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SECUENCIA DIDCTICA
A) DATOS DE IDENTIFICACIN
ASIGNATURA:
SEMESTRE O SUBMDULO:
Primero.
CICLO ESCOLAR:
DOCENTE O ASESOR:
CORREO
ELECTRNICO:
PERIODO DE
APLICACIN:
TOTAL DE
GRUPOS
SESIONES
ATENDIDOS:
PROGRAMADAS:
12
OBJETOS DE APRENDIZAJE:
Presente simple.
Caractersticas fsicas.
Caractersticas tnicas y culturales.
Miembros de familia.
Caractersticas geogrficas.
Nmeros.
Verbo to be.
Pronombres personales.
Pronombres impersonales.
Adjetivos posesivos.
Artculos determinados.
Artculos indeterminados.
H) INSTRUMENTOS DE LA EVALUACIN
Rbrica para evaluar juego de roles.
Evaluacin objetiva del ejercicio de gramtica.
Lista de cotejo para evaluar la agenda.
Rbrica para evaluar redaccin de texto personal.
Examen escrito (recupera todos los objetos de aprendizaje
del bloque)
I) PONDERACIN DE LA EVALUACIN
20 %
10 %
10%
20 %
40 %
K) FUENTES DE INFORMACIN
Oxford Essential dictionary (2006), OUP
Libros de texto en ingls como:
Schrampfer, B. (2005) Basic English Grammar. Longman.
Third Edition.
Murphy, R. (2007) Basic Grammar in Use. Third Edition.
Cambridge University Press.
Boyd F. and Numrich C. (2006) NorthStar 1 Reading and
writing. Pearson/Longman.
Boyd F. and Numrich C. (2006) NorthStar 1 listening and
speaking. Pearson/Longman.
Fuentes electrnicas
http://www.bbc.co.uk/worldservice/learningenglish/
http://www.teachingenglish.org.uk/
SEMESTRE O SUBMDULO:
CICLO ESCOLAR
Primero.
DOCENTE O ASESOR
CORREO
ELECTRNICO
PERIODO DE
APLICACIN:
TOTAL DE
SESIONES
PROGRAMADAS:
12
OBJETOS DE APRENDIZAJE:
Presente simple.
Actividades laborales.
Actividades de esparcimiento.
Actividades deportivas.
Actividades propias de su comunidad.
Medios de transporte.
Lugares pblicos.
Adverbios de frecuencia.
Tercera persona del singular.
Wh questions.
GRUPOS
ATENDIDOS:
1.
2.
3.
4.
5.
F) ACTIVIDADES DE CIERRE
El alumno enlista las actividades que l realiza en su
rutina diaria/semanal.
El docente ejemplifica la rutina de una tercera persona
con el fin de que el alumno infiera la regla gramatical
de la tercera persona en el presente simple (S)
dndoles a conocer las excepciones (S, X, SH, CH,
O), con base a sta el alumno, en equipo, lee la rutina
de su compaero entrevistado de manera oral.
El equipo lee frente al grupo la rutina elaborada y el
resto adivinar la ocupacin descrita.
El docente relata una historia empleando los verbos
en tercera persona del singular y el alumno escribe los
verbos identificados en la historia en una tabla
PROYECTO: Los alumnos, en los equipos integrados,
elaboran una presentacin en power point / video
donde describan de forma oral la rutina de una
tercera persona.
Listado.
Presentacin oral.
Texto en Word.
Tabla.
J) RECURSOS DIDCTICOS
Segmentos auditivos y/o video.
Hojas de ejercicios.
Flashcards con los nmeros.
Posters.
Lminas.
I) PONDERACIN DE LA EVALUACIN
10 %
20 %
10%
20%
40%
K) FUENTES DE INFORMACIN
Oxford Essential dictionary (2006), OUP
Libros de texto en ingls como:
Schrampfer, B. (2005) Basic English Grammar. Longman. Third
Edition.
Murphy, R. (2007) Basic Grammar in Use. Third Edition.
Cambridge University Press.
Boyd F. and Numrich C. (2006) NorthStar 1 Reading and
writing. Pearson/Longman.
Boyd F. and Numrich C. (2006) NorthStar 1 listening and
speaking. Pearson/Longman.
Fuentes electrnicas:
http://www.bbc.co.uk/worldservice/learningenglish/
http://www.teachingenglish.org.uk/
SEMESTRE O SUBMDULO
CICLO ESCOLAR
Primero.
DOCENTE O ASESOR
CORREO
ELECTRNICO
PERIODO DE
APLICACIN
TOTAL DE
SESIONES
PROGRAMADAS
12
OBJETOS DE APRENDIZAJE
Presente progresivo
Verbos
Presente simple
GRUPOS ATENDIDOS
G) EVIDENCIAS DE
APRENDIZAJE
Hoja de trabajo
Glosario.
Hoja de trabajo.
Hoja de trabajo
Cuadro comparativo.
