Prontuario Inglés

ESCUELA NORMAL PROFR.
SERAFN PEA
MONTEMORELOS, NUEVO LEN
CICLO ESCOLAR 2015 - 2016
PLANEACIN DEL CURSO:

INGLES A1
LICENCIATURA EN EDUCACIN PRIMARIA

TERCER SEMESTRE
RESPONSABLES DEL CURSO:

MTRO. VICTOR ALMAGUER
ING. CESAR OLIVARES
MTRA. LOURDES FERNNDEZ CORONA
PROF. ALFREDO FROYLAN SILVA MARROQUIN
Montemorelos, Nuevo Len, a agosto de 2015.
I.- DATOS DE IDENTIFICACIN DEL CURSO/ASIGNATURA:

Nombre de asignatura/curso: Ingls A1.
Licenciatura en Educacin Primaria
Semestre: Tercero
Modalidad: Escolarizada
Frecuencia: 4 horas
Crditos: 4.5
Trayecto Formativo: Lengua adicional y tecnologas de la Informacin y la Comunicacin.
II.- DESCRIPCIN DEL CURSO

Este espacio curricular provee a los estudiantes normalistas de las herramientas necesarias para desarrollar su competencia comunicativa en el rea
De ingls. Esto, a travs del trabajo de sistemas (estructuras y funciones gramaticales, vocablos y fontica) y habilidades de la lengua (comprensiones lectora y
auditiva, redaccin y expresin oral). El propsito del curso es obtener un nivel A1 de acuerdo con los estndares del Marco Comn Europeo de Referencia
(CEFR por sus siglas en ingls). Este nivel implica un conocimiento bsico 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 informacin en Ingls, oralmente y por escrito,
sobre sus ocupaciones, intereses actividades, gustos, y comunicarse acerca de su perfil personal, costumbres y vida diaria. Las prcticas sociales incluidas
permiten al estudiante ejercer la comunicacin bsica con otros y desarrollar su conocimiento en las siguientes esferas: aprender la lengua, acerca de la lengua y
a travs 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, mnemotcnicas, de compensacin, afectivas, sociales y meta-cognoscitivas).
Utiliza los medios tecnolgicos y las fuentes de informacin disponibles en ingls para mantenerse actualizado respecto a las diversas reas disciplinarias y
campos formativos que intervienen en su trabajo docente.
Analiza crticamente el impacto cognoscitivo y social que el aprendizaje de una lengua extranjera tiene en el mbito escolar.
III.- ORIENTACIONES METODOLGICAS 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 prcticas sociales conllevan
una carga muy importante dentro del trabajo del curso. Por ende el trabajo dentro de contexto y con la promocin de interaccin 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 Mtodo Comunicativo de Enseanza de Lenguas (Communicative Language Teaching CLT).
El aprendizaje por experiencia es un proceso que implica el trnsito por diferentes fases. La accin debe pasar por la reflexin, para ello existe un ciclo de
aprendizaje de cuatro fases:
1.- Experiencia concreta
2.- Observacin reflexiva
3.- Conceptualizacin Abstracta
4.- Experimentacin activa
De acuerdo con los fundamentos enunciados, se recomienda incluir en clase elementos tales como:
Aprendizaje por descubrimiento.
Task Based Learning TBL.
Integracin de materiales autnticos.
IV.- ORGANIZACIN DE LOS CONTENIDOS

UNIDAD I
UNIDAD DE APRENDIZAJE
Sistemas del lenguaje: estructuras y funciones
TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin
COMPETENCIA DEL CURSO:

Adquieran un nivel de dominio de la lengua Inglesa correspondiente
al usuario bsico nivel A1 del Marco Comn Europeo de Referencia
para las Lenguas.
SEMANA/MES
August 23-28, 2015
FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Personal pronouns // The imperative form to get and give
instructions.
Vocabulary, phonetic and phonology: Semantic field:
Greetings and farewells. Time. // Classroom Language. Phonetic and phonology:
Intonation.// Stress.
DEVELOPING OF RECEPTIVE SKILLS.
Listening and reading: Identify easy patterns of social interaction.// Recognize
words and meanings. Understand questions and easy commands
DEVELOPING OF PRODUCTIVE SKILLS.
Speaking and writing: Produce interaction social patterns
Take a role in short and easy conversations
Form phrases and sentences in oral and writing way.// Use questions and give and
respond to easy commands. Form phrases and sentences in oral and writing way
SECUENCIA DE ACTIVIDADES
PRODUCTO/EVIDENCIA DE APRENDIZAJE
-Review some key vocabulary before you begin the new school year in order to
build the Ss confidence in speaking about these necessary items
throughout the semester (supplies. Rules, classroom, requests, respectful
words, etc).
- Introduce yourself (Im...) Explain that its common to use contractions (e.g.
Im) when speaking. Tell Ss to go around the room and introduce
themselves.
-Ask questions as Whats your name? to start off with the personal pronouns.
-Explain that when you meet people you say "Good morning" first thing in the
morning, "Good afternoon" from about 12.00 till around 17.00 and "Good
evening" from then on. "Hello" or "Hi" are more informal but can be used at
any time. These are greetings. When leaving, you say "Goodbye". "Bye" is
more informal. When leaving at night, you say "Goodnight". When going to
bed you say "Goodnight." These are farewells.
-Elicit language from the students in order to build a dialogue between you and
a student that climaxes in goodbye
- Introduce subjective pronouns I, you, he, she, it, we, you, and they. Make two
columns with three rows each so that the singular pronouns are on the left
and the plural pronouns are on the right.
-Write sentences and have students volunteer to answer Yes/No questions.
-Play Fruit Basket for speaking practice, or have students do a short writing
activity and then ask them to read aloud what they wrote.
-Play the game SIMON SAYS, but rather than have only one person giving
instructions, have students stand in a circle and take turns being Simon.
-Introduce the imperative form using both positive and negative examples.
Please, stand up. Dont text in class
-Elicit other imperative sentences from your Ss and write them down on the
board.
Cards with illustrated instructions

