HOJA DE ASIGNATURA CON DESGLOSE DE UNIDADES TEMÁTICAS€¦ · Web viewSECCIÓN A. Nombre de la...

CARRERA O ESPECIALIDADADMINISTRACION Y EVALUACION DE PROYECTOS

ASIGNATURAINGLÉS (NIVEL 3B).

SECCIÓN A

1. Nombre de la asignatura Inglés (Nivel 3B).

2. Competencias Communicate feelings, thoughts, experiences, ideas and opinions in a receptive and productive manner in the English language to contribute in its development of occupational social and personal fields. (Level B1, Common European Framework of languages).

3. Cuatrimestre4. Horas Prácticas 425. Horas Teóricas 186. Horas Totales 607. Horas Totales por Semana

Cuatrimestre4

8. Objetivo de la Asignatura The student become able to communicate in oral and written ways using the simple present and present progressive.

Unidades Temáticas HorasPrácticas Teóricas Totales

I. Think again! – Stories we tell 14 6 20II. Body Talk – Stage and Screen 14 6 20III. Breaking the rules – Just the Job! 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. Think again! – Stories we tell.2. Horas Prácticas 143. Horas Teóricas 64. Horas Totales 20

5. ObjetivoStudents will be able to check information using “tag questions.” And speculate about what they see. They will be able to talk about events that happened in the past before other specific events.

Temas Saber Saber hacer Ser Fecha planeada por semana

Think Again Modals: must, can´t, might, may and could.

Tag questionsWord formation

Make deductions, Verify information, describe people and feelings.

ProactiveRespectfulResponsiblePunctualCapacity for analysis and synthesisAutonomous learning Teamwork Creative Esteem Assertive Systematic

Jan 7th. To Jan 23rd.

2015.

Stories we tell Relative clauses, verbs followed by gerund or infinitive.

Talking about milestones, stories and feelings.


Jan 26th. To Feb 6th.

2015.

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Proceso de evaluación

Resultado de aprendizaje Secuencia de aprendizaje Instrumentos y tipos de reactivosOrally students will check information using “tag questions.” And speculate about what they see. They will be able to talk about events that happened in the past before other specific events.

1. Reading: an article.2. Listening: narrative and

stories.3. Speaking: telling an

anecdote.4. Writing: arguing options for

and against.5. Life skills: discussing logical

thinking.6. Reading: stories.7. Listening: predicting.8. Speaking: own experiences.9. Writing: persuasive texts:

advising.10. Life skills: learning from

experience.

Open mind 3B second editionStudent’s book exercises.SpeakingListeningReadingWriting.

Open mind 3B second edition workbook exercises.Second editionGrammarVocabulary.

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

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

% de la Evaluación de la Unidad

Student’s book units 7 & 8 listening, speaking, reading and writing activities. 10%

Workbook units 7 & 8 listening, grammar and vocabulary activities. 10%

Oral presentation and conversation. 50%

Written test. 20%

Wrap up. 10%

Evaluation: From Jan 26th. To Feb 6th.2015.

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 aprendizaje

Métodos y técnicas de enseñanza Medios y materiales didácticosInductive 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 that enables 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 that allows students to practice the new grammar in a personalized context making it more appealing and more memorable for them.

Student bookWorkbookAudio tracks Video clipsWhite boardInternet web siteLaptop ProjectorSpeakers

Espacio Formativo

Aula Laboratorio / Taller Empresa

X

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UNIDADES TEMÁTICAS

1. Unidad Temática II. Body Talk – Stage and Screen.2. Horas Prácticas 143. Horas Teóricas 64. Horas Totales 20

5. ObjetivoStudents will be able to talk about injuries, describing regrets and health problems. They will be able to give information about performances and entertainment.


Body talk Infinitive clauses with impersonal IT.

Wish and if for regrets.

Give advice for medical problems, express regrets, and describe health problems and symptoms


Feb 9th. To Feb 20th.

2015.

Stage and screen Non-defining relative clauses and defining relative clauses.

Write biographies and autobiographies. Talk about movies, famous people.


Feb 23rd. To Mar 6th.

2015.

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Proceso de evaluaciónResultado de aprendizaje Secuencia de aprendizaje Instrumentos y tipos de reactivos

Orally students will be able to talk about injuries, describing regrets and health problems. They will be able to give information about performances and entertainment.

1. Reading: scanning for specific information.2. listening: understanding for medical information.3. Speaking: asking and answering questions about symptoms.4. Writing: persuasive e-mails.5. Life skills: discuss memory tools.6. Reading: describing health problems and symptoms.7. Listening: lectures.8. Speaking: asking and answering questions about an event9. Writing: descriptive paragraphs10. Life skills: reflecting on teamwork.

Openmind 3B second editionstudent’s book exercises.SpeakingListeningReadingWriting.

Openmind 3B second edition workbook exercises.Second editionGrammarVocabulary.







Written test. 20%

Wrap up. 10%Evaluation from: Mar 4th. to Mar 6th. 2015.

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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Métodos y técnicas de enseñanza Medios y materiales didácticosInductive 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 that enables 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 that allows students to practice the new grammar in a personalized context making it more relevant and more memorable.

Student´s bookWorkbookAudio tracks Video clipsWhite boardInternet web siteLaptop ProjectorSpeakers

Espacio Formativo


X

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UNIDADES TEMÁTICAS

1. Unidad Temática III. Breaking the rules – Just the Job!2. Horas Prácticas 143. Horas Teóricas 64. Horas Totales 20

5. Objetivo

Students will be able to talk about breaking the rules and criticize behavior in the past as well as talking about punishment and giving advice. Students will also be able to use phrases and object that function as subjects in a sentence to talk about things and activities in general.


