Lineamientos del componente pedagógico en los cursos de lengua

• Utilización y/o adaptación del contenido pedagógico de la asignatura como input para las
habilidades de lectura y escucha. Ejemplo: Actividad de lectura a partir de un texto académico
sobre cómo enseñar LISTENING.
• Utilizar ejemplos con la estructura del tema gramatical con el contenido pedagógico de la
asignatura. Ejemplo: Writing is taught step by step (Use of passive voice).
• Reflexión de las clases guiadas por el docente para enseñar la habilidad en la que se enfoca la
asignatura.
• Análisis del input teórico a través de talleres, debates, organizadores gráficos, presentaciones
orales, resúmenes, etc.
• Reflexión y análisis de actividades propuestas en el libro texto y exámenes de suficiencia.
• Observación de clases (¿ILEX? ¿Licenciatura? ¿Practicantes? ¿Otros?)
• ¿Sesiones prácticas? ¿Asignaturas pedagógicas?

Socialización y utilización del cuadro de competencias en lengua inglesa del programa

Competences at the written comprehension level:

Phonological reading:
 Read different types of texts with a satisfactory level of fluency, accuracy and intonation.

Reading comprehension:
 Understand complex instructions in his/her field.
 Read with a satisfactory level of understanding some authentic material from magazines,
newspapers and the Internet related to the academic field and give oral presentations to
the class.
 Show a satisfactory level of understanding of descriptive, narrative and argumentative
texts related to personal and professional matters.
 Read correspondence relating to his/her field of interest and readily grasp the essential
meaning.
 Understand articles and reports concerned with contemporary problems in which the
writers adopt particular viewpoints.
 Obtain information, ideas and opinions from specialized sources within his field.

Critical reading:
 Inferential reading: Offer conclusions from facts presented in the text.
 Relate what is happening in the text to their own knowledge of the world.
 Recognize the author's biases.
 Reading strategies: Make mind maps to show a general understanding of the content and
organization of the information in the text.
 React to what they read by stating their position on current and academic issues.
 Show a deep understanding of a text by giving a summary of it in their own words and in a
condensed form.
 Identify the main ideas in a text and restate them in their own words by using an outline.