Rubrica Ingles A1

CARRERA O ESPECIALIDADTODAS LAS CARRERAS Y ESPECIALIDADES.

ASIGNATURAINGLÉS (NIVEL 1A).

SECCIÓN A

1. Nombre de la asignatura Inglés. (Nivel 1A).

2. Competencias Communicate feelings, thoughts, experiences,ideas and opinions in a receptive and productive manner in the English language tocontribute in its development of occupational social and personal fields. (Level A1, Common European Framework of languages).

3. Cuatrimestre4. Horas Prácticas 185. Horas Teóricas 426. Horas Totales 607. Horas Totales por Semana

Cuatrimestre4

8. Objetivo de la Asignatura

That student will be able to communicate inoral and written ways using the simplepresent and present progressive.

Unidades Temáticas HorasPrácticas Teóricas Totales

I. Nice to meet you & What do you do? 14 6 20II. Down time & Day in, day out. 14 6 20III. Here, there and everywhere & Different strokes

14 6 20

Totales 42 18 60

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UNIVERSIDAD TECNOLÓGICA DE TAMAULIPAS NORTE

PLANEACIÓN DE ASIGNATURA



UNIDADES TEMÁTICAS 1. Unidad Temática I. Nice to meet you & What do you do?2. Horas Prácticas 143. Horas Teóricas 64. Horas Totales 20

5. Objetivo

Students will be using questions to ask for help in class, ordinal numbers to talk about dates, learning to talk about occupations and families, identifying the correct personal information to complete a form, categorizing different jobs to find the most suitablecareer.

Temas Saber Saber hacer Ser Fechaplaneada por

semana

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Nice tomeet you!

Be - statements and yes/no questions.

Be - Wh questions.

Using be to give and askpersonal information such as name, age, nationality

ProactiveRespectfulResponsiblePunctualCapacity for analysis and synthesisAutonomous learning Teamwork Creative Esteem Assertive Systematic

Semana 1Enero del7 al 9

Semana 2Enero del12 al 16Semana 3Enero del19 al 23

What do youdo?

Articles

Possession

Using articles to describe people and organizations, using theapostrophe, whose, possessive pronouns.


Semana 4Enero del26 al 30Semana 5Febrero3 al 6

Proceso de evaluación

Resultado deaprendizaje Secuencia de aprendizaje Instrumentos y tipos de

reactivosOrally the students will be using be to

1. Reading: Recognizingcognates.

Openmind 1A second edition

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give and ask personal information such as name, age, nationality,using articles to describe people and organizations, using the apostrophe, whose, possessive pronouns.

2. Listening: understanding times and dates and personal information.

3. Speaking: using polite language.

4. Writing: completing an online registration form.

5. Lifeskills: identifying the correct personal information to complete a form.

6. Reading: understanding personal information.

7. Listening for specific information: an informal conversation.

8. Speaking: giving personal information.

9. Writing: using correct capitalization and punctuation.

10. Lifeskills: categorizing different jobs to find the most

student’s book exercises.SpeakingListeningReadingWriting.

Openmind 1A second edition workbook exercises.Second editionGrammarVocabulary.

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suitable career.

Portafolio de Evidencias del resultado de aprendizaje, ligado a la capacidad de la materia

Descripción de la actividad para alcanzar el resultadode aprendizaje de la Unidad

% de laEvaluación de laUnidad

Student’s book units 1 & 2 listening, speaking, reading and writing activities.

10%

Workbook units 1 & 2 listening, grammar and vocabulary activities.

10%

Oral presentation and conversation. 50%

Written test. 20%

Wrap up 10%

Evaluation: From to

10 = Autónomo (AU) o Competente Autónomo (CA)9 = Destacado (DE) o Competente Destacado (CD)8 = Satisfactorio (SA) o Competente (CO) 1-7 = No Acredita (NA)

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Proceso enseñanza aprendizajeMétodos y técnicas de enseñanza Medios y materiales didácticos

Inductive approach.Language in use: introduces students to the target grammar in a realistic reading or listening context.Notice: Focuses on a guided inductive presentation that uses examples from the text in the previous step.Practice: is a written exercise thatenables the students to apply and confirm their hypotheses from the Notice stage and gives them controlled practice in the use of the target grammar.Now you do it: the final step is a one step communicative activity thatallows students to practice the new grammar in a personalized context making it more relevant and more memorable.

Student bookWorkbookAudio tracks Video clipsWhite boardInternet web siteLaptop ProjectorSpeakers

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Espacio FormativoAula Laboratorio / Taller EmpresaX

UNIDADES TEMÁTICAS

1. Unidad Temática

II. Down time & Day in, day out.

2. Horas Prácticas 143. Horas Teóricas 64. Horas Totales 20

5. Objetivo

Students will be learning to talk about hobbies and free time activities, using adjectives to describe people and what they like doing, learning how to say what time it is, talking about times of day, days of the week, and sequences of activities.

