web viewa partir del ciclo escolar 2009-2010 la dirección general del bachillerato...

COLEGIO DE BACHILLERES DEL ESTADO DE SONORA

Director GeneralMtro. Julio Alfonso Martínez Romero

Director AcadémicoIng. Arturo Sandoval Mariscal

Director de Administración y FinanzasC.P. Jesús Urbano Limón Tapia

Director de PlaneaciónIng. Raúl Leonel Durazo Amaya

COMMUNICATIVE ORAL ABILITIESCarta Descriptiva.Copyright ©, 2011 por Colegio de Bachilleresdel Estado de Sonoratodos los derechos reservados.Primera edición 2011. Impreso en México.

DIRECCIÓN ACADÉMICADepartamento de Desarrollo CurricularBlvd. Agustín de Vildósola, Sector SurHermosillo, Sonora. México. C.P. 83280

Registro ISBN, en trámite.

COMISIÓN ELABORADORA:

Elaborador: Jesús Moisés Galaz Duarte

Revisión Disciplinaria:Edna Elinora Soto Gracia

Corrección de Estilo:Viridiana Vidal Trasviña

Apoyo Metodológico: Jesús Moisés Galaz Duarte

Supervisión Académica: Luz María Grijalva Díaz

Diseño:Joaquín Rivas Samaniego

Edición:Cynthia Deyanira Meneses Avalos

Coordinación Técnica:Claudia Yolanda Lugo PeñúñuriDiana Irene Valenzuela López

Coordinación General:Ing. Arturo Sandoval Mariscal

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SERIE PROGRAMAS DE ESTUDIO

Semestre: SextoTiempo asignado: 45 HorasCréditos: 6

En este programa encontrará:

Capacitación para el trabajo:Componente: Formación para el Trabajo.

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FUNDAMENTACIÓN

A partir del Ciclo Escolar 2009-2010 la Dirección General del Bachillerato incorporó en su plan de estudios básicos de la Reforma Integral de la Educación Media Superior (RIEMS) cuyos propósitos son fortalecer y consolidar la identidad de este nivel educativo en todas sus modalidades y subsistemas; proporcionar una educación pertinente y relevante al estudiante que le permita establecer una relación entre la escuela y su entorno; y facilitar el tránsito académico de los estudiantes entre los subsistemas y las escuelas.Para el logro de las finalidades anteriores, uno de los ejes principales de la Reforma es la definición de un Marco Curricular Común, que compartirán todas las instituciones de bachillerato, basado en un enfoque educativo basado en el desarrollo de competencias.A través del Marco Curricular Común se reconoce que el bachillerato debe orientarse hacia:• El desarrollo personal y social de los futuros ciudadanos, a través de las competencias genéricas, cuya aplicación se extiende a diversos contextos (personal, social, académico y laboral) y su impacto se proyecta más allá de cualquier disciplina o asignatura que curse un estudiante. Estas competencias constituyen el perfil de egreso de los estudiantes de Educación Media Superior, se desarrollan de manera transversal en todas las asignaturas y desarrolla las capacidades básicas que les serán de utilidad a lo largo de la vida en aspectos tales como realización personal, convivencia social y preparación para una actividad laboral.• El desarrollo de capacidades académicas que posibilite a los estudiantes participar en la sociedad del conocimiento y continuar sus estudios superiores, por medio del desarrollo de competencias disciplinares.• El desarrollo de capacidades específicas que favorezcan la inserción en el mercado laboral mediante las competencias profesionales.

Dentro de este enfoque educativo existen varias definiciones de competencia. A continuación se presentan las definiciones que fueron retomadas por la Dirección General de Bachillerato para la actualización de los programas de estudio: “Una competencia es la integración de habilidades, conocimientos y actitudes en un contexto específico” .Una competencia es la “capacidad de movilizar recursos cognitivos para hacer frente a un tipo de situaciones” con buen juicio, a su debido tiempo, para definir y solucionar verdaderos problemas. Su desarrollo requiere de intercambios sociales, la muestra de un determinado grado de desempeño y la apropiación consciente de recursos para promover la autonomía de los alumnos.

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FUNDAMENTACIÓN

Las competencias son procesos complejos de desempeño integral con idoneidad en determinados contextos, que implican la articulación y aplicación de diversos saberes, para realizar actividades y/o resolver problemas con sentido de reto, motivación, flexibilidad, creatividad y comprensión, dentro de una perspectiva de mejoramiento continuo y compromiso ético.Las anteriores definiciones vinculadas con referentes psicopedagógicos del enfoque constructivista centrado en el aprendizaje, proporcionan algunas características de la enseñanza y del aprendizaje que presenta este enfoque educativo:a)El educando es el sujeto que constituye sus aprendizajes, gracias a su capacidad de pensar, actuar y sentir.b)El logro de una competencia será el resultado de los procesos de aprendizaje que realice el educando, a partir de las situaciones de aprendizaje significativas.c)Las situaciones de aprendizaje serán significativas para el estudiante en la medida que éstas le sean atractivas, cubran alguna necesidad, recuperan parte de su entorno actual y principalmente le permitan reconstruir sus conocimientos pro medio de la reflexión y análisis de las situaciones.d)Toda competencia implica la movilización adecuada y articulada de los saberes que ya se poseen (conocimientos, habilidades, actitudes y valores), así como de los nuevos saberes.e)Movilizar los recursos cognitivos, implica la aplicación de diversos saberes en conjunto en situaciones específicas y condiciones particulares.f) Un individuo competente es aquél que ha mejorado sus capacidades y demuestra un nivel de desempeño acorde a lo que se espera en el desarrollo de una actividad significativa determinada.g)La adquisición de una competencia se demuestra a través del desempeño de una tarea o producto (evidencias de aprendizaje), que responden a indicadores de desempeño de eficacia, eficiencia, efectividad y pertinencia y calidad establecidos.h)Las competencias se presentan en diferentes niveles de desempeño.i) La función del docente es ser mediador y promotor de actividades que permitan el desarrollo de competencias, al facilitar el aprendizaje entre los estudiantes, a partir del diseño y selección de secuencias didácticas, reconocimiento del contexto que vive el estudiante, selección de materiales, promoción de un trabajo interdisciplinario y acompañamiento del proceso de aprendizaje del estudiante.

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Las competencias van más allá de las habilidades básicas o saber hacer, implican saber actuar y reaccionar; esto es, que los estudiantes no sólo desarrollen el saber qué hacer, sino además el cuándo utilizarlo. En este contexto la Educación Media Superior se propone dejar de lado la sola memorización de temas desarticulados y

FUNDAMENTACIÓN

la adquisición de habilidades relativamente mecánicas, y en su lugar pone un especial énfasis en la promoción del desarrollo de competencias en el contexto en el que se encuentren los estudiantes, que se manifiesten en la capacidad de resolver problemas, procurando que en el aula exista una vinculación entre ésta y la vida cotidiana incorporando los aspectos socioculturales y disciplinarios que permitan a los egresados desarrollar competencias educativas.

El plan de estudio de la Dirección General del Bachillerato tiene como objetivos:

• Proveer al educando de una cultura general que le permita interactuar con su entorno de manera activa, propositiva y crítica (componente de formación básica);• Prepararlo para su ingreso y permanencia en la educación superior, a partir de sus inquietudes y aspiraciones profesionales (componente de formación propedéutica);• Promover su contacto con algún campo productivo real que le permita, si ese es su interés y necesidad, incorporarse al ámbito laboral (componente de formación para el trabajo).

Como parte de la formación para el trabajo mencionada, a continuación se presenta el programa de estudios de la asignatura Listening and Speaking que pertenece a la capacitación de Idiomas (Inglés), la cual se integra con ocho cursos, los cuales son:

1.Written English Communication I2.Oral English Communication I.3.Written English Communication II4.Oral English Communication II5.Writing and Reading Strategies6.Listening and Speaking

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7.Composition8.Communicative Oral Abilities

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FUNDAMENTACIÓN

La asignatura de “Communicative Oral Abilities” se ubica en el sexto semestre y es la última de un conjunto de ocho, que forman la capacitación de Idiomas (Inglés), ésta tiene como antecedente inmediato la Materia de “Listening and Speaking”. En estos ocho cursos se busca consolidar y diversificar los aprendizajes y desempeños, ampliando y profundizando los conocimientos, habilidades, actitudes y valores relacionados con la Capacitación de Idiomas (Inglés), en Written English Communication I el objetivo es desarrollar competencias en el estudiante en una segunda lengua a través de habilidades de lectoescritura. En Oral English Communication I el objetivo es desarrollar la competencia comunicativa del estudiante en un segundo idioma, promoviendo las habilidades auditivas y comunicativas. En Written English Communication II el objetivo es extender el desarrollo adquirido de la competencia comunicativa del estudiante en un segundo idioma a través de lectura y producción escrita promoviendo habilidades de lectoescritura. En Oral English Communication II el objetivo es extender el desarrollo adquirido de la competencia comunicativa del estudiante en un segundo idioma a través de producción auditiva y practica oral promoviendo habilidades auditivas y comunicativas. En Writing and Reading Strategies el objetivo general es hacer uso de estrategias de lectura y escritura para facilitar al alumno el manejo de conceptos, e información en situaciones nuevas. En Listening and Speaking el objetivo es dar al estudiante la oportunidad de mejorar sus habilidades auditivas y comunicativas. En Composition el objetivo es mostrar al alumno que puede organizar sus ideas de manera efectiva, expresar sus sentimientos y opiniones de manera correcta y coherente haciendo uso de habilidades de lectoescritura. En Communicative Oral Abilities el objetivo es ampliar en el estudiante sus habilidades auditivas y comunicativas.

De esta manera, el objetivo central de la Capacitación de Idiomas (Inglés) es desarrollar la competencia comunicativa del estudiante en una segunda lengua todo ello a través del perfeccionamiento de las cuatro habilidades comunicativas de la lengua: Comprensión auditiva y de lectura; producción oral y escrita.

Asimismo, se propone que durante los cuatro primeros cursos (Oral English Communication I, II y Written English Communication I, II) se recuperen los aprendizajes más relevantes de la educación básica reforzada con los cuatro cursos de Lengua Adicional al Español del componente básico y con esta base en los cuatro cursos restantes (Listening and speaking, Writting and Reading Strategies, Composition, Communicative Oral Abilities) los estudiantes logren un nivel de dominio más avanzado. Usando la terminología del Marco Común Europeo,

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Listening and Speaking

Lengua Adicional

al Español I, II, III y IV

Written English

Communication I &

II

Writing and

Reading Strategi

es

Oral English Communication

I & II

Listening and

SpeakingTaller de Lectura

y Redaccion I y II

Literatura I y II

Informatica I y II

Composition

Communicative Oral

Abilities

se busca que los estudiantes del Colegio de Bachilleres del Estado de Sonora consoliden el nivel A1 durante su primer año de capacitación y puedan llegar de ser posible al B1 al finalizar la misma. Es importante aclarar que esta propuesta contempla el nivel mínimo esperado y que es facultad de los profesores el elevar la posibilidad de llegar a niveles de dominio más altos de acuerdo a cada contexto.

Si bien desde el punto de vista curricular, cada materia del plan de estudios mantiene una relación vertical y horizontal con el resto, el enfoque por competencias reitera la importancia de establecer este tipo de relaciones al promover el trabajo interdisciplinario, en similitud a la forma como se presentan los hechos reales en la vida cotidiana. En este caso todas las asignaturas de la Capacitación de Idiomas (Inglés) se alimentan de las asignaturas Lengua Adicional al Español I, II, III y IV; Taller de Lectura y Redacción I, y II, Literatura I y II; Informática I y II; Oral English Communication I y II; Written English Communication I y II, Writing and Reading Strategies, Listening and Speaking, cuyo propósito es acrecentar y consolidar las prácticas sociales del lenguaje, es decir, lo que hacen los usuarios expertos del lenguaje para la interpretación y producción de textos orales y escritos, preservando la función social de dichos actos. En el caso del bachillerato general la materia “Communicative oral abilities”, rescata este mismo enfoque sin dejar a un lado las líneas generales de los enfoques precedentes, de los cuales el comunicativo ha sido el más preponderante. Tomando como referencia lo anterior, los docentes pueden elegir aquellas propuestas que más se adecuen a su contexto.

