Carpeta de Evidencias A1.1

7/29/2019 Carpeta de Evidencias A1.1

http://slidepdf.com/reader/full/carpeta-de-evidencias-a11 1/21

Student´s Name ____________________________

GROUP NAME:____________

ENGLISH _________

COORDINACIÓN DE IDIOMAS

CUATRIMESTRE SEPTIEMBRE - DICIEMBRE 2013



My English Porftolio

1. Front page

2. Index

3. Lineamientos de la Coordinación de idiomas

4. Framework

5. Diagnostic test

6. First partial Evidences

Saber Hacer:

a. PER P1 Rubric

b. Task 1 “listening comprehension”

“On Line Form”. OM Workbook Page 9 Track 6

c. Taks 2 “speaking activity”

“My Fast Date”

d. PRO P1 Rubric

e. Task 3 “reading comprehension”

“Robert John Downey ,Jr.” (Part 1)

f. Taks 4 “writing activity”

“My Class directory.”

Saber:

a. Plataforma de AC Actividades 1-5 +

Exam

b. DP

c. Autonomy Activities

7. Second partial Evidences

Saber Hacer:

a. PER P1 Rubric


“Musicians Daily Life”

OM Workbook 1 Unit 3 Over to You Exercise A.


“Famous Person”

d. PRO P1 Rubric


“Robert John Downey ,Jr.” (part 2)


“ A Famous Person Biography”

Saber:

a. Plataforma de AC Actividades 1-5 + Exam

b. DP


8. Third partial Evidences

Saber Hacer:

a. PER P1 Rubric


OM Workbook 1. Unit 4, exercises 3, sections A and B.


“Cartoon short Story”

d. PRO P1 Rubric


“Cartoon short Story”


“My partner’s routine”

Saber:

a. Plataforma de AC Actividades 1-5 +

Exam

b. DP


9. Web pages and bibliography

http://www.englishformyjob.comhttp://www.englishexercises.org http://www.saberingles.comhttp://www.learnenglishfeelgood.com http://www.usingenglish.com/http://www.grammarmancomic.comhttp://www.eclecticenglish.comhttp://www.englisch-hilfen.dehttp://www.cocktailtimes.comhttp://www.go2web.com

http://www.ego4u.com/

http://www.englishformyjob.com/

http://www.englishexercises.org/


http://www.saberingles.com/

http://www.learnenglishfeelgood.com/


http://www.usingenglish.com/

http://www.grammarmancomic.com/

http://www.eclecticenglish.com/

http://www.englisch-hilfen.de/

http://www.cocktailtimes.com/

http://www.go2web.com/




http://www.englishformyjob.com/


http://www.saberingles.com/


http://www.usingenglish.com/

http://www.grammarmancomic.com/

http://www.eclecticenglish.com/

http://www.englisch-hilfen.de/

http://www.cocktailtimes.com/





LINEAMIENTOS INTERNOS DE LA COORDINACION DE DIOMASPARA TODOS LOS PROGRAMAS EDUCATIVOS

Asistencia

La asistencia a las clases de idiomas es obligatoria y repercute directamente en la evaluación del SER. Al asistir se entregan las tareas a tiempo, sepuede participar, exponer, y realizar todas las actividades que permiten obtener notas aprobatorias y lograr la competencia en el idioma extranjero.

En caso de ausencia, el alumno debe de justificarlo mediante la dirección de carrera.

Puntualidad

La puntualidad es INDISPENSABLE, es un hábito que debe tenerse ya como Universitarios, demuestra el respeto hacia otros compañeros y hacia elmaestro y repercute directamente en la evaluación del SER.

Se requiere, que el alumno no exceda de 10 minutos de tolerancia para tener asistencia después de este tiempo y en casos extraordinarios con unmáximo de 30 minutos para poder ingresar en silencio al salón o laboratorio pero en el entendido que se tiene FALTA. Después de 30 minutos de haberiniciado la clase NO se permitirá la entrada al salón como una muestra de respeto a todos los presentes.