Pictionary .
Mapa mental.
Ejercicios de trabajo.
H) INSTRUMENTOS DE LA EVALUACIN
Lista de cotejo de cuadro comparativo.
Registro de coevaluacin de Pictionary.
Lista de cotejo para evaluar habilidad auditiva.
Ejercicios de trabajo.
Rbrica de Role play y dilogo.
Evaluacin escrita.
I) PONDERACIN DE LA EVALUACIN
10%
10%
10%
10%
20%
40%
J) RECURSOS DIDCTICOS
Hojas de trabajo.
Lminas, papel bond.
Flash cards.
Computadora.
Can.
Pizarrn, revistas.
Hojas blancas.
K) FUENTES DE INFORMACIN
Oxford Essential dictionary (2006), OUP
Libros de texto en ingls como:
Schrampfer, B. (2005) Basic English Grammar. Longman.
Third Edition.
Murphy, R. (2007) Basic Grammar in Use. Third Edition.
Cambridge University Press.
Boyd F. and Numrich C. (2006) NorthStar 1 Reading and
writing. Pearson/Longman.
Boyd F. and Numrich C. (2006) NorthStar 1 listening and
speaking. Pearson/Longman.
Dos Santos, M. (2010). Smart goal 1. Mxico. McGraw Hill
Sadzhaya, V. (2011). Great Values. Mxico. Progreso.
Fuentes electrnicas
http://www.bbc.co.uk/worldservice/learningenglish/
http://www.teachingenglish.org.uk/
ASIGNATURA
SEMESTRE O SUBMDULO
Primero.
CICLO
ESCOLAR
CORREO
ELECTRNICO
PERIODO DE
APLICACIN
TOTAL DE
SESIONES
PROGRAMADAS
GRUPOS
ATENDIDOS
12
A) DATOS DE IDENTIFICACIN
NOMBRE DEL BLOQUE
IV. Expreso medidas y cantidades.
OBJETOS DE APRENDIZAJE
Sustantivos contables.
Sustantivos no contables.
Cuantificadores: how much, how many, some, any, few,
little.
There is.
There are.
J) RECURSOS DIDCTICOS
Copia de ejercicios.
Gua didctica.
Diapositivas, computadora, can, bocinas.
Pizarrn.
Marcadores.
Libreta.
I) PONDERACIN DE LA EVALUACIN
15%
10%
10%
10%
15%
40%
K) FUENTES DE INFORMACIN
Brewster, S. (2001). Skyline 1. Oxford. Macmillan.
Evans, V and Neil OSullivan. (2001) Click on 1. Newsbury,
Express publishing.
Wallace, M.(2000). Training Foreign Language Teachers.
Cambridge, CUP.
Arizabalo A. (2011). Great Life 2, Mxico, Progreso editorial.
Otto B. (1997. )Diccionario Espaol-Ingls. Mxico, Pocket
Books.
Preparedness /
material
Student is completely
prepared
and
has
obviously rehearsed.
Uses Complete
Sentences
Speaks Clearly
Always (100%-90% of
time)
speaks
in
complete sentences.
Speaks
clearly
and
distinctly all (100-85%)
the
time,
and
mispronounces
few
words.
Vocabulary &
Grammar
Enthusiasm
Speaks
clearly
and
distinctly all (84-75%) the
time, but mispronounces
some words.
Total
The
student
is
somewhat prepared,
but it is clear that
rehearsal
was
lacking.
Sometimes (79-60%)
speaks in complete
sentences.
Speaks clearly and
distinctly most ( 7460%) of the time.
Mispronounces
no
many words.
Does
not
use
vocabulary
and
grammar
appropriately most of
the time.
Facial
expressions
and body language
are used to try to
generate
enthusiasm,
but
seem
somewhat
faked.
Rarely
speaks
complete sentences.
in
_____ / 10 = _____
Total
_____ / 10 =_____
S NO
(1) (0)
CRITERIA
1.
2.
3.
4.
5.
6.
Expresses fluently
7.
Grammar and
spelling
(simple present)
Ideas
Capitalization
and punctuation.
Presentation and
timing
(use of word
processor)
4
3
VERY GOOD
GOOD
Sentences
and All
sentences
are
paragraphs are complete, complete
and
well
well-constructed.
constructed.
Paragraphing
needs
some work.
No errors in grammar or Few errors in grammar
spelling.
and/or spelling, but do not
interfere
with
understanding.
Ideas are expressed in a Ideas are clear but they
clear and organized way.
could
have
been
organized better.
2
NEEDS IMPROVEMENT
Not all sentences are well
constructed,
paragraphing
needs
some work.
1
UNSATISFACTORY
Many
sentence
fragments or run-on
sentences,
and
paragraphing
needs
lots of work.
Many errors but do not Errors interfere with
interfere
with understanding.
understanding.
POINTS
Ideas
are
somewhat It seems a collection of
organized.