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Las competencias que el alumno desarrollará en “Communicative Oral Abilities” son bases fundamentales para alcanzar las competencias de las asignaturas de los semestres posteriores que pertenecen al mismo Campo de Formación para el Trabajo, como se observa en el siguiente diagrama:

La asignatura de “Communicative Oral Abilities” pretende que el segundo idioma se utilice para la comunicación autentica, por medio de esta los estudiantes se presentan con el lenguaje natural y útil. Además, los estudiantes tienen la oportunidad de personalizar el idioma que aprenden haciendo uso de sus propios conocimientos y experiencias expresando sus ideas y opiniones.

Al término del módulo el alumno será capaz de aplicar y consolidar las prácticas de la comunicación del segundo idioma con el pensamiento

IDIOMAS (ENGLISH)

TERCER SEMESTRE CUARTO SEMESTRE QUINTO SEMESTRE SEXTO SEMESTRE

Written English Communication I (4hrs.)

Oral English Communication I (3 hrs)

Written English Communication II (4hrs.)

Oral English Communication II (3 hrs.)

Writing and Reading strategies 4hrs.

Listening and Speaking 3hrs,

Composition (4hrs.)

Communicative Oral Abilities (3hrs.)

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receptivo y productivo en un proceso recurrente, en su entorno sociocultural.

El programa de “Communicative Oral Abilities” está conformado por tres bloques, los cuales se distinguen de manera clara ya que cada uno de ellos gira en derredor a temas de su entorno para que el joven, identifique estructuras lingüísticas y de práctica cotidiana en idioma Inglés, que le permitan interactuar en situaciones comunicativas de la vida diaria y laboral, atendiendo asuntos específicos y generales, conjuntando de esta manera el aprendizaje del nuevo vocabulario, confirmando estructuras gramaticales y la práctica de habilidades de la lengua Inglesa.

Los bloques son los siguientes:Bloque I Importance of Improving Oral Communication.Bloque II Purpose and Tone.Bloque III English Production and Practice.

En el bloque I el objetivo primordial es usar el idioma como medio de comunicación. En el idioma inglés, la asimilación y reproducción correcta del mismo desempeñan un papel muy significativo. Por consiguiente, para que el alumnado ponga en práctica al máximo posible los contenidos que está recibiendo en el aula, se debe tener presente que si se pretende que adopte la lengua extranjera con la finalidad de usarla como medio de comunicación, hay que darle importancia a pronunciar y a escuchar; la razón de desarrollar u obtener estas habilidades es que si no comprenden como se habla en este idioma, difícilmente reproducirán de manera correcta sus mensajes. Para el bloque II se busca que el alumno realice de manera oral prácticas, donde pueda reconocer el propósito de manejar una buena entonación y el uso de “The Linking Language” o el ligado de palabras que realizan los nativo parlantes del idioma así como reducciones en la pronunciación de tal forma que su comunicación sea más fluida y natural; así mismo practicar con “Idioms” y un poco de “Slang” con la finalidad de que tenga un acercamiento al lenguaje cotidiano y su utilización en la vida real. El bloque III se enfoca en la producción y la práctica continua del idioma que en un primer momento toca asuntos relacionados al trabajo; es aquí donde se ven temas de situaciones reales en ambientes laborales. En segundo término se abordan contenidos de índole social, y de la vida diaria, como análisis de casos y problemáticas actuales para el joven bachiller.

Cabe destacar que la asignatura “Communicative Oral Abilities” contribuye ampliamente al desarrollo de las competencias genéricas en el estudiante, cuando se expresa y se comunica, en este caso de manera eficiente en un segundo idioma, valiéndose para ello de las cuatro habilidades comunicativas (escuchar, hablar, leer, escribir) ; piensa crítica y reflexivamente, porque es capaz de acceder a numerosas fuentes de información lo cual amplía sus horizontes además de lanzarlo a un mejor uso de las tecnologías de la información; aprende de

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forma autónoma cuando bajo la asesoría del docente desarrolla estrategias de auto aprendizaje, los cuales les servirán para su futuro académico y laboral; trabaja en forma colaborativa al entablar diálogos , mesas redondas, discusiones o realizar dramatizaciones y asume una actitud productiva, congruente con los conocimientos y habilidades con los que cuenta dentro de distintos equipos de trabajo.

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COMPETENCIAS GÉNERICAS DEL BACHILLERATO GENERAL

Las competencias genéricas son aquellas que todos los bachilleres deben estar en la capacidad de desarrollar al permitirle a los estudiantes comprender su entorno (local, regional, nacional o internacional) e influir en él, contar con herramientas básicas para continuar aprendiendo a lo largo de la vida, y practicar una convivencia adecuada en sus ámbitos social, profesional, familiar, etc.; en razón de lo anterior estas competencias construyen el Perfil del Egresado del Sistema Nacional de Bachillerato.

A continuación se enlistan las competencias genéricas:

1. Se conoce y valora a sí mismo y aborda problemas y retos teniendo en cuenta los objetivos que persigue.2. Es sensible al arte y participa en la apreciación e interpretación de sus expresiones en distintos géneros.3. Elige y practica estilos de vida saludables.4. Escucha, interpreta y emite mensajes pertinentes en distintos contextos mediante la utilización de medios, códigos y herramientas apropiados.5. Desarrolla innovaciones y propone soluciones a problemas a partir de métodos establecidos.6. Sustenta una postura personal sobre temas de interés y relevancia general, considerando otros puntos de vista de manera crítica y reflexiva.7. Aprende por iniciativa e interés propio a lo largo de la vida.8. Participa y colabora de manera efectiva en equipos diversos.9. Participa con una conciencia cívica y ética en la vida de su comunidad, región, México y el mundo.10. Mantiene una actitud respetuosa hacia la interculturalidad y la diversidad de creencias, valores, ideas y prácticas sociales.11. Contribuye al desarrollo sustentable de manera crítica, con acciones responsables.

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COMPETENCIAS DISCIPLINARES PROFESIONALES

BLOQUES1 2 3

1. Realiza comprensiones oral y auditiva de diversos tipos de textos en otro idioma. X X X2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. X X X3. Realiza expresión o producción oral en otro idioma. X X X4. Realiza interacción oral en otro idioma. X X X5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma. X X X

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COMPETENCIAS DOCENTES

1. Organiza su formación continua a lo largo de su trayectoria profesional.

Atributos:• Reflexiona e investiga sobre la enseñanza y sus propios procesos de construcción del conocimiento.• Incorpora nuevos conocimientos y experiencias al acervo con el que cuenta y los traduce en estrategias de enseñanza y de aprendizaje.• Se evalúa para mejorar su proceso de construcción del conocimiento y adquisición de competencias, y cuenta con una disposición favorable para la evaluación docente

y de pares.• Aprende de las experiencias de otros docentes y participa en la conformación y mejoramiento de su comunidad académica.• Se mantiene actualizado en el uso de la tecnología de la información y la comunicación.• Se actualiza en el uso de una segunda lengua.

2. Domina y estructura los saberes para facilitar experiencias de aprendizaje significativo.

Atributos:• Argumenta la naturaleza, los métodos y la consistencia lógica de los saberes que imparte.• Explicita la relación de distintos saberes disciplinares con su práctica docente y los procesos de aprendizaje de los estudiantes.• Valora y explicita los vínculos entre los conocimientos previamente adquiridos por los estudiantes, los que se desarrollan en su curso y aquellos otros que conforman un plan de estudios.

3. Planifica los procesos de enseñanza y de aprendizaje atendiendo al enfoque por competencias, y los ubica en contextos disciplinares, curriculares y sociales amplios.

Atributos:• Identifica los conocimientos previos y necesidades de formación de los estudiantes, y desarrolla estrategias para avanzar a partir de ellas.• Diseña planes de trabajo basados en proyectos e investigaciones disciplinarias e interdisciplinarias orientados al desarrollo de competencias.• Diseña y utiliza en el salón de clases materiales apropiados para el desarrollo de competencias.• Contextualiza los contenidos de un plan de estudios en la vida cotidiana de los estudiantes y la realidad social de la comunidad a la que pertenecen.

4. Lleva a la práctica procesos de enseñanza y de aprendizaje de manera efectiva, creativa e innovadora a su contexto institucional.

Atributos:• Comunica ideas y conceptos con claridad en los diferentes ambientes de aprendizaje y ofrece ejemplos pertinentes a la vida de los estudiantes.• Aplica estrategias de aprendizaje y soluciones creativas ante contingencias, teniendo en cuenta las características de su contexto institucional, y utilizando los recursos

y materiales disponibles de manera adecuada.• Promueve el desarrollo de los estudiantes mediante el aprendizaje, en el marco de sus aspiraciones, necesidades y posibilidades como individuos, y en relación a sus circunstancias socioculturales.• Provee de bibliografía relevante y orienta a los estudiantes en la consulta de fuentes para la investigación.

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• Utiliza la tecnología de la información y la comunicación con una aplicación didáctica y estratégica en distintos ambientes de aprendizaje.

5. Evalúa los procesos de enseñanza y de aprendizaje con un enfoque formativo.

Atributos:• Establece criterios y métodos de evaluación del aprendizaje con base en el enfoque de competencias, y los comunica de manera clara a los estudiantes.• Da seguimiento al proceso de aprendizaje y al desarrollo académico de los estudiantes.• Comunica sus observaciones a los estudiantes de manera constructiva y consistente, y sugiere alternativas para su superación.• Fomenta la autoevaluación y coevaluación entre pares académicos y entre los estudiantes para afianzar los procesos de enseñanza y de aprendizaje.

6. Construye ambientes para el aprendizaje autónomo y colaborativo.

Atributos:• Favorece entre los estudiantes el autoconocimiento y la valoración de sí mismos.• Favorece entre los estudiantes el deseo de aprender y les proporciona oportunidades y herramientas para avanzar en sus procesos de construcción del conocimiento.• Promueve el pensamiento crítico, reflexivo y creativo, a partir de los contenidos educativos establecidos, situaciones de actualidad e inquietudes de los estudiantes.• Motiva a los estudiantes en lo individual y en grupo, y produce expectativas de superación y desarrollo.• Fomenta el gusto por la lectura y por la expresión oral, escrita o artística.• Propicia la utilización de la tecnología de la información y la comunicación por parte de los estudiantes para obtener, procesar e interpretar información, así como para expresar ideas.

7. Contribuye a la generación de un ambiente que facilite el desarrollo sano e integral de los estudiantes.

Atributos:• Practica y promueve el respeto a la diversidad de creencias, valores, ideas y prácticas sociales entre sus colegas y entre los estudiantes.• Favorece el diálogo como mecanismo para la resolución de conflictos personales e interpersonales entre los estudiantes y, en su caso, los canaliza para que reciban una atención adecuada.• Estimula la participación de los estudiantes en la definición de normas de trabajo y convivencia, y las hace cumplir.• Promueve el interés y la participación de los estudiantes con una conciencia cívica, ética y ecológica en la vida de su escuela, comunidad, región, México y el mundo.• Alienta que los estudiantes expresen opiniones personales, en un marco de respeto, y las toma en cuenta.• Contribuye a que la escuela reúna y preserve condiciones físicas e higiénicas satisfactorias.• Fomenta estilos de vida saludables y opciones para el desarrollo humano, como el deporte, el arte y diversas actividades complementarias entre los estudiantes.• Facilita la integración armónica de los estudiantes al entorno escolar y favorece el desarrollo de un sentido de pertenencia.

8. Participa en los proyectos de mejora continua de su escuela y apoya la gestión institucional.

Atributos:• Colabora en la construcción de un proyecto de formación integral dirigido a los estudiantes en forma colegiada con otros docentes y los directivos de la escuela, así

como con el personal de apoyo técnico pedagógico.• Detecta y contribuye a la solución de los problemas de la escuela mediante el esfuerzo común con otros docentes, directivos y miembros de la comunidad.• Promueve y colabora con su comunidad educativa en proyectos de participación social.• Crea y participa en comunidades de aprendizaje para mejorar su práctica educativa.