Material de Trabajo

ES OBLIGATORIO e indispensable traer a cada clase el libro de texto y la diadema telefonista y todo aquel material impreso o digital que se le soliciteel profesor. En el entendido de que a partir del lunes 13 de mayo, en caso de no traer libro y/o diadema el alumno acepta que no podrá ingresar al salónde clases o laboratorio de idiomas.

Actividades en Autonomía

Los alumnos deberán realizar actividades para desarrollar o mejorar sus habilidades en el idioma, contando con las siguientes opciones:

Actividades de auto- aprendizaje en el Centro de Recursos de Idiomas (CRI) 6 actividades completas al parcial y con temas específicosasignados por el profesor: (ejercicios de gramática, vocabulario, canciones, lectura de comprensión, reportes de películas, etc.) los cualesdeben de ser evidenciados en hojas cuyo nombre diga: Actividad CRI 1, Actividad CRI 2, etc. con el sello del CRI y la fecha de realizaciónpara ser integradas a la carpeta de evidencia.

En caso de que el alumno por trabajo no pueda realizar las actividades del CRI, tendrá como otras opciones la realización de la misma

cantidad de actividades tomadas de fuentes externas: internet, películas, canciones, software, etc. que de alguna manera deberá deevidenciar con su profesor.

Quienes cursen el idioma inglés en algún Centro de Idiomas quedarán exentos de las actividades de autonomía siempre y cuandodemuestren mediante constancia su estudio y presenten cada parcial reporte de avances: Libreta de notas, actividades de libro u otros.

Pueden también realizar actividades de libros de certificación KET/PET y links relacionados a ellos.

Todas las actividades que el alumno realice en autonomía se verán reflejadas en sus calificaciones en el apartado del saber.

Plataforma Eurocsys

El alumno debe realizar todas y cada una de las actividades y evaluaciones de la plataforma, en los tiempos que su profesor fije para ello. Estasactividades se reflejarán en el apartado del Saber.

Alumnos con bajo rendimiento escolar:

Los alumnos con bajo rendimiento escolar deberán de tomar asesorías todo el tiempo que sea necesario independientemente de las horas deautonomía. El profesor titular tendrá la facultad de instruir y comisionar a sus alumnos asistir a éstas teniendo como máximo 5 espacios por grupo alparcial. Los alumnos deberán de asistir a las asesorías 4 horas a la semana, las cuales inician a partir del lunes 13 de mayo (días y horas por confirmar).

TSU de 2:10 a 3:00 p.m.

5A de 4:40 a 5:30 p.m.

Al reprobar los parciales 1 y/o 2, el alumno deberá solicitar una acción de mejora a su profesor, en caso de que el profesor lo niegue reportarlo a lasiguiente dirección de correo: [email protected] Es sumamente importante llevar a cabo dicha oportunidad de mejora en los tiempos y formas queel profesor indique.

Atentamente, Coordinación de Idiomas.

Nombre y Firma del Profesor: _______________________________________________

mailto:[email protected]






CONFIRMO QUE HE LEIDO Y QUE REALIZARÉ LOS LINEAMIENTOS DE IDIOMAS EN EL ENTENDIDO DE QUE NOHACERLO O NO ASISTIR A LAS ASESORÍAS ACEPTO QUE ES MUY PROBABLE QUE REPRUEBE LA MATERIA YSERÉ YO EL ÚNICO O LA ÚNICA RESPONSABLE DE ELLO.

Nombre del alumno Firma1

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25262728293031323334

FRAMEWORK

Parcial 1:

Unidad Temática:

1 “PEOPLE AROUND THE WORLD”Grammar points

• Be-statements: positive and negative

• Be: yes/no questions

• Be: information questions

Vocabulary



• Countries/Nationalities

• Months of the year

• Ordinal Numbers

• Subject Pronouns

• Questions words: what/where/when/how old…?

Functions

• greet people and say good bye

• introduce himself and others

• give and ask personal information about himself and others

• use classroom language

• ask for help

• identify the topic in readings and recordings

Saber Hacer 70%a. Per P1 “At the Airport Custom” Rubric

Activity MA1.1P1A7PER

OBSERVATION GUIDEAim of the activity

The student is able to introduce her/himself or others by providing basic personalinformation

Producto At the Airport Custom.