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Temas Saber Saber hacer Ser Fecha planeadapor semana

Down time Simple present - statements and yes/noQuestionsSimple present - information -questionsThird person singular spelling rules

Using the simple present to talk about free time activities, using the simple present to ask questionsabout people’s habits and hobbies.


Semana 6Febrero9 al 13

Semana 7Febrero16 al 20

Day in, day out

Be+ adjectiveFrequency adverbsClauses with until, before, afterHow often….?What time is it?What time do you…?

Using frequency adverbs and adverbial phrases to talk about how often we do things, using until, before, afterto talk aboutsequences of events.


Semana 8Febrero23 al 27Semana 9Marzo2 al 6

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Proceso de evaluaciónResultado deaprendizaje Secuencia de aprendizaje Instrumentos y tipos de

reactivos

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The students will be talking about hobbies and free time activities, using adjectives to describe people and what they like doing, learning how to say what time itis, talking about timesof day, days of the week, and sequences of activities.

1. Reading: recognizing cognates.2. listening: to a radio show talking about people’s likes and dislikes.3. Speaking: asking for opinions.4. Writing: about yourself and your interests.5. Life skills: understanding your learning style.6.Reading: describing routines and habits7.Listening for specific information: an interview8. Speaking: describing routines and habits, talking about hobbies.9.Writing: writing complete sentences10. Life skills: thinkingabout how you manage yourtime in order to prioritize different tasks.

Openmind 1A second editionstudent’s book exercises.SpeakingListeningReadingWriting.

Openmind 1A second edition workbook exercises.Second editionGrammarVocabulary.

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10%


10%


Written test. 20%

Wrap up 10%



Inductive approach.Language in use: introduces

Student bookWorkbook

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students to the target grammar in a realistic reading or listening context.Notice: Focuses on a guided inductive presentation that uses examples from the text in the previous step.Practice: is a written exercise thatenables the students to apply and confirm their hypotheses from the Notice stage and gives them controlled practice in the use of the target grammar.Now you do it: the final step is a one step communicative activity thatallows students to practice the new grammar in a personalized context making it more relevant and more memorable.

Audio tracks Video clipsWhite boardInternet web siteLaptop ProjectorSpeakers

Espacio FormativoAula Laboratorio / Taller EmpresaX

UNIDADES TEMÁTICAS 1. Unidad III. Here, there and everywhere & different strokes.

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Temática2. Horas Prácticas 143. Horas Teóricas 64. Horas Totales 20

5. Objetivo

Students will be thinking about specific criteria in order to plan a short stay in your city for another person, making personal change, thinking about changes you want to make in your lifestyle.


Here, there and everywhere.

There is/there are with some, any, several,A lot, many, shouldImperative for directionsHow do I get to….How do I get there?

Using there is/ there areand quantifiers to describe places and attractions, using the imperative togive instructions and directions toplaces in a city.


Semana 10Marzo9 al 13

Semana 11Marzo

17 al 20

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Different strokes.

Present progressive.Present progressive vs.simple present

Using the present progressive to talk aboutour lives, using the present progressive and the simple present to talk about our life styles.


Semana 12Marzo

23 al 27Semana 13

Marzo30 al 1 de

Abril

Proceso de evaluaciónResultado deaprendizaje Secuencia de aprendizaje Instrumentos y tipos de

reactivosOrally the students will be: thinking aboutspecific criteria in order to plan a short stay in your city for another person, making personal change, thinking about changes you want to make in your lifestyle.

1. Reading: Scanning for specific information: descriptions of places2. Listening: describing events and festivals.3. Speaking: repeating directions to check understanding.4. Writing: Language use:giving and understanding directions.5. Life skills: thinking

Openmind 1A second editionstudent’s book exercises.SpeakingListeningReadingWriting.

Openmind 1A second edition workbook exercises.

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about specific criteria in order to plan a short stay in your city for another person.6. Reading: understandingpersonal information, describing likes and dislikes.7. Listening: describing events and festivals.8. Speaking: repeating directions to check understanding.9. Writing: an email to give directions10. Life skills: thinkingabout changes you want tomake in your lifestyle.

Second editionGrammarVocabulary.





10%


10%


Written test. 20%

Responsibility, teamwork, cleanliness and order. 10%

Evaluation: From to

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Inductive approach.Language in use: introduces students to the target grammar in a realistic reading or listening context.Notice: Focuses on a guided inductive presentation that uses examples from the text in the previous step.Practice: is a written exercise thatenables the students to apply and confirm their hypotheses from the Notice stage and gives them controlled practice in the use of the target grammar.Now you do it: the final step is a one step communicative activity thatallows students to practice the new grammar in a personalized context making it more relevant and more memorable.