It needed unrelated
sentences.
more than one reading to Difficult to understand.
understand the writing.
No errors in capitalization 1-2 errors in capitalization 3-5 errors in capitalization More than 6 errors in
and punctuation.
and punctuation.
and punctuation.
capitalization
and
punctuation.
The paper was handed in The paper was handed in The paper was handed The paper was handed
time and shows skillful time and word processor out of time but word out of time AND word
use of word processor tools are used in an processor tools are used processor tools are not
tools.
acceptable manner.
in an acceptable manner used appropriately.
OR the paper was
handed in time but word
processor tools are not
used appropriately.
TOTAL _____/ 10 = _________
CATEGORY
Collaboration
Content
/
preparedness
Verbal
expression
(grammar,
vocabulary)
Mechanics
/formatting
Time limit
Some evidence of
team
work;
some
transitions made to
next/previous speaker
or topics.
No evidence of team
work; no transitions made
to next/previous speaker
or topics.
Content
is
presented
succinctly for the most
part.
Research
and
preparation are evident.
Content
shows
problems
with
research and succinct
presentation;
more
preparation of
the
material is necessary.
Presenters use mostly
general terms or use
informal language.
Presentation of content is
disjointed and incoherent;
little
evidence
of
preparation.
Some interference of
background,
font
formats, or graphics
with readability and
content
of
the
presentation; several
misspellings
or
grammatical errors.
Whole
group
presentation is within 2
minutes +/- of allotted
time
POINTS
Contenido
____
____
Coherencia y organizacin
____
(1) deficiente
Desarrolla
puntos
irrelevantes del
tema.
(2) satisfactorio
Desarrolla
algunos
puntos
importantes
del
tema.
Coherencia y Expone
las
organizacin
ideas de manera
independiente,
pobre
manejo
de la gramtica
y vocabulario
Speaking Habilidades
expositivas
Pronunciacin
e interaccin.
Expone
la
informacin sin
hacer nfasis en
lo
ms
importante.
Repite
constantemente
la
misma
informacin,
incluso
la
irrelevante.
Dificultad para Tiene
dificultad
pronunciar
para pronunciar,
adecuadamente se le dificulta hilar
las palabras. Se ms
de
dos
le dificulta la oraciones.
realizacin
de
una
oracin
simple.
(3) bueno
Desarrolla
la
mayora de los
puntos
ms
importantes del
tema.
Presenta
la
mayora de las
ideas en una
secuencia
lgica, manejo
adecuado de la
gramtica
con
pocos fallos.
La presentacin
es
concisa,
repite
la
informacin ms
relevante para
enfatizarla.
La mayor parte
pronuncia bien
las
palabras,
logra
realizar
frases
completas.
(4) excelente
Desarrolla
los
puntos
ms
importantes del
tema.
Presenta todos
los
conceptos
importantes en
una secuencia
lgica y maneja
de
forma
correcta
las
reglas
gramaticales.
La presentacin
es concisa y
enfatiza lo ms
importante.
Pronuncia
correctamente
las
palabras,
tiene fluidez en
la conversacin.
(1) Nunca
(2) A veces
(3) Siempre
____
____
Coherencia y organizacin
____
4 VERY GOOD
Sentences and
paragraphs
Sentences
and
paragraphs are complete,
well-constructed.
Grammar and
spelling
(simple present)
No errors in grammar or
spelling.
Ideas
Capitalization
and punctuation.
No errors in capitalization
and punctuation.
Presentation and
timing
(use of word
processor)
3 GOOD
2 NEEDS
IMPROVEMENT
All
sentences
are Not all sentences are
complete
and
well well
constructed,
constructed.
paragraphing
needs
Paragraphing
needs some work.
some work.
Few errors in grammar Many errors but do not
and/or spelling, but do not interfere
with
interfere
with understanding.
understanding.
Ideas are clear but they Ideas are somewhat
could
have
been organized.
It needed
organized better.
more than one reading
to
understand
the
writing.
1-2 errors in capitalization 3-5
errors
in
and puctiation.
capitalization
and
punctuation.
The paper was handed in
time and word processor
tools are used in an
acceptable manner.
1 UNSATISFACTORY
POINTS
Many
sentence
fragments or run-on
sentences,
and
paragraphing needs lots
of work.
Errors interfere with
understanding.
It seems a collection of
unrelated
sentences.
Difficult to understand.
TOTAL
_____/ 10 = _________
1.
2.
3.
4.
____
____
Coherencia y organizacin
____
DOCENTES PARTICIPANTES
COORDINACIN DE ZONA
Norte
Selva
Altos
Centro norte
Costa
Istmo Costa
Selva Norte
REVISIN DE SECUENCIAS
OFICINA DE ACADEMIAS
Mara de los ngeles Patricia Espinosa Tovilla
Flor Alicia Gmez Gonzlez
Ral Neftal Vzquez Escobar
Julio Martn Daz Snchez