Directions

You are at the airport and you are asked to provide basic information about yourself.1. You will be given a form to be filled out in pairs.2. One student will be the “passenger” and another one will be the “custom´s officer”.3. Prepare the roles of the “passenger” and the “custom´s officer”.4. The teacher will select the “passenger” and the “custom´s officer”.5. The “passenger” asks the questions based on the form.6. The “custom´s officer” answers appropriately, if necessary, asks for repetition or

spelling.

Requirements:1. Start the interview with a greeting.1. During the interview mention: full name, age, birth date, occupation, nationality, place of origin, where you live and, address.5. Finish the interview with an appropriate and friendly goodbye

CRITERIAThe student…

Percentage FulfilledNot

fulfilledCOMMENTS

greets and says goodbye to

his/her partner.

10 %

provides his/her personalinformation such as full name,age, birth date, occupation, placeof origin, where s/he lives and,

35 %



his/her address.uses appropriate grammar of thecorresponding unit: verb to be,subject pronouns, prepositionsin/on.

10%

uses appropriate vocabulary of the corresponding unit: numbers,countries, and months of theyear.

10%

interacts well; shows initiative

and understanding (according tohis/her level)

15 %

speaks clearly with goodintonation (according to his/herlevel)

10%

shows responsibility by doing theperformance on time. Showscreativity, organization andrespects all the guidelinesdescribed above

10%

TOTAL 100%

b. Task 1 “listening comprehension” Listening

“On Line Form”. OM Workbook Page 9 Track 6

c. Task 2 “speaking activity” “My Fast Date”

Learners exchange personal information in short interviews with other partners.

They sit along a long table face to face. Then they take turns to interview other partners for three minutes.

In this time, they get as much information as they can. In doing this they create a “mini directory” of at least five

of the people they interview.

d. Pro P1 “E mail for an E pal” Rubric

Actividty MA1.1P1A6PRO: Creating a Personal E-mail

CHECKLISTAim of the activity

The student will be able to introduce himself by giving personal details.

ProductoE- mail for an E-Pal

Directions

You met a person in the internet and s/he wants to know more about you and yourfamily. For that reason, you will send an e-mail providing him/her your personalinformation.1. Think about the personal information you would like your e-pal to know.2. Organize your ideas.3. Write the e-mail .4. Post it on the Eurocsys Platform or print it and hand it to your teacher.

Your e-mail



1. Includes an appropriate greeting2. Includes the information about you and your family like : full name, age, birth

date, occupation, nationality, place of origin, where you live.3. Includes a suitable goodbye

CRITERIAThe storybird…


fulfilledCOMMENTS

contains a suitable greeting 10 %

contains simple personalinformation: full name, age,birth date, occupation, placeof origin, where you live and.

30 %

contains a suitable goodbye. 10 %contains appropriategrammar: verb to be, subjectpronouns, prepositions in/on

20 %

contains appropriatevocabulary: numbers,countries, and months of theyear.

20 %

shows responsibility by doing

it on time. Shows creativity,organization and respects allthe guidelines describedabove

10 %

TOTAL 100%


“Robert John Downey ,Jr.” (Part 1)

Read and look for cognates

f.Task 4 Taks 4 “writing activity”

“My Class directory.”

From the notes of the fast date, create a mini directory.

Organize the information (first and last name, phone, age, birthday, telephone and e-mail) in a

creative form.

Use correct spelling, punctuation marks and capital letters where necessary.

Saber 20%


b. DP


Ser 10%

a. Autoevaluación AC

b. Autoevaluación del profesor: Participación y actitud.



Partial 2:

Unidades Temáticas:

2 “PEOPLE AT WORK ”

Grammar points

• Articles an/a

• Possessive nouns ‘s and s’

• What do you do?

• What does he/she do?

• Simple present –statements and yes/no questions

• Third person singular spelling rules

• Be+ adjective

Vocabulary

• Occupations

• Family members

• Adjectives for describing jobs and employees

• Free time activities

• Personality adjectives

• Like, love, hate, prefer

• Everyday activities

• Skills (draw, paint, etc.)