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METODOLOGÍA INSTITUCIONAL

A) PRESENTACIÓN DEL MÓDULO:

"La enseñanza basada en la instrucción implica que la tarea a realizar, consiste en que el profesor transmita a sus alumnos conocimientos o destrezas que él domina. En la enseñanza basada en el descubrimiento, el profesor introduce a sus alumnos en situaciones seleccionadas o diseñadas de modo tal que presenten, en forma implícita u oculta, los principios de conocimiento que desea enseñarles" (STENHOUSE, L.; 1987).

El módulo se encuentra integrado por bloques, los cuales a la vez están constituidos por secuencias didácticas.

Una secuencia didáctica es un conjunto de actividades organizadas en tres momentos:a) Inicio,b) Desarrollo,c) Cierre.

Las actividades de inicio son aquellas, a partir de las cuales es posible identificar y recuperar las experiencias, los saberes, las preconcepciones y los conocimientos previos de los alumnos.

A partir de tal identificación y recuperación, se realizan las actividades de desarrollo mediante las cuales se introducen nuevos conocimientos científico–técnicos para relacionarlos con los identificados y recuperados en las actividades de apertura.

Las actividades de cierre son aquellas que permiten al educando hacer una síntesis de las actividades de apertura y de desarrollo, síntesis entendida como aquella que incluye los conceptos fundamentales y subsidiarios, construidos durante estas actividades.

Entonces, al realizar una secuencia didáctica se desarrolla la dimensión fáctica o de conocimiento para introducir al educando al mundo científico–técnico. Introducir al educando a este mundo es fundamental, pero insuficiente.

Es absolutamente necesario abrirle las puertas del mundo de los procedimientos de tal manera que sea posible desarrollar la dimensión procedimental o metodológica. Por lo tanto, durante la realización de cada actividad de una secuencia didáctica es primordial que, además se recuperen e identifiquen los procedimientos que utilizan o conocen los educandos para, en las actividades de desarrollo, introducirlos a nuevos conocimientos procedimentales o metodológicos. En las actividades de cierre, la síntesis consiste en dar cuenta no sólo de los contenidos fácticos, sino también de los procedimentales.

Abrir a los educandos el mundo científico–técnico y el de los procedimientos, también es primordial, pero igualmente insuficiente. Es forzoso abrirles las puertas del mundo de lo axiológico, a fin de desarrollar ellos la dimensión valoral o actitudinal. Como consecuencia, durante el desarrollo de cada actividad de una secuencia didáctica es primordial, además de desarrollar los contenidos fácticos y procedimentales, que en cada una de las actividades se desarrollen actitudes, que les permitan

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lograr un aprendizaje integral.

Las secuencias didácticas son integradoras, es decir: Responden a los intereses de los educandos. Permiten relacionar tales intereses con las exigencias y los retos comunitarios, estatales, regionales, nacionales y mundiales. Se relacionan con la vida cotidiana de los educandos. Permite relacionar la vida cotidiana con el conocimiento científico–técnico. Es posible relacionar, en torno al aprendizaje, más de un contenido fáctico de una misma asignatura. Permiten relacionar contenidos fácticos o conceptuales de más de una asignatura. Desarrollan contenidos procedimentales. Se promueve el desarrollo de valores en el educando.

Se seleccionaron actividades de aprendizaje que promueven: La realización en forma integrada de operaciones intelectuales, actividades físicas y afectivas. La participación activa de los educandos en la construcción de sus procesos de aprendizaje. El trabajo grupal, la confrontación y la construcción conjunta. La relación teoría–práctica. El desarrollo de competencias en resolución de problemas, en las cuales no sólo opera la racionalidad técnica sino también la comprensión del sentido de la

situación, la improvisación. El trabajo sobre los aspectos actitudinales del aprendizaje, vinculados con los conceptos y procedimientos como parte de un todo.1. El aporte integrado de las distintas disciplinas en la construcción de las capacidades propuestas a partir de la idea de que las capacidades traducen, de hecho,

saberes interdisciplinarios.2. La flexibilidad y la creatividad en relación con tiempos variados, espacios diversificados y condiciones contextuales cambiantes.

El uso combinado de estrategias dará lugar a que en el desarrollo del módulo se realicen distintos tipos de actividades. Algunas de ellas son: Exposición por parte de los/las docentes. Exposición por parte de los/las alumnos. Producción de informes. Investigaciones. Utilización de la metodología de taller, que vincula procesos de producción con reflexión. Trabajos en colaboración. Trabajos individuales. Discusiones y debates grupales. Análisis de casos. Dramatizaciones. Demostraciones.

B) EVALUACIÓN POR COMPETENCIAS

Definido por la Real Academia como “señalar el valor de una cosa” la evaluación, en el proceso educativo es un instrumento que forma parte del proceso enseñanza –

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aprendizaje, imprescindible para apreciar el aprovechamiento del estudiante, verificar en qué medida ha logrado las competencias previstas y para que el docente mida su propia intervención educativa, reajustar así sus actividades subsiguientes.

La evaluación se convierte en un proceso más de la enseñanza – aprendizaje y presenta las siguientes características: Formativa y formadora: ayuda al proceso enseñanza – aprendizaje, no tiene carácter de selección, en el sentido de ser un juicio que consagra a unos y

condena a otros. Continua: permanente durante todo el proceso y no se limita sólo al momento del examen. Integral: integra los contenidos conceptuales, procedimentales y actitudinales. Sistemática: se realiza de acuerdo a un plan y criterios preestablecidos. Orientadora: tanto del estudiante en su proceso de aprendizaje, como al docente en su capacidad de enseñar. Cooperativa: procura que en el proceso de evaluación se integren todas las personas involucradas en el proceso de enseñanza – aprendizaje. Flexible: depende de la situación contextual en que se desarrollan los estudiantes y en los acontecimientos inesperados que se puedan presentar.

La evaluación por competencias difiere del método de evaluación tradicional, evita que el docente se transforme en un juez más que en un maestro y que el estudiante aparezca como un interrogado, donde hay que encontrar específicamente lo que no sabe, hace que el estudiante se sienta más un acusado que un discípulo y que los períodos de exámenes se conviertan en un tiempo de tensiones, nerviosismo o fobias, transformándose en una especie de tortura psicopedagógica que llega a producir insomnio, pérdida de apetito, depresión y ansiedad.

En la evaluación por competencias es importante definir qué es lo que se va a evaluar (objetivo de la evaluación) se plantea evaluar la capacidad de los estudiantes, de interrelacionar lo aprendido y la manera creativa de resolver los problemas (evaluación conceptual). Otro aspecto importante es la evaluación del manejo de métodos, técnicas, destrezas y habilidades específicas (evaluación procedimental), finalmente se evalúan los aspectos que tienen que ver con la personalidad, el modo de ser y hacer del estudiante (evaluación actitudinal).

La evaluación debe ser continua y permanente, sin embargo existen tres momentos claves para ello: Evaluación inicial, diagnóstica: proporciona al docente la información de las competencias previas adquiridas en los niveles anteriores, establece el nivel de

conocimientos, habilidades, actitudes, valores, etc., que los estudiantes tienen al inicio de la tarea docente. Evaluación formativa: o evaluación de proceso, se realiza durante el proceso enseñanza – aprendizaje, es el seguimiento que se da a lo largo del proceso e

informa de los progresos del estudiante y las dificultades que va encontrando, proporciona, elementos de juicio que sirven para reajustar los métodos y estrategias pedagógicas.

Evaluación sumativa o de producto: se realiza al final del proceso de enseñanza – aprendizaje, es el análisis de los resultados obtenidos en cuanto al aprendizaje de los estudiantes, certifica y legitima en el sistema educativo, la promoción del estudiante a un nivel superior.

Desde una perspectiva constructiva la evaluación es un proceso dinámico, es decir, la evaluación no son momentos de asignación de calificaciones “objetivas” y fragmentadas del proceso de aprendizaje, marcados por la aplicación de dos, tres... exámenes parciales. Tampoco es el final del proceso educativo.

La evaluación constructiva es un proceso continuo que se realiza a lo largo de las secuencias didácticas, por tanto, la evaluación diagnóstica, formativa y sumativa se convierten, también, en un proceso continuo, dinámico e interrelacionado.

Esto significa que al realizar las actividades de apertura, desarrollo y cierre es posible diagnosticar, a la vez que identificar los aprendizajes significativos producidos por

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los educandos.

El criterio para la asignación de porcentajes es: examen hasta 40 %, actividades mínimo 60 %.

Todo ello fortalece la siguiente competencia docente y sus atributos.

5. Evalúa los procesos de enseñanza y de aprendizaje con un enfoque formativo.

Atributos: Establece criterios y métodos de evaluación del aprendizaje con base en el enfoque de competencias, y los comunica de manera clara a los estudiantes. Da seguimiento al proceso de aprendizaje y al desarrollo académico de los estudiantes. Comunica sus observaciones a los estudiantes de manera constructiva y consistente, y sugiere alternativas para su superación. Fomenta la autoevaluación y coevaluación entre pares académicos y entre los estudiantes para afianzar los procesos de enseñanza y de aprendizaje.

CUADROS DE EVALUACIÓN

Después de cada una de las actividades establecidas en el módulo de aprendizaje se encuentra un cuadro, el cual tiene como finalidad: Hacer del conocimiento del alumno los aspectos conceptuales, procedimentales y actitudinales que serán tomados en cuenta en el proceso continuo de

evaluación. Que el docente solicite al alumno escriba el puntaje asignado a la actividad, así como que registre la evaluación otorgada de acuerdo a los saberes alcanzados. Promover en el estudiante la autoevaluación y la coevaluación, es decir al término de cada actividad de forma individual y en base a los saberes requeridos,

realizará el ejercicio de autoevaluación tomando en cuenta la escala de evaluación y asignándose la que le corresponda. (No Competente NC, Medianamente Competente MC, o Competente C).

Cuando la actividad se realice en forma colaborativa se llevará a cabo la coevaluación, es decir al término de cada actividad de forma grupal y en base a los saberes requeridos, realizarán el ejercicio de coevaluación tomando en cuenta la escala de evaluación y asignándose la que le corresponda. (No Competente NC, Medianamente Competente MC, o Competente C).

EvaluaciónActividad: Producto: Puntaje:

SaberesConceptual Procedimental Actitudinal

AutoevaluaciónC MC NC Calificación

otorgada por el docente

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C)ACTIVIDADES DENTRO DE LAS ACADEMIAS PARA EL ABORDAJE DE LA CARTA DESCRIPTIVA Y LOS MÓDULOS DE APRENDIZAJE.

Una de las características de los planes y programas de estudio reside en la flexibilidad, misma que es considerada como las adecuaciones que el docente realiza de los saberes requeridos así como de las estrategias didácticas y actividades de aprendizaje con el fin de ubicarlas al contexto, es decir a las necesidades y características del alumno, de las condiciones culturales y materiales del lugar donde se lleva a cabo el proceso enseñanza–aprendizaje.

En el diseño y elaboración de los módulos de aprendizaje se tomó en cuenta la pertinencia de las actividades con el fin de que se integraran cada uno de los saberes, de tal manera que la evaluación sea parte del proceso y se lleve a cabo de forma continua y holística; así también que las mismas sean aplicables en cada una de las comunidades educativas.

Sin embargo es necesario mencionar que en forma colegiada cada una de las asignaturas tiene la libertad para valorar la pertinencia de las actividades; y en caso de no considerarla adecuada, será necesario diseñar una que sustituya la del módulo; cabe aclarar que no es recomendable eliminar actividades sin sustitución, porque se caería de nueva cuenta en el aprendizaje memorístico. Los contenidos y el orden de los mismos no pueden modificarse, responden a los planes y programas diseñados por la Dirección General de Bachillerato.

Asumiendo la misma dinámica que la anterior, los docentes de las asignaturas decidirán de forma conjunta el tiempo que le darán a cada una de las secuencias didácticas, qué actividades se realizarán dentro y fuera del aula, así como el puntaje que se le otorgará a cada una.

Con la finalidad de desarrollar las siguientes competencias docentes, es necesario que se justifique en caso dado el porqué de la sustitución de las actividades así como que se asiente en acta de academia la calendarización de las secuencias didácticas.

1. Organiza su formación continua a lo largo de su trayectoria profesional.

Atributo: Aprende de las experiencias de otros docentes y participa en la conformación y mejoramiento de su comunidad académica.