Posters or ads with school
instructions
Die with questions
CRITERIOS DE
DESEMPEO
Las evidencias de
aprendizaje
entregadas son
acordes a las
rbricas
desarrolladas para
cada una de las
actividades. En
forma
general, las
rbricas se enfocan
en
los siguientes
aspectos:
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
vocabulario acorde
al nivel y en
relacin a
los contenidos de
cada unidad de
aprendizaje
Organizacin y
-Explain that this structure is used when giving directions and orders and give
students some speaking practice by having them read the sentences you
have written on the board aloud.
-Show images that depict either scenarios or actions where use of an
imperative sentence would be appropriate, and have students match
images with sentences e.g. to match the universal no smoking sign with
the sentence Dont smoke.
-Talk about being polite while still giving orders and lead by example using
please when giving instructions to your students.
-Practice using the imperative. At this time, instead of practicing giving
directions, focus on classroom language.
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
claridad
Presentacin oral
UNIDAD I
SEMANA/MES

TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin
August 31 - Sep. 4, 2015

Adquieran un nivel de dominio de la lengua Inglesa
correspondiente al usuario bsico nivel A1 del Marco Comn
Europeo de Referencia para las Lenguas.
FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Can express ability and possibility
(Can you spell?)// Numeral adjectives
Consonants and vowels // Cardinal numbers (1-99)
Phonetic and phonology: Alphabet, Phonemes, Short and long vowels//
Phonemes, Short and long vowels.
Listening and reading:
Identify easy patterns of social interaction// Recognize words and meanings.
Take a role in short and easy conversations// Use questions. Form phrases
and sentences in oral and writing way
CRITERIOS DE
DESEMPEO
-Show pics of a stunt person in action. Check the students recognize and can name the
job and write it on the board.
-Ask what you need to do if you do that job (have pics illustrating the things, otherwise
mime). Write the words around the job as a type of mind map.
-Divide the students into interviewers and interviewees. Give the interviewers a sheet
with all the abilities listed on it with boxes to tick.
-The interviewers interview the first interviewee asking Can you ride a horse? Can you
do karate? etc. The interviewees reply Yes I can/No I can't.
-Explain the modal verbs of ability can and can't (worksheet). Ppt. Uses of can.
-Ss complete sentences using can and can't to talk about everyday abilities.
-Notice that unlike other verbs, modals do not use do and did to form negatives. The
negative of can is written as one word cannot, more usually shortened to cant.
"Can can be used to express ability or opportunity, to request or offer permission,
and to show possibility or impossibility. Examples:
I can ride a horse. ABILITY
We can stay with my brother when we are in Paris. OPPORTUNITY
She cannot stay out after 10 PM. PERMISSION
Can you hand me the stapler? REQUEST
Any child can grow up to be president. POSSIBILITY
-Explain that there are some adjectives which indicate the extension of the noun they
are qualifying. They are called numeral (one apple, five balls). The numeral
adjectives express a specific number or place in order (There are only three cars,
You bring the first dish, I will only take half kilo of limes, We have rented a double
room).
-Ss write down cardinal numbers (1-99) and observe that this is a type of numeral
adjectives; Cardinals accompany the noun indicating the exact quantity or
number, for example: one, two, three, four, five, etc.
File holder with words that rhyme.

Comparatives squares (lexicon)
Illustrated recipe book
Illustrated instruction manual to make an object (kite, origami, masks).
Las evidencias de
aprendizaje entregadas son
acordes a las rbricas
desarrolladas para cada una
de las actividades. En forma
general, las rbricas se
enfocan en
los siguientes aspectos:
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
vocabulario acorde al nivel y
en relacin a
los contenidos de cada
unidad de
aprendizaje
Organizacin y claridad
Presentacin oral
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD I
TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin

SEMANA/MES
September 2-6, 2015
FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Personal pronouns, Simple present
(interrogative, affirmative and negative to express routines and facts), Frequency
adverbs // Personal pronouns, To be verb
(Interrogative, affirmative and negative).
Personal information// Professions. Phonetic and phonology: Intonation// Short and
long vowels, Intonation, Stress.
Listening and reading: How the words are connected // Recognize words and
meanings.
Speaking and writing: Tell different experiences in present
Connect words to form phrases and sentences in oral and writing way// Use
questions.
-Introduce the simple present of verb to be: Use the simple present
tense to indicate: Routine actions & Facts. Examples:
Routine actions
Facts
John brushes his teeth every
Hawaii is in the Pacific Ocean.
morning.
Some birds fly south for the winter.
Carol usually drives to work.
Water consists of hydrogen and
The teacher grades homework on
oxygen.
Fridays.
-Ss read a paragraph that describes someones routine using the verb to
be in present, and then try to repeat the main ideas in their own
words.
-Teacher makes sure that Ss use the -s form of the verb when the subject
of a sentence is singular. Listen to Ss speech and check for correct
usage of verbs.
-Once Ss have discovered the occupation described in the paragraph,
have them to come up with other occupations and professions. Play
the Jobs Guessing Game and get points if you are able to guess at
the first clue.
-Teacher introduces the topic daily activities. Students ask How often do
you do a variety of activities they already know e.g. playing football,
surfing on internet, go for a walk etc?
-Brainstorm a list of adjectives of frequency. The list should include the
following: always, usually, frequently, often, commonly, sometimes,
occasionally, rarely, seldom, hardly ever, never.
-Ask and answer questions about what time do you get up? Go to school?
Do your homework? etc.
-Ss talk about their daily routine using Adverbs of frequency.
-Respond to question by giving required information about their daily

Mental map about the grammatical structure
Presentation cards // Literary mobile
Autobiography // Comparatives squares (lexicon)
Lottery game with names and images of occupations and professions.
CRITERIOS DE
DESEMPEO
Las evidencias de
aprendizaje entregadas
son acordes a las
rbricas desarrolladas
para cada una de las
actividades. En forma
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
vocabulario acorde al
nivel y en relacin a
unidad de
aprendizaje
Presentacin oral
routine activities.
-Survey the classmates, take a few minutes to let everyone answer the
questions and tabulate the results for their questions in the notebook.
-Ss write short sentences about daily activities done by themselves, their
classmates, relatives or friends and indentify the frequency adverbs
rules used at the moment of writing and speaking.
-As homework Ss write down about someone else daily activity using
most of the verbs and How often do you...?
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD I
SEMANA/MES

TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin
September 9-13, 2015

correspondiente al usuario bsico nivel A1 del Marco
Comn Europeo de Referencia para las Lenguas.
FAMILIA DE SABERES:
INDICADOR DE APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Possessive pronouns; Gentilic adjectives, Ordinates and
subordinated Conjunctions
(and, but, then) (because, if).
Countries and Nationalities. Phonetic and phonology: Stress
Listening and reading: Recognize words and meanings
Speaking and writing: Take a role in short and easy conversations
-Put personal items in a basket and took turns taking them back out. As each
object is pulled back out, identify whose object it is or isnt. For example,
This is my cell phone. It isnt yours.
-Take the objects out, possessive pronouns should be used, These are not
mine. These are yours.
-Explain that a possessive adjective is used before a noun, and a possessive
pronoun is not used before a noun, but it follows the verb.
-Make a chart with three columns: subject, possessive adjective and
possessive pronouns. Compare them.
-Look at several flags and choose one of them pretending it is yours, and the
country which it belongs to, is your own country.
-Explain that some placenames originated as adjectives, as known as gentilic
adjectives. E.g. Germany-German, France-French.
-Ask classmates where are they from, and have them to answer the name of
their country and their corresponding nationality.
-Observe some sentences on the board and tell what you can use (coordination
and subordination) to create coherence between ideas and make ideas
flow smoothly and rhythmically.
1. He cut the meat. The dog ate it.
2. His accident took place at 10:00 p.m. The police did not arrive until
11:30 p.m.
3. I am going away this week end. I will not be able to go to the party.
4. Alexander faced many obstacles between him and the throne of
Macedon. He set about achieving his goal eagerly.
-Notice that a subordinating conjunction always introduces a dependent clause,
tying it to an independent clause. The clauses can go in any order.
-Explain that coordinate conjunctions are: and, but, or, nor, so, for and yet. And
subordinate conjunctions are: since, because, when, if, after, although,
until etc.
-Write pairs of sentences which can be linked by using coordinating
conjunctions.
List of countries and nationalities

Memory game
BIBLIOGRAFIA
OBSERVACIONES
CRITERIOS DE
DESEMPEO
Las evidencias de aprendizaje
entregadas son acordes a las
rbricas desarrolladas para
cada una de las actividades.
En forma
enfocan en
Los lineamientos
establecidos en
el momento que fue asignado
el
proyecto en clase
Las estructuras
gramaticales y el vocabulario
acorde al nivel y en relacin a
los contenidos de cada unidad
de
aprendizaje
Presentacin oral
UNIDAD I
TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin
SEMANA/MES
September 16th 20th, 2015

para las Lenguas.
FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Possessive pronouns
Vocabulary, phonetic and phonology: Semantic field: Family and friends
Phonetic and phonology: Intonation.// Stress.
Listening and reading: Identify and understand phrases and sentences related to
the topic of family in oral and writing way.
CRITERIOS DE
DESEMPEO
-Teacher will ask what a possessive pronoun is and when we use.

-Students will mention what is a possessive pronoun for them.
-Teacher will show a PowerPoint presentation about the pronouns, in the presentation he
will ask the differences between the pronoun and possessive pronoun.
-Students will take notes and make some examples applying the possessive pronouns.
-By teams students will design an exercise to share with other team the exercise and
evaluate the content.
-Teacher will apply and exercise to the group to check if they learn the topic.
Comparatives squares
(lexicon)
Las evidencias de
aprendizaje
entregadas son
desarrolladas para
cada una de las
general, las rbricas
se enfocan en
los siguientes
aspectos:
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
los contenidos de
cada unidad de
aprendizaje
Organizacin y
claridad
Presentacin oral
Family tree with personal information
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD I
SEMANA/MES
September 23th-27th, 2015
TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin
FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Simple past (interrogative, affirmative and negative)//
Was/were (interrogative, affirmative and negative)//Simple present
(interrogative, affirmative and negative)//Like (do/does)

Vocabulary, phonetic and phonology: Semantic field: Days of the week//

Cardinal numbers (1-99)
Phonetic and phonology: Phonemes, Short and long vowels// Short and long
vowels.
Speaking and writing: Tell different experiences in present and past
CRITERIOS DE
DESEMPEO
-Teacher will ask students what are some activities that we usually do every day.
-A student will write on the board a list of the everyday activities that the students
usually do.
-Teacher will explain what is the present tense.
-A team is going to explain the use of present tense (previously asked), in their
presentation they have to include a video with the explanation of the topic.
-Students will take notes about the grammar structure (affirmative, negative and yes/ no
question)
-Teacher will add extra information or give a feedback to them according to the topic
that are talking
-The team is going to apply an exercise related to the topic as an evaluation of the
class.
-Teacher will ask students what is the simple past?
-Students will mention what the simple past is.
-A team is going to explain the use of past tense (previously asked), in their
presentation they have to include a video with the explanation of the topic.
-Students will take notes about the grammar structure (affirmative, negative and yes/ no
question)
-Teacher will add extra information or give a feedback to them according to the topic
that are talking
-The team is going to apply an exercise related to the topic as an evaluation of the
class.
-
Illustrated cards
Las evidencias de
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
en relacin a
unidad de
aprendizaje
Presentacin oral

BIBLIOGRAFIA
OBSERVACIONES
UNIDAD I
SEMANA/MES

TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin
September 30th October 4th, 2015

FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Simple present (interrogative, affirmative and negative)
//Like (do/does)// Possessive pronouns// Adjectives This/That These/Those
Vocabulary, phonetic and phonology: Semantic field: Food and drinks, Personal
possessions, Clothes
Phonetic and phonology: Intonation// Short and long vowels, Intonation, Stress.
Listening and reading: Recognize words and meanings, How the words are
connected, Recognize words and meanings
Speaking and writing: Use questions// Connect words to form phrases and
sentences in oral and writing way
-Teacher will ask what are the characteristics of a simple present tense.
-A student chosen is going to write on the board the most important
characteristics of the simple tense.
-Teacher will mention what is a possessive pronoun.
-Teacher will show some images (singular and plural, near and far from
his) to explain the use of this, that, these, those.
-Teacher will ask students a collage about clothes, it have to include
the season and the kind of clothes that we usually use in that
station of the year.
-Some students will pass to the front and mention what are they
wearing in this moment (using the vocabulary of the class).