Functions

•describe jobs in general

• give other people’s information; occupations and relatives

• identify and mane peoples’ possessions

• name relationships among people

• Write simple sentences respecting punctuation marks.

• categorize information

3 “A Personal Profile”

Grammar points



• Be+ adjective

Vocabulary


•

Personality adjectives• Like, love, hate, prefer





Functions

• express his own preferences about free time activities and hobbies

• identify his learning style and personality

• express other people’s information; personalities, likes, dislikes and interests.

• write simple paragraphs respecting punctuation marks.

Saber Hacer 70%

a. Per P2 “Family Tree” Rubric

Actividad MA1.1P2A7PER


The student can introduce himself/herself and other people and describe themin terms of personal information, relationships, occupations, personality,likes/dislikes, abilities and free time activities.

Producto Video: Family tree

Instrucciones

1. Select from 2 to 4 members of your family.2. Describe each person taking into account: personal information, relationship,occupations, personality, likes/dislikes, abilities and free time activities.3. Organize the information in a ‘Family Tree’4. Prepare visuals like a power point, pictures or video to introduce your family andprompt your classmates to make questions to you about each member of your family.5. Include images or scenes as “clues” to help you introduce your family

6. You don’t have to tell all the information required per each person; you can alternatethe information.7. You should include real pictures and/or scenes.8. The use of complete sentences in the visuals will NOT be accepted.9. The purpose of this presentation is not reading but describing with your own words.10. When beginning the presentation, you should greet the audience and when finishingyou should thank, ask for questions and say good bye.During the presentation.11. Try to act naturally and make use of adequate body language

CRITERIA

The student….

Percenta

ge

Fulfille

d

Not

fulfilled

Comments

greets at the beginning, andthanks and asks for questionsand at the end of thepresentation.

10%

acts naturally and makes useof adequate body language adtalks from 2 to 4 members of her/his family.

10%

expresses correctly(grammatically) his/her familymembers’ personalinformation relationships,occupations, and personality(Verb BE)

20%

expresses correctly



(grammatically) his/her familymembers’ likes/dislikes, andfree time activities.

20%

expresses correctly(grammatically) his/her familymembers’ abilities.

15%

is fluent and pronouncescorrectly; he shows herehearsed previously.

15%

presents visuals containing a

family tree and the restcontaining REAL pictures,drawings, scenes and wordsor phrases.

10%

TOTAL 100%

b. Task 1 “Musicians Daily Life” Listening comprehension

OM Workbook 1 Unit 3 Over to You Exercise A.

Describe the personality and daily activities of these people in a chart.

c. Task 2 “Famous Person” Speaking

Students will work in pairs or small groups asking and answering about their famous person (actor,

Singer, sports person, etc.)

d. Pro . P2 “Profiles” Rubric

Activity MA1.1P2A6PRO

CHECKLIST

Aim of the activityThe student can introduce himself/herself and other people and describe themin terms of personal information, relationships, occupations, personality,likes/dislikes, abilities and free time activities.

ProductoProfiles

Directions

Pair work:Fill out a profile of an interviewee including: Family members, relationships among them,occupations and descriptions for their jobs, personality, likes and dislikes, hobbies andinterests.* Write questions to get personal information from a partner.* Find a partner to be interviewed and make an appointment.* Interview the person using the questions you wrote previously* Fill out the form during the interview.In the space provided, write your profile including:* Titles for each of the information: e.g. Name: Juan Pérez / Age: 30 years old, etc.(consider the points suggested in the list below)* Write the profile in a paragraph form with the information.* Upload the questionnaire and the profile in Eurocsys platform A6PRO

CRITERIAThe profile…


fulfilledCOMMENTS

Encloses the questionnaireasked in the interview. 20 %includes the intervieweepersonal information such asname, age, occupation, likes,

25 %



dislikes, hobbies, interests anddaily and free activities, whichare mentioned in the list belowincludes family members’information: names andoccupations ( mentioned inthe list below)

15 %

Uses the correct vocabulary of the corresponding units:occupations; family members,

free time activities, types of movies.

