ESCUELA NORMAL “PROFR.

SERAFÍN PEÑA”
MONTEMORELOS, NUEVO LEÓN
CICLO ESCOLAR 2018 - 2019

PLANEACIÓN DEL CURSO:

INGLES A2

LICECIATURA EN EDUCACIÓN PREESCOLAR

LICENCIATURA EN EDUCACIÓN PRIMARIA
QUINTO SEMESTRE

RESPONSABLES DEL CURSO:

MTRO. ALFREDO FROYLAN SILVA MARROQUIN

Montemorelos, Nuevo León, agosto de 2018

I.- DATOS DE IDENTIFICACIÓN DEL CURSO/ASIGNATURA:
 Nombre de asignatura/curso: Inglés A2.
 Licenciatura en Educación Preescolar y Primaria
 Semestre: Quinto
 Modalidad: Escolarizada Frecuencia: 4 horas Créditos: 4.5
 Trayecto Formativo: Lengua adicional y tecnologías de la Información y la Comunicación.

II.- DESCRIPCIÓN DEL CURSO

Este espacio curricular provee a los estudiantes normalistas de las herramientas necesarias para desarrollar su competencia comunicativa en el área
De inglés. Esto, a través del trabajo de sistemas (estructuras y funciones gramaticales, vocablos y fonética) y habilidades de la lengua (comprensiones lectora y
auditiva, redacción y expresión oral). El propósito del curso es obtener un nivel A2 de acuerdo con los estándares del Marco Común Europeo de Referencia
(CEFR por sus siglas en inglés). Este nivel implica un conocimiento básico de la lengua que permite al estudiante comunicarse de manera sencilla tanto en forma
oral como escrita en contextos familiares y cercanos a su entorno personal. El estudiante es capaz de intercambiar información en Inglés, oralmente y por escrito,
sobre sus ocupaciones, intereses actividades, gustos, y comunicarse acerca de su perfil personal, costumbres y vida diaria. Las prácticas sociales incluidas
permiten al estudiante ejercer la comunicación básica con otros y desarrollar su conocimiento en las siguientes esferas: aprender la lengua, acerca de la lengua y
a través de la lengua. Como el futuro maestro se convierte en estudiante de una segunda lengua, se desarrollan indirectamente ciertas aptitudes que le pueden
ser de gran utilidad para su vida como profesional de la docencia. Las mismas son:
Desarrolla diferentes estrategias de aprendizaje de una segunda lengua (cognoscitivas, mnemotécnicas, de compensación, afectivas, sociales y meta--‐
cognoscitivas).
Utiliza los medios tecnológicos y las fuentes de información disponibles en inglés para mantenerse actualizado respecto a las diversas áreas disciplinarias y
campos formativos que intervienen en su trabajo docente.
Analiza críticamente el impacto cognoscitivo y social que el aprendizaje de una lengua extranjera tiene en el ámbito escolar.

