidos de cada
• The teacher passes the paper to person B who continues the conversation e.g. Yes, I did. I got out of having dinner with my mother-inlaw. How mural
unidad de
about you?
• Person B passes the paper to the student A. Now ask students the following instructions checking questions about the activity: aprendizaje
• Do you discuss together what you write? (No, it is a spontaneous written conversation) • Organización y claridad
• Is it like chatting on the Internet? (Yes) • Does each person write? (Yes) • Presentación oral
• Tell students to write a conversation between their two people as demonstrated. Tell the students they have to include 6 phrasal verbs with ‘get’
in the conversation. • Give the students around 15 minutes to write the conversations. The teacher needs to monitor this task carefully paying
particular attention to the students’ use of the phrasal verbs. • Tell the students that they will now perform their conversations in front of the class.
Allow the students time to practice reading them out. Students then perform the conversations in front of the class.
4. Make a game and answer some worksheets for the practice.
UNIDAD III
UNIDAD DE APRENDIZAJE SEMANA/MES

Sistemas del lenguaje: estructuras y funciones


WEEK 12. November 21 - 25, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Comprende y extrae información de correos electrónicos, cartas formales, repotes y manuals de
tecnologías de Inglesa correspondiente operación coplejos.
la Información al usuario básico nivel
Habilidades productivas: Comunicación oral y escrita.
y la B2 del Marco Común Utiliza diferentes estrategias conversacionales para iniciar, mantener y terminar conversaciones aunque
Comunicación Europeo de Referencia en ocasiones comete errors de registro de formalidad.
para las Lenguas.
Sistemas de lenguaje._ Estructuras y funciones: Expresiones idiomáticas complejas.

Sistemas de lenguaje._ Vocablos, fonética y fonología: Pronu ciación de algunos fonemas.

SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE DESEMPEÑO

The teacher will discuss briefly what an idiomatic expression is. And then, will ask the students to match Mental map about
the idiomatic expression with its correct meaning: the grammatical
Las evidencias de aprendizaje
structure
entregadas son acordes a las
Comparatives
rúbricas desarrolladas para cada
squares
una de las actividades. En forma
general, las rúbricas se enfocan en
los siguientes aspectos:
• Los lineamientos establecidos en
el momento que fue asignado el
proyecto en clase
Arrange students into pairs or groups of three or four. Provide each student with a copy of the list. Have • Las estructuras
students talk about the meanings of the idioms. Then have students select ten idioms for which they will gramaticales y el vocabulario acorde
write good sentences. Students might work together with their partners/group members to write al nivel y en relación a
sentences; or you might have students in the group divide the list into sections with an equal number of los contenidos de cada unidad de
idioms and then have each member write a sentence for their section of the idioms. Set aside time for aprendizaje
students to share their sentences. Next, have each student chose one or two idioms to illustrate. Create a • Organización y claridad
Class Book of Illustrated Idioms. • Presentación oral
Answer some worksheets.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: 20 DE NOVIEMBRE: DESFILE DE LA REVOLUCION.
UNIDAD III
UNIDAD DE APRENDIZAJE SEMANA/MES

Sistemas del lenguaje: estructuras y funciones


WEEK 13. November 28 – December 2, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Entiende programas televisivos, documentaales y películas infiriendo el vocabulario que le es desconocido.
tecnologías de Inglesa correspondiente al
la Información y usuario básico nivel B2 del Habilidades productivas: Comunicación oral y escrita.
la Comunicación Marco Común Europeo de Mantiene una conversación con uno o varios interlocutores sobre un agama de temas diversos.
Referencia para las
Lenguas. Sistemas de lenguaje._ Estructuras y funciones: Integración de pronombres. Integración de adjetivos.
Sistemas de lenguaje._ Vocablos, fonética y fonología: Entonación y ritmo de enunciados afirmativos,
negativos e interrogativos.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE DESEMPEÑO