3. Planifica los procesos de enseñanza y de aprendizaje atendiendo al enfoque por competencias, y los ubica en contextos disciplinares, curriculares y sociales amplios.

Atributos: Identifica los conocimientos previos y necesidades de formación de los estudiantes, y desarrolla estrategias para avanzar a partir de ellas. Diseña planes de trabajo basados en proyectos e investigaciones disciplinarias e interdisciplinarias orientados al desarrollo de competencias. Diseña y utiliza en el salón de clases materiales apropiados para el desarrollo de competencias. Contextualiza los contenidos de un plan de estudios en la vida cotidiana de los estudiantes y la realidad social de la comunidad a la que pertenecen.

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Block 1: Importance of improving oral communication.

Competencias Profesionales:

1. Realiza comprensiones oral y auditiva de diversos tipos de textos en otro idioma. 2. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. 3. Realiza expresión o producción oral en otro idioma. 4. Realiza interacción oral en otro idioma. 5. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Didactic Sequence 1:Importance of Improving Oral Communication

Unidad de competencia:

Observa y muestra el modo de comunicarse de forma oral en Inglés, con mayor eficacia, cubriendo aspectos como la comunicación efectiva relacionándola a diversas culturas de manera formal e informal.

Temas:

Importance of speaking well in English.

Verbal and Nonverbal communication.

Role play. Song creation.

Tiempo:___

horas.

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Activityknowledge Teaching and learning strategies.

Product Materials ScoreConceptual Procedimental Attitudinal Teacher Student

1

Remembers and recognizes by discussing in class a definition of communication.

Selects and transfers in the product the differences and the importance of communication.

Integrates previous knowledge while identifying.

1. Helps Students (Ss.) forms teams of three.2. In teams of three, the Ss. brainstorm ideas for a definition of communication.3. The teacher helps the team to complete the K W L chart with their ideas about what “Communication” is.4. Clarifies that the last column must be completed at the end of the sequence.5. Helps Ss. create a group discussion.6. Guides Ss. while presenting and explaining the discussion’s results to the class on a flip chart.8. Assigns each group a team to be evaluated using the rubric.9. Monitors Ss. while they evaluate a team.10. Provides feedback.

1. Forms teams of three.2. In teams of three, brainstorms ideas for a definition of communication.3. The team now completes the first two columns of the K W L chart with own ideas about what “Communication” is.4. The Ss. will finish the last column at the end of the Sequence.5. Creates a group discussion.6. Presents and explains the discussion’s results to the class on a flip chart.7. Individually and in teams evaluates one team assigned by your teacher.8. Is opened for feedback.

KWL chart and Flipchart

Module. Whiteboar

d Markers Dictionary

if needed. Flipchart

paper. Tape for

flipcharts.

2 Clarifies, understands and interprets

Discusses, classifies and relates the

Shows openness for group and teacher’s

1. Helps Ss. gather in teams of three.2. Aids Ss. if needed while reading the

1. Organizes in teams of three and reads the information

Flipchart with conclusions

Module. Whiteboar

d Markers

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information based on the reading and deeds presented in the activity.

reading in the group´s product, creating a conclusion.

feedback and integrates organized group work to the activity.

information presented.2. Helps Ss. while discussing the information and answers the question.3. Guides Ss. when presenting the team’s conclusions.4. Helps Ss. while they brainstorm the different ways of communicating in English.5. Monitors Ss. while listing all the written, verbal and non-verbal communications clarifies each team that they should write about what the can encounter in daily living while using the language.6. Indicates Ss. that they should use the schedule to enumerate examples of verbal and non-verbal communication. Explains Ss. that each member of the team can come across in daily life situations while using

presented.2. Discusses the information and answers the question.“Why is well spoken English an advantage?”

3. Now, answers in own words why does he/she thinks speaking well English is important?4. Categorizes from the given outline what is more important and why?5. Presents team’s conclusions.6. Brainstorms about the different ways of communicating in English.7. Creates a list of all the written, verbal and non-verbal communications that the team can encounter in daily living while using the language.8. Uses the schedule to enumerate examples of verbal

Dictionary if needed.

Flipchart paper.

Tape for flipcharts.

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the language. (Mainly English)7. Helps Ss. present a flipchart with the team’s schedule and conclusions. 8. Reminds Ss. to write on the flipchart some key words for the presentation.9. Gives feedback.

and non-verbal communication. Each member of the team should come across with daily life situations while using the language. (Mainly English)9. The team presents a flipchart with your team’s schedule and conclusions.10. The Ss. write on the flipchart some key words from the presentation.

11. The Ss. are opened for feedback from teacher and other classmates.

3 Analyses and recognizes in the videos presented verbal and non-verbal communication.

Develops and describes knowledge using own conclusions of a video and combines ideas in a product.

Appreciates team work and shows openness to feedback provided by the teacher and classmates.

1. Prepares class material and plays the video “__ “.2. Recommends Ss. to pay close attention to the short film clips you’ll play in class; focus on the identification and discussion of verbal and non-verbal communication such as gesture, facial expression eye contact, posture etc.After watching the

1. Pays close attention to the short film clips the teacher presents in class; focuses on the identification and discussion of verbal and non-verbal communication such as gesture, facial expression eye contact, posture etc.2. All Ss. after watching the videos, in teams of threea. Offer overall

Video Module. Whiteboar

d Markers Dictionary

if needed. Computer. CD with

extra material.

Audio Speakers.

Internet connection

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videos, in teams of threea. Offers help when Ss. share their overall impression of the short films and motivates them to summarize the arrangement of the films.b. Asks Ss. what they think about the actors’ representation of the key character roles?c. Inquires Ss. to think if they fulfill their expectations taking into account that they were to focus on the identification and discussion of verbal and non-verbal communication such as gesture, facial expression eye contact, posture etc.?d. Encourages Ss. to briefly comment how well the films represent the types of communications addressed in the exercise.e. Questions Ss. what three or four sequences are most

impression of the short films and summarize the arrangement of the films.b. Meditate about how did the actors represent key character roles?c. Ss. answer if the actors fulfilled their expectations taking into account that they were to focus on the identification and discussion of verbal and non-verbal communication such as gesture, facial expression eye contact, posture etc.?d. Ss. briefly comment how well the films represent the types of communications addressed in the exercise.e. Discusses what three or four sequences are most important in the films?f. Thinks over, why?g. Analyses if sound

s.

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important in the films?f. Why?g. Is sound used in any vivid way either to enhance the communication process? (I.e. Enhance drama, heighten tension, disorient the viewer, etc.)h. How does this short film relate to the issues and questions evoked by the topic?i. Does the short film present a clear point-of-view on the topic?j. How?k. Are there any aspects of the theme which are left ambiguous at the end?l. Why?Guides and helps the Ss. when presenting the conclusion with their review.2. Guides Ss. while making a video report following the subsequent steps.a. Directs Ss. to use the questions answered and guides

is used in any vivid way to enhance the communication process? (I.e. Enhances drama, heighten tension, disorient the viewer, etc.)h. How do the Ss. think this short film is related to the issues and questions evoked by the topic?i. Does the short film present a clear point-of-view on the topic?j. How?k. Are there any aspects of the theme which are left ambiguous at the end?l. Why?The team presents some conclusions with their review.

3. Makes a video report following the succeeding steps.a. Uses the questions answered and practices talking about the short videos; for one minute in an interview format.

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them when practices chatting about the short videos; for one minute in an interview format.b. Recommends the Ss. at the end of the video, to include a conclusion with their review.c. After all reviews have been recorded and checked by the class and teacher; recommends Ss. to upload the videos to “YouTube” or “Google Video”. That way they can then be watched by all the students in another lesson. The videos can also be watched by other students around the world!d. It is recommended that if your school or class has a website, possibly your class can upload the best productions there so that other students can listen to the reviews too.

(gives own responses)b. At the end of the video, each team includes a conclusion with their review.c. After the reviews have been recorded and checked by the class and the teacher; the videos can be uploaded to “YouTube” or “Google Video”. They can then be watched by all the students in another lesson. The videos can also be watched by other students around the world!d. If the school or class has a website, perhaps the Ss. can upload the best productions there so that other students can listen to the reviews too.

4 Remembers and recognizes information and

Practices and implements verbal and non-

Collaborates and appreciates team work and shows

1. Helps Ss. gather in teams of three or four.2. Encourages and

1. Gathers in teams of three or four.2. Creates role plays (one or two) using

Role play Module. Whiteboar

d Markers

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ideas. Identifies verbal and non-verbal communication forms though role plays prepared by them.

verbal communication and ideas presented in a role play.

openness to feedback.

assists Ss. to create role plays (one or two) using various forms of verbal and non-verbal communication.3. Mentions Ss. and explains the reason for exaggeration which is important to be aware of, so whatever slight element is being expressed, to bring attention to it;4. Have the protagonists exaggerate the movement or voice element.5. Guides Ss. when Analyzing the factors which contribute to effective and ineffective communication process.6. At the end of the role play, indicates Ss. that one of the members presents the team analysis.7. Finally indicates and explains Ss. the use of the rubric to evaluate the activity.8. Provides feedback.

various forms of verbal and non-verbal communication.3. Keeps in mind that exaggerations are important to be aware of communication so whatever slight elements are being expressed, to bring attention to it; have the protagonists exaggerate the movement or voice element.4. Analyzes the factors which contribute to effective and ineffective communication process.5. One of the members from the team presents the analysis at the end of the role play.6. Uses the rubric to evaluate the activity.

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5 Identifies and interprets information by creating a song based on prior knowledge.

Integrates and combines ideas into a song created by the team and introduced to the group to link the knowledge on the subject.

Shows respect and positive attitude by listening to other teams. Is open to feedback.

Class 11. Prepares the Ss. by motivating with this all-inclusive closing activity. Prepare your class for a 2 days activity.2. Helps Ss. create 5 teams.3. Explains the task for each the team which is the production of a song (in English) based on what you have learned about communication and the importance of speaking well in English.4. Encourages Ss. to identify and describe 5 important facts they feel others need to know about the topic, motivates Ss. to explain and show them in their song. Explain Ss. that they may use the rubric as a guide.5. The type of songs will be planed and presented for each team in the following order:i. Team 1Rockii. Team 2Rap

Class 11. Creates 5 teams with the help of the teacher2. Is attentive to the task of the team which is to create a song (in English) based on what they have learned about communication and the importance of speaking well in English.3. Identifies and describes 5 important facts they feel others need to know about the topic, explains and shows them in their song.4. Uses the rubric as a guide.5. The type of songs they have to present will be planed as:i. Team 1Rockii. Team 2Rapiii. Team 3Ranchero (Mexican folk)iv.Team 4 Balladv. Team 5 Cumbia (South American folk music)

Song Module. Whiteboar

d Markers. Computer. Flipchart

sheet of paper for each team if desired.


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iii. Team 3Ranchero (Mexican folk)iv.Team 4 Balladv. Team 5 Cumbia (South American folk music)

Class 26. Encourages each team to present the lyric on a flip chart or a power point from the song.7. Stimulates all teams (all members) to sing the song to the class. (use this part as a ludic approach)8. The activity concludes with the whole group evaluating the activity using the rubric presented in the module and giving feedback for each song presented.

Class 26. Each team presents the lyric from the song.7. Each team (all members) sing the song to the class.7. The whole group evaluates the activity giving feedback for each song presented.

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Bloque 1:



Didactic Sequence 2:Tips for Effective Communication in English.


•Observa y muestra el modo de comunicarse de forma oral en Inglés, con mayor eficacia, cubriendo aspectos como la comunicación efectiva relacionándola a diversas culturas de manera formal e informal.

Temas:

Effective communication in English.

Round Table discussion. Seven ways to stop

interrupting. 6 English speaking tips you

must know.

Tiempo:____

horas.

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Activity knowledge Teaching and learning strategies.Product Materials ScoreConceptual Procedimental Attitudinal Teacher Student

1

Recognizes and describes the information based on the text and graphics presented

Designs and combines ideas into a graphic organizer created by the pair and introduced to the group to link the knowledge on the subject.

Collaborates and appreciates team work and shows openness to feedback.

