Planificaciones Idioma Extranjero 2011 - 2012

7/31/2019 Planificaciones Idioma Extranjero 2011 - 2012

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INTITUTO TECNOLGICO SUPERIOR

VICENTE LEN

REA DE IDIOMA EXTRANJERO

PLANIFICACIN ANUAL DEL REA DE IDIOMA EXTRANJERO

DIRECTORA DEL REA: LIC. DELIA MOGROVEJO M.

SUBDIRECTORA DEL REA: LIC. AZUCENA BORJA

SECRETARIA BACHILLERATO: LIC. VERONICA CHARRO

SECRETARIA BASICO: LIC. MARY VIZUETE

AO LECTIVO 2011-2012

Latacunga, Septiembre 02 de 2011


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PRESENTACIN

DEL REA DEIDIOMA

EXTRANJERO



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Repblica del Ecuador Ministerio de Educacin

Direccin Nacional de Currculo Divisin Nacional de Idiomas Extranjeros

Filosofa, fundamentacin, lineamientos y especificaciones para el octavo, noveno y

dcimo ao de Educacin Bsica y primero, segundo y tercero de bachillerato

(Programa Revisado)

1. FILOSOFIA Y FUNDAMENTACION

El conocimiento de ms de un idioma es ventajoso para todos, por lo que, la atencin a

las necesidades de los ciudadanos y entre ellos a la necesidad de comunicacin que es

una de las ms importantes en un mundo globalizado, debe ser caracterstica de la

educacin moderna.

Si se considera que el desafo de la educacin contempornea es contribuir a

desarrollar las competencias de los estudiantes para convivir en su comunidad local y

en una cada vez ms cercana comunidad mundial, se puede decir que el conocimiento

de varios idiomas y en especial del idioma Ingls, reconocido mayoritariamente como

el lenguaje universal por excelencia, es indispensable.

El Ministerio de Educacin y Cultura del Ecuador, coherente con estas premisas

considera al idioma Ingls como una herramienta de trabajo para los futuros

profesionales que hoy se preparan en las aulas en calidad de estudiantes y, por lo

tanto, uno de los elementos importantes en su formacin integral.

2. ENFOQUE FUNCIONAL-COMUNICATIVO POR COMPETENCIAS LINGUSTICAS.

La programacin de la asignatura de Ingls para los aos octavo, noveno y dcimo de

Educacin Bsica y los tres del Bachillerato, tiene un enfoque funcional-comunicativo,

mediante el cual se pretende que el alumno desarrolle las competencias lingsticas

receptivas de escuchar y leer y las competencias productivas de hablar y escribir. El

programa se centra en ensear a los alumnos a recibir y compartir informacin por

medio de estas competencias como enfoque primario y en estrecha relacin con

aspectos de socializacin, de desarrollo de valores y de desarrollo de sub-destrezas, las

que son de utilidad en el proceso de estudio y en el futuro ejercicio profesional.

2.1. Indicadores de desempeo (Estndares)

La educacin de los estudiantes a nivel medio del Ecuador debe orientarse hacia el

objetivo de contribuir a crear una sociedad que respeta sus valores culturales

intrnsecos y su identidad, pero que a la vez es diversa, y, que adems debe estimular

en los educandos la capacidad de interrelacionarse con gentes de otras naciones y

culturas. Por consiguiente, los estudiantes necesitan de mecanismos de comunicacin

apropiados y eficaces.


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La organizacin de los contenidos del idioma Ingls por competencias lingsticas

permiten delimitar con claridad el desempeo que se espera por parte de los

estudiantes al finalizar sus estudios de la materia y este desempeo se lo delimita por

medio de los indicadores de desempeo o estndares. As los estndares descritos en

el documento de contenidos por aos, especifican las competencias en el idioma Inglsque los estudiantes de los aos octavo, noveno, dcimo de la Educacin Bsica

necesitan para el:

- manejo oral y escrito del Ingls que corresponda a un nivel Intermedio*

- acceso a informacin en Ingls en otras materias acadmicas

- direccionamiento de sus vidas productivas

*En el nivel intermedio, los estudiantes entienden oraciones ms complejas, pero

todava requieren repeticin. Ellos adquieren un vocabulario de palabras y frases que

cubren muchas actividades diarias. Utilizan el Ingls espontneamente, pero puedentener dificultad expresando todas sus ideas debido a un vocabulario restringido y a un

limitado manejo de las estructuras del idioma. Los estudiantes hablan utilizando

oraciones simples que son comprensibles y apropiadas, pero que frecuentemente son

marcadas con algunos errores. Ellos pueden tener problemas comprendiendo y

produciendo estructuras complejas y lenguaje acadmico.

La competencia lingstica lectora puede variar considerablemente dependiendo de la

familiaridad de los estudiantes con el tpico, conceptos, personajes, gnero, etc.