Teacher will ask the students the definition of the pronoun Comparatives Las evidencias de aprendizaje
Students will go to the board and write the pronoun (personal and possessive pronoun) squares entregadas son acordes a las rúbricas
Students will explain when do we use the pronouns (lexicon)Comparativ desarrolladas para cada una de las
Teacher will ask students the definition of the adjective and the use of them es squares (lexicon) actividades. En forma general, las
Students will make some examples about the adjective and the use of that rúbricas se enfocan en los siguientes
Students will create an activity or exercise about the use of adjectives and pronouns. aspectos:
Students will describe an interesting place that they visited recently using adjectives and pronouns • Los lineamientos establecidos en el
Teacher will explain the use of personal and possessive pronoun momento que fue asignado el proyecto
Possessive pronouns and adjectives are two different ways to how possession in English. en clase
Possessive Adjective + Noun • Las estructuras
Examples: My dog is big. // Her cat is brown. // Their sister works downtown. gramaticales y el vocabulario acorde al
POSSESSIVE PRONOUNS nivel y en relación a
Noun + Possessive Pronoun los contenidos de cada unidad de
Examples: aprendizaje
The dog is mine. // The brown cat is hers. // The car is ours. • Organización y claridad
Possessive adjectives go before the noun and possessive pronouns go after the noun. Here are some examples: • Presentación oral
This is my car. // The car is mine. // Is that your pen? // Is that pen yours?
Here is a list of the possessive adjectives and possessive pronouns:
POSSESSIVE POSSESSIVE PRONOUN
ADJECTIVES
MY MINE
YOUR YOURS
HIS HIS
HER HERS
ITS ITS
OUR OURS
THEIR THEIRS

Students will do some exercises about the topic.


BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: MIERCOLES 25 DE NOVIEMBRE: 2ª. AYUDANTIA
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 14. December 5 - 9, 2016
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Inglesa Entiende programas televisivos, documentaales y películas infiriendo el vocabulario que
tecnologías de correspondiente al usuario le es desconocido.
la Información y básico nivel B2 del Marco Habilidades productivas: Comunicación oral y escrita.
la Comunicación Común Europeo de Mantiene una conversación con uno o varios interlocutores sobre un agama de temas
Referencia para las diversos.
Lenguas. Sistemas de lenguaje._ Estructuras y funciones: Integración de adverbios. Integración
de proposiciones complejas antes y después de sustantivos y verbos.
Sistemas de lenguaje._ Vocablos, fonética y fonología: Pronunciación de verbos
regulares e irregulares en el pasado.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE CRITERIOS DE DESEMPEÑO
APRENDIZAJE
Teacher will ask the students what is a preposition: Mental map about the Las evidencias de aprendizaje entregadas son acordes a
In English grammar, a preposition is a word (one of the parts of speech and a member of a closed word class) that grammatical structure las rúbricas desarrolladas para cada una de las
shows the relationship between a noun or pronoun and other words in a sentence. See the lists of simple Flash Cards with actividades. En forma
prepositions and deverbal prepositions below. nouns and conditions. general, las rúbricas se enfocan en
The combination of a preposition and a noun phrase is called a prepositional phrase. A word group (such as in los siguientes aspectos:
front of or on top of) that functions like a simple, one-word preposition is called a complex preposition. • Los lineamientos establecidos en
Prepositions commonly convey the following relationships: agency (by); comparison (like, as . . . as); direction (to, el momento que fue asignado el
toward, through); place (at, by, on); possession (of); purpose (for); source (from, out of); and time (at, before, on). proyecto en clase
Teacher will ask the students what is an adverb • Las estructuras
An adverb is the part of speech (or word class) that's primarily used to modify a verb, adjective, or other adverb. gramaticales y el vocabulario acorde al nivel y en
Adverbs can also modify prepositional phrases, subordinate clauses, and complete sentences. Adjective: relación a
adverbial. los contenidos de cada unidad de
---Positions of an Adverb aprendizaje
An adverb that modifies an adjective ("quite sad") or another adverb ("very carelessly") appears immediately in • Organización y claridad
front of the word it modifies. An adverb that modifies a verb is generally more flexible: it may appear before or after • Presentación oral
the verb it modifies ("softly sang" or "sang softly"), or it may appear at the beginning of the sentence ("Softly she
sang to the baby"). The position of the adverb may have an effect on the meaning of the sentence.
---Functions of an Adverb
Adverbs typically add information about time (rarely, frequently, tomorrow), manner (slowly, quickly, willingly), or
place (here, there, everywhere) in addition to a wide range of other meanings.
---Forms of an Adverb
Many adverbs--especially adverbs of manner--are formed from adjectives by the addition of the ending -ly (easily,
dependably).
Students will answer some exercises about the previous topic that we were working (the can use internet to work
with that activity)
BIBLIOGRAFIA
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
UNIDAD III
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y
funciones
WEEK 15. December 12 - 16, 2016
TRAYECTO COMPETENCIA DEL FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
CURSO:
Lengua Habilidades receptivas: Comprensión lectora y auditiva.
adicional y Sigue y comprende presentaciones, talleres y conferencias eficientemente.
tecnologías de Habilidades productivas: Comunicación oral y escrita.
la Información y Sintetiza, evalúa y argumenta información recopilada de diversas fuentes.
la Comunicación Sistemas de lenguaje._ Estructuras y funciones: Integración de condicional cero, primer condicional y
Segundo condicional.
Sistemas de lenguaje._ Vocablos, fonética y fonología: Pronunciación de contracciones gramaticales (I’m.
He’s. I’ve. Shouldn’t.)
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE DESEMPEÑO
- Teacher will ask about the characteristics of a zero, first and second conditional, then he will write some examples on the board Mental map about Las evidencias de aprendizaje
and underline the main and if clauses. the grammatical entregadas son acordes a las rúbricas
What are conditionals in English grammar? Sometimes we call them 'if clauses'. They describe the result of something that might structure Flash desarrolladas para cada una de las
happen (in the present or future) or might have happened but didn't (in the past) . They are made using different English verb tenses. Cards with nouns actividades. En forma
here are four kinds: and conditions. general, las rúbricas se enfocan en
THE ZERO CONDITIONAL: los siguientes aspectos:
(if + present simple, ... present simple). If you heat water to 100 degrees, it boils. • Los lineamientos establecidos en
THE FIRST CONDITIONAL: el momento que fue asignado el
(if + present simple, ... will + infinitive). If it rains tomorrow, we'll go to the cinema. proyecto en clase
THE SECOND CONDITIONAL: • Las estructuras
(if + past simple, ... would + infinitive). If I had a lot of money, I would travel around the world. gramaticales y el vocabulario acorde al
Students will identify the differences between the conditional and they will make some sentences nivel y en relación a
Students will create a line-time using the zero and first conditional (it can be do in PowerPoint presentation or in a paper sheet) and los contenidos de cada unidad de
they will explain to the resto of the group about the activity. aprendizaje
Students will answer some exercises about the conditional (zero, first and second conditional and they will make a comparative chart • Organización y claridad
identifying the grammar structure of those conditionals) • Presentación oral
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: HAPPY HOLIDAYS!
UNIDAD III
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 16. January 2 -6, 2017
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Sigue y comprende presentaciones, talleres y conferencias eficientemente.
tecnologías de Inglesa correspondiente Habilidades productivas: Comunicación oral y escrita.
la Información al usuario básico nivel Escribe ensayos y reportes argumentando y soportando adecuadamente sus ideas y puntos de vista.
y la B2 del Marco Común Sistemas de lenguaje._ Estructuras y funciones: Tercer condicional (con consecuencias presentes y
Comunicación Europeo de Referencia pasadas).
para las Lenguas. Sistemas de lenguaje._ Vocablos, fonética y fonología: Estandarización de la pronunciación de los
nuevos vocablos.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE DESEMPEÑO
THIRD CONDITIONAL File holder with words that Las evidencias de aprendizaje entregadas son
Teacher will ask what a conditional is and which conditional they used before, what is their grammar structure, etc. rhyme. acordes a las rúbricas desarrolladas para cada
Teacher will say that a conditional is: What are conditionals in English grammar? Sometimes we call them 'if Comparatives squares una de las actividades. En forma
clauses'. They describe the result of something that might happen (in the present or future) or might have (lexicon)Illustrated recipe general, las rúbricas se enfocan en
happened but didn't (in the past). They are made using different English verb tenses. book los siguientes aspectos:
Teacher will make a review about the zero, first and second conditional and the students will identify the use and Illustrated instruction manual • Los lineamientos establecidos en
grammar structure to make an object (kite, el momento que fue asignado el
Teacher will explain the third conditional origami, masks). proyecto en clase
We make the third conditional by using the past perfect after 'if' and then 'would have' and the past participle in the • Las estructuras
second part of the sentence: gramaticales y el vocabulario acorde al nivel y en
if + past perfect, ...would + have + past participle relación a
It talks about the past. It's used to describe a situation that didn't happen, and to imagine the result of this situation. los contenidos de cada unidad de
If she had studied, she would have passed the exam (but, really we know she didn't study and so she didn't pass) aprendizaje
If I hadn't eaten so much, I wouldn't have felt sick (but I did eat a lot, and so I did feel sick). • Organización y claridad
If we had taken a taxi, we wouldn't have missed the plane • Presentación oral
She wouldn't have been tired if she had gone to bed earlier
She would have become a teacher if she had gone to university
He would have been on time for the interview if he had left the house at nine
Students will add the main characteristics of the third conditional to the previous chart they did before, then they
will make a presentation about a topic using the third conditional