1. Indicates Ss. to read the following paragraph.2. Encourages Ss. to discuss in pairs the following questions.1. Why do you need to learn English?2. Why is the world “extremely small” nowadays?3. Where do people speak English?4. Do you like English?3. Once Ss. have discussed the questions, motivates Ss. to use that information and make a graphic organizer in pairs. As an incentive and motivation for this activity and to complete your assessment you should choose five of the best graphics to be presented.4. Provides feedback.

1. Reads the paragraph and discusses with a partner.2. Discusses in pairs the following questions.1. Why do you need to learn English?2. Why is the world “extremely small” nowadays?3. Where do people speak English?4. Do you like English?3. Once Ss. have discussed the questions, uses that information to make a graphic organizer in pairs.The teacher will chose the five best works to be presented.

Graphic Organizer

Module Whiteboa

rd Markers Flipchart

sheets of paper if desire.


2 Understands and describes the information based on the text presented for analyses.

Designs and combines ideas into a conceptual map created by the teams.

Appreciates and collaborates team work and shows openness to feedback.

1. Helps Ss. form five teams in the group, and indicates them to read the text.2. Conveys Ss. to study the Dos and Don’ts and requests the team to discuss

1. Forms five teams in the group and reads the text.2. Studies the Dos and Don’ts and discusses for a few minutes about them.3. Presents on a

Conceptual map

Module Whiteboa

rd Markers Flipchart

sheets of paper if

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for a few minutes about them.3. Indicates Ss. to present on a flipchart a conceptual map with the inferences of the team’s discussion.4. Provides feedback.

flipchart a conceptual map with the inferences of the team’s discussion.

desire. Dictionar

y if needed.

3

Infers main ideas from the text presented in a roundtable activity.

Comments and clarifies the information through the activity.

Values with a positive attitude when listening to others.

1. Helps Ss. gather in pairs.

2. Indicates Ss. to read and discuss the text presented.

3. Promotes in the Ss. the discussion the text and the answers in pairs for 4 minutes.

4. Helps Ss. organize a round table discussion.

5. Assists Ss. to finish the activity with conclusions from each team

6. Explains and encourages Ss. to use of the rubric for evaluation.

7. Provides feedback.

1. In pairs, reads and discusses the text

2. Discusses the text and the answers in pairs for 4 minutes.

3. Organizes a round table discussion.

4. Finishes with conclusions from each team and feeds back from your teacher. (Uses the rubric for evaluation)

Roundtable

Module. Whiteboa

rd. Markers. Dictionar

y if needed.

4 Interprets the talking web and discusses about what happened before and after

Nourishes from a lecture and constructs diagram to build

Internalizes discussion and values with a positive attitude when listening to

1. Aids Ss. to form teams of three.2. Leads Ss. into reading attentively the text and search in a dictionary for

1. Forms teams of three2. Reads attentively the text and search in a dictionary for new words.

Talking web and discussion.

Module. Whiteboa

rd. Markers. Dictionar

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the conversation. arguments. others.

new words.3. Requests Ss. to read the text again; indicates them to create a talking web by filling in the structure with their own ideas for a discussion according to what they have read on the text.4. Based on the talking web indicates them to create a discussion about the topic for a few minutes (according to your indications) and suggest Ss. create a short paragraph where the team should present their ideas and deductions.5. Specifies Ss. that this paragraph will be presented in class.6. Provides feedback.

3. Re-reads the text; and creates a talking web by filling in the structure provided in the module with their ideas for a discussion according to what they have read on the text.4. Based on the talking web, creates a discussion about the topic for a few minutes (according to their teacher’s indications) and concludes creating a short paragraph where the team presents their ideas and deductions. This paragraph will be presented in class.

y if needed.

5 Analyses and recognizes in the text presented the tips and applies them in real situation.

Develops and describes awareness by using the tips in a video with own conclusions and combines ideas in a product.

Appreciates team work and shows openness to feedback provided by the teacher and classmates.

NOTE. This activity is planned for two classes.1. Arranges the group in teams of five.2. Indicates Ss. to read attentively the text and search in a dictionary for new words.3. Helps Ss. analyze each tip.

1. Forms teams of five.2. Reads attentively the text and searches in a dictionary for new words.3. Analyzes each tip.3. Each team member must explain each tip. Then identify what

Video presentation

Module. Computer

. Speakers. Blackboar

d. Markers. Eraser. Dictionar

y if

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4. Demands each member to explain each tip to the rest. Then request Ss. to identify what they have in common.5. Asks Ss. to answer the following question: "HOW CAN YOU IMPROVE YOUR COMMUNICATIVE ABILITY IN ENGLISH?"6. Requests Ss. to write their answer in the module and share opinions with the team.7. Choose the best idea of the team.8. Coordinates all teams when Ss. choose one of the members to go around the class and walk over to the other teams to share their idea and brings other crews to their own.9. Indicates the teams to choose the best 3 ideas, from the thoughts of their own. Then, encourages them to create a 2-3 minutes video presentation of the ideas.10. Instructs the

they have in common.4. Now Ss. answer the following question: "HOW CAN YOU IMPROVE YOUR COMMUNICATIVE ABILITY IN ENGLISH?"5. Writes the answer in the module and shares opinions with the team.6. Chooses the best idea of the team.7. The team choses one of the members of the team.8. That student stands up, and walks over to the other teams and shares their team’s idea and brings the other teams thoughts to their own team.8. Each team chooses the best 3 ideas, apart from the thinking of their own. Then, creates a 2-3 minutes video presentation the ideas.9. The team has 15 minutes to prepare the general idea in class and the rest of the day to prepare

needed.

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teams to prepare in 15 minutes the general idea in class11. Recommends Ss. to use some extra hours to prepare for the next class.12. Next class calls each group and asks them to come to the front of the classroom and deliver their presentation.13. Explains and requests Ss. to use the rubric to check their partners’ presentation.14. Provides feedback.

for next class presentation.10. Next class each group comes to the front of the classroom to deliver their presentation.11. Continues working in teams and uses the rubric to check partners’ presentation.

Block1:



Didactic Sequence 3:Intercultural Communication


Observa y muestra el modo de comunicarse de forma oral en Inglés, con mayor eficacia, cubriendo aspectos como la comunicación efectiva relacionándola a diversas culturas de manera formal e informal.

Subjects:

13 Examples of good and bad manners around the world.

Table manners around the world.

Time:_____

hours.

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Manners around the world. What is a podcast (extra

information)

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1 Identifies and infers ideas from the questions presented for discussion.

Develops and comments the information over the activity.

Values with a positive attitude when listening to others.

1. Guides Ss. when completing the sentences in the module with the words below:scared, point, kiss, natural scenery, language, affectionate, cultures, stare, gesture, poor, advice2. Indicates Ss. that they have to discuss in teams of five if they agree / disagree with each sentence. Then individually each student answers the questions and writes two or three quick impressions to complete the sentence.3. Writes down the first ideas that come into their head.Discussion:4. Encourages Ss. to discuss their answers.5. Asks Ss. if there were negative or positive comments.6. Asks the group about how do they feel about the words or expressions used to describe each

1. Completes the sentences with the words:scared, point, kiss, natural scenery, language, affectionate, cultures, stare, gesture, poor, advice2. Discusses in teams of five whether if they agree/disagree with each sentence.3. Now individually each student answers the questions.4. Writes two or three quick impressions to complete the sentences. It is important to keep in mind that he/she has to write down the first ideas that come into his/her head.Discussion:5. The team discusses their answers.6. Responses the following questions: Were there negative or positive comments?How does the group feel about the words or expressions used to describe each culture?

Exercises and class Discussion Rubric

Module. Dictionary

if needed. Blackboar

d. Markers.

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culture?7. Asks the group if they were surprised by the results.8. Organizes the teams, and explains the rubric to evaluate the discussion in class.9. Provides feedback.

Did the results surprise the group?7. Uses the rubric to evaluate the discussion in class

2 Describes and understands the information presented for analyses.

Plans and combines ideas into a graphic organizer created in teams.

Collaborates and appreciates team work and shows openness to feedback.

1. Requests all Ss. to discuss the issues presented with other class members.2. Helps Ss. compare which of the four problems from the following people should be most careful about:a) When a U.S. citizen or any other country visits your school or house.b) When a Cobach School in your city receives visitors from the U.S.3. Requests Ss. to share their ideas with the class by presenting a graphic organizer with their ideas and a solution.4. Explains to the class that sometimes when we receive foreign visitors some

1. Discusses the issues presented with other class members.2. Decides which four problems the following people should be most careful about:a) When a U.S. citizen or any other country visits your school or house.b) When a Cobach School in your city receives visitors from the U.S.3. Shares the ideas with the class by presenting a graphic organizer with his / her ideas and a solution.“When we receive foreign visitors some actions are inappropriate”. The following adjectives describe different

Graphic organizer

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actions are inappropriate, so the adjectives in the activity describe different types of such actions.5. Instructs Ss. to match each problem presented on the exercise6. Explains Ss. that in the module there are some issues to think about when you are a visitor or receive a visitor from abroad. Match the issues with the ideas by writing the number in the corresponding column. Then decide if the ideas are good or bad.7. Provides feedback.

types of actions. Match each problem on the left with one of the likely results on the right.4. There are some issues to think about when you are a visitor or you receive a visitor from abroad.5. Matches the issues with the ideas by writing the number in the corresponding column.6. Decides if the ideas are good or bad.

3 Interprets and reads the text.Analyses all situations presented and uses imagination to build product.

Dramatizes in a created role play or video the appraisal from the situations analyzed by the team.

Shows respect while working in teams and positive attitude while receiving feedback.

1. Indicates Ss. to pay close attention to the graphics about “13 Examples of Good and Bad Manners around the World”

2. Indicates Ss. that in teams of three they have to read them and discuss all the situations presented.

1. Pays close attention to the graphics about “13 Examples of Good and Bad Manners around the World”

2. In teams of three reads them and discusses all the situations presented.

3. Compares these manners with the

Role play or video presentation

Module Dictionary


d. markers Eraser.

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3. Specifies Ss. to compare these manners with the ones in their own environment. Invite Ss. to think about the following question “Can you find differences?”

4. Commands Ss. to prepare a two minutes presentation using role plays or videos to represent these “Examples of Good and Bad Manners around the World.”


ones in their own environment. Can they find differences?

4. Prepares a two minutes presentation using role plays or videos to represent these “Examples of Good and Bad Manners around the World.”

4 Prepares and presents in teams a power point presentation.

Applies and uses his / her knowledge to understand and distinguish different countries manners.

Collaborates and appreciates team work.Shows positive attitude while presenting the activity in class.

1. Solicits Ss. pay close attention to the text about “Table Manners around the World”2. Helps Ss. gather in teams of three and indicate them to read and talk over all the situations presented.After discussing the text recommends Ss. to prepare the product for the conclusion class.

I. Pays close attention to the text about “Table Manners around the World”II. In teams of three reads the text and talks over all the situations presented.After discussing the text prepares the product for the conclusion class.Product for follow up class:III. In teams of six,

Power Point Presentation

Module Dictionary


d. Markers Eraser.

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Product for follow up class:3. Indicates Ss. to create a power point presentation in teams of six, with similar situations different than the ones around the world4. Recommends Ss. to stand out in the presentation the differences the team can identify among those manners and their own.5. Reminds Ss. that it is very important that the whole team submits and presents the product.6. Prompts Ss. that everybody has to talk while presenting a part of the presentation.7. Indicates Ss. that they have no more than 4 minutes to complete the explanation.8. Provides feedback.

creates a power point presentation with similar situations different than the ones presented in the module.IV. Stands out in the presentation the differences the team can identify among those manners and their own.V. the whole team presents the product.VI. Everybody has to talk while presenting an assigned part of the power point presentation.VII. Ss. have no more than 4 minutes to complete your explanation.

5 Analyses an article, prepares and presents a flipchart which will be questioned in

Applies and uses his/her understanding and comprehension

Collaborates and shows positive attitude when working in group and is open to

1. Indicates Ss. to read the text bellow,2. Helps Ss. gather in teams of four for discussion.3. Indicates the

1. Reads the text bellow, and then gathers in teams for discussion.2. In teams of four members, creates a

Flipchart and discussion

Module Dictionary

if needed. Flipchart

paper

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class.

on the text to present the team’s ideas orally in a class presentation.

feedback.

teams to create a flip chart on it they will create a mind map focused on the information presented.4. Requests Ss. to present and explain the flipchart to the class.5. Provides feedback.

flip chart with a mind map focused on the information presented.3. Presents and explains your flipchart to the class.

sheets. Color

pencils. Blackboar

d. markers Eraser.