III.- ORIENTACIONES METODOLÓGICAS PARA EL DESARROLLO DEL CURSO

Empleo del Constructivismo Social y el Aprendizaje por Experiencia.
El constructivismo social percibe al individuo como un ente social que participa en una comunidad de aprendizaje, es por ello que las prácticas sociales conllevan
una carga muy importante dentro del trabajo del curso. Por ende el trabajo dentro de contexto y con la promoción de interacción en binas, grupos y de naturaleza
cooperativa se vuelven de importancia vital en un curso de esta naturaleza. Esto implica que el estudiante y el maestro asuman una gran variedad de roles para
que ambos se conviertan en co-constructores del aprendizaje.
El constructivismo social favorece el trabajo dentro del Método Comunicativo de Enseñanza de Lenguas (Communicative Language Teaching CLT).
El aprendizaje por experiencia es un proceso que implica el tránsito por diferentes fases. La acción debe pasar por la reflexión, para ello existe un ciclo de
aprendizaje de cuatro fases:
1.- Experiencia concreta
2.- Observación reflexiva
3.- Conceptualización Abstracta
4.- Experimentación activa
De acuerdo con los fundamentos enunciados, se recomienda incluir en clase elementos tales como:
 Aprendizaje por descubrimiento.
 Task Based Learning TBL.
 Integración de materiales auténticos.
UNIDAD I
 IV.- ORGANIZACIÓN DE LOS CONTENIDOS
UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA 1
Sistemas del lenguaje: estructuras y funciones AUGUST 20 - 24, 2018
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Comprende narrativas
adicional y dominio de la lengua Functions and structures: review the PRESENT CONTINUOUS tense in affirmative, negative and interrogative forms to express sencillas y concretas e
tecnologías de Inglesa actions that are happening right now. And also to express future arrangements. información básica en
la Información y correspondiente al Vocabulary, phonetic and phonology: Semantic field: people and objects// Family. contextos familiares tanto
la Comunicación usuario básico nivel A2 DEVELOPING OF RECEPTIVE SKILLS. en forma oral como escrita.
del Marco Común Listening and reading: understand short narrative texts and identify basic information from the readings.
Europeo de Referencia DEVELOPING OF PRODUCTIVE SKILLS.
para las Lenguas. Speaking and writing: Utiliza estructuras gramaticales y vocablos simples para expresar sus opiniones e interactuar en
forma corta y sencilla sobre temas familiares relacionados con su vida personal o su campo de acción. Esto puede ser
en forma oral o escrita.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA CRITERIOS DE DESEMPEÑO
DE APRENDIZAJE
1. Warm up. Have students practice using the simple present tense as they volunteer to answer questions or play fruit instructions Las evidencias de
basket to encourage students to make sentences of their own. When you have finished draw an image on the board Die with questions aprendizaje entregadas
illustrating the simple present tense as a reference point and ensure that students understand when to use the Cards with illustrated son acordes a las rúbricas
present tense. instructions desarrolladas para cada
Introduce Present Continuous Posters or ads with una de las actividades. En
Give students some example sentences using the present continuous tense. By using pairs of sentences in your school forma
examples, you can show when to use the present simple tense and when to use the present continuous tense. A general, las rúbricas se
Poster with enfocan en
good example might be “I play baseball every day.” and “I am playing baseball with Ben (right now).” Discuss the fact
los siguientes aspectos:
that the present tense is used when talking about daily routines while the present continuous tense is used when activities using • Los lineamientos
talking about specific non-routine actions and future plans. present establecidos en
Practice Present Continuous
continuous. el momento que fue
Give students some basic practice exercises so they can get used to changing present simple verbs into the asignado el
present continuous tense. This can be done in the form of a fill in the blank worksheet. Students can change I, You, proyecto en clase
play soccer, speak English, etc. into the sentences “I am playing soccer.” and “You are speaking English.” • Las estructuras
Practice More gramaticales y el
Phone conversations would be a real life situation where the present continuous tense is used quite often so in vocabulario acorde al nivel
order to give students practice with this tense as well as basic phone conversation, make a short model dialogue for y en relación a
students to practice in pairs. This could be very simple where Student A asks Student B for someone and Student B los contenidos de cada
replies “I’m sorry. He’s not here right now. He’s playing baseball with Ben.” Have students volunteer to present their unidad de
dialogues to the class at the end of the activity. aprendizaje
Produce • Organización y claridad
Ask students to imagine a situation and then write three to five present continuous tense sentences to describe it • Presentación oral
without saying the location. Students can then work in pairs or groups to guess the locations of different scenarios. An
example may be “I am sitting. I am listening to my music. I am looking out the window. I am moving.” It is very simple
but students might then guess the location as in a car, on a bus, in a train, or on a plane.
Review Present Continuous
Have students form a circle. Students should take turns making present continuous sentences and then calling on
students to make the next sentence.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson ,Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
 UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA 2
Sistemas del lenguaje: estructuras y funciones AUGUST 27 - 31, 2018
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de dominio LANGUAGE SYSTEMS. Reconoce y comprende
adicional y de la lengua Inglesa Functions and structures: Review the SIMPLE PAST tense. el lenguaje utilizado para
tecnologías de correspondiente al usuario Vocabulary, phonetic and phonology: Possessions, occupations. hablar de él y de las
la Información y básico nivel A2 del Marco DEVELOPING OF RECEPTIVE SKILLS.
personas que le rodean,
la Comunicación Común Europeo de Referencia Listening and reading: understand short narrative texts and identify basic information from the readings.
para las Lenguas. DEVELOPING OF PRODUCTIVE SKILLS. su entorno, sus rutinas y
Speaking and writing: Utiliza estructuras gramaticales y vocablos simples para expresar sus opiniones e acciones presentes,
interactuar en forma corta y sencilla sobre temas familiares relacionados con su vida personal o su pasadas o futuras.
campo de acción. Esto puede ser en forma oral o escrita.
SECUENCIA DE ACTIVIDADES PRODUCTO / CRITERIOS DE DESEMPEÑO
EVIDENCIA DE
APRENDIZAJE
1. Introduce the Past Simple of regular verbs Comparative
Give an example in Present Simple: I talk to my sister every day. Lead in to past simple: Yesterday, I talked to her. Write this on the board. Give more examples with regular chart with the
verbs and write each verb in its past form on the board./// T: I visited her. We watched TV. She cooked lunch. We listened to music. present tense Las evidencias de aprendizaje
Make sure students understand that the past form is the same for all persons. rules entregadas son acordes a las
2. Practice Past Simple of regular verbs: Go around the class and make statements in present simple, which students must change to past simple: T: I sometimes walk in the rúbricas desarrolladas para
park./// S: You walked in the park yesterday. cada una de las actividades. En
forma
Introduce the Past Simple of irregular verbs : Give an example in present simple: I have lunch at 12 every day. Lead in to past simple: Yesterday I had lunch at 12. Write this on
general, las rúbricas se enfocan
the board. Give more examples with irregular verbs and write each verb in its past form on the board./// T: Yesterday I spoke to a friend. We went to the movies. We saw
en
Eclipse. My friend ate popcorn. I drank soda. /// Make sure students understand that the past form is the same for all persons.
los siguientes aspectos:
Practice the Past Simple of irregular verbs : Go around the class and make statements in present simple, which students must change to past simple: /// T: I usually drink
• Los lineamientos establecidos
orange juice for breakfast. S: Yesterday you drank orange juice. /// en
Introduce the Past Simple – Negative forms el momento que fue asignado el
Say, 'Yesterday I talked to John. I didn't talk to Sarah.' Give more examples alternating between affirmative and negative statements: proyecto en clase
Sarah had lunch at 12. She didn’t have lunch at one. You went to the gym yesterday. You didn’t go to the movies. /// And so on with all persons, singular and plural. Write the • Las estructuras
negative form on the board. Then have students do the same, always alternating between affirmative and negative statements. gramaticales y el vocabulario
Introduce the Past Simple – Interrogative forms : Model questions with did: T: Did you come to school yesterday?///S: Yes./No.///T: Ask me!///S: Did you come to school acorde al nivel y en relación a
yesterday?/// Continue with more questions from students. Model questions with what time, where, when, why, etc…Write examples on the board. First, they ask you, then they los contenidos de cada unidad
ask classmates, then they ask a classmate about another classmate (What did Bobby do last night?), and so on. Make sure they ask questions in all persons, both singular and de
plural. aprendizaje
Introduce the Past Simple - Short answers : Ask yes or no questions and teach students to give short answers: • Organización y claridad
T: Did you come to school yesterday?///S: Yes, I did./No, I didn’t. ///Students ask classmates yes or no questions, and classmates reply with short answers. • Presentación oral
Provide extended practice
Tell students that the best way to learn which verbs are regular and irregular, and remember the past form of irregular verbs is through lots of practice and not necessarily
memorization.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
 UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA 3
Sistemas del lenguaje: estructuras y funciones SEPTEMBER 3 - 7, 2018
TRAYEC COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
TO APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Hace descripciones y
adicional y dominio de la lengua Functions and structures: Review the PAST CONTINUOUS to show what somebody was doing at a particular time in the comparaciones de diferentes
tecnología Inglesa past, also to talk about actions that were in progress at a specific time in the past. Gerundios e infinitivos. personas, objetos y lugares
s de la correspondiente al
Informació usuario básico nivel Sustantivos contables e incontables. e interactúa
n y la A2 del Marco Común Vocabulary, phonetic and phonology: Semantic field: daily routines, vacation & tourism. CONTEXT: trips & transportation. espontáneamente en
Comunicac Europeo de DEVELOPING OF RECEPTIVE SKILLS. conversaciones sencillas
ión Referencia para las Listening and reading: How the words are connected // Recognize words and meanings. utilizando estructuras
Lenguas. DEVELOPING OF PRODUCTIVE SKILLS. gramaticales en presente
Speaking and writing: Tell different experiences in present pasado y futuro.
Connect words to form phrases and sentences in oral and writing way// Use questions.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA CRITERIOS DE DESEMPEÑO
DE APRENDIZAJE
1. Introduce the Past Continuous Comparatives Las evidencias de
Tell students what you usually do late at night, and lead in to the past continuous: I always go to bed at 11pm. So, last night at 11:30 I was sleeping. Write your typical schedule on squares (lexicon) aprendizaje entregadas son
the board with your usual everyday activities: 7:30 am – breakfast/// 9 to 12 – classes/// 12 – lunch/// 1pm to 5pm – classes/// 6pm – gym/// 8pm – dinner/// 11pm – Presentation acordes a las rúbricas
bedtime./// Now, give them examples of what you were doing exactly at a certain time yesterday: At noon, I was having lunch. At 1pm, I was giving a class. Ask students to tell cards // Literary desarrolladas para cada una
you what you were doing, and have them answer in second person singular: You were sleeping at midnight. mobile de las actividades. En forma
Students jot down their own daily schedules, or what they did yesterday, and then take turns first saying what they were doing at certain time: I was having breakfast at 7am. Autobiography // general, las rúbricas se
Then, they switch schedules with a classmate and say what he or she was doing: Juan was having breakfast at 10 am. Then, they make comparisons: I was studying. He was Comparatives enfocan en los siguientes
playing video games. Or find similarities: We were all sleeping at midnight. squares (lexicon) aspectos:
Introduce the Past Continuous – Negative forms: Use the same daily schedule of activities and make negative statements: Lottery game with • Los lineamientos
I wasn’t watching TV at 3pm; I was working./// Juan wasn’t having breakfast at 7am; he was sleeping./// Use students’ schedules as well. Then, ask them to do the same, first names and establecidos en
with theirs, and then with a classmates’, but always alternating between negative and affirmative statements. images of el momento que fue
Introduce the Past Continuous – Interrogative forms: First, model yes or no questions, then, questions with what, where, which, etc…: occupations and asignado el proyecto en
- T: Were you watching TV at midnight last night?/// - S: No!/// - T: Ask me!/// - S: Were you watching TV at midnight last night?/// - T: What were you doing at 7am this professions clase
• Las estructuras
morning?/// - S: I was sleeping./// - T: Ask Juan!/// - S: What were you doing, Juan, at 7am?/// Continue with more questions from students. Encourage them to ask
Mental map about gramaticales y el
different types of questions in different singular and plural persons. If they are unsure as to how to ask a question, model it for them first.
the grammatical vocabulario acorde al nivel y
Introduce the Past Continuous – Short answers: Ask yes or no questions and model the correct way to give short answers: - T: Were you watching TV yesterday at
structure en relación a los contenidos
10pm?/// - S: Yes, I was./No, I wasn’t./// Ask students to ask each other yes or no questions in past continuous, and have them practice replying with short answers. . de cada unidad de
Skills taught: Count or noncount distinction. aprendizaje
Activity 1: Shopping List Game • Organización y claridad
Students sit or stand in a circle. The teachers starts by saying. "Let's go shopping! Do you like shopping? (Let students respond.) I'm going to buy some ______ ." The teacher • Presentación oral
says something like "some apples" or "some rice" or another count noun or noncount noun. The student to the left of the teacher has to continue the shopping by saying "I'm
going to buy some ______ (what the teacher just said) and some ______ (something new). Then the next student continues by adding another item to the list. "I'm going to buy
some ______ and some ______ and some ______ . After about five or six students and when memories begin to falter, the next student can start with a new single item.
This game reinforces the use of count or noncount items related to food or products bought at a store.
Activity 2: This is a …
Skills taught: Use of indefinite article, focus question, rejoinder. Items needed: hand held items of singular countable nouns using "a" instead of "an"
Write this on the board: Student A: This is a ________ ./// Student B: A what?/// Student A: A _________/// Student B: A what?/// Student A: A ___________/// Student B:
Oh! A ________!
This is a rhythm/repetition game in which students stand in a circle, pass items (countable singular nouns) to adjacent students while saying the pattern above. (It's best to use
singular count nouns which are short in length and start with a consonant.) Try to get the students to stay in sync.
Activity 3: Let's Go Camping!
Skills taught: countable and uncountable distinction. /// Write this on the board./// Let's go camping!/// My name is ________. I'm going to take a/some ____________.///
This is both grammar practice and a kind of language puzzle. Students sit or stand in a circle and practice repeating this sentence using correct English grammar while trying to
figure out the puzzle (or pattern) at the same time. Quick movement around the circle and repetition are important. Be sure to let students know that the main purpose is the
grammar practice and not to figure out the puzzle, or they will sit and think too long about what to say. The puzzle part involves certain things which are okay to take camping
and certain things which are not depending on the first letter of the student's first name.
Each student repeats the sentence above in turn around the circle. The teacher gives correct (grammar and puzzle) examples often. For example, "My name is Ron and I'm going
to take some rice. How about Emi?" (Referring to the student to the left of the teacher.) Students should practice repeating the whole sentence inserting whatever noun they
want. If Emi does not choose a noun that starts with an "e" (the first letter of her name), then say something like "Good English (if the English is actually correct ), but I'm sorry.
You can't take any ________ ./// Usually by the first time the circle around two or three students have figured out the pattern. Continue until all (or most understand).
Activity 4: Wally's World
Skills taught: There is/are, much/many, countable/uncountable distinction. Items needed: students. /// Write this on the board.
In Wally's World there are/is ___________, /// but there are/is no ____________. /// This is another grammar practice game with a language puzzle twist. It should be noted
that the use of "Wally" has no particular relation to any book or place. It's purely fictitious I use it because it sounds good to me and it's good pronunciation practice for my
students. Another name could be used instead./// In this game students try to figure out the pattern and all the while they are practicing certain forms and learning to
distinguish between countable and uncountable nouns. Quick repetition is important./// Students sit in a circle and in turn repeat the sentence above inserting nouns of their
choice. Only nouns which have a double letter (for example, trees) are acceptable in Wally's World, which of course is a fictitious place. The teacher starts with an example.
Below are some acceptable ones. You could undoubtedly think of dozens more on the fly./// In Wally's World, there are feet, but there are no hands./// In Wally's World, there
is coffee, but there is no tea./// In Wally's World, there are walls, but there are no buildings./// In Wally's World there is beer, but there is no wine.
At first the teacher should occasionally interject an acceptable example for every second or third student to help them try to figure out the pattern. The teacher's role is to
correct a student's grammar and to let the student know if their sentence fits the correct pattern. Always be sure that students have the opportunity to repeat the correct
grammar form./// One note on this grammatical structure. You may want to mention that in spoken English, the contractual use of "There's + plural noun" is common, for
example, "There's five people in the room." or "There's two cars in the parking lot." However, rarely will one hear the non contractual use of sentences like "There is five people
in the room" or "There is two cars in the parking lot."/// *A few exceptions to the use of articles and determiners before a singular count noun are as follows: He went home.
He went downtown./// He went to bed./// She goes to work every day./// They watch TV every night./// Or when referring to traveling: by car, train, bus, airplane, on foot,
etc./// Or when referring to meals/// I ate lunch./// I ate supper./// I ate breakfast
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES:
 UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA 4. JORNADA.