BIBLIOGRAFIA
Top Notch Fundamentals: Saslow/ascher (2012) Pearson
OBSERVACIONES: MIERCOLES 16 DE DICIEMBRE. FESTEJO NORMALISTA: MUESTRA DE VILLANCICOS Y ENCENDIDO DEL PINO NAVIDEÑO.
UNIDAD III
UNIDAD DE APRENDIZAJE SEMANA/MES
Sistemas del lenguaje: estructuras y funciones
WEEK 17. January 9 - 13, 2017
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de Habilidades receptivas: Comprensión lectora y auditiva.
adicional y dominio de la lengua Inglesa Entiende artículos, revistas, periódicos y textos en internet asertiva y eficientemente. Infiere y deduce intenciones
tecnologías de correspondiente al usuario y mensajes velados.
la Información y básico nivel B2 del Marco Habilidades productivas: Comunicación oral y escrita.
la Comunicación Común Europeo de Escribe clara y detalladamente textos de diferentes géneros y de naturaleza formal e informal (mensajes te texto,
Referencia para las Lenguas. postales, artículos, reports, cartas).
Sistemas de lenguaje._ Estructuras y funciones: Conectores copulativos, disyuntivos, condicionales, conclusivos,
continuativos, adversativos, causales y funcionales.
Sistemas de lenguaje._ Vocablos, fonética y fonología: Estandarización de la pronunciación de los nuevos
vocablos.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
I. COPULATIVE CONNECTORS Comparatives Las evidencias de aprendizaje
squares entregadas son acordes a las
and
(lexicon) rúbricas desarrolladas para
He cooked dinner and showed us his holidays pictures.
Mental map cada una de las actividades.
both... and...
about the En forma
She is both pretty and clever. I like both beer and wine. He can both swim and dive. Both the movie and the play were good. (plural verb form)
grammatical general, las rúbricas se
Many politicians want both money and power. Bill wants both to earn more money and to work less.
structure enfocan en
not only... but also... not only... but... as well
Presentation los siguientes aspectos:
Not only the movie but also the play was good. (verb agrees with 2nd noun) Mary plays not only the guitar but also the violin. Not only is Sally
cards // Literary • Los lineamientos
disappointed at her brother but also angry at what he said. (with inversion) Not only did she apologize but also sent me a card. (with inversion) She
mobile Pictures establecidos en
is not only beautiful but very intelligent as well. Mary and Bill not only argued, but shouted at each other as well.
of leisure el momento que fue asignado
activities // el
II. DISYUNTIVE CONNECTORS Comparatives proyecto en clase
squares • Las estructuras
or 
(lexicon) gramaticales y el vocabulario
You must leave this place at once or you will have to face the consequences. Flash Cards acorde al nivel y en relación a
either… or  names and los contenidos de cada unidad
You can have either wine or beer images of de
neither… nor  occupations and aprendizaje
Neither Richard nor Judy could come to the party.  Jack neither wrote nor phoned. professions. • Organización y claridad
whether… (or…) • Presentación oral
The word whether indicates that there is a choice or a doubt between two alternatives.  We wondered whether to buy a car or travelling to
Australia next year. Sometimes we use whether… or not  The project will continue whether the researchers receive a government grant or not. 
I asked him whether or not I should go. Sometimes the words or not are optional:  I asked him whether I should go.  Brad wonders whether he’ll
get the job.
or else …
or suffer the consequences. (An inspecific threat of bad consequences.)  Don't be late for work, or else!  You have to pay the rent of the house
or else you’ll be evicted.
otherwise
You use otherwise when you are mentioning an undesirable situation which would occur if something did not happen. You usually put otherwise at
the beginning of a clause. It’s similar to or else, or, if not.  Go home - otherwise your mother will worry.  Write it down, otherwise you'll forget it.