6 Analyses a class podcast and identifies and discusses information from the text.

Exchanges ideas in team discussion on the subject and creates a podcast from it.

Values team work, collaborates with the purpose of the activity and is open to feedback..

1. Directs Ss. to gather in pairs to discuss about the sentence presented in the module, and come up with at least 5 possible endings to the sentence.2. Suggests Ss. that in pairs (different than the one before) they should answer and discuss the question.3. Indicates Ss. to make a list of the advantages and disadvantages of global English.4. Specifies Ss. to read the short texts and answer the following question “Are any of your points mentioned?”6. Helps Ss. to gather now in teams of four,

1. In pairs discusses about the sentence and comes up with at least 5 possible endings to the sentence.2. In pairs answers and discusses the question.3. Makes a list of the advantages and disadvantages of global English.4. Reads the short texts.5. Answers the following questions “Are any of your points mentioned?”6. In teams of four, creates a “pod cast” program and includes all the items presented.7. Uses the rubric provided and with the teacher’s help each

Class Pod cast

Module Computer Speakers Microphon

e. Extra POD

CASTS information extra information provided in the module.


Blackboard.

Markers Eraser.

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and create a pod cast program where they have to include all the following items.7. Explains and uses the rubric provided in the module and with your help each team evaluates a team you have previously assigned.8. Provides feedback.

team evaluates another, assigned by him or her.

NOTE:

At the end of the block you will find some extra information about what a podcast is downloaded from http://www.entrepreneurs-journey.com/230/what-is-a-podcast/

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http://www.entrepreneurs-journey.com/230/what-is-a-podcast/

Block 2: Purpose and Tone.


Realiza comprensiones oral y auditiva de diversos tipos de texto en otro idioma. Realiza comprensión escrita y de lectura de diversos tipos de texto en otro idioma. Realiza expresión o producción oral en otro idioma. Realiza interacción oral en otro idioma. Realiza expresión o producción escrita de diversos tipos de texto en otro idioma.

Didactic Sequence 1:Using correct intonation


Diferencia la entonación de las palabras en situaciones específicas y las practica en contextos de su vida cotidiana.

Subjects:

Intonation / Role play. Mistakes awareness. Intonation Introduction. Video creation.

Time:_______hours.

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1 Identifies a real situation and relates it to the subject. Is conscious of his/her pronunciation and others.

Determines and contrasts information obtained from the practice and is aware of a real language situation.

Shows initiative and interest on the practice.

1. Helps Ss. gather in pairs and practice the activity presented.2. Indicates Ss. to increase at least 6 expressions suitable to promote several interpretations (ways to say it) when they deliver the expression with a different tone.3. Suggests Ss. to follow the instructions and practice in pairs.4. Assists Ss. when they gather in teams of four and practice English with classmates by Saying “Hello” pretending to be someone different in different circumstances.5. Directs Ss. when they observe team’s pals closely and notice the different intonations for each statement.Explains Ss. that they have to listen very attentive.6. Indicates Ss. that they have to expect to identify the rise

1. Gathers in pairs and practice the activity presented.2. Increases at least 6 more expressions apt to promote several interpretations (ways to say it) when delivered with a different tone.3. Follows the instructions and practices in pairs.4. Gathers in teams of four and practices English with classmates by Saying “Hello” pretending to be someone different in different circumstances.5. Observes team’s pals closely and notices the different intonations for each statement.6. Expects to identify the rise and fall of the voice when classmates are talking?7. Request Ss. to pay attention and answer these questions How was the expression said? Slow? Fast?

Audio Record Module Computer Speakers Microphon

e. Dictionary


d. Markers Eraser.

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and fall of the voice when classmates are talking?7. Request Ss. to pay attention and answer these questions How was the expression said? Slow? Fast? With proper speed?8. Instructs Ss. to create an audio record with different forms of verbalizing the expression “Hello”.9. Commands Ss. to Present the audio record to the class and tells them to give appreciation for the activity.10. Provides feedback.

With proper speed?8. Teams will have a duty to create an audio record with the different forms of the expression “Hello”.9. Presents the record to the class and gives appreciation for the activity.

2 Analyses text and identifies intonation. Creates a role play for the class.

Applies and uses intonation and his / her knowledge to create a role play. Evaluates with the rubric.

Collaborates and appreciates with a positive attitude when working in groups and is opened to feedback.

1. Indicates Ss. to gather in pairs and read the text, then request Ss. to discuss for 2 minutes about it.2. Requires Ss. to answer the comprehension questions.3. Requires Ss. to create and perform a role play to represent the importance of intonation in the

1. Gather in pairs and read the text, then discusses for 2 minutes about it.2. Answers the comprehension questions.3. Creates and performs a role play to represent the importance of intonation in the English language and how important it could be for you as a

Role play Module Dictionary


d. markers Eraser.

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English language and how important it is for you as a student of this course.4. Indicates Ss. to exaggerate because it is important to be aware of communication, which is the reason for this requirement, so whatever slight element is being expressed, it is important that Ss. bring attention to it; that is why it is important to have the protagonists exaggerate the voice element.5. Invites Ss. to analyze the factors which contribute to an effective and ineffective communication process.6. At the end of the role play, direct one of the members of the team to present the pair analysis.7. Finally, explains and tells Ss. to use the rubric to evaluate the activity.8. Provides feedback.

student of this course.4. It is important to indicate Ss. to exaggerate because it is important to be aware of communication, so whatever slight element is being expressed, to bring attention to it; that is why it is important to have the protagonists exaggerate the voice element.5. Analyzes the factors which contribute to effective and ineffective communication process.6. At the end of the role play, one of the members presents the pair analysis.7. Finally uses the rubric to evaluate the activity.

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3 Analyses intonation differences and creates a video to evaluate the practice and be aware of his/her weaknesses in English.

Applies and uses his/her oral skills and is aware of language weaknesses by practicing and video recording the team activity.

Appreciates team work and shows positive attitude when working in teams.

1. Helps Ss. gather in teams of 5.2. Invites Ss. to takes turns and practices the exercises for intonation.3. Asks Ss. to demonstrate the practice by exaggerating intonation.4. Suggests Ss. to shot the role play by talking as a robot (flat) then speak normally with the intention to highlight the difference.5. Recommends Ss. to imitate all situations but this time without voice sounds in words, asks Ss. to hum. Indicates Ss. to follow the instructions where they have to say the sentence following the instruction in parenthesis.With the teacher’s help, underlines the word or words that give the intonation and stress to the statement.6. Specifies Ss. that

1. Gathers in teams of 5.2. Takes turns and practices the exercises for intonation.3. Demonstrates the practice by exaggerating intonation.4. Tries the role play talking as a robot (flat) and then speaks normally to highlight the difference.5. Imitates all the situations but now without voice sounds in the words, just humming. Says the sentence following the instruction in parenthesis.With the help of the teacher, underlines the word or words that give the intonation and stress to the statement.6. The task is to videotape all the situations practiced by the team and present the video in class.7. Analyzes the whole activity and

Video and practice

Module Dictionary


d. Markers. Eraser. Computer. Speakers.

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the task is to videotape all situations practiced by the team and present the product in class.7. Evaluates Ss. analysis of the whole activity and requests Ss. to report conclusions to the teacher and the class.8. Provides feedback.

reports conclusions to the teacher and the class.

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Block 2: : Purpose and Tone.



Didactic Sequence 2:Linking, Idioms and slang in American English


•Diferencia la entonación de las palabras en situaciones específicas y las practica en contextos de su vida cotidiana.

Subjects::

Oral practice. Linking language. Introduction to Linking. Common Reductions. Practice with Idioms. Slang Definition. Booklet Project.

Time:______hours.

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1

Practices interviewing others and discusses strengths and weaknesses of pronunciation in teams.

applies previous knowledge to identify strengths and weaknesses of his/her English practice.

Shows openness to feedback provided by the teacher and classmates.

1. Calls Ss. to gather in teams of 6.2. Invites Ss. to interview someone in the team that he or she does not know well.3. After the interview is over, requests the interviewer to give a short introduction of the person to the whole team.4 Indicates Ss. to analyze his/her partner’s English fluency.5. Requests the team to present a conclusion with everybody’s appreciation represented in a visual form on a flipchart.6. Provides feedback.

1. Gathers in teams of 6.2. Interviews someone in the team that he or she does not know well.3. After the interview is over, the interviewer gives a short introduction of the person to the whole team.4 Analyzes his/her partner’s English fluency.5. The team presents a conclusion with everybody’s appreciation represented in a visual form on a flipchart.

Flipchart and oral practice.

Module Dictionar

y if needed.

Flipchart paper sheets.

Color pencils.

Blackboard.

markers Eraser.

2 Practices interviewing others and discusses strengths and weaknesses of pronunciation in teams.

Applies previous knowledge to identify strengths and weaknesses of his/her English practice.

Shows openness to feedback provided by the teacher and classmates.

1. Indicates Ss. to read the text and analyze the text.2. Requests Ss. to create a flipchart and present it in class.3. Provides feedback.

1. Reads the text and analyses text.2. Creates a flipchart and presents it in class.

Flipchart and oral practice.

Module Dictionar

y if needed.


Color pencils.

Blackboard

markers

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Eraser.

3

Analyses the video presented, answers questions and relates information with real usage of English in a daily basis.

Recognizes the concept for linking the language in a real situation presented by the teacher in a video.

Values the language. Appreciates listening and oral English skills.

1. Prepares the support material with the video.2. Recommends Ss. to pay attention to the video about linking presented in class.2. Tells Ss. to answer the statements in the module and write his/her answers.3. Indicates Ss. to discuss the video in class.4. Requests Ss. to search for a video or podcast and identify at least 15 linked words or phrases in the audiovisual.5. Orders Ss. to present the video and flipchart in class categorizing the linked identified phrases.6. Provides feedback.

1. Pays attention to the video about linking to be presented in class.2. Answers the statements in the module and writes his/her answers.3. Discusses the video in class.4. Searches for a video or podcast and identifies at least 15 linked words or phrases.5. Presents the video and flipchart in class categorizing the linked identified phrases.

Video analysis and Flipchart.

Module Dictionar

y if needed.


Color pencils.

Blackboard

Markers. Eraser. Computer

. Speakers.

4 Recalls information from the text in order to practice, prepare and present a power point.

Applies his/her knowledge and presents his own ideas.

Shows ability and positive attitude when listening and presents own ideas. Is opened to feedback.

1. Remits Ss. to the module and asks them to read the text.2. Helps Ss. gather in pairs.3. Asks Ss. to practice the reductions given.4. Solicits Ss. to create a power point presentation, giving different examples

1. Reads the text.2. In pairs, practices the reductions given.3. Creates a power point giving different examples than the ones given here.

Power Point. • Module• Dictionary if needed.•

Blackboard.• markers• Eraser.

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than the ones given on the activity.5. Provides feedback.

5Practices idioms and completes the questionnaire to identify meaning.

Applies his/her knowledge to identify idioms meaning and presents his own ideas.

Shows positive attitude and presents own ideas. Is opened to feedback.

1. Remits Ss. to the module and asks them to read the text.2. Asks Ss. to investigate the meaning of the idioms presented on the module.3. Provides feedback.

1. Reads the text2. Investigates meaning of idioms3. Requests help of the teacher.

Exercise.

• Module• Dictionary if needed.•


6Practices idioms and gives the correct meaning.

Applies his/her knowledge to identify idioms meaning and gives his own ideas.


1. Solicits Ss. to write the meaning to the idiom expressions.2. Asks Ss. to investigate the meaning of the idioms presented on the module.3. Provides feedback

1. Writes the meaning to the idiom expressions.

Exercise



7 Practices idioms when listening to the dialogue and gives the correct meaning.

Applies his/her knowledge to identify idioms meaning when listening the conversation and gives his own ideas.