Scholars menu
Net word
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD II
CRITERIOS DE
DESEMPEO
Las evidencias de
son acordes a las
rbricas desarrolladas
para cada una de las
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
unidad de
aprendizaje
Presentacin oral
SEMANA/MES

TRAYECTO
October 21st-26th, 2015
Lengua
adicional y
tecnologas de
la Informacin
y la
Comunicacin
LANGUAGE SYSTEMS.
Functions and structures: Numeral adjectives// Was/were
(interrogative, affirmative and negative)
Vocabulary, phonetic and phonology: Ordinal Numbers
(1st-99)// Months of the year
Listening and reading: Recognize words and meanings// How the words
are connected
Speaking and writing: Use questions and give and respond to easy
commands//Connect words to form phrases and sentences in oral and
writing way// Use questions

correspondiente al usuario bsico nivel A1 del
Marco Comn Europeo de Referencia para las
Lenguas.
Teacher will ask students what are numeral adjective and students will
make a brainstorming of the topic.
FAMILIA DE SABERES:
Draw a picture
Teacher will show some examples using ordinal numbers and months
of the year.
Illustrated cards
Students will classify the seasons of the year.

Teacher will ask students about the past tense of verb to be, how to
use and where and when do we use.
A team is going to explain the topic past of verb to be (was/were)
showing a PowerPoint presentation with a video related to the topic.
Students will take notes about the topic worked in the class
Students will answer an exercise about the topic was / were using
affirmative, negative and yes/no questions.
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD III
INDICADOR DE
APRENDIZAJE
Personal pronouns
Las evidencias de
son acordes a las rbricas
desarrolladas para cada
una de las actividades. En
forma
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
vocabulario acorde al nivel
y en relacin a
unidad de
aprendizaje
Presentacin oral
SEMANA/MES

TRAYECTO
October 28 to November 1, 2015

FAMILIA DE SABERES:
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin
LANGUAGE SYSTEMS.
Functions and structures: Prepositions of place, Prepositions of movement
Countries and Nationalities. Phonetic and phonology: Stress
How the words are connected.
Speaking and writing: Connect words to form phrases and sentences in oral and
writing way

Prepositions of place
Bring a soft toy. Stand in the middle of the room or get the
students into a circle. Introduce the cat, tell students its name
and where it is from.
Point to a chair. Ask the students what it is called. Put the cat on
the chair. Ask the students where it is.
Put the cat under the chair. Ask where it is.
Put the cat in various locations around the room and ask where it
is. Elicit the nouns (door, window, table, board, boy, girl, etc.)
then the prepositions of place. Use only the prepositions of
place from the Language box
Show the students the preposition flashcards and ask them
where the cat is. Students shout out answers and the teacher
writes them on the board.
Write the target vocabulary on the board. The words below are a
good set to begin with:
- in - in front of on - behind under - above between next to
Ask students to write five sentences using prepositions or use a
game for further practice of prepositional phrases and
sentence construction. An exercise like Jumbled (where
students work in groups to arrange a set of words into five to
ten sentences in a race against other groups) or Scrambled
(where students have a worksheet with sentences written out
of order that they must rearrange) would be great practice.
Illustrated home inventory

(lexicon)
Tree diagram about house rooms and furniture
(lexicon)
Labeled model of a house
Prepositions of movement
Prepositions of movement are prepositions that we use to
express movement.
The most important of them are: to, through, along, over, across,
into and off
We use to when talking about movement to a specific
destination.
Analyze the nest examples with the students :
INDICADOR DE
APRENDIZAJE
CRITERIOS DE
DESEMPEO
Las evidencias de
forma
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
y en relacin a
unidad de
aprendizaje
Presentacin oral
1. - . We use to when talking about movement to a specific destination.

I drove straight to the office.
He took me to the Zoo.
2. We use through when talking about movement from one side of a
given space to the other.
Examples:
The bullet went through the wooden door.
We chose the shorter and more dangerous track through the swamps.
3. We use along when talking about movement from one end of a
given oblong surface to the other.
Examples:
We rode along the road until we found another hotel.
4. We use over when talking about movement above a given space.
Examples:
The airplane flew over the mountains.
Albert jumped over the paddle.
5. We use across when talking about movement from one side of a
surface to another.
Examples:
He went across the meadow.
The path leads across the woods.
6. We use into when talking about an inward movementsuch that is
directed inside.
Examples:
He knife went deep into his body.
Before I delve into the fascinating details of this phenomenon, let me.
7. We use off when talking about movement directed away from a
given surface.
Examples:
He brushed off the dust on the books.
All the books fell off the shelf.
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD III
SEMANA/MES

TRAYECTO
November 4 to 8, 2015
Lengua
adicional y
tecnologas de
la Informacin
y la
Comunicacin
LANGUAGE SYSTEMS.
Functions and structures: Can to express ability and possibility
Simple present and Present continuous
(interrogative, affirmative and negative)
Vocabulary, phonetic and phonology: Semantic field: Leisure time
Phonetic and phonology: Intonation, Stress
Listening and reading: Practice the reading and listening comprehension in
conversations and short texts
Get general and particular information in conversations and short texts
Speaking and writing: Tell different experiences in present

Lenguas.
Can to express ability and possibility
Greet the class and ask them to write their names in large letters
on paper to hang at the front of their desks.
Explain that they will play a game with a time limit (2 minutes).
Working in pairs class should list as many animals as they
can think of. Find out which pair managed to list the most
names. Congratulate winners!
Elicit animals to board. List less well known animals on the right.
List very commonly known animal names on the left. Try to
elicit animal names that appear on the worksheets. Use
flashcards for animals they may not know (e.g. walrus,
budgerigar).
Rub out easier animal names. Elicit ways of 'getting about verbs'
using mime (walk, run, swim, climb, crawl, fly). Ask class to
give two examples of what the various animals listed can do.
E.g. An alligator can swim, and an alligator can crawl.
Study: Demonstrate written use of can/can't using animal
examples. E.g. A fish can swim. An elephant can't jump.
Explain contraction of cannot. Drill sentences as a class. Drill
individual students.
Show students the worksheet with animal pictures. Explain that
they should make up 10 sentences about these animals
using can or can't. Have individuals read out their sentences.
Correct if necessary.
Simple present and present continuous
Check some ways to use the simple present with the students:
1 To give instructions/directions
First, you boil some water and then you add the noodles and cook
them for three minutes.
When you exit the MTR station, cross Kings Road and go two blocks
down.
FAMILIA DE SABERES:

Tree diagram about leisure activities
Interactive illustrated story
Survey and Illustrated bar graph of hobbies
Hanging mural
INDICADOR DE
APRENDIZAJE
CRITERIOS DE
DESEMPEO
Las evidencias de
forma
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
y en relacin a
unidad de
aprendizaje
Presentacin oral
2 To make promises
I promise to be very careful with your digital camera.
I swear never to let you down.
3 To tell stories (for immediacy)
Then she goes to the door and opens it and the monster pops out!
She finishes her homework and then the phone rings.
Make a double entry table with the continuous form (ING) and check
the differences
1 To talk about ongoing changes
You are getting fatter and fatter.
He is becoming a responsible young man.
2 To talk about repeated actions
That boy is kicking the back of my chair.
The cat is scratching that sofa to pieces.
3 To talk about background events in a story
Then she goes to the door and opens it and the monster is standing
there!
She is doing her homework and the phone rings.
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD III
SEMANA/MES

TRAYECTO

FAMILIA DE SABERES:
Lengua
adicional y
tecnologas de
la Informacin
y la
Comunicacin
LANGUAGE SYSTEMS.
Functions and structures: Simple past (interrogative, affirmative and
negative)
Adverbs of time (yesterday morning)
Vocabulary, phonetic and phonology: Semantic field: Time
Listening and reading: How the words are connected
Speaking and writing: Connect words to form phrases and sentences in
oral and writing way

Lenguas.
Simple Past
Give a classroom object, such as a piece of chalk or a pencil, to
a student in the class. Ask another student in class what just
happened. When the student provides the answer using the
simple past tense, write the answer on the board. Ask
students how they would say the same sentence if they did
not know it was you who gave the first student the object.
What if they had had their eyes closed, and, when they
opened them, the student just all of a sudden had the object
in his hand? Write some of the answers on the board.
Write an example of an active sentence on the board in the
simple past tense. Ask students to say the same sentence,
pretending they do not know who did the action. Students can
write their answers in their notebooks.
Write some examples of passive simple past tense sentences on
the board as well as their active versions. Ask students to
identify the common characteristics of the passive version of
each set of sentences. Write the answers on the board. Do
the same with the active sentences. Students' answers
should outline the passive and active sentence structures. Fill
in any gaps the students missed. Write the final versions of
passive and active sentences in the simple past tense on the
board as described in the Background section.
Pair students. Give each pair a worksheet of sentences written in
both the active and passive voices in the simple past tense.
Tell students to work together to write each sentence in the
other voice than it is written. Go over each sentence when
the pairs are finished to help them correct their answers.
Give students a short paragraph that tells a story with both active
and passive voice sentences in the simple past tense. Have
them rewrite the paragraph, changing each sentence to the
opposite voice from which it is written. Remind them they can
drop the subject of the active sentence when they change an
INDICADOR DE
APRENDIZAJE
CRITERIOS DE
DESEMPEO

(lexicon)
Las evidencias de
forma
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
y en relacin a
unidad de
aprendizaje
Presentacin oral
active voice sentence to the passive tense if they want to.

Adverbs of time
Adverbs of time tell you when something happened. They
express a point in time. Check with the students the next
examples and write sentences about their activities in the
school, house or with their friends:
-to talk about the past: yesterday, the day before, ago, last
week/month/year
-to talk about the present: still, yet, while, when
-to talk about the future: soon, then, next week/month/year, in 2 days,
tomorrow, the day after tomorrow
Check the following examples:
John went to the cinema yesterday. He had to work the day
before. Last week he was on vacation.
When Julia talks to her boyfriend, she is really happy. This
month, however, she hasn't seen him yet.
The family will go on vacation soon. Next month they will go to
Italy. Then they will go to Spain.
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD III
SEMANA/MES

TRAYECTO

FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin

Object pronouns.
Discuss the concept of using pronouns and their purpose (to shorten
sentences and to reduce redundancy). Discuss the concept of where
these pronouns are placed in sentences and in questions. Usage of
websites interactive lesson will be the focus.
Present and explain the vocabulary and reinforce the audiovisual;
students listen and repeat with teacher. Point out examples of
good/excellent progress. Correct students who need help.
Prepare a list of sentences that use Direct object pronouns in English
(students will do their own version for review). Use 3-5 examples.
Then, have the sentences translated to Spanish, showing the differences
between the two languages.
Open Microsoft Word. Have students create 3-5 sentences using the
Direct object pronouns. Have volunteers come to the laptop and type
their sentences so that their classmates can see them on the digital
projector.
The Conditional
Begin by explaining that a cause is the first thing that happens, and the
effect is what happens because of the cause, the outcome or result.
You can remind the students that it is like a story, the character does
something that then makes something else happen. It would not
make sense if they lived happily ever after came before, the
prince rescued the princess .
Then ask a volunteer to tell what part of I left my shoes on the floor, and
my dog chewed them up is the cause, and then what the effect is.
Repeat for the second example but reverse the order; ask for the effect
first, then the cause.
As they state the cause and effect circle the cause in one marker color
and then underline the effect in another color.
Pair up students and then number off in pairs (in each pair, one student
chooses to be #1, and the other #2).
#1s are the causes and #2s are the effects.
The first round, the cause partner writes a cause on his or her own
paper. Next the effect partner writes the effect on their own paper.
Repeat the exercise, but have the effects go first, causes go second.
Allow groups to share again. Next have everyone write a cause and
an effect on their own.
Pick up papers, have pairs hand in the papers together
LANGUAGE SYSTEMS.
Functions and structures: Object Pronouns, The conditional
(cause and effect)
Vocabulary, phonetic and phonology: Semantic field: Suggestions
Listening and reading: Identify easy patterns of social interaction DEVELOPING OF
PRODUCTIVE SKILLS.
(lexicon)
(lexicon)
BIBLIOGRAFIA
CRITERIOS DE
DESEMPEO
Las evidencias de aprendizaje
entregadas son acordes a las
rbricas desarrolladas para
cada una de las actividades.
En forma
enfocan en
Los lineamientos
establecidos en
el momento que fue asignado
el
proyecto en clase
Las estructuras
gramaticales y el vocabulario
acorde al nivel y en relacin a
los contenidos de cada unidad
de
aprendizaje
Presentacin oral
OBSERVACIONES
UNIDAD I
TRAYECTO
SEMANA/MES
November 25- November 29, 2015
FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin

para las Lenguas.
LANGUAGE SYSTEMS.
Functions and structures: Zero Conditional // Cause and effect
Weather. // Classroom Language. Phonetic and phonology: Intonation.// Stress.
Listening and reading: Identify easy patterns of social interaction.// Recognize
words and meanings. Understand questions and easy commands
Form phrases and sentences in oral and writing way./ Form phrases and
sentences in oral and writing way
-Talk about situations where if you do something, you get always the same result.
-Explain that theyre called Conditionals
-Explain that in conditionals, we have a If Clause (Condition) and a result Clause.
-Introduce The structure for the Zero Conditional (Present Factual Conditional):
If + Present Simple, + Present Simple
Flash Cards with nouns and conditions.
If you heat ice, it melts.

Present Simple + If + Present Simple
-Ice melts if you heat it
Explain that we use the zero conditional to show they are always true no
matter what the time is, They explain things that ALWAYS happen and they are about
general truths rather than specific events.Elicit language from the students in order to
build a dialogue between you and a student about a condition and its result
-Write conditions on the board and have students volunteer to answer the result
-Show images that depict either scenarios or actions where a condition is shown and ask
them to complete the result.
-Ask them to write 5 sentences with a condition, excluding the result, then group them im
pairs so their partner completes the sentence. Have them discuss the situation so
the result condition is the intended.
-Practice using The zero conditional , now focus on classroom language and
communication..
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD III
SEMANA/MES
December 11 - 13, 2015
CRITERIOS DE
DESEMPEO
Las evidencias de
aprendizaje
entregadas son
desarrolladas para
cada una de las
general, las rbricas
se enfocan en
los siguientes
aspectos:
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
los contenidos de
cada unidad de
aprendizaje
Organizacin y
claridad
Presentacin oral
TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin

FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Can express ability and possibility
(Can you play the guitarl?)/(Can you come to the party?)/
Leissure activities // Professions
Phonetic and phonology: Alphabet, Phonemes, Short and long vowels//
Phonemes, Short and long vowels.
Listening and reading:
Identify easy patterns of social interaction// Recognize words and meanings.
Take a role in short and easy conversations// Use questions. Form phrases
and sentences in oral and writing way
CRITERIOS DE
DESEMPEO
-Talk about hobbies and leisure activities to the students. Ask them if they play an
instrument.
-Use the projector to introduce a set the vocabulary for leisure activities.
-Sew, knit, paint, draw, dance, swim, drive, play the violin, ski, fix a car.
-Ask them which activities they can do.
-Introduce the grammar:
-Talk about abilities, use Can and Can not
-Explain the modal verbs of ability can and can't.
-Show the correct pronunciation for Can and Cant
-Complete sentences using can and can't to talk about everyday abilities.
-Make them work in pairs, they have to explain their classmates activities that they can
and that they cant do.
-Show them a set of professions: an Accountant, a bank teller, a dentist, en electrician,
a florist, a gardener, a grocery clerk, a hairdresser, a mechanic, a pharmacist, a
professor, a reporter, a salesperson, a travel agent, a secretary, a waiter.
-Ask them, to say what each profession can do: an accountant can count numbers
a Bank teller can count money
File holder with words that rhyme.

Illustrated recipe book
Illustrated instruction manual to make an object (kite, origami, masks).
Las evidencias de
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
en relacin a
unidad de
aprendizaje
Presentacin oral
BIBLIOGRAFIA
Top Notch Fundamentals: Saslow/ascher (2012) Pearson
OBSERVACIONES
UNIDAD III
SEMANA/MES
December 16- 19, 2015
TRAYECTO
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin

FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
LANGUAGE SYSTEMS.
Functions and structures: Coordinating conjunctions (and, but and then)
Subordinating Conjuctions (IF)
Family and friends// Professions. Phonetic and phonology: Intonation// Stress.
Listening and reading: How the words are connected // Recognize words and
meanings.
Speaking and writing: Connect words to form phrases and sentences in oral and
writing way//
CRITERIOS DE
DESEMPEO
-Ask them about their family.

-Tell them to draw on their notebooks a Family tree
-Project an image of a family tree and the names for each member. (Introduce
vocabulary) Grandparents, grandfather, grandmother, parents, mother,
father, aunt, uncle, brother, sister, in-laws. Mother in law, father in law,
nephew, niece, husband, wife.
-Ask them to complete their family tree with the correct name for their family
members.
-Introduce more vocabulary (Marital status and relationships: Single, married,
divorced, widow, twins)
-Introduce Coordinating conjuctions (and, but, then), explain that they are used to
connect words, phrases and clauses. They give the same importance to both
words or sentences.And is used to express an agreement between 2 words
or phrases. But is used to express a difference between them and Then is
used lo link the next phrase or sentence.

Presentation cards // Literary mobile
Pictures of leisure activities // Comparatives squares (lexicon)
Flash Cards names and images of occupations and professions.
Las evidencias de
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
en relacin a
unidad de
aprendizaje
Presentacin oral
- MAIN CLAUSE
+ , + coordinating conjunction + M A I N C L A U S E .
-Show the stress difference in stress between and, but and then.
-Give examples. Carlos is Tall and Strong. Juan is Short.
-Carlos is Tall, BUT Juan is Short. Carlos is married to Linda. Then, Linda is
Carlos Wife.
-Ask them to compare themselves to a brother, sister or a friend, how are they
different?
-Ask them to write sentences comparing their similarities and differences, using
And, But and then.
-Introduce Subordinating conjunctions (Because, If). Subordination, emphasizes
the idea in the main clause more than the one in the subordinating clause.
-Because is used to further explain the first clause or sentence. If is used to
indicate a condition
-Provide examples.
-Carlos married Marie because he loves her.
-Maria accepted to marry Carlos If he gets a job.
Punctuate coordinating conjunctions correctly.
Three patterns in writing use coordinating conjunctions. Add commas when
required.
Pattern 1 Connecting two main clauses
When you connect two main clauses with a coordinating conjunction, use a
comma. The pattern looks like this:
MAIN CLAUSE
+ , + coordinating conjunction + M A I N C L A U S E .
Example:
Carl os is m y brothe r , and Linda is m y sister
Pattern 2 Connecting two items