III. CONDITIONAL CONNECTORS


Son aquellos que indican condición para la realización de algo. Algunos de ellos son: if, whether, unless, provided, as long as, in case, in case of.
if - si
whether - si
unless - a menos que
provided / providing - siempre que, mientras
as long as - siempre que, mientras
in case - en caso de que
if - si

 If I see him, I'll give him the message. // What shall we do, if they don't accept the offer?
whether - si

 I don't know whether they will agree on that subject. // I wonder whether she really wants to do that.
unless - a menos que
 You won't pass the exam unless you study harder. // Don't go there unless they call you.
provided / providing - siempre que, mientras
 We'll go fishing this afternoon, provided it doesn't rain. // You can borrow my car providing you return it today.
as long as - siempre que, mientras
 You can stay here as long as you work hard. // Nobody will know this secret as long as you keep mum.
in case - en caso de que
 Call this phone number in case you get lost. // We will take our umbrellas in case it rains.

IV. CONCLUSIVE CONNECTORS


Estos conectores reflejan la consecuencia de lo dicho en el texto. En inglés, algunos de ellos son: therefore, hence, thus, so, consequently.
therefore - por lo tanto
hence - de ahí
thus - por lo tanto
so - entonces
consequently - por lo tanto, en consecuencia
therefore - por lo tanto

 I don't know her phone number, therefore I can't call her. // She didn't study, therefore she coudn't pass the exam.
hence - de ahí
 English is not her mother tongue, hence her mistakes. // Frank was raised in a farm, hence his ability to ride horses.
thus - por lo tanto
 He overslept and thus, arrived late for the appointment. // She hadn't eaten for days and thus felt very weak.
so - entonces
 His car broke down, so he took it to a garage. // She was a little fat, so she decided to go on a diet.
consequently - por lo tanto, en consecuencia
 They were found guilty and consequently sent to prison. // They argued all the time, consequently they eventually got divorced.
V. CONTINUATIVE CONNECTORS
Se utilizan para dar continuación a la idea que se está expresando. Son algunos ejemplos: then, moreover, furthermore, besides, in addition to.
then - entonces
moreover - además
furthermore - además
besides - además
in addition to - además de

 then - entonces
 If it is not here, then it's lost. /// If you like those shoes, then why don't you buy them?
moreover - además
 Soccer is a good sport; moreover, it is very easy to learn. /// They work very hard; moreover, they do a very good job.
furthermore – además.
 He is perfect for the job; furthermore, he is the only applicant. // I dont want stay here; furthermore, I have things to do.
besides - ademá
 I don't like that house; besides, it's too expensive for me. // I don't want to sell my car; besides, I need it for my job.
in addition to - además de
 In addition to being a great person, the physician was an excellent professional. // Mrs. Baker had a great interest in literature, in addition to her
interest in music.