Breaking the rules Should/shouldn´t have, was/were going to and was/were supposed to

Talk about law and behaviors. Give information about famous people.

Reflect and talk about past situations and unfulfilled plans.


Mar 9th. to Mar 20th.

2015.

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Just the job Know how to use so, such, too and enough.

Phrasal verbs: separable and non-separable.

Describe job experience and interact in job interviews. Talk about companies and workplace.


Mar 23rd. to Apr 17th.

2015.

Proceso de evaluaciónResultado de aprendizaje Secuencia de aprendizaje Instrumentos y tipos de reactivos

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Students will be able to talk about breaking the rules and criticize behavior in the past as well as talking about punishment and giving advice. Students will also be able to use phrases and object that function as subjects in a sentence to talk about things and activities in general.

1. Reading: magazine articles, reviews of TV shows and job advertisements.2. Listening: to lectures about televisions, people and theories of work.3. Speaking: asking and answering about events using the appropriated register.4. Writing: descriptions of people or characters and workplaces.5. Life skills: working as teamwork, understanding graphs and preparing for a job interview.6.Reading: speed reading shows reviews7.Listening for specific information: an argument8. Speaking: talking about jobs.9.Writing: descriptive paragraphs10. Life skills: talking about graphs.

Open mind 3B second editionStudent’s book exercises.SpeakingListeningReadingWriting.

Open mind 3B second edition workbook exercises.Second editionGrammarVocabulary.







Written test. 20%

Wrap up. 10%

Evaluation: From Abr 15th. to Abr 17th. 2015.

10 = Autónomo (AU) o Competente Autónomo (CA)9 = Destacado (DE) o Competente Destacado (CD)

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8 = Satisfactorio (SA) o Competente (CO) 1-7 = No Acredita (NA)


Métodos y técnicas de enseñanza Medios y materiales didácticosInductive 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 that enables 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 that allows 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 Formativo


X

CAPACIDADES DERIVADAS DE LAS COMPETENCIAS PROFESIONALES A LAS QUE CONTRIBUYE LA ASIGNATURA

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Capacidad Criterios de Desempeño

Give opinions about personal social context to interact with others through speeches using deductive and inductive thinking.

After listening to short lectures or talks:

1. Speculate based on discussion topics generating own opinions and ideas. 2. Indicate the topic or main idea of the conversation and texts. 3. Inferring meaning.

Express experiences in written and spoken way. Advice when needed on different topics through the correct structures.

Discuss and share experiences about oneself through memory tools to make clear thoughts and convey messages properly.

Read and write texts about stories, articles, and product reviews to participate actively in his environment.

Express the main idea of the text. Spot specific and predictable information in written material on everyday issues and separates the required information. Perform complex instructions in a text.

Elaborate reviews on commercial products or industrial materials to share opinions and points of view.

Make and present reviews through graphs and share in meetings.

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FUENTES BIBLIOGRÁFICAS

Autor Año Título del Documento Ciudad País Editorial

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

(2006) Sky High 3 Bangkok Thailand Macmillan

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

(2006) Attitude 3 D.F. México Macmillan

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

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

Saslow, Joan & Ascher, Allen.

(2005) Top Notch 3 White Plains USA Pearson

Stempleski, Susan

(2005) World Link 3 Boston USA Thomson-Heinle

Adelson-Goldstein, J. & Wisniewska, I.

(2006) Step Forward 3 Hong Kong China Oxford University Press

(2007) Diccionario español-inglés. Selangor Malasia Macmillan de México

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

Milán Italia Longman

Mickey Rogers 2014 OpenMind 3B, second edition.

Thailand Macmillan

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SECCIÓN B

Nota: este apartado deberá ser llenado obligatoriamente cada cuatrimestre en 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 exámen de ubicación.

APROBACIÓN

FIRMA DEL DOCENTE FIRMA DEL DOCENTE FIRMA DEL DOCENTE FIRMA DEL DIRECTORJuan Antonio Cavazos Lic. Irma TerranNOMBRE DEL DOCENTE NOMBRE DEL DOCENTE NOMBRE DEL DOCENTE NOMBRE DEL DIRECTOR

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

Modals of deduction: must, can´t, might, may, could and tag questions.

Think Again Making deductions, checking information, describing people and

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Word formation: suffixes

International Phonetic Alphabet (IPA)

Relative clauses Verbs +gerund/infinitive

Infinitive clauses with impersonal IT, wish and if only for regrets

Non-defining relative clauses, defining relative clauses.

Should/shouldn´t have/was/were going to and was/were supposed to, so, such, too, and enough. Separable and non-separable phrasal verbs.

feelings. Discussing how to improve learning.

Stories we tell Talking about stories and past events using relative clauses and past participle verbs. Discuss past experiences.

Body talk Give medical advice and express regrets with infinitive clauses.

Stage and screen Giving information about people using relative clauses. Talking about movies and actors.

Breaking the rules Reflecting about past situations using modal and past tense of verb to be. Talking about people good and bad behaviors.

Just the job Talking about jobs and job environment issues.

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

Sello y Firma de la Dirección.

F-SE-17/R00

HOJA DE ASIGNATURA CON DESGLOSE DE UNIDADES TEMÁTICAS€¦ · Web viewSECCIÓN A. Nombre de la...

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