1. Helps Ss. gather in teams of three2. Invites Ss. to discuss in teams the statements:3. Prepares the audio from the support material.4. Plays the CD. And requests Ss. to listen to the conversation and asks them to attempt to identify each of the short statements and the use of slang.5. Indicates Ss. to

1. In teams of three discusses the statements:2. Listens to the conversation and tries to identify each of the short statements and the use of slang.3. Creates a role play based on the listened dialogue using his/her own ideas.4. Uses a slang dictionary or the internet to find ideas

Role play and Listening Exercise.


Blackboard.• markers• Eraser.• Computer.• Speakers.

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create a role play based on the listened dialogue using his/her own ideas.Note: It is important to promote in Ss. that if they need a dictionary or internet for better understanding of slang to find ideas you let them use those tools.6. Requests Ss. to present the role play in class.

for the play if needed.5. Presents the role play in class.

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8Practices idioms and gives the correct meaning.

Applies his/her knowledge to identify idioms meaning and gives his own ideas.


1. Aids Ss. to gather in pairs and indicates them to search for at least 20 of the most common idioms in English (not the ones in this sequence) and 20 of the most common American slang expressions.2. Explains what a booklet is and indicates Ss. to create the flier (booklet).3. Explicates the use of the rubric presented and indicates Ss. to evaluate the activity.

1. Gathers in pairs and searches for at least 20 of the most common idioms in English (not the ones in this sequence) and 20 of the most common American slang expressions.2. Creates a booklet.3. Uses the rubrics presented to evaluate the activity.

Booklet



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Block 3: English Production and PracticeCompetencias Profesionales:


Didactic Sequence 1:Spoken Accomplishments “Job-related”


Desarrolla su capacidad para comunicarse y expresar sus ideas con claridad y objetividad utilizando el idioma de forma sencilla.

Subjects:

Skills and Qualifications. Business Client Role Cards. Business Vocabulary

employment. Debate. “Job Related” Exposition.

Time:______hours.

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ActividadSaberes Estrategias enseñanza aprendizaje.

Producto Materiales PuntajeConceptual Procedimental Actitudinal Docente Alumno

1

Represents interviews in class. Develops the information. Involves the whole class in an introduction.

Recalls, determines and applies previous knowledge to identify oral abilities in a conversation.

Shows openness to feedback provided by teacher and classmates.

1. Helps Ss. to gather in Pair teams.2. Instructs Ss. to interview each other about their skills and qualifications.3. Indicates Ss. to use the formats A for one person and format B for the other both presented on the module.4. Clarifies Ss. to be aware that there are many ways to ask about another person’s abilities.5. Explains and helps Ss. with the rubric.6. Provides feedback.

1. Gathers in Pair teams.2. In pairs they interview each other about their skills and qualifications. 3. Uses format A for one person and format B for the other, both presented on the module.4. Is aware that there are many ways to ask about another person’s abilities.5. Uses rubric.

Interview and Rubric



2 Identifies how to deal with a real situation using business language in a role play.

Applies his/her knowledge and the use of English language. Infers the purpose of this in real situations.

Integrates knowledge by providing and receiving feedback from classmates and teacher.

NOTE: This activity is with the intention of students to practice “job related” role plays. During this activity the student assigned as boss and the one designed as secretary, have to attend clients with diverse situations.1. Helps Ss. gather in teams of 10 and decide who is going to be the boss “Maria or Mario Jimenez” (Mario / Maria Jimenez, is a

1. Names a secretary.2. The secretary has to attend clients with diverse situations.3. Gathers in teams of 10 and decides who is going to be the boss “Maria (or Mario) Jimenez” and the Secretary.2. Each member of the team chooses a Role-play card (provided in activity on the module) which contains the clients name, company, telephone number,

Role Play and Rubric .



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manager at Earthly Company) and the Secretary.2. indicats Ss. that each member of the team should choose a “Role-play card” *(in the module) which contains the clients name, company, telephone number, and important business information that the clients want to convey to Maria Jimenez.3. Details Ss. that for every situation the boss or the secretary has to think about the proper response to each situation, which is the reason why a different person from the team is recommended so each one will have the chance to give a reaction to a different situation.4. Explains and indicates Ss. to use the rubric for self-evaluation.5. It is important to recommend Ss. that while others work they have to observe

and important business information that the clients want to convey to Maria Jimenez.3. For every situation the boss or the secretary, has to think about the proper response to each situation, that is why a different person from the team is recommended so each one will have the chance to give a reaction to a different situation.4. Use the rubric for self-evaluation.5. While others work you (student) have to observe and grade each pair talking with the rubric provided.Self-assessment for Individual Contributions to Group Conversation. Rate each entry

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and grade each pair talking with the rubric provided.6. it is also important to address Ss. use rubric of Self-assessment for Individual Contributions to Group Conversation.7. Provides feedback.

3 Revises and practices vocabulary. Recognizes new words and designs visual material about it.

Applies his/her knowledge to present vocabulary in a drawing and in the oral description.

Shows ability and positive attitude when drawing and presenting ideas. He / she is opened to feedback.

1. Indicates Ss. to read attentively the vocabulary.2. Specifies Ss. that they will be working in teams of 5 and they are going to create a picture dictionary for each expression presented in the list.3. Instructs Ss. to describe the terms and the given example using pictures to define each expression.4. Indicates Ss. the requirement for each picture or drawing that is that they must be presented in a 5 x 8 card papers.5. Commands Ss. to present the dictionary and explains how to use it

1. Reads attentively the vocabulary.2. In teams of 5 creates a picture dictionary for each expression presented in the list.3. Describes the terms and the given example using pictures to define each expression.4. Each picture or drawing must be presented in a 5 x 8 card papers.5. Presents the dictionary and explains how to use it to the class.6. Evaluates the activity by giving feedback to others.

Dictionary with images.


Blackboard.• markers• Eraser.• 5X8 paper cards.• Scissors.• Colored pencils.•

Magazines.• Computer Printed images.• Ss. own drawings.

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to the class.6. Stimulates the Ss. to evaluate the activity by giving feedback to others.7. Provides feedback

4 Recognizes the elements of a debate and uses it to practice the Language in a given situation.

Utilizes the elements of the debate to practice the Language in a given situation

Values the correct use of the language among classmates.Is opened to feedback.

1. Indicates Ss. to read the case study carefully and check out any vocabulary words they don't know.2. Specifies and helps Ss. to organize in teams of 6 and discuss the case presented. States Ss. that they now will discuss about the advantages and disadvantages of self-employment.3. Indicates Ss. that their task will be to prepare to argue and support a position assigned to them by the teacher.4. Ss. should do the necessary research to support their ideas, and prepare to both pose (agree or disagree) and answer questions5. Specifies Ss. to Practice the presentation so that

1. Reads the case study carefully and check out any vocabulary words they don't know.2. Organizes in teams of 6 and discusses the case presented. They now will discuss about the advantages and disadvantages of self-employment.3. The Ss. task is to prepare to argue and support a position assigned to them by the teacher.4. Ss. should do the necessary research to support their ideas, prepare to both pose (agree or disagree) and answer questions5. Practices the presentation so that it’s well polished.6. Each team will get 3 minutes to prepare its arguments for the debate.7. Ss. must follow a strict set of guidelines

Debate and rubric.



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it’s well polished.6. Denotes Ss. that each team will get 3 minutes to prepare its arguments for the debate.7. Ss. must follow a strict set of guidelines that tell when they will be able to speak. Student 1

Affirmative (3 minutes): The affirmative speaker presents his/her opinion. She/he defines the situation, presents proposed alternatives, and explains why her/his position is correct.

Student 2. Negative (3 minutes): Then negative speaker presents his/her position. She/he explains why his/her position is correct. Then he/she raises questions about the affirmative position.

that tell when they will be able to speak. Student 1

Affirmative (3 minutes): The affirmative speaker presents his/her opinion. She/he defines the situation, presents proposed alternatives, and explains why her/his position is correct.

Student 2. Negative (3 minutes): Then negative speaker presents his/her position. She/he explains why his/her position is correct. Then he/she raises questions about the affirmative position.

3. Affirmative (3 minutes): The affirmative speaker summarizes the arguments on both sides noting where the positions conflict. The speaker will

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3. Affirmative (3 minutes): The affirmative speaker summarizes the arguments on both sides noting where the positions conflict. The speaker will try to demonstrate the superiority of his/her reasoning. The speaker also has the task of answering any questions raised by the negative speaker. It’s important to address any particularly difficult questions. The answers should leave the audience satisfied.

Student 4. Negative (3 minutes): The negative speaker restates the negative position. She/he will address important questions raised. The main task

try to demonstrate the superiority of his/her reasoning. The speaker also has the task of answering any questions raised by the negative speaker. It’s important to address any particularly difficult questions. The answers should leave the audience satisfied.

Student 4. Negative (3 minutes): The negative speaker restates the negative position. She/he will address important questions raised. The main task however is to attack the affirmative opinion. The goal of the speaker is to demonstrate that the affirmative opinion is wrong.

8. After the first 4 members in each group have spoken,

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however is to attack the affirmative opinion. The goal of the speaker is to demonstrate that the affirmative opinion is wrong.

8. After the first 4 members in each group have spoken, the rest of the team will have 2 minutes to gather and prepare a rebuttal.Each group will be given 1 minute to deliver its rebuttal.9. Rebuttal speeches are shorter and may not present new evidence.Their sole purpose is to defend your case and defeat the case of the opposition. Student 5.

Rebuttal – Affirmative (1 minute): The affirmative speaker has 1 minute to refute the negative speaker’s opinion.

Student 6. Rebuttal –

the rest of the team will be given 2 minutes to gather and prepare a rebuttal.Each group will be given 1 minute to deliver its rebuttal.9. Rebuttal speeches are shorter and may not present new evidence.Their sole purpose is to defend your case and defeat the case of the opposition. Student 5.

Rebuttal – Affirmative (1 minute): The affirmative speaker has 1 minute to refute the negative speaker’s opinion.

Student 6. Rebuttal – Affirmative (1 minute): The negative speaker has 1 minute to refute the affirmative speaker’s opinion.

If one member interrupts another, the member that is currently speaking will receive 30

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Affirmative (1 minute): The negative speaker has 1 minute to refute the affirmative speaker’s opinion.

If one member interrupts another, the member that is currently speaking will receive 30 seconds extra.At the end of the debate, the moderator (teacher) will announce the winner.10. Uses the rubric to evaluate other teams and yours.

Points of Note Directs Ss. to take

care of the amount of time the Ss. have.

Implies Ss. to practice beforehand.

Directs Ss. to use note cards to record important notes.

Clarifies Ss. that appearance may be evaluated.

Recommends

seconds extra.At the end of the debate, the moderator (teacher) will announce the winner.10. Uses the rubric to evaluate other teams and yours.

Points of Note Takes care with

the amount of time the Ss. have. Practices beforehand. Uses note cards to record important notes.

Appearance may be evaluated. Dresses properly.

Completes each speaking opportunity with a brief summary.

Listens carefully to the opponent. He / She may do a significant point the Ss. had not thought of during their preparation. Ss. will want to address them in their rebuttal. A strong point left unchallenged

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dressing properly. Directs Ss. to

complete each speaking opportunity with a brief summary.

Indicates Ss. to listen carefully to the opponent. He / She may do a significant point the Ss. had not thought of during their preparation. Ss. will want to address them in their rebuttal. A strong point left unchallenged makes their side appear weaker.

Recommends Ss. to back up their statements/assertions. Reminds Ss. to have in mind that everybody can have an opinion but rationale wins the debate.

Indicates Ss. to take notes during the debate.


makes their side appear weaker.

Backs up their statements/assertions. Everybody can have an opinion but rationale wins the debate.

Take notes during the debate.

11. Receives feedback.

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5

Identifies the elements of oral practice and uses it to use the language in a given situation.

Utilizes the elements of the debate to practice the Language in a given situation

Values the correct use of the language among classmates.Is opened to feedback.

1. Gathers in pairs.2. Commands Ss. to

prepare a subject of their interest for the group.