Sistemas del lenguaje: estructuras y funciones SEPTEMBER 10 - 14, 2018

TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Interactúa asertivamente y
adicional y dominio de la lengua Functions and structures: Repaso
de PRESENTE SIMPLE en afirmativo, negativo e interrogativo con seguridad en
tecnologías de Inglesa
la Información y correspondiente al para expresar estados de ánimo y hábitos. Pronombres indefinidos, relativos, cuantitativos conversaciones sencillas y
cortas en contextos tales
la Comunicación usuario básico nivel A2 y demostrativos. como: familia, amigos,
del Marco Común Vocabulary, phonetic and phonology: Semantic field: sports & games, leisure activities. CONTEXT: hobbies
Europeo de Referencia DEVELOPING OF RECEPTIVE SKILLS.
trabajo, escuela,
para las Lenguas. Listening and reading: understand short narrative texts and identify basic information from the readings. pasatiempos, vacaciones,
DEVELOPING OF PRODUCTIVE SKILLS. comidas, estado de ánimo,
Speaking and writing: Utiliza estructuras gramaticales y vocablos simples para expresar sus opiniones e emociones, gustos y
interactuar en forma corta y sencilla sobre temas familiares relacionados con su vida personal o su campo de preferencias.
acción. Esto puede ser en forma oral o escrita.
SECUENCIA DE ACTIVIDADES EVIDENCIA DE CRITERIOS DE DESEMPEÑO
APRENDIZAJE
1. Introduce an action: Pick up a newspaper and pretend to read it. Ask your students what you're doing. They’ll say, “You’re reading List of countries Las evidencias de aprendizaje entregadas son acordes a las rúbricas
a newspaper.”/// T: “What newspaper am I reading?”/// S: “You’re reading The New York Times.” and nationalities desarrolladas para cada una de las actividades. En forma general, las
Comparatives rúbricas se enfocan en los siguientes aspectos:
Introduce Present Simple - First person singular: Tell your students, “I read The New York Times every day.” Make a list of the
squares • Los lineamientos establecidos en el momento que fue asignado el
things you do every day as a routine: I have breakfast at 7./// I go to work at 9./// I have lunch at 12./// I go home at 5./// I (lexicon) proyecto en clase
watch TV before dinner./// Make sure your students understand that you do this on a daily or weekly basis; these are habitual • Las estructuras
actions. Go around the class and have students tell you what they do everyday or what some of their habits are. They should give gramaticales y el vocabulario acorde al nivel y en relación a
more examples in the first person singular. los contenidos de cada unidad de aprendizaje
Introduce Present Simple – Second person singular: Say: “I read the New York Times. Sarah, you read USA Today”. Go around • Organización y claridad
• Presentación oral
the class giving examples like, “I go to work at 9. You go to school.” Face each of your students and state a general truth: T: “John,
you live in Queens.”/// John (to teacher): “You live in Queens, too.”/// T: “Sally, you have a dog.”/// Sally (to teacher): “You have
a cat”./// Split your students up into pairs and have them give each other statements in the second person singular.
Introduce Present Simple – Third person singular
Say: “I read the New York Times. Sarah reads USA Today”. Make sure students notice that you’ve added the s for the third person
singular. Give more examples with other students, and introduce the irregular verbs: John goes to work at 8. Sally has lunch at 1.
Students provide more examples from the information previously shared by their classmates.
Do the same for the plural persons: Ask who lives in Queens and ask them to stand up. Then point to yourself and those standing
and say: “We live in Queens.” Ask who lives in the Bronx and ask them to stand up. Address those who are standing and say: “You
live in the Bronx”. Point to your group and say, “We live in Queens”. Ask who lives in Manhattan and point to that group and say:
“They live in Manhattan.”
Introduce Present Simple – Negative: Make a statement in the affirmative, then make one in negative with don’t./// T: I live in
Queens, I don’t live in the Bronx.
Ask students to do the same presenting first an affirmative, then a negative. Practice all persons except the third person
singular.///
Introduce Present Simple – Negative (third person singular): Make a statement about a student, then make one in negative
form using doesn’t./// T: Alex reads the New York Times. He doesn't read USA Today./// Ask students to do the same by using the
information previously shared by their classmates.
Introduce Present Simple – Questions: Make a statement about yourself. Then ask a student a question to introduce do./// T: I
walk to school. John, do you walk to school?
Walk around the classroom asking students questions and teaching them to answer, “Yes, I do” or “No, I don't”. Do the same for all
persons except third person singular.
Introduce Present Simple – Questions (third person singular): Contrast students’ habits. Make a statement about one, then ask
about another student:
T: John walks to school. Does Sarah walk to school?/// Walk around the classroom asking questions with does, and teach students
to answer “Yes, he does” “No, he doesn’t”.
Expand and practice: Present Simple Exercises: Practice all persons and forms. Ask open-ended questions. Introduce more
verbs./// Where do you live?
Where does she work?/// How many languages do you speak?

BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
 UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA 6
Sistemas del lenguaje: estructuras y funciones SEPTEMBER 17 - 21, 2018
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE INDICADOR DE
SABERES: APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Entiende menús
adicional y dominio de la lengua Inglesa Functions and structures: Adjetivos
cualitativos, demostrativos y calificativos. Auxiliares modales gastronómicos y
tecnologías de correspondiente al usuario
la Información básico nivel A2 del Marco para expresar: o habilidad, peticiones y permiso (can). señalamientos
Vocabulary, phonetic and phonology: Semantic field: suggestions, food & drinks. CONTEXT: food & drinks. sencillos así como
y la Común Europeo de
Comunicación Referencia para las DEVELOPING OF RECEPTIVE SKILLS. direcciones e
Lenguas. Listening and reading: understand short narrative texts and identify basic information from the readings. instrucciones
DEVELOPING OF PRODUCTIVE SKILLS. simples al viajar a
Speaking and writing: Utiliza estructuras gramaticales y vocablos simples para expresar sus opiniones e interactuar un país de habla
en forma corta y sencilla sobre temas familiares relacionados con su vida personal o su campo de acción. Esto inglesa.
puede ser en forma oral o escrita.
SECUENCIA DE ACTIVIDADES EVIDENCIA DE CRITERIOS DE
APRENDIZAJE DESEMPEÑO
Descriptive adjective or adjective of quality Comparatives Las evidencias de
Descriptive adjectives are the most numerous of the different types of adjectives. These adjectives describe nouns that refer to action, state, or quality (careless, dangerous, excited, sad, chart aprendizaje
entregadas son
black, white, big, small, long, fat, English, Mediterranean, three-cornered)
acordes a las rúbricas
 Example: dangerous chemicals, green vegetables, a square box, a big house, a tall tree, a cold morning, a true story, English language, Mediterranean country. desarrolladas para
Demonstrative adjective (lexicon) cada una de las
A demonstrative adjective (this, that, these, those) shows the noun it modifies is singular or plural and whether the position of the noun is near or far from the person who is speaking or Family tree actividades. En forma
writing. A demonstrative adjective also points out a fact about the noun. with personal general, las rúbricas
information se enfocan en
 This red balloon is mine and those three yellow ones are yours. los siguientes
 This cute baby is his brother. That cute baby is his sister. aspectos:
 These two fat cats have tails, but that thin cat doesn’t have a tail. Comparative • Los lineamientos
An Adjective qualifies a noun or adds something to the meaning of the noun in five different ways:-/// 1) By showing quality of a thing or a person, 2) By showing quantity of a thing or a chart using the establecidos en
modals and el momento que fue
person, 3) By showing number of things or persons/// 4) By showing that one thing or person is to be considered at a time, 5) By showing which thing or person is destined.///
their asignado el
According to the above mentioned ways, Adjectives can be categorized in five categories; such as, characteristics proyecto en clase
1. ADJECTIVES OF QUALITY, 2. ADJECTIVES OF QUANTITY, 3. ADJECTIVES OF NUMBER, 4. DISTRIBUTIVE ADJECTIVES, 5. DEMONSTRATIVE ADJECTIVES • Las estructuras
a. ADJECTIVES OF QUALITY or STATE gramaticales y el
An Adjective that shows the Quality or State of a thing or a person is called the Adjective of Quality; such as, vocabulario acorde al
A sick man, a brave girl, a glass of cold water, a tiny tot./// The words in italics show quality of a thing or a person; therefore they are Adjectives of Quality. nivel y en relación a
los contenidos de
b. ADJECTIVES OF QUANTITY or DEGREE
cada unidad de
Adjectives that show the Quantity, i.e. how much of a thing is meant are called the Adjectives of Quantity or State. aprendizaje
She ate little (a small quantity of) cake./// She ate less (a smaller quantity of) cake./// She ate least (the smallest quantity of) cake. • Organización y
She ate much (a large quantity of) cake./// She ate more (a larger quantity of) cake./// She ate most (the largest quantity of) cake. claridad
She ate no cake. She ate some cake./// She ate enough (sufficient quantity of) cake./// She ate all (the entire amount of) the cake. • Presentación oral
c. ADJECTIVES OF NUMBER
Adjective that denotes some number is called Adjectives of Number. Adjectives of Number are divided into 1) Definite Numerals and 2) Indefinite Numerals.
1) Definite Numerals – Definite Numerals denote some exact number. These are subdivided into a) Cardinals and b) Ordinals.
a) Cardinals – Cardinals show how many objects there are; like, one, two, three, and four. /// b) Ordinals – Ordinals show in what order an object stands; like, first, second, third, fourth.
2) Indefinite Numerals – Indefinite Numerals show number of some kind but without indicating exactly what the number; such as, all, some; most, more; several; few, many. /// Some people are
poor. Many men are rich. Few works have been done. All men are mortal. More people went there today than yesterday.
d. DISTRIBUTIVE ADJECTIVES
Distributive Adjectives denote that the things or persons named are taken separately, singly or in separate lots. Adjectives of this class are each, every, neither and either./// Let every man
come./// He told a lie each time./// I liked neither of the films./// Either of these shirts will suit you.
e. DEMONSTRATIVE ADJECTIVES
Adjectives that point out which thing or person is indicated are called Demonstrative Adjectives; such as, this pencil, these pencils; that book, those books.
Here, this and these indicate some pencil or pencils nearby; while that and those indicate some book or books further off./// N.B:- This and that are used for Singular nouns; while these and those
are used for Plural nouns.
Demonstrative Adjectives are subdivided into, 1) Definite Demonstratives and 2) Indefinite Demonstratives.
1) Definite Demonstratives: – Adjectives that point to any particular thing or person are called Definite Demonstratives.
2) Indefinite Demonstratives: – Adjectives that do not point to any particular thing or person are called Indefinite Demonstratives.
Definite Demonstratives Indefinite Demonstratives
The; A, an;
This, that; these, those; such; Any, one some, certain,
the other; the other Other any other, another
A bird sat on a branch of this tree./// That tree does not bear the same flower as this./// Some boy (or a certain boy) is waiting there./// I will visit doctor on some other day./// I saw him one
day on that side of the road./// Any individual can do such a thing like that.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: jueves 6 y viernes 7 de marzo, AYUDANTIA
 UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA 7
Sistemas del lenguaje: estructuras y funciones SEPTEMBER 24 - 28, 2018
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Reconoce y comprende
adicional y dominio de la lengua Functions and structures: Simple past (interrogative, affirmative and negative)// Was/were (interrogative, affirmative and el lenguaje utilizado para
tecnologías de Inglesa correspondiente negative)//Simple present (interrogative, affirmative and negative)//Like (do/does) hablar de él y de las
la Información al usuario básico nivel Vocabulary, phonetic and phonology: Semantic field: Days of the week// Cardinal numbers (1-99)
personas que le rodean,
y la A1 del Marco Común Phonetic and phonology: Phonemes, Short and long vowels// Short and long vowels.
Comunicación Europeo de Referencia DEVELOPING OF RECEPTIVE SKILLS. su entorno, sus rutinas y
para las Lenguas. Listening and reading: Recognize words and meanings acciones presentes,
DEVELOPING OF PRODUCTIVE SKILLS. pasadas o futuras.
Speaking and writing: Tell different experiences in present and past
SECUENCIA DE ACTIVIDADES EVIDENCIA DE CRITERIOS DE DESEMPEÑO
APRENDIZAJE

- Use the simple present tense to indicate: Routine actions & Facts. Examples: Mental map about Las evidencias de aprendizaje entregadas son
Routine actions Facts the grammatical acordes a las rúbricas desarrolladas para cada
structure Mental una de las actividades. En forma
Bob brushes his teeth every morning. Mexico is in North America. map about the general, las rúbricas se enfocan en
Mary usually walks to work. Some birds fly south for the winter. grammatical los siguientes aspectos:
The teacher grades homework on Fridays. Water boils at 100 C. structure • Los lineamientos establecidos en
Illustrated cards el momento que fue asignado el
- Ss read a paragraph that describes someone’s routine using the verb to be in present, and then try to repeat
proyecto en clase
the main ideas in their own words. • Las estructuras
- Teacher makes sure that Ss use the -s form of the verb when the subject of a sentence is singular. Listen to gramaticales y el vocabulario acorde al nivel y
Ss’ speech and check for correct usage of verbs. en relación a
- Once Ss have discovered the occupation described in the paragraph, have them to come up with other los contenidos de cada unidad de
aprendizaje
occupations and professions. Play Charades, the “Jobs Game” and get points if you are able to guess at the • Organización y claridad
first clue. • Presentación oral
- Teacher introduces the topic “daily activities”. Students ask How often do you do a variety of activities they
already know e.g. playing football, surfing on internet, go for a walk etc
- Ss write short sentences about daily activities done by themselves, their classmates, relatives or friends and
indentify the frequency adverbs rules used at the moment of writing and speaking.
-
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: 1 al 5 de octubre del 2018 Período de Asesorías
 UNIDAD I

UNIDAD DE APRENDIZAJE SEMANA 8

Sistemas del lenguaje: estructuras y funciones OCTOBER 1 - 5, 2018.

TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE

APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Reconoce y comprende el
adicional y dominio de la lengua Functions and structures: Simple present (interrogative, affirmative and negative) //Like (do/does)// Possessive pronouns// Adjectives This/That lenguaje utilizado para hablar de
tecnologías de Inglesa correspondiente These/Those él y de las personas que le
la Información al usuario básico nivel A2 Vocabulary, phonetic and phonology: Semantic field: Food and drinks, Personal possessions, Clothes rodean, su entorno, sus rutinas
y la del Marco Común Phonetic and phonology: Intonation// Short and long vowels, Intonation, Stress. y acciones presentes, pasadas
Comunicación Europeo de Referencia DEVELOPING OF RECEPTIVE SKILLS. o futuras.
para las Lenguas. Listening and reading: Recognize words and meanings, How the words are connected, Recognize words and meanings
DEVELOPING OF PRODUCTIVE SKILLS.
Speaking and writing: Use questions// Connect words to form phrases and sentences in oral and writing way
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCI CRITERIOS DE
A DE APRENDIZAJE DESEMPEÑO
SIMPLE PRESENT. Comparatives chart Las evidencias de aprendizaje
PRESENTTION (lexicon) entregadas son acordes a las
Present the use of simple present tense and the word ‘every day” using “I”. (E.g. I do homework every day.) Mental map about the rúbricas desarrolladas para
Present the uses of simple present tense and the word “every day” using “he” or “she”. (E.g. He does homework every day.) grammatical structure cada una de las actividades.
Present the difference between the above two. /// Seek choral response from the students. /// Uss more examples to illustrate the Scholar’s menu En forma
above. Net word general, las rúbricas se
PRACTICE: enfocan en
Give clear instructions and a demonstration about the activity. (The theme of the activity is to guess what he or she does every day.). los siguientes aspectos:
Give clear instructions and a demonstration about the activity. (The theme of the activity is to guess what he or she does every day.). Comparative chart using • Los lineamientos
The rest of the students are requested to guess what that particular student does every day. Students are required to tell in the following the simple present tense establecidos en
way: E.g. He sweeps the floor every day. chart and the use of el momento que fue asignado
Students chorally repeat the sentence pattern. /// There will be some more rounds of the above. possessive pronoun el
CONSOLIDATION: proyecto en clase
Give clear instructions about the activity. • Las estructuras
Give the ball to one of the students and then plays the music and when the music stops, the student who holds the ball is expected to gramaticales y el vocabulario
stand up and tell the whole class what he or she does every day, say, “I sweep the floor every day.”. acorde al nivel y en relación a
The rest of the students are required to tell what that particular student does every day in the following way: He sweeps the floor every day. los contenidos de cada unidad
The above will go on for several rounds. de
POSSESVE PRONOUNS aprendizaje
- Put personal items in a basket and took turns taking them back out. As each object is pulled back out, identify whose object it is or • Organización y claridad
isn’t. For example, “This is my cell phone. It isn’t yours.” • Presentación oral
- Take the objects out, possessive pronouns should be used, “These are not mine. These are yours”.
- Explain that a possessive adjective is used before a noun, and a possessive pronoun is not used before a noun, but it follows the
verb.
- Make a chart with three columns: subject, possessive adjective and possessive pronouns. Compare them.
DEMONSTRATIVE ADJECTIVES (this, that, these, those)
1. Teacher asks students using the Total Physical Response method (TPR) ‘What is this?’ pointing to the pen she/he holds, and ‘What is
that?’ pointing to the pencil a student holds. Alternate between the two forms several times.
2. Teacher writes the singular forms on the board and explains when to use each one.
(This indicates something close to the speaker)
(That indicates something away from the speaker)
3. After practicing the singular forms, the teacher introduces the plural forms These and Those-pointing to different class objects.
4. Students practice the rule by constructing sentences in both forms.
5. Activity Students practice the demonstrative pronouns forms in pairs: student (A) asks a question using this/these or that/those, student
(B) answers the question, and vice versa.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson, Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES:
 UNIDAD I
UNIDAD DE APRENDIZAJE SEMANA 5

Sistemas del lenguaje: estructuras y funciones OCTOBER 8 - 12, 2018

TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE

SECUENCIA DE ACTIVIDADES EVIDENCIA DE APRENDIZAJE CRITERIOS DE

DESEMPEÑO

JORNADA DE OBSERVACION Y
PRACTICA.

BIBLIOGRAFIA

OBSERVACIONES
 UNIDAD II UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 9
Sistemas del lenguaje: estructuras y funciones OCTOBER 15 - 19, 2018.
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Reconoce y comprende el lenguaje utilizado para usar la
adicional y dominio de la lengua Functions and structures: Prepositions of place, Prepositions of movement preposiciones de lugar y tiempo
tecnologías de Inglesa correspondiente al Vocabulary, phonetic and phonology: Semantic field:
la Información y usuario básico nivel A1 del Countries and Nationalities. Phonetic and phonology: Stress
la Comunicación Marco Común Europeo de DEVELOPING OF RECEPTIVE SKILLS.
Referencia para las Listening and reading: Recognize words and meanings
Lenguas. How the words are connected.
DEVELOPING OF PRODUCTIVE SKILLS.
Speaking and writing: Connect words to form phrases and sentences in oral and
writing way

SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE

CRITERIOS DE DESEMPEÑO
APRENDIZAJE
Explain the prepositions of place Illustrated home Las evidencias de aprendizaje entregadas son acordes a
Prepositions of Place and Movement - in / at / to / nothing inventory las rúbricas desarrolladas para cada una de las
Test you knowledge of the prepositions in / at / on showing place and movement. Comparatives chart actividades. En forma
in - used with countries, cities, regions, etc. (lexicon) general, las rúbricas se enfocan en
at - used with places in towns, cities, etc. Tree diagram about los siguientes aspectos:
to - used with movement toward a place or city house rooms and • Los lineamientos establecidos en
no preposition - used with some words like 'home' furniture el momento que fue asignado el
Mimes the following prepositions of movement. Here are some possible actions and Comparatives proyecto en clase
sentences you can use to clarify them. squares • Las estructuras
 towards – walk towards a student; “I’m walking towards [Alonso].” (lexicon) gramaticales y el vocabulario acorde al nivel y en relación
 through – walk through the door; “I’m walking through the door.” Labeled model of a a
house los contenidos de cada unidad de
 through – mime that you are swimming the breast stroke; “I’m swimming through the
aprendizaje
water.”
• Organización y claridad
 into – reach into your bag “I’m putting my hand into my bag.” • Presentación oral
 across – mime that you are looking both ways, then crossing a busy street; “I’m walking
across the street.”
 over – make a chopping motion above your head; “It went over my head.”
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson

OBSERVACIONES:
 UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 10
Sistemas del lenguaje: estructuras y funciones OCTOBER 29 – NOVEMBER 1, 2018
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Reconoce y comprende el
adicional y dominio de la lengua Functions and structures: Simple past (interrogative, affirmative and negative) lenguaje utilizado para
tecnologías de Inglesa correspondiente Adverbs of time (yesterday morning) hablar de él y de las
la Información al usuario básico nivel Vocabulary, phonetic and phonology: Semantic field: Time personas que le rodean,
y la A1 del Marco Común Phonetic and phonology: Intonation, Stress su entorno, sus rutinas y
Comunicación Europeo de Referencia DEVELOPING OF RECEPTIVE SKILLS. acciones presentes,
para las Lenguas. Listening and reading: How the words are connected pasadas o futuras.
DEVELOPING OF PRODUCTIVE SKILLS.
Speaking and writing: Connect words to form phrases and sentences in oral and writing way
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
1.Questions – Students first will be asked simple questions related to actions that happened in the past by using certain Mental map about
adverbs. (E.g. yesterday, last night. Last week, etc) the grammatical
EX. Questions to warm up the class. (1) What did you do after school yesterday? (2) Did you play football last week? (3) How structure
was the weather yesterday? (4) Did you enjoy your weekend? Comparatives
(The teacher writes the verbs on the board, the form of the verbs will be marked, so that students will notice that (-ed) is the squares Las evidencias de
marker of the past tense). aprendizaje entregadas
(1) I studied math. (2) Yes, I played football last week, or yes I did. (3) It was rainy.///(4) Yes I enjoyed my weekend) son acordes a las rúbricas
2. Physical Response – Some students will be asked to perform certain activities and after they finish, their classmates will be desarrolladas para cada
asked to tell about the activity they saw.///Ex. Student A. will be asked to walk in the classroom. una de las actividades. En
Teacher: will ask about A’s activity///Student B.: will point out to A. and say (A) walked in the classroom. forma
(Students will practice this exercise with different activities) general, las rúbricas se
3. Teacher input – The teacher will explain that the past tense is used to tell about states completed at a certain point of time enfocan en
in the past. The teacher also will point out that (-ed) is the marker for the past tense. los siguientes aspectos:
Review of the (-ed) ending and its pronunciations. • Los lineamientos
Students will be given an exercise (fill in blanks). On their notebook they have to change the verb in the brackets and give the establecidos en
correct pronunciation of that verb. el momento que fue
Ex. (1) The girl ______ in the bark (play)///(2) The class ______ to go to the museum. (decide) asignado el
(3) Mary ________ the party. (miss)///(4) The thief _______ the bank. (rob) proyecto en clase
2. Oral practice – At the beginning, the teacher will try to ask about the past form of some irregular verbs, and in return, the • Las estructuras
student who knows the answer will raise his/her hand and answer.///(It is like a quick revision) gramaticales y el
(1) What is the past form of go? Buy? Get? See? Etc… vocabulario acorde al nivel
3. Teacher in put - As it was explained so far the past is formed by adding (-ed) to the simple verb, but there are a lot of verbs y en relación a
do not take (-ed) form in the past tense. We call these verbs irregular verbs because they don’t follow one pattern. Students will los contenidos de cada
be given a list of irregular verbs to read, and there will be some activities to help them learn these verbs. unidad de
Think and Write – Students will be given a set of examples with underlined verbs, students will be asked to state whether the aprendizaje
underlined verb is in the correct form or not by circling on a (T) true or (F) false letters. • Organización y claridad
EX.A. (1) Costed is the past tense of cost. (T) (F) • Presentación oral
(2) Teach is an irregular verb (T) (F)///(3) Sang is an irregular verb (T) (F)
EX.B. Students will be given a set of verbs they will be asked to put one line under the regular verb and two lines under the
irregular ones.///John drew a beautiful picture.///The dog broke the window.///The boys came early to school.///Mary played
tennis.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: 22 AL 26 DE COTUBRE EXAMENES DE LA UNIDAD 1
 UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 11

Sistemas del lenguaje: estructuras y funciones NOVEMBER 5 - 9, 2018

TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Reconoce y comprende
adicional y dominio de la lengua Functions and structures: Object Pronouns, The conditional el lenguaje utilizado para
tecnologías de Inglesa correspondiente al (cause and effect) hablar de acerca de las
la Información y usuario básico nivel A1 del Vocabulary, phonetic and phonology: Semantic field: Suggestions
condicionales y la
la Comunicación Marco Común Europeo de Phonetic and phonology: Intonation, Stress
Referencia para las DEVELOPING OF RECEPTIVE SKILLS. aplicación de las
Lenguas. Listening and reading: Identify easy patterns of social interaction DEVELOPING OF PRODUCTIVE SKILLS. condiciones
Speaking and writing: Take a role in short and easy conversations
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
Write the personal pronouns and next to them, the object pronouns Comparatives Las evidencias de
Personal pronouns object pronouns chart aprendizaje entregadas son
I me (lexicon)Comp acordes a las rúbricas
aratives desarrolladas para cada una
You you
squares de las actividades. En forma
He him (lexicon) general, las rúbricas se
She her enfocan en los siguientes
It it aspectos:
We us • Los lineamientos
You you establecidos en el momento
They them que fue asignado el
Explain them that object pronouns come after either a verb (e.g. “like”) or a preposition (e.g. “to”) proyecto en clase
• Las estructuras
Ask students to identify whether the pronoun examples you write on the board come before the verb or after the verb. Once they
gramaticales y el
recognize this, explain that object pronouns follow prepositions. Once again, write examples on the board with proper names and full vocabulario acorde al nivel y
nouns to show the difference between singular and plural object pronouns, as well as the difference between objects and people. en relación a
For example: los contenidos de cada
I bought a book yesterday.///Mary gave Peter a present.///The parents drove the children to school ///Then:///I bought it yesterday. unidad de aprendizaje
Mary gave him a present.///The parents drove them to school.///Tim picked them up. • Organización y claridad
Ask the students to do pairwork, writing sentences and then replacing the nouns with object pronouns. • Presentación oral
Do you really hate her?///She loves sitting next to him.///She always writes e-mails to us///He’s talking to her about it.
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES:
 UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 12
Sistemas del lenguaje: estructuras y funciones NOVEMBER 12 - 16, 2018
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Reconoce y
adicional y dominio de la lengua Functions and structures: Present perfect/ affirmative, negative and questions comprende el
tecnologías de Inglesa Vocabulary, phonetic and phonology: Semantic field: Vacations and truism, sports and games. // Syllabus lenguaje utilizado
la Información y correspondiente al DEVELOPING OF RECEPTIVE SKILLS.
para hablar de él y
la Comunicación usuario básico nivel A2 Listening and reading: Identify easy patterns of social interaction.// Recognize words and meanings. Understand questions and
del Marco Común easy commands de las personas
Europeo de Referencia DEVELOPING OF PRODUCTIVE SKILLS. que le rodean, su
para las Lenguas. Speaking and writing: Produce interaction social patterns entorno, sus rutinas
Take a role in short and easy conversations y acciones
Form phrases and sentences in oral and writing way.// Use questions and give and respond to easy commands. Form phrases presentes,
and sentences in oral and writing way pasadas.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
Teacher will ask students to give examples about activities that they have PowerPoint Las evidencias de aprendizaje entregadas son acordes a las rúbricas
already started in the past and continues in the present. Presentation desarrolladas para cada una de las actividades. En forma
Students will investigate about the present perfect tense (grammar Exercises general, las rúbricas se enfocan en
structures, and give some examples about them) Grammar notes los siguientes aspectos:
Teacher will give a feedback about the topic and then students will answer • Los lineamientos establecidos en
some exercises about the topic that we are working with. el momento que fue asignado el
By teams students will make a test for their classmates about the topic proyecto en clase
present perfect. • Las estructuras
Students will take notes about the important ideas of the topic. gramaticales y el vocabulario acorde al nivel y en relación a
los contenidos de cada unidad de
aprendizaje
• Organización y claridad
• Presentación oral
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES:
 UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 13.
Sistemas del lenguaje: estructuras y funciones NOVEMBER 19 - 23, 2018
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de dominio LANGUAGE SYSTEMS. Reconoce y comprende
adicional y de la lengua Inglesa Functions and structures: Future tense (will and going to) el lenguaje utilizado para
tecnologías de correspondiente al usuario hablar de él y de las
la Información y básico nivel A1 del Marco Vocabulary, phonetic and phonology: Semantic field:
personas que le rodean,
la Comunicación Común Europeo de Referencia Sports and games // Preferences
para las Lenguas. Phonetic and phonology: Short and long vowels// Phonemes, Short and long vowels. su entorno, sus rutinas y
DEVELOPING OF RECEPTIVE SKILLS. acciones o futuras.
Listening and reading: Talk about hobbies, travel and transportation.

DEVELOPING OF PRODUCTIVE SKILLS.