15 %

uses the correct grammar of the corresponding unit:articles a / an; possessivesnouns ‘s; simple presentquestions / simple presentaffirmative and negativestatements

15 %

follows the format required,shows responsibility byuploading the questionnaireand the paragraph on time.Shows creativity, andorganization.

10 %

TOTAL 100%


“Robert John Downey ,Jr.” (part 2) Read and answer the questions

f.Task 4 “ A Famous Person Biography” “writing activity”

The student will write a short article about his favorite person ( actor, singer, sport player, etc.)

The short article includes:

UNIT 2

1. Name( First, Middle, Last, Nick..)

2. Nationality

3. Origin

4. Age

5. Favorite things

6. Information of family and friends

7. Profession8. Date of birth

UNIT 3

1. Routines

2. Hobbies

3. Free time activities

4. Achievements ( He has…)

The article about Javier Bardem on page 12 Open Mind 1, can be taken as a reference.

Saber 20%




b. DP


Ser 10%



Parcial 3:

Unidad Temática:

4 “A PERSONAL PROFILE”

Grammar points



• Be+ adjective

Vocabulary


• Personality adjectives

• Like, love, hate, prefer



Functions

• express his own preferences about free time activities and hobbies

• identify his learning style and personality

• Express other people’s information; personalities, likes, dislikes and interests.

Saber Hacer 70%

a. Per P3 “Classmates Activities” Rubric

Activity MA1.1P3A7PER


The student will be able to talk about jobs in general as well as to describehis/hers and others’ family members’ personalities, likes, and occupations.

Producto Video Report about classmates activities



Directions

You are curious about the frequency one of your classmates does certain activities. So, youwrite a list of ten questions to find them out. Then, you draw some flash cards about theactivities he or she does. Finally, you report them to the class orally.

1. Write a questionnaire of ten questions to find out the frequency a person doescertain activities

2. Interview one of you classmate to get the answers3. Draw at least 7 flashcard to represent each activity

4. Present the results to the class in a video version. The video will last between 5 to10 min.

5. Go to mailvu.com web page and sing up. Fill in the information required and selectFREE PLAN.

6. Click on grabar video and then select the camera and microphone icons7. Click on record to create your video8. First of all introduce yourself and mention what the video will be about.9. Secondly, show a picture of the interviewee and introduce him/her the by

mentioning basic personal information, name, age, occupation, and where s/he isfrom

10.Show at least 7 cards and describe, one by one, the frequency this person doescertain activities.

11.Say a suitable goodbye.12.Click on stop when you finish the video13.Click on send and fill in the information required14.Click on share to generate a short URL if you want to share you video in different

“redes sociales”

IMPORTANT INFORMATION: It is absolutely necessary to have a webcam and amicrophone

CRITERIA

During the video, thestudent….

Percentage

Fulfilled

Notfulfilled

Comments

introduces himself and the topic 5%introduces his/her friend: fullname, age, occupation, etc. (itwould be a great idea if youpresent a picture of your friend)

15%

shows, at least, 7 images or

pictures related to the activitieshis/her friend does and describeseach one by using eitheraffirmative or negative sentences.(simple present)

30%

uses the appropriate grammar:frequency adverbs, simple presentsentences: affirmative, negativeand interrogative [in thequestionnaire], third personalsingular spelling, clauses withbefore, until and after) andvocabulary: telling the time,prepositions of time, routines andfree time activities, timeexpressions

20%



interacts well; shows initiative andunderstanding

10%

speaks clearly and with goodintonation

10 %

Shows responsibility, creativity,organization and team work.He/she respects the time length(5-10 min.) and the requirementsdescribed above

10%

TOTAL 100%

b. Task 1 “Francisco´s Routine” Listening comprehension

OpenMind Workbook level 1. Unit 4, Section 3, Exercise A.

Complete Francisco´s routine in a Calendar.

c. Speaking Activity.

1. Students read a short story depicting a routine (From their favorite cartoon) Then they elaborate a

chart in which they arrange the aforementioned activities.