3. Indicates Ss. that the subject has to be “Job Related”.

4. Requests Ss. to present the organization presented in the module of their plan.

5. Indicates Ss. to present the subject of their interest to the group.

6. Recommends Ss. to be opened to give and receive feedback.

7. Explains and promotes Ss. to evaluate themselves and others with the rubric provided.

1. Gathers in pairs.2. Ss. prepare a

subject of their interest for the group.

3. It is important to have in mind that the subject has to be “Job Related”.

4. Presents the organization (provided on the module) of their plan to the teacher.

5. Introduces the subject of interest to the group.

6. Is opened to give and receive feedback from their classmates.

7. Evaluates his/herself and others with the rubric provided.

Talking Rubric.



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Block 3: English Production and Practice



Didactic Sequence 2:Spoken Accomplishments “Social, daily life”


Desarrolla su capacidad para comunicarse y expresar sus ideas con claridad y objetividad utilizando el idioma de forma sencilla.

Subjects:

Quality of life disscussion. “Smoking” round table. Three step interview. Class discussion. Activate conversation and pod

cast. Extra information; correct dress

code for a job interview.

Time:______hours.

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1 Represents in a collage the assimilation and comprehension of ideas. Develops the information containing the conclusion.

Designs, determines and applies previous knowledge to identify oral abilities in a discussion and representing it in a graphic form.

Appreciates art of collage and Shows openness to feedback provided by teacher and classmates.

1. Helps Ss. to create teams of 6 members.

2. Invites Ss. to analyzes and study the situation presented that is: “How has the quality of life changed in the last 50 years?”

3. Assigns some time to review for some information about the subject brought by the teacher or previously investigated.

4. Indicates Ss. to make a list of possible ideas (brainstorm) after the teacher’s presented thoughts.

5. Promotes Ss. to discuss in class the subject and requests Ss. to answer the questions presented in the module.

6. If desired asks for a report.

7. After discussing

1. Creates teams of 6 members.

2. Analyzes and studies the situation presented “How has the quality of life changed in the last 50 years?”

3. You will have some time assigned by your teacher to review for some information about the subject.

4. Makes a list of possible ideas (brainstorm)

5. In class the group discusses the subject and answers the questions presented in the module.

6. After discussing with the team, analyzes the questions given and prepares a collage (with images) where the Ss. will represent the main points of

Discussion, collage and rubric.


Blackboard.• markers• Eraser.• Scissors.• Colored pencils.•

Magazines.• Computer Printed images.• Ss. own drawings.

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with the team, requests Ss. to analyze the questions given and based on the discussion prepare a collage (Collage meaning 'a pasting' (French colle 'paste, glue') is bits pasted together, decoupage 'to cut out' is designs cut out and mounted, then varnished or lacquered; and montage is a composition of complete or partial photographs or prints superimposed to make a blended whole) where the Ss. represent the main points of the discussion.

8. Presents, explains and promotes Ss. to use the rubric presented in the module.


the discussion.7. Uses rubric

presented in the module.

8. Receives feedback from the teacher and other classmates.

2 Recognizes the utilizes the Values the 1. Helps Ss. gather 1. Gathers in teams Round table • Module.

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elements of a round table activity and uses them to practice the Language in a given situation.

elements of the round table activity to practice the Language in a given situation

correct use of the language among classmates.

in teams of four.2. Invites Ss. to

Read the questions about smoking habits and requests Ss. to discuss this subject.

3. Requests Ss. that after they have read the text then they should use the information found in the module and the text to answer the questions.

4. Solicits Ss. to pay attention when answering the comprehension questions from the text.

5. Observes and helps Ss. when in teams they prepare a round table

6. Indicates the requirements for the Round Table which are:

7. At first requests Ss. to develop four questions that will prompt classmates thinking about

of four.2. Reads the

questions about smoking habits and discusses in teams.

3. After reading the text uses the information found in the module and the text to answer the questions.

4. Answers the comprehension questions from the text.

5. In teams Ss. prepare a round table the requirements are:

6. Develops four questions that will prompt classmates thinking about the topic in the text. The following are guidelines to use when writing questions:

a. The question should relate to important

•

Blackboard.• Markers.• Eraser.• Dictionary if needed.

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the topic in the text.

8. Explains and states to the class, the guidelines to be used when writing the questions:

a. The question should relate to important concepts in the text.

b. Students should be able to answer the question using evidence provided in the text.

c. The question should prompt students to think deeply about the content of the text.

Emphasizes to Ss. that, It is important to keep in mind that the discussion will be

concepts in the text.

b. Students should be able to answer the question using evidence provided in the text.

c. The question should prompt students to think deeply about the content of the text.

It is important to have in mind that the discussion will focus on answering questions using evidence from the text.7. With the help of

the teacher the group chooses four leaders,

8. Each head leads each question; each one of

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focus on answering questions using evidence from the text.9. With the help of

the teacher the group must choose four leaders,

10. Each head leads a different question; each one of them will be the discussion leader for that specific question to defend and will also read the question aloud to the group. The leader invites the other members of the group to share ideas and support them with evidence (especially from the text). As students in the group share ideas, the leader writes down a few notes on his or her student sheet.

11. Reminds Ss. that the notes will help them to create the report to the

them will be the discussion leader for that specific question to defend and will read the question aloud to the group. The leader invites the other members of the group to share ideas and support them with evidence. As students in the group share ideas, the leader writes down a few notes on his or her student sheet. The notes will help students report to the class.

9. Each student will be given a number from 1 to 4; that number will be the number of question you will lead in the discussion during the roundtable. So number 1 will discuss the first question and so on.

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class.12. Gives each

student a number from 1 to 4; that number will be the question the Ss. will lead in the discussion during the roundtable. So number 1 will discuss the first question and so on.

13. Instructs Ss. to choose a discussion leader for each question and share the evidence their groups discussed, records students’ ideas on the class chart as they share.

14. Uses the rubric presented on this descriptive table to evaluate the roundtable discussion.

15. Provides feedback..

10. Choose a discussion leader for each question to share the evidence their groups discussed. Record students’ ideas on the class chart as they share.

11. Receives feedback from teacher.

3 Revises and practices three step interviews and wraps up the discussion

Applies his/her knowledge to use three step interviews and wrap up the

Shows ability and positive attitude when drawing and presenting

1. Helps Ss. organize in teams of four.

2. Invites Ss. to discuss In teams about the

1. Organizes in teams of four.

2. In teams discusses about the questions.

3. Creates a Three-

Graphic Organizer.


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by designing visual material about it.

discussion in a drawing and in the oral description.

ideas. He / she is opened to feedback.

questions presented in the activity.

3. Indicates Ss. to create a Three-step interview:

4. Explains that a 3 step interview follows these rules.

1. The team is divided in two pairs: A and B, C and D.

2. Step 1 , A interviews B while C interviews D.

3. Step 2 , reverse roles: B interviews A while D interviews C.

4. Step 3 , share-around: each person shares information about his/her partners in

step interview:4. The team will be

divided into two pairs: A and B, C and D.

5. Step 1 , A interviews B while C interviews D.

6. Step 2 , reverse roles: B interviews A while D interviews C.

7. Step 3 , share-around: each person shares information about his/her partners in the group of 4 with other teams.

8. To finish the activity, presents a “wrap up” by creating a Jigsaw Graphic Organizer on a flipchart about the interview, round share and general thinking of the group.

9. Selects a team member to present the flipchart in a large group


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the group of 4 with other teams.

5. Instructs Ss. that at the end of the activity, they should present a “wrap up” by creating a Jigsaw Graphic Organizer (example in the module) on a flipchart about the interview, round share and general thinking of the group.

6. Indicates the Ss. that the team must select a member to present the flipchart in a large group debriefing (question and answer session).

7. The teacher is open to help if Ss. need guidance.

8. Explains and uses the rubric for assessment.


debriefing.10. Asks the teacher

for help if you need guidance.

11. Uses the rubric for evaluation.


4 Identifies a real situation and relates it to the

Determines and contrasts information

Shows initiative and interest on the practice.

1. Specifies Ss. to work individually, completes the

1. Individually, completes the chart by

Video and class discussion

• Module• Dictionary if needed.

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subject. Is conscious of his/her pronunciation and others.

obtained from the drill and is aware of a real language situation.

chart by answering them.

2. Indicates Ss. that in teams of four they should choose at least three of the questions presented in the activity and discusses them for five minutes.

3. Suggests Ss. that the teams should share answers to the selected questions listed with the rest of the class.

4. Indicates Ss. to pick at least three folks they know well who are at least 10 years older than him or her and has a good attitude.

5. For this assignment, it is recommended to ask questions about their life, with the hope that they will learn the ways they have been able to have a good attitude.

answering them.2. In teams of four

chooses at least three questions from the ones presented in the module and discusses them for five minutes.

3. Teams share answers to the selected questions listed with the rest of the class.

4. Picks at least three folks you know well who are at least 10 years older than him or her and has a good attitude.

5. For this assignment, you will need to ask questions about their life, with the hope that you will learn the ways they have been able to have a good attitude. Ask at least the two questions presented: (Taking along a

rubric. •

Blackboard.• markers• Eraser.• Video tape recorder or camera.• Computer.• Speakers.

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6. Recommends Ss. to asks at least the two questions presented (Taking along a tape recorder or video camera for this interview may help.)

7. Indicates Ss. to present a video or podcast summary of how he or she can have a better attitude in his or her life based on what they have learned from the interviewed person.

8. Indicates Ss. to include the way this person handled the trials they faced in life, and how they might use their suggestions to change his or her own attitude about their own problems.

9. Explains and uses the rubric for evaluation.


tape recorder or video camera for this interview may help.)

6. Then, presents a video or podcast summary of how he or she can have a better attitude in his or her life based on what they have learned from the interviewed person. Includes the way this person handled the trials they faced in life, and how they might use their suggestions to change his or her own attitude about their own problems.

7. Uses the rubric for evaluation.


5 Analyses Applies and Appreciates 1. Indicates Ss. to 1. Reads the Dialogue, • Module

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differences and creates a podcast to evaluate the practice and be aware of his/her weaknesses in English.

uses his/her oral skills and is aware of language weaknesses by practicing and preparing a pod cast recording the team activity.

team work and shows positive attitude when working in teams.

read the questions and use them to activate a conversation with a partner.

2. Specifies Ss. to keep switching partners until they have interviewed 6 classmates.

3. The questions to ask are:

a. Do you think friends are more important than family these day? Why/ not?

b. Do you agree with the following quotation?

c. “A friend is someone who knows all about you… and still likes you” Do you think that friends should

questions and uses them to activate a conversation with a partner.

2. Ss. keep switching partners until they have interviewed 6 classmates.

3. The questions to ask are:

a. Do you think friends are more important than family these days? Why/ not?

b. Do you agree with the following quotation?

c. “A friend is someone who knows all about you… and still likes you”

d. Do you think that friends should have a lot in common? Is it important to have the same nationality, background, opinions, taste, financial status, religious beliefs,

podcast and rubric

• Dictionary if needed.•

Blackboard.• markers• Eraser.• Computer.• Speakers.

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have a lot in common? Is it important to have the same nationality, background, opinions, taste, financial status, religious beliefs, etc.?

3. Clarifies Ss. that they have to register their classmates on the chart.

4. Indicates Ss. to work in teams of five, read the questions and uses them to create a conversation.

5. Solicits Ss. to present the dialogues to the class.

6. Indicates Ss. that the team interviews five people who

etc.?4. Registers your

classmates on the chart below.

a. In teams of five reads the questions and uses them to create a conversation.

b. Present their dialogues to the class.

5. On a second moment the team interviews five people who disagree and five who agree with the quotation: “A friend is someone who knows all about you… and still likes you”

6. Ss, ask them what their thinking is and record their answers.

7. Uses all the actions

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disagree and five who agree with the quotation: “A friend is someone who knows all about you… and still likes you”

7. Solicits Ss. to ask them what their thinking is and to record their answers.

8. Requests Ss. to use all the actions presented for this activity and prepare a podcast with the interviews they have made and the team conclusions.

9. Presents and explains the use of the rubric.

10. Indicates Ss. to be prepared to provide and receive feedback from you and other classmates.

presented for this activity and prepares a podcast with the interviews you have made and the team conclusions.

8. Ss. are prepared to provide and receive feedback to/from your teacher and other classmates.

9. Ss. use the rubric for feedback.

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