Documenti di Didattica
Documenti di Professioni
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SERAFÍN PEÑA”
MONTEMORELOS, NUEVO LEÓN
CICLO ESCOLAR 2016 - 2017
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
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
Pamela will not be (won’t be) visiting her mother next weekend.
Sistemas de lenguaje._ Estructuras y funciones: Futuro perfecto en afirmativo, negativo e interrogativo, para
expresar secuencias en tiempos futuros.
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:
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
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.
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.
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…
Active: Passive:
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.
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
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
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
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.
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.
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.
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.
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.
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.
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)
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)
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.