2. The chart includes day of the week, hour of the day and the activity done in that hour.

3.Then, they ask and answer questions regarding the frequency in which the character makes the

activities, as well as the order in which they occur (until, before or after).

d. Pro P3 “My Week Schedule” Rubric

Activity MA1.1P3A6PRO

CHECKLIST

Aim of the activity

The student is able to describe the frequency of weekday and weekend routinesas well as interesting and unusual activities.

Producto My schedule. Important events in a week

Directions

You want to organize your week, so you write a schedule of a week, from Monday toSunday. Write down at least 2 meaningful activities for each day of the week!

1. Think of the most common activities you do and don’t do in a day2. In an agenda or calendar format , design a schedule in which you mention at least 2meaningfull activities you do in a day

3. Write a title for your schedule4. include key words of daily activities (with appropriate verbs written under each

one)5. Upload in eurocsys platform 5 affirmative sentences about the frequency you do

certain activities (the activities need to match with the ones you included in yourschedule)

6. Upload in eurocsys platform 5 negative sentences about the frequency you don’tdo certain activities (the activities need to match with the ones you included in yourschedule)

CRITERIAThe schedule…

Percentage

FulfilledNot

fulfilledCOMMENTS

includes a suitable title 5%



includes the activities you doin a day (at least 3 activitiesper day)

15%

contains a verb to describe theactivity

10%

contains 5 affirmativesentences to describe theactions represented in thepictures

20%

contains 5 negative sentences

to describe the actionsrepresented in the pictures

20%

uses the appropriate grammar(frequency adverbs, simplepresent sentences:affirmative, negative)

10%

Uses appropriate vocabulary:telling the time, prepositionsof time, routines and free timeactivities, time expressions.

10%

shows responsibility,

creativity, imagination, andrespects all the guidelines 10%

TOTAL 100%

e. Task 3 “Cartoon short Story” “reading comprehension”

1. Students read a short story depicting a routine (From their favorite cartoon) Then they elaborate a

chart in which they arrange the aforementioned activities.

2. The chart includes day of the week, hour of the day and the activity done in that hour.

1. Then, they ask and answer questions regarding the frequency in which the character makes the

activities, as well as the order in which they occur (until, before or after).

f.Task 4 “My partner’s routine” “writing activity”

This activity should be done after the reading and speaking one.

Students chart their own weekly routines, and swap them with a classmate.

Now each classmate elaborates a short paragraph based on the information in the chart,

using:

Present Simple.

Third Person

Adverbs of frequency

Telling time expressions

Prepositions of time

Saber 20%


b. DP




Ser 10%





Rules:

Students:

• Ten minutes tolerance.• Avoid to use cellphones during the class.• Be respectful, participative and responsible.• Report to the coordination ext 1312 when your professor doesn’t show up after the first 15 minutes or finishing the

class earlier than scheduled.• Others:

Teacher:• Plan all the classes: Present a lesson plan when evaluated.• Suggest CRI, on line or printed activities to their students.• Start and finish the class on time.• Give feedback after every evaluation.• Monitor AC platform to encourage the students to do their task on time.• Evaluate and give feedback for every PER and PRO on the platform.• Send a list of students in mentoring to the coordination.• Others:



Diagnostic Test Result:Mind Series Short Diagnostic Test

Name ________________________________________ Date _________

Score ___/40

Part 1 Section 1# Item Answer # Item Answer

1 7

2 83 94 105 116 12


13 1714 1815 1916 20


21 2722 2823 2924 3025 3126 32

Part 2 Section 2

# Item Answer # Item Answer33 3734 3835 3936 40

In the Short Placement Test there are 40 multiple choice questions, and these are divided into two parts, covering thefollowing levels of the Mind series:● ●Part 1 covers Essentials and the first part of openMind 1.● ●Part 2 covers the end of openMind 1 and all of openMind 2.

Each of the two parts has two sections. The first section tests grammar proficiency and the second section tests vocabulary.Part 1

Total Score Level0-9 Essential10-22 Book 1

Part 2

Total Score Level23-40 Book 2



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Carpeta de Evidencias A1.1