VI. ADVERSATIVE CONNECTORS


Añaden una negación a la frase anteriormente mencionada, una frase opuesta a la otra. Por ejemplo: but, however, yet, still, instead, on the
contrary
but - pero
however - sin embargo
nonetheless / nevertheless - sin embargo
yet / even so - sin embargo, aun así
still - sin embargo
instead - en su lugar, en lugar de ello
on the contrary - por el contrario

 but - pero
 He spoke clearly, but I didn't understand him. /// She saw me, but she didn't recognize me.
however - sin embarg
 They were not having fun; however they stayed until the party was over.// He doesn't study much; however he gets good grades at school.
nonetheless / nevertheless - sin embarg
 It was very stormy; nevertheless we went fishing. // She had no experience; nonetheless she got the job.
yet / even so - sin embargo, aun as
 He was a very good swimmer; even so, he drowned. // He wanted to reply to that accusation, yet he didn't.
still - sin embargo
 Jack didn't study for the test; still he managed to pass it. / He can not speak very well; still he understands everything.
instead - en su lugar, en lugar de ello
 I was invited to a party on Saturday, but went to bed instead. // I am not going out tonight. Instead, I will stay home and cook something.
on the contrary - por el contrario.
The boy is not dumb; on the contrary, he's very smart for his age.
Condors are solitary birds. On the contrary, seagulls live in flocks.

VII. CAUSAL CONNECTORS.


Introducen causas a nivel del texto cuando una oración cumple la función de ser causa de otra. Algunos conectores son: for, because of, due to,
since, as.
because - porque
for - porque
because of - debido a
since - puesto que
as - puesto que
due to / owing to - debido a
because - porque

 The baby is crying because he is hungry. /// They want to come because they want to see me.
for - porque
 We'll have to stay home, for it is raining outside. /// She turned on the lights, for she was afraid of the dark.
because of - debido a
 They stayed in because of the bad weather. /// She can not play sports because of her illness.
since - puesto que, ya que
 He won't understand, since he doesn't speak English. /// They decided to go to sleep, since it was very late.
as - puesto que, ya que
 She failed to pass the exam, as she made many mistakes. /// They couldn't find us, as they didn't have our address.
due to / owing to - debido a
 The unemployment was high due to the economic crisis. /// They had a delay owing to the traffic jam.
VIII. FUNCTIONAL CONNECTORS.
Utilizamos los conectores funcionales para expresar un fin, objetivo o propósito. En inglés algunos de ellos son: so, so that, so as to, in order to.
so - entonces
so that - para que
so as to - para que, de manera que
so as not to - para no
in order to - para
so - entonces

 So, tell me what you think about my new dress! /// George knew he had to wake up early so he went to bed at 8pm.
so that - para que
 He gave her a present so that she would feel better. /// You should study more so that you can pass the exam.
so as to - para que, de manera que
 We moved the table so as to have more space for dancing. /// Jack opened the window so as to let in the sunlight.
so as not to - para no
 He took a nap so as not to be too tired for the party. /// She wrote down his address so as not to forget it.
in order to - para
 They left early in order to arrive in time for the movie. /// We are working harder in order to earn more money.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: 17 – 21 DE ENERO: EVALUACION DE LA 2ª. UNIDAD.

V.- CRITERIOS DE EVALUACIÓN

Dado que se va a emplear el método comunicativo de enseñanza de la lengua, algunas especificaciones acerca de la forma de evaluar darán al docente a cargo
del curso una visión clara de lo que será evaluar a los estudiantes de manera congruente con la forma de enseñanza.
El curso promoverá la evaluación de tres tipos:
1. Evaluación sumativa: Exámenes de medio y fin de curso
2. Evaluación formativa: A través del portafolio de evidencias y evaluación continua dentro de clase.
3. Evaluación “iluminativa” o auto-evaluación: A través de ejercicios de auto-reflexión como listas de cotejo y rúbricas de autoevaluación incluidos en
portafolios.
La aplicación de exámenes será vista como un componente de la evaluación, sin embargo no debe tener la mayor parte del peso en la decisión de
acreditar o no el curso, dado que la evaluación habrá de ser parte de nuestra cotidianeidad en el aula.
Es crucial que el docente haga explícitos los criterios que usará para evaluar a los estudiantes desde el inicio del curso, para que los alumnos estén
conscientes de que cada tarea comunicativa contará para su evaluación.
Así, cada tarea comunicativa que se desarrolle dentro del aula debe ser analizada por el docente en términos de cuán efectiva haya sido la comunicación entre
los estudiantes, que tan claramente se transmitió el mensaje y que tan adecuadamente se usaron el vocabulario y las estructuras gramaticales, por mencionar
algunos de los aspectos a considerar.
En consecuencia, la evaluación debe determinar el avance del estudiante de acuerdo con su dominio inicial de la lengua y este avance debe fijarse
primordialmente en la efectividad del sujeto para comunicarse, no en el correcto uso de estructuras y vocabulario o en el número de respuestas
correctas en un examen escrito.
Así mismo, se invita a implementar la autoevaluación y autocorrección a fin de crear conciencia en el estudiante de sus propios errores y facilitar la
autocorrección.
Las observaciones de los compañeros de clase serán también de mucha ayuda para fomentar un ambiente de autocorrección en el aula.