You can also use a coordinating conjunction to connect any two items. These items
can be any grammatical unit except main clauses. The pattern looks like this:
ITEM
+ + coordinating conjunction + I T E M
Here are some examples:

My b roth er Jua n has too m any CDs and too m any books.
My sister Karen has be autifu l blue e yes but a terrible personality.
Pattern 3 Connecting three or more items in a
series
When you have three or more items in a series, generally use a comma before the
coordinating conjunction.
ITEM
+,+ ITEM
+ , + coordinating conjunction + I T E M
Here is an example:
Carl os, Jose, Juan, and Ma rio are very go od frie nds.
-Ask them to write sentences using coordinating conjunctions and subordinating
conjunctions, then group them in pairs so they can exchange information with
their partners.
BIBLIOGRAFIA
OBSERVACIONES
UNIDAD III
SEMANA/MES

TRAYECTO
January 7-17, 2015

FAMILIA DE SABERES:
INDICADOR DE
APRENDIZAJE
Lengua
adicional y
tecnologas de
la Informacin y
la Comunicacin

- Explain them that Punctuation marks are symbols that indicate the
structure and organization of written language as well as intonation
and pauses to be observed when reading aloud.
-Write the following examples:
"woman, without her man, is nothing" (emphasizing the importance
of men)
"woman: without her, man is nothing" (emphasizing the importance
of women)
The colon ( : ) is used to explain or start an enumeration.
Semicolon( ; ) is often used to break up listings with commas.
Example: I saw 3 men: Carlos, who is a doctor; Jose, that is a
teacher, and Juan, that is an achitect.
The comma ( , ) is used to to separate the elements in a
series .
The exclamation mark ( ! ) is used to mark an exclamation.
The question mark (?) is used to mark the end of a sentence which
is a question.
The period ( . ) is firstly used to mark the end of a sentence. It is also
use to mark abbreviation of names as initials.
-Take sample readings and have the students work in pairs to
identify the diferent punctuation marks.
- hand the students a paragraph without punctuation marks. In pairs
ask them work, placing the correct punctuation marks on the
paragraph.
BIBLIOGRAFIA
Top Notch Fundamentals 2nd edition. Saslow Ascher, Pearson, 2011
OBSERVACIONES
LANGUAGE SYSTEMS.
Functions and structures: Punctuation Marks
Phonetic and phonology: Stress
Personal pronouns
Las evidencias de
forma
enfocan en
Los lineamientos
establecidos en
el momento que fue
asignado el
proyecto en clase
Las estructuras
gramaticales y el
y en relacin a
unidad de
aprendizaje
Presentacin oral
V.- CRITERIOS DE EVALUACIN
Dado que se va a emplear el mtodo comunicativo de enseanza de la lengua, algunas especificaciones acerca de la forma de evaluar darn al docente a cargo
del curso una visin clara de lo que ser evaluar a los estudiantes de manera congruente con la forma de enseanza.
El curso promover la evaluacin de tres tipos:
1. Evaluacinsumativa: Exmenesde medio y finde curso
2. Evaluacinformativa: A travs del portafolio de evidencias y evaluacin continua dentrode clase.
3. Evaluacin iluminativa o auto-evaluacin: A travs de ejercicios de auto-reflexin como listas de cotejo y rbricas de autoevaluacin incluidos en portafolios.
La aplicacin de exmenes ser vista como un componente de la evaluacin, sin embargo no debe tenerla mayor parte del peso en la decisin de acreditaro no el
curso, dado que la evaluacin habr de ser parte de nuestra cotidianeidad en el aula.
Es crucial que el docente haga explcitos los criterios que usar para evaluar a los estudiantes desde el inicio del curso, para que losalumnos estn conscientes
de que cada tarea comunicativa contar para su evaluacin.
As, cada tarea comunicativa que se desarrolle dentro del aula debe ser analizada por el docente en trminos de cun efectiva haya sido la comunicacin entre
los estudiantes, que tan claramente se transmiti 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 evaluacin 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 sujetopara comunicarse, no en el correcto uso de estructuras y vocabulario o en el nmero de respuestas correctas en un
examen escrito.
As mismo, se invita a implementar la autoevaluacin y autocorreccin a fin de crear conciencia en el estudiante de sus propios errores y facilitar la
autocorreccin.
Las observaciones de los compaeros de clase sern tambin de mucha ayuda para fomentar un ambiente de autocorreccin en el aula.
10% Examen institucional

3% Club
2% Actitud
50% Examen de unidad (2 exmenes por semestre)
35% Habilidades (tareas, participacin, ejercicios, productos, exmenes parciales, etc.).
VI.- TABLA DE VALIDEZ

ESCUELA NORMAL PROFR. SERAFN PEA
LICENCIATURA EN EDUCACIN PRIMARIA
LICENCIATURA EN EDUCACIN PREESCOLAR
PRIMER SEMESTRE
TABLA DE VALIDEZ DEL CURSO INGLS A1
mbito 5. Compromiso y responsabilidad con la profesin
MBITO
TRAYECTO
FORMATIVO
COMPETENCIAS
PROFESIONALES/
COMPETENCIAS
DEL PERFIL
Aplica sus habilidades
comunicativas en
diversos contextos
COMPETENCIAS
DEL CURSO
Habilidades
receptivas
(Compresin lectora
y auditiva)
.
Unidad de
competencia
INDICADOR DE APRENDIZAJE
(Competencias de la unidad de
aprendizaje)
NIVEL
COGNOSCITIVO
DOMINIO O TIPO DE
CONOCIMIENTO
Desarrolla sus
habilidades
comunicativas
para adquirir
nuevos lenguajes.
Reconoce y comprende un limitado

rango de estructuras gramaticales,
funciones de la lengua y vocablos tanto
en forma oral como escrita.
Comprensin
Ideas organizadas:
Generalizaciones.
Utiliza una segunda

lengua para
comunicarse.
Comprende expresiones cotidianas, de

uso frecuente en contextos tales como:
familia, restaurantes, tiendas, la ciudad,
entorno escolar o laboral.
Comprensin
Ideas organizadas:
Generalizaciones.
Entiende oraciones simples, preguntas e