Speaking and writing: Read and write about hobbies using the future tense.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
Students will write some hobbies that they have and their future plans to practice them Comparative chart with
A team will explain the topic Future tense (going to) using a PowerPoint Presentation or the lab. examples using will and
Students will practice with some exercises about the topic going to going to Las evidencias de aprendizaje
Other team will explain the topic Future (will) using a PowerPoint Presentation or the lab. entregadas son acordes a las
A team will explain the topic Future tense (will) using a PowerPoint Presentation or the lab. rúbricas desarrolladas para
Students will practice with some exercises about the topic will.
cada una de las actividades. En
forma
general, las rúbricas se enfocan
en
los siguientes aspectos:
• Los lineamientos establecidos
en
el momento que fue asignado el
proyecto en clase
• Las estructuras
gramaticales y el vocabulario
acorde al nivel y en relación a
los contenidos de cada unidad
de
aprendizaje
• Organización y claridad
• Presentación oral
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: 20 DE NOVIEMBRE DESFILE DE LA REVOLUCIÓN MEXICANA
 UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 14.
Sistemas del lenguaje: estructuras y funciones NOVEMBER 26 - 30, 2018
TRAYEC COMPETENCIA DEL CURSO: FAMILIA DE INDICADOR DE APRENDIZAJE
TO SABERES:
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Reconoce y comprende el lenguaje utilizado para hablar de acerca de la voz
adicional y dominio de la lengua Functions and structures: Passive Voice, Gerund and infinitives, pasiva, además del uso del gerundio y del infinitivo
tecnología Inglesa Adjectives
s de la correspondiente al Vocabulary, phonetic and phonology: Semantic field:
Informació usuario básico nivel Personal information// Professions. Phonetic and phonology:
n y la A1 del Marco Común Intonation// Short and long vowels, Intonation, Stress.
Comunicac Europeo de DEVELOPING OF RECEPTIVE SKILLS.
ión Referencia para las Listening and reading: Description of things and places.
Lenguas. DEVELOPING OF PRODUCTIVE SKILLS.
Speaking and writing: Describe things and places using adjectives
and express how they feel.
SECUENCIA DE ACTIVIDADES PRODUCTO/EVI CRITERIOS DE DESEMPEÑO
DENCIA DE
APRENDIZAJE
Teacher will ask students to investigate information about the Comparatives squares Las evidencias de aprendizaje entregadas son acordes a las rúbricas
topic passive voice. (lexicon) desarrolladas para cada una de las actividades. En forma
Some students will go to the front to answer some exercises Mental map about the general, las rúbricas se enfocan en
written for the teacher. grammatical structure los siguientes aspectos:
Teacher will explain the topic using the grammars structures. Presentation cards // Literary • Los lineamientos establecidos en
Students will make a list of the adjectives to describe places mobile Autobiography // el momento que fue asignado el
and things. Comparatives squares proyecto en clase
Teacher will explain how to use gerunds and infinitives, and (lexicon) • Las estructuras
students will answer some exercise about the use of gerund Lottery game with names gramaticales y el vocabulario acorde al nivel y en relación a
and infinitives. and images of occupations los contenidos de cada unidad de
and professions. aprendizaje
• Organización y claridad
• Presentación oral
BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES: SEMANA DE ASESOERÍAS PREVIA A LA JOPD
 UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 15

Sistemas del lenguaje: estructuras y funciones DECEMBERE 10 - 14, 2018

TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE

Lengua Adquieran un nivel de dominio de la lengua Inglesa LANGUAGE SYSTEMS. Reconoce y comprende el
adicional y correspondiente al usuario básico nivel A1 del Marco Functions and structures: Comparatives and superlatives// Conditionals (zero and lenguaje utilizado para
tecnologías de Común Europeo de Referencia para las Lenguas. first) hacer comparaciones y
la Información y Vocabulary, phonetic and phonology: Semantic field:
emplear las condicionales.
la Comunicación Affirmative, negative and questions, preferences.
DEVELOPING OF RECEPTIVE SKILLS.
Listening and reading: Descriptions of place and things
DEVELOPING OF PRODUCTIVE SKILLS.
Speaking and writing: Take a role in short and easy conversations
SECUENCIA DE ACTIVIDADES EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
Teacher will show some images to compare things and places using comparative and superlative Comparative Las evidencias de aprendizaje entregadas son acordes a las rúbricas
structure. chart using desarrolladas para cada una de las actividades. En forma general, las
Students will focus in the grammar of the comparative and superlative structure. comparative rúbricas se enfocan en los siguientes aspectos:
The students will investigate in the web about the topic and they will take notes about it. and • Los lineamientos establecidos en el momento que fue asignado el
Students will answer and exercise about comparative and superlative. superlative proyecto en clase
Teacher will ask students about the use of the zero and first conditional. and images • Las estructuras
Teacher will make a review about the first and second conditional to illustrate gramaticales y el vocabulario acorde al nivel y en relación a
Students will answer some exercises about the first and second conditional. the use of los contenidos de cada unidad de aprendizaje
Students will make some sentences using zero an first conditional using places and things. them • Organización y claridad
• Presentación oral

BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
 UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 16
Sistemas del lenguaje: estructuras y funciones DECEBER 18, 2018
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE
APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS.
adicional y dominio de la lengua Inglesa Functions and structures: Modal (can, should, may, have to, must) Evaluación
tecnologías de
la Información
correspondiente al usuario
básico nivel A1 del Marco
Vocabulary, phonetic and phonology: grammar contractions
Phonetic and phonology: Intonation.// Stress.
de la
y la Común Europeo de DEVELOPING OF RECEPTIVE SKILLS. segunda
Comunicación Referencia para las Listening and reading: Identify and understand phrases and sentences related to the modals.
Lenguas. DEVELOPING OF PRODUCTIVE SKILLS. Unidad
Speaking and writing: Use the language to express suggestions, prohibitions and advices using modals
SECUENCIA DE ACTIVIDADES EVIDENCIA DE APRENDIZAJE CRITERIOS DE
DESEMPEÑO
Teacher will ask students about the modals (use) Comparatives Las evidencias de aprendizaje entregadas son acordes a las rúbricas desarrolladas para
Students will investigate about the modal. chart with modals cada una de las actividades. En forma general, las rúbricas se enfocan en los siguientes
A team will explain the grammar structure of the modals using the grammar and examples aspectos:
structure (lexicon) • Los lineamientos establecidos en el momento que fue asignado el proyecto en clase
Teacher will give them a feedback and explain the questions that they have. Family tree with • Las estructuras gramaticales y el vocabulario acorde al nivel y en relación a los contenidos
Students will summarize the grammar structure of the topic and will answer some personal de cada unidad de aprendizaje
exercise about the modals. information • Organización y claridad
• Presentación oral

BIBLIOGRAFIA
Birchley, S. & M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
Birchley, S. &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
OBSERVACIONES
 UNIDAD II
UNIDAD DE APRENDIZAJE SEMANA 17
Sistemas del lenguaje: estructuras y funciones JANUARY 7-16
TRAYECTO COMPETENCIA DEL CURSO: FAMILIA DE SABERES: INDICADOR DE APRENDIZAJE
Lengua Adquieran un nivel de LANGUAGE SYSTEMS. Reconoce y comprende el lenguaje utilizado para emplear los
adicional y dominio de la lengua Functions and structures: Punctuation Marks signos de puntuación en diferentes contextos.
tecnologías de Inglesa
la Información y correspondiente al Vocabulary, phonetic and phonology: Semantic field:
la Comunicación usuario básico nivel A2 Phonetic and phonology: Stress
del Marco Común DEVELOPING OF RECEPTIVE SKILLS.
Europeo de Referencia Listening and reading: Recognize words and meanings
para las Lenguas. DEVELOPING OF PRODUCTIVE SKILLS.
Speaking and writing: Take a role in short and easy conversations
SECUENCIA DE ACTIVIDADES EVIDENCIA DE APRENDIZAJE Personal pronouns

Exámenes de la segunda
unidad e integradores.
BIBLIOGRAFIA
Top Notch Fundamentals 2nd edition. Saslow Ascher, Pearson, 2011
OBSERVACIONES
V.- CRITERIOS DE EVALUACIÓN

Dado que se va a emplear el método comunicativo de enseñanza de la lengua, algunas especificaciones acerca de la forma de evaluar darán al docente a cargo
del curso una visión clara de lo que será evaluar a los estudiantes de manera congruente con la forma de enseñanza.
El curso promoverá la evaluación de tres tipos:
1. Evaluación sumativa: Exámenes de medio y fin de curso
2. Evaluación formativa: A través del portafolio de evidencias y evaluación continua dentro de clase.
3. Evaluación “iluminativa” o auto-evaluación: A través de ejercicios de auto-reflexión como listas de cotejo y rúbricas de autoevaluación incluidos en
portafolios.
La aplicación de exámenes será vista como un componente de la evaluación, sin embargo no debe tener la mayor parte del peso en la decisión de
acreditar o no el curso, dado que la evaluación habrá de ser parte de nuestra cotidianeidad en el aula.
Es crucial que el docente haga explícitos los criterios que usará para evaluar a los estudiantes desde el inicio del curso, para que los alumnos estén
conscientes de que cada tarea comunicativa contará para su evaluación.
Así, cada tarea comunicativa que se desarrolle dentro del aula debe ser analizada por el docente en términos de cuán efectiva haya sido la comunicación entre
los estudiantes, que tan claramente se transmitió el mensaje y que tan adecuadamente se usaron el vocabulario y las estructuras gramaticales, por mencionar
algunos de los aspectos a considerar.
En consecuencia, la evaluación debe determinar el avance del estudiante de acuerdo con su dominio inicial de la lengua y este avance debe fijarse
primordialmente en la efectividad del sujeto para comunicarse, no en el correcto uso de estructuras y vocabulario o en el número de respuestas
correctas en un examen escrito.
Así mismo, se invita a implementar la autoevaluación y autocorrección a fin de crear conciencia en el estudiante de sus propios errores y facilitar la
autocorrección.
Las observaciones de los compañeros de clase serán también de mucha ayuda para fomentar un ambiente de autocorrección en el aula.