10% Examen institucional


3% Club
2% Actitud
50% Examen de unidad (2 exámenes por semestre)
35% Habilidades (tareas, participación, ejercicios, productos, exámenes parciales, etc.).

VI.- TABLA DE VALIDEZ

ESCUELA NORMAL “PROFR. SERAFÍN PEÑA”


LICENCIATURA EN EDUCACIÓN PRIMARIA
LICENCIATURA EN EDUCACIÓN PREESCOLAR
SEPTIMO SEMESTRE
TABLA DE VALIDEZ DEL CURSO INGLÉS B2

COMPETENCIA DOMINIO O TIPO DE


S CONOCIMIENTO
ÁMBITO
PROFESIONAL COMPETENCIA Unidad de INDICADOR DE APRENDIZAJE NIVEL
TRAYECTO
ES/ S DEL CURSO competencia (Competencias de la unidad de aprendizaje) COGNOSCITIVO
FORMATIVO
COMPETENCIA
S DEL PERFIL
Comprende las ideas principales de textos sobre temas concretos y Comprensión Ideas organizadas:
abstractos, incluyendo discusiones técnicas de su especialidad. Generalizaciones.
Ámbito 5. Compromiso y responsabilidad con la profesión

Es capaz de participar en una conversación con bastante fluidez y sin Comprensión Ideas organizadas:
Desarrolla sus habilidades comunicativas para adquirir nuevos

dificultad; esto le faculta para hablar con nativos sin crear tensión. Generalizaciones.
Aplica sus habilidades comunicativas en diversos contextos

Produce textos claros y exactos sobre muchos temas y es capaz de Análisis Ideas organizadas:
Habilidades receptivas (Compresión lectora y auditiva)

expresar su punto de vista acerca de un tema, explicando las ventajas Generalizaciones.


y desventajas de los otros puntos de vista.
Lectura Comprensión Ideas organizadas:
Utiliza una segunda lengua para comunicarse.

 Comprender la problemática de artículos e informes actuales. Generalizaciones.


 Comprender las actitudes y opiniones plurales de los autores.
 Comprender textos en prosa de la literatura contemporánea
Escritura Comprensión Ideas organizadas:
 Escribir textos de su interés y sobre muchos temas. Generalizaciones.
 Escribir informes o trabajos en los que aparece información o
argumentos a favor o en contra de un punto de vista.
 Escribir cartas en las que se señalan proyectos o experiencias.
Comprensión Oral Análisis Procedimientos mentales:
 Comprender charlas largas o seguir el hilo de discusiones complejas Tácticas
siempre sobre temas conocidos.
 Seguir noticias y programas de los medios de comunicación o
lenguajes.

películas en inglés.
Expresión Oral Análisis Procedimientos mentales:
Tácticas
.
 Hacer descripciones claras de temas próximos, teniendo en cuenta
algunas opciones y explicar sus ventajas e inconvenientes.
 Participar en conversaciones con naturalidad y fluidez, siendo por
tanto capaz de comunicarse sin problemas con hablantes nativos.
 Participar en discusiones de contexto conocido dando su opinión o
punto de vista.
Conocimiento Lingüístico Análisis Ideas organizadas:
 Poseer un vocabulario amplio sobre sobre temas generales y Generalizaciones.
próximos.
 Evitar repeticiones de palabras a pesar de tener dudas léxicas.
 Los errores gramaticales que comete no le impiden la comunicación
al ser pocos y no sistemáticos.
 Posee cohesión y coherencia adecuadas y respeta las normas
ortográficas (gramática, ortografía...).
Utilización del Procedimientos mentales:
Habilidades productivas (Comunicación oral y escrita)