Student bookWorkbookAudio tracks Video clipsWhite boardInternet web siteLaptop ProjectorSpeakers

Espacio FormativoAula Laboratorio / Taller Empresa

F-PSE-17-IE-1A/R00





X

CAPACIDADES DERIVADAS DE LAS COMPETENCIAS PROFESIONALES A LAS QUECONTRIBUYE LA ASIGNATURA

Capacidad Criterios de DesempeñoInterpret verbal messages and ideas inconversations on topics of their environment immediate (personal and professional), identifying phrases and vocabulary known to respond according to thesituation.

During a conversation, slowly and clearly: 1. React properly in a no verbal way and indicates that continues with the thread of the conversation. 2. Indicate the topic or main idea of the conversation. 3. Performs simple instructions.

Express messages and verbal ideasabout activities and every day matters, using expressions and short phrases, to exchange information.

Make a description of his condition of life and work and daily activities witha short phrases list or short statements.

Read texts about about their job environment that contain common words or that are written with a daily vocabulary through reading strategies in order to obtain information about their profession.

Express the main idea of the text. Localizes specific and predictable information in written material of daily use and separates the required information. Performs simple instructions in a text.

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Capacidad Criterios de DesempeñoElaborate notes and short messages with known vocabulary and from their close environment in order to attend immediate needs of the organization.

Answer y write notes and short messageswith short phrases matched by connectors such as and, but, because with misspellings. Requisite formats according to the required information.

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FUENTES BIBLIOGRÁFICAS

Autor Año Título delDocumento Ciudad País Editorial

Brewster, S., Davis, P. & Rogers, M.

(2006) Sky High 2 Bangkok Thailand

Macmillan

Fuscoe, K.,Garcide, B.& Prodromou, Luke

(2006) Attitude 2 D.F. México Macmillan

Richards, Jack C.; Hull, Jonathan & Proctor, Susan.

(2006) Interchange 2 3rd. Edition New York USA Cambridge

Maggs, P., Smith, C., Kay, S., Jones V.

(2008) New American Inside OutElementary

Bangkok Thailand

Macmillan

Saslow, Joan & Ascher, Allen.

(2005) Top Notch 2 White Plains

USA Pearson

Stempleski,Susan

(2005) World Link 2 Boston USA Thomson-Heinle

Adelson-Goldstein, J. & Wisniewska,I.

(2006) Step Forward 2 Hong Kong China Oxford University Press

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Autor Año Título delDocumento Ciudad País Editorial

(2007) Diccionario español-inglés.

Selangor Malasia Macmillan deMéxico

(2003) Dictionary of Contemporary English. The Living Dictionary.

Milán Italia Longman

MickeyRogers

2014 OpenMind 1A,Second edition

Thailand

Macmillan

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SECCIÓN B

Nota: este apartado deberá ser llenado obligatoriamente cada cuatrimestreen donde se imparta la materia. En caso de no tener observaciones,plasmarlo por escrito.

Observaciones a la materiaEn el presente plan de trabajo no se plasma el número de Inglés ni del tetramestre, sólo se menciona el nivel del libro que se utilizará como manual de la materia, ya que ésta, se está cursando por niveles de conocimiento, el cuál es determinado por un examen de ubicación.

APROBACIÓN

FIRMA DEL DOCENTE FIRMA DEL DOCENTE FIRMA DEL DOCENTE FIRMA DEL DIRECTOR

Lic. Juan AlbertoMeléndez Abundis

Ing. JesúsSifuentes Ponce

Lic. AdrianaNohemí Salazar

García

Lic. AlejandraMartínez Garza

FIRMA DEL DIRECTOR

Ing. Alcides Soto García

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Justificación de los conocimientos del profesor en base al programa de estudioConocimientos generales del

profesorTema Subtema Concepto

Be - statements and yes/no questions.Be - Wh questions.

ArticlesPossession

Simple present - statements and yes/noQuestionsSimple present - information -questionsThird person singular spellingrules.

Be+adjectiveFrequency adverbsClauses with until, before, afterHow often….?What time is it?What time do you…?

Nice to meetyou!

Using be to give and ask personal information such as name, age, nationality

What do youdo?

Using articles todescribe peopleandorganizations,using theapostrophe,whose, possessivepronouns.

Down time Using the simple present to talk about free time activities, usingthe simple present to ask questions about people’s habits and hobbies.

Day in & dayout

Using frequencyadverbs andadverbial phrasesto talk about how

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There is/there are with some, any, several,A lot, many, shouldImperative for directionsHow do I get to….How do I get there?

Present progressive.Present progressive vs. simplepresent

often we dothings, usinguntil, before,after to talkabout sequencesof events.

Here, thereand

everywhere

Using there is/there are andquantifiers todescribe placesand attractions,using theimperative togive instructionsand directions toplaces in a city.

Differentstrokes

Using the presentprogressive to talk about our lives, using the present progressive and the simple present to talk about our life styles.

NOTA: Esta parte del formato será llenado en una sola ocasión o cuandoexista la autorización para su modificación.

Sello y Firma de la Dirección.

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Rubrica Ingles A1

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Transcript of Rubrica Ingles A1