10% Examen Departamental

10% Curso de CENEVAL
5% Actitud
40% Examen de unidad (2 exámenes por semestre)
35% Habilidades (tareas, participación, ejercicios, productos, exámenes parciales, etc.).
VI.- TABLA DE VALIDEZ

ESCUELA NORMAL “PROFR. SERAFÍN PEÑA”

LICENCIATURA EN EDUCACIÓN PRIMARIA
LICENCIATURA EN EDUCACIÓN PREESCOLAR
SEGUNDO SEMESTRE
TABLA DE VALIDEZ DEL CURSO INGLÉS A2

ÁMBI
COM COM
TO
PETE PETE TIPO DE
TRAY CONOCIMIENTO
NCIA NCIA Unidad de NIVEL
ECT INDICADOR DE APRENDIZAJE
S S competenci COGNOSCITI
O (Competencias de la unidad de aprendizaje) VO
DEL DEL a
FOR
PERF CUR
MATI
IL SO
VO
Comprende narrativas sencillas y concretas e información básica Comprensión Ideas organizadas:
en contextos familiares tanto en forma oral como escrita. Generalizaciones.
Desarrolla sus habilidades comunicativas para adquirir nuevos
Ámbito 5. Compromiso y responsabilidad con la profesión

Comprende preguntas sencillas en contextos tales como: familia, Comprensión Ideas organizadas:
Aplica sus habilidades comunicativas en diversos contextos

amigos, trabajado, escuela, pasatiempos, vacaciones, comidas, Generalizaciones.

estado de ánimo, tanto en forma oral como escrita.
Habilidades receptivas (Compresión lectora y auditiva)

Entiende instrucciones directas y preguntas cortas y sencillas Análisis Ideas organizadas:

Generalizaciones.
Extrae y entiende la idea general y específica de un texto Comprensión Ideas organizadas:
sencillo si lo lee lentamente Generalizaciones.
Utiliza una segunda lengua para comunicarse.

Lee y comprende anuncios, etiquetas, títulos y pies de foto Comprensión Ideas organizadas:
sencillos. Generalizaciones.
Entiende un texto o un artículo simplificado con la ayuda de un Análisis Procedimientos
diccionario o infiriendo algunas palabras desconocidas. mentales: Tácticas
Entiende menús gastronómicos y señalamientos sencillos así Análisis Procedimientos
como direcciones e instrucciones simples al viajar a un país de mentales: Tácticas
habla inglesa.
Comprende reportes simples y manuales de operación sencillos Análisis Ideas organizadas:
relaciones con su campo de acción. Generalizaciones.
Reconoce y comprende el lenguaje utilizado para hablar de él y Comprensión Ideas organizadas:
de las personas que le rodean, su entorno, sus rutinas y acciones Generalizaciones.
presentes, pasadas o futuras.
Extrae y entiende la idea general y específica de una Comprensión Ideas organizadas:
lenguajes.

conversación de temas diversos si se le habla pausadamente. Generalizaciones.

En el ámbito laboral puede seguir una conversación, una Comprensión Ideas organizadas:
presentación o una narrativa siempre que el lenguaje utilizado y el Generalizaciones.
.
 vocabulario no sean muy complejos y se tenga soporte visual o
corporal para clarificar. Infiere el significado de algunas palabras
desconocidas.
Comprensión Ideas organizadas:
Generalizaciones.

Participa en comunidades de trabajo y redes de colaboración a través del uso de la tecnología. •

Comprensión Ideas organizadas:
Generalizaciones.

Utiliza estructuras gramaticales y vocablos simples para expresar Utilización del Procedimientos
sus opiniones e interactuar en forma corta y sencilla sobre temas conocimiento mentales: procesos,
procedimientos macro.
familiares relacionados con su vida personal o su campo de
Aplica sus habilidades comunicativas en diversos contextos
Ámbito 5. Compromiso y responsabilidad con la profesión

acción. Esto puede ser en forma oral o escrita.

Transmite correctamente un mensaje sencillo en forma oral o Utilización del Procedimientos
escrita utilizando patrones simples estructurales pero comete conocimiento mentales: procesos,
procedimientos macro.
errores frecuentes que no impiden la comunicación.
Interactúa asertivamente y con seguridad en conversaciones Utilización del Procedimientos
sencillas y cortas en contextos tales como: familia, amigos, conocimiento mentales: procesos,
procedimientos macro.
trabajo, escuela, pasatiempos, vacaciones, comidas, estado de
ánimo, emociones, gustos y preferencias.
Usa estructuras gramaticales básicas para comunicarse con Utilización del Procedimientos
seguridad pero titubea y comete errores al tratar de usar conocimiento mentales: procesos,
Habilidades productivas (Comunicación oral y escrita)

procedimientos macro.
estructuras más complejas. Esto a veces impide la comunicación.
Utilización del Procedimientos
Usa colocaciones y locuciones adverbiales simples. conocimiento mentales: procesos,
procedimientos macro.
Pregunta y responde a necesidades inmediatas. Utilización del Procedimientos
conocimiento mentales: procesos,
procedimientos macro.
Narra historias secuenciadas sencillas con ayuda visual, escrita Utilización del Procedimientos
u oral. conocimiento mentales: procesos,
procedimientos macro.
Hace descripciones y comparaciones de diferentes personas,
objetos y lugares e interactúa espontáneamente en
conversaciones sencillas utilizando estructuras gramaticales en
presente pasado y futuro.
Participa en trabajos colaborativos siguiendo instrucciones Utilización del Procedimientos
sencillas y proponiendo soluciones y dando opiniones utilizando conocimiento mentales: procesos,
procedimientos macro.
un
lenguaje sencillo.
Pronuncia adecuadamente las palabras que ha aprendido en
clase aunque generalmente tiene un marcado acento como Ideas organizadas:
Comprensión
hispano Generalizaciones.
parlante.
 Procedimientos
Deletrea palabras sencillas asertivamente. Análisis mentales: Tácticas

Análisis Procedimientos
Escribe instrucciones, oraciones y narrativas sencillas y cortas mentales: Tácticas

Análisis Procedimientos
Llena formatos simples con información personal o cercana a
mentales: Tácticas
su entorno
Escribe mensajes, notas, recados, cartas formales e informales Análisis Procedimientos
y correos electrónicos cortos sencillos. Comete frecuentes mentales: Tácticas
problemas ortográficos y de puntuación que a veces impiden la
comunicación.

VII.- BIBLIOGRAFÍA DEL CURSO.

 Birchley,S &, M. Saumell (2011) English in Common Student Book 1 Harlow: Pearson
 Birchley, S &, M. Saumell (2011) English in Common Workbook 1 Harlow: Pearson
 Bruner, J. & H. Haste (1987) Making Sense. The child’s construction of the world. London: Methuen & co. Ltd Routledge.
 Crawford, D.G.et al --‐ Argüelles, Antonio compilador (2004) Competencia Laboral y Educación Basada en Normas de Competencia México: Editorial
Limusa S.A. de CV. Noriega Editores
 Enríquez, A. & J. Pimienta (2009) Educción Basada en Competencias: Guía para la Aplicación del Enfoque México: Pearson Educación de México
S.A de C.V.
 Harmer, J. (2007) The Practice of English Language Teaching Harlow: Pearson
 Kohonen, V,, R. Jaatinen, P Kaikkonen J.Lehtovaara (2001) Experiential Learning in Foreign Language Education Harlow: Pearson Education
Littlewood, W. (1981) Communicative Language Teaching. Cambridge: Cambridge University Press.
 Morrow, K. (2004) Insights from the Common European Framework Oxford: Oxfrod University Press
 Murphy, R. (2010) Basic Grammar in Use Cambridge: Cambridge University Press
 Murphy, R. (2012) English Grammar in Use Cambridge: Cambridge University Press
 Nunan, D. (1994) Syllabus Design Oxford: Oxford University Press.
 Nunan, D.(2000) An introduction to task--‐based teaching ELT Advantage, Cengage Learning
 Parrott, M. (2000) Grammar for English Language Teachers Cambridge: Cambridge University Press.