instrucciones bsicas en forma oral y
escrita.
Anlisis
Ideas organizadas:
Generalizaciones.
Comprende y extrae informacin general

y especfica de conversaciones y textos
escritos simples relacionados con temas
familiares o de su entorno de trabajo.
Comprensin
Ideas organizadas:
Generalizaciones.
Comprende algunas expresiones de

interaccin social sencillas.
Comprensin
Ideas organizadas:
Generalizaciones.
Entiende un mensaje en forma oral pero

requiere que el interlocutor hable
pausadamente, utilizando lenguaje
sencillo, parafraseando y repitiendo
algunas palabras para asegurar la
transmisin de dicho mensaje.
Anlisis
Procedimientos mentales:
Tcticas
Comprende un mensaje en forma escrita

pero requiere que el lenguaje sea
sencillo. Tambin en ocasiones requiere
re-leer el texto para su total compresin.
Anlisis
Tcticas
Entiende y sigue sealamientos y

anuncios muy sencillos y cortos
Anlisis
Ideas organizadas:
Generalizaciones.
mbito 5. Compromiso y responsabilidad con la profesin

mbito 5. Compromiso y
responsabilidad con la profesin

comunicativas en
diversos contextos

comunicativas en
diversos contextos
Habilidades
productivas
(Comunicacin oral y
escrita)
Habilidades
productivas
(Comunicacin oral y
escrita)
Participa en
comunidades de
trabajo y redes de
colaboracin a travs
del uso de la
tecnologa.
Produce un limitado rango de estructuras

gramaticales, funciones de la lengua y
vocablos tanto en forma oral como
escrita.
Brinda informacin personal bsica en
forma oral y escrita.
Utilizacin del
conocimiento
procesos, procedimientos
macro.
Utilizacin del
conocimiento
Usa frases sencillas para satisfacer

necesidades inmediatas, como solicitar
informacin bsica acerca de personas,
lugares, cosas, costos.
Utilizacin del
conocimiento
macro.
macro.
Expresa de manera simple gustos

opinin, sentimientos, estados de nimo
y actividades cotidianas.
Interacta en forma simple si su
interlocutor le provee de ayuda y le habla
pausadamente.
Utilizacin del
conocimiento
macro.
Habla pausadamente y con titubeos

utilizando un rango limitado de
estructuras gramaticales y vocablos.
Utilizacin del
conocimiento
macro.
Utiliza patrones de interaccin social

sencillos y en algunas ocasiones
memorizados.
Utilizacin del
conocimiento
macro.
Utiliza expresiones cotidianas, de uso

frecuente en contextos tales como:
familia, restaurantes, tiendas, la ciudad,
entorno escolar y laboral.
Utilizacin del
conocimiento
macro.
Escribe oraciones simples y desarrolla

textos muy cortos y sencillos.
Utilizacin del
conocimiento
macro.
Entiende y sigue sealamientos y

anuncios muy sencillos y cortos
Comprensin
Ideas organizadas:
Generalizaciones.
VII.- BIBLIOGRAFA 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 childs construction of the world. London: Methuen & co. Ltd Routledge.
Crawford, D.G.et al -- Argelles, Antonio compilador (2004) Competencia Laboral y Educacin Basada en Normas de Competencia Mxico: Editorial
Limusa S.A. de CV. Noriega Editores
Enrquez, A. & J. Pimienta (2009) Educcin Basada en Competencias: Gua para la Aplicacin del Enfoque Mxico: Pearson Educacin de Mxico 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

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ESCUELA NORMAL PROFR.

PLANEACIN DEL CURSO:

LICENCIATURA EN EDUCACIN PRIMARIA

RESPONSABLES DEL CURSO:

Montemorelos, Nuevo Len, a agosto de 2015.

I.- DATOS DE IDENTIFICACIN DEL CURSO/ASIGNATURA:

II.- DESCRIPCIN DEL CURSO

III.- ORIENTACIONES METODOLGICAS PARA EL DESARROLLO DEL CURSO

IV.- ORGANIZACIN DE LOS CONTENIDOS

COMPETENCIA DEL CURSO:

Cards with illustrated instructions

Sistemas del lenguaje: estructuras y funciones

August 31 - Sep. 4, 2015

COMPETENCIA DEL CURSO:

File holder with words that rhyme.

COMPETENCIA DEL CURSO:

Comparatives squares (lexicon)

Sistemas del lenguaje: estructuras y funciones

September 9-13, 2015

COMPETENCIA DEL CURSO:

Adquieran un nivel de dominio de la lengua Inglesa

List of countries and nationalities

COMPETENCIA DEL CURSO:

-Teacher will ask what a possessive pronoun is and when we use.

Family tree with personal information

Sistemas del lenguaje: estructuras y funciones

September 23th-27th, 2015

COMPETENCIA DEL CURSO:

Adquieran un nivel de dominio de la lengua Inglesa

Vocabulary, phonetic and phonology: Semantic field: Days of the week//

Mental map about the grammatical structure

Sistemas del lenguaje: estructuras y funciones

September 30th October 4th, 2015

COMPETENCIA DEL CURSO:

Comparatives squares (lexicon)

Sistemas del lenguaje: estructuras y funciones

October 21st-26th, 2015

Adquieran un nivel de dominio de la lengua Inglesa

Students will classify the seasons of the year.

Sistemas del lenguaje: estructuras y funciones

October 28 to November 1, 2015

Adquieran un nivel de dominio de la lengua Inglesa

Illustrated home inventory

1. - . We use to when talking about movement to a specific destination.

Sistemas del lenguaje: estructuras y funciones

Adquieran un nivel de dominio de la lengua Inglesa

Mental map about the grammatical structure

Sistemas del lenguaje: estructuras y funciones

November 11 to 15, 2015

Adquieran un nivel de dominio de la lengua Inglesa

Mental map about the grammatical structure

active voice sentence to the passive tense if they want to.

Sistemas del lenguaje: estructuras y funciones

COMPETENCIA DEL CURSO:

November 18 to 22, 2015

Adquieran un nivel de dominio de la lengua Inglesa

COMPETENCIA DEL CURSO:

Adquieran un nivel de dominio de la lengua Inglesa correspondiente

If you heat ice, it melts.

Sistemas del lenguaje: estructuras y funciones