Produce un limitado rango de estructuras gramaticales, funciones de la lengua


Ámbito 5. Compromiso y responsabilidad con la profesión

conocimiento procesos, procedimientos


Aplica sus habilidades comunicativas en diversos contextos

y vocablos tanto en forma oral como escrita.


macro.
Utilización del Procedimientos mentales:
Brinda información personal básica en forma oral y escrita.
conocimiento procesos, procedimientos
macro.
Utilización del Procedimientos mentales:
Usa frases sencillas para satisfacer necesidades inmediatas, como solicitar
conocimiento procesos, procedimientos
información básica acerca de personas, lugares, cosas, costos.
macro.
Expresa de manera simple gustos opinión, sentimientos, estados de ánimo y Utilización del Procedimientos mentales:
actividades cotidianas. conocimiento procesos, procedimientos
Interactúa en forma simple si su interlocutor le provee de ayuda y le habla macro.
pausadamente.
Utilización del Procedimientos mentales:
Habla pausadamente y con titubeos utilizando un rango limitado de estructuras
conocimiento procesos, procedimientos
gramaticales y vocablos.
macro.
Utiliza patrones de interacción social sencillos y en algunas ocasiones Utilización del Procedimientos mentales:
memorizados. conocimiento procesos, procedimientos
macro.
Utiliza expresiones cotidianas, de uso frecuente en contextos tales como: Utilización del Procedimientos mentales:
familia, restaurantes, tiendas, la ciudad, entorno escolar y laboral. conocimiento procesos, procedimientos
macro.
Habilidade Participa en Escribe oraciones simples y desarrolla textos muy cortos y sencillos. Utilización del Procedimientos mentales:
Aplica sus
conocimiento procesos, procedimientos
con la profesión

comunidade
responsabilidad

s
Compromiso y

habilidade s de trabajo
productiva macro.
Ámbito 5.

s y redes de
s
comunicat colaboració
(Comunic n a través
ivas en Ideas organizadas:
ación oral del uso de Entiende y sigue señalamientos y anuncios muy sencillos y cortos Comprensión
diversos Generalizaciones.
y escrita) la
contextos
tecnología.
VII.- BIBLIOGRAFÍA DE LA ASIGNATURA/CURSO.
 Birchley,S &, M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
 Birchley, S &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
 Bruner, J. & H. Haste (1987) Making Sense. The child’s construction of the world. London: Methuen & co. Ltd Routledge.
 Crawford, D.G.et al --‐ Argüelles, Antonio compilador (2004) Competencia Laboral y Educación Basada en Normas de Competencia México: Editorial
Limusa S.A. de CV. Noriega Editores
 Enríquez, A. & J. Pimienta (2009) Educción Basada en Competencias: Guía para la Aplicación del Enfoque México: Pearson Educación de México
S.A de C.V.
 Harmer, J. (2007) The Practice of English Language Teaching Harlow: Pearson
 Kohonen, V,, R. Jaatinen, P Kaikkonen J.Lehtovaara (2001) Experiential Learning in Foreign Language Education Harlow: Pearson Education
Littlewood, W. (1981) Communicative Language Teaching. Cambridge: Cambridge University Press.
 Morrow, K. (2004) Insights from the Common European Framework Oxford: Oxfrod University Press
 Murphy, R. (2010) Basic Grammar in Use Cambridge: Cambridge University Press
 Murphy, R. (2012) English Grammar in Use Cambridge: Cambridge University Press
 Nunan, D. (1994) Syllabus Design Oxford: Oxford University Press.
 Nunan, D.(2000) An introduction to task--‐based teaching ELT Advantage, Cengage Learning
 Parrott, M. (2000) Grammar for English Language Teachers Cambridge: Cambridge University Press.