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2.2. Informacin y macro-funciones

En el presente currculo el trmino informacin se refiere a tres de las

macrofunciones fundamentales del idioma: descripcin, narracin e instruccin. Estas

macrofunciones estn representadas en los bloques temticos del programa y estn

correlacionadas con las competencias lingsticas, y los componentes gramaticales y

de vocabulario que forman parte del rea cognoscitiva/conceptual.

3 PLAN DE ESTUDIOS Y MATERIALES DIDCTICOS PARA LA IMPLEMENTACIN DEL

NUEVO CURRCULO

Antecedentes

Mediante los acuerdos ministeriales N 2511 del 12 de mayo de 1993, N 6720 de

diciembre de 1993 y Resolucin N 2271 de agosto de 1993, se establece e incrementa

a nivel nacional la carga horaria de la materia de Ingls a cinco horas de clasesemanales. Este cambio se introdujo en forma progresiva empezando con el octavo

ao de Educacin Bsica en octubre de 1993, en el Rgimen Sierra y Oriente y en mayo

de 1994, en el Rgimen Costa, y, completando el cambio en el primer ao de

Bachillerato en octubre de 1999 en el Rgimen Sierra y Oriente y en mayo de 2000 en

el Rgimen Costa.

Igualmente mediante el Acuerdo Ministerial N 2511 y Resolucin N 2543, la nueva

serie de textos para los estudiantes Our World Through English, con sus respectivas

guas didcticas para el profesor, producida por el Proyecto CRADLE en la Divisin

Nacional de Idiomas Extranjeros del Ministerio de Educacin y Cultura, se constituye

en el nico material didctico autorizado para la implementacin del nuevo currculo.

La implementacin a nivel nacional se inici en octubre de 1993 en el Rgimen Sierra y

Oriente, y en mayo de 1994 en el Rgimen Costa y se desarroll progresivamente,

segn el cronograma expuesto en el prrafo anterior. El uso del material es obligatorio

para los estudiantes y profesores de Ingls de los colegios fiscales del pas.

Finalmente, el Acuerdo Ministerial N 746 del 9 de marzo de 2000 ratifica y actualiza lo

preceptuado en las disposiciones anteriores.

4 OBJETIVO GENERAL DEL CURRCULO DE INGLS

Fortalecer e innovar el proceso de enseanza-aprendizaje del idioma Ingls con el fin

de desarrollar en los alumnos una competencia comunicativa a travs de la

competencia lingstica que incluye las destrezas de escuchar, leer, hablar y escribir,

sujeto a un sistema de indicadores de desempeo (estndares) y promoviendo el uso

de valores.

4.1 Objetivos especficos:


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Disear una propuesta curricular de Ingls que incorpore una metodologa de

enseanza comunicativa, basado en la consecucin de competencias

lingsticas y sujeto a indicadores de desempeo promoviendo la interaccin,

el aprendizaje de estrategias cognitivas y metacognitivas, y la prctica del

idioma permanente y contextualizada.

Desarrollar las competencias lingsticas del estudiante en el manejo del

idioma Ingls de una manera comunicativa y prestando atencin a los sistemas

que integran el lenguaje (sintctico, semntico, fonolgico y morfolgico).

Desarrollar la capacidad del estudiante de informar al mundo acerca del

Ecuador, su pueblo y sus preocupaciones y, de obtener informacin semejante

de otros pases, con el fin de aumentar la posibilidad de entendimiento,amistad y colaboracin con gente que puede comunicarse a travs del Ingls.

Desarrollar destrezas en el aprendizaje crtico e independiente para utilizar el

Ingls como una herramienta efectiva para el desarrollo personal y profesional

en beneficio del pas.

Promover la integracin del uso de los valores a la capacidad lingstica de los

alumnos con el fin de formar ciudadanos con responsabilidad tica y cvica.

Implementar un plan de superacin acadmica para los profesores del rea de

Ingls que permita llevar a cabo de una manera adecuada, l9os objetivos

acadmicos y operativos del diseo curricular por competencias e indicadores

de desempeo


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PLAN DE

ACTIVIDADES

ANUALES DELREA DE

IDIOMAEXTRANJERO



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INSTITUTO TECNOLGICO SUPERIOR VICENTE LEN

PLANIFICACIN ANUAL DEL REA DE IDIOMA EXTRANJERO

1.- DATOS INFORMATIVOS:

1.1.- ASIGNATURA: Ingls

1.2.- AO LECTIVO: 2011 - 2012

1.3.- DIRECTORA: Lic. Delia Mogrovejo M.

SUBDIRECTORA: Lic. Azucena Borja P.

SECRETARIA BACHILLERATO: Lic. Vernica Charro.

SECRETARIA BASICO: Lic. Mary Vizuete

1.4.- FECHA: 01 09 2011.

2.- INTRODUCCIN

Una de las metas propuestas por la Revolucin Educativa es mejorar la calidad del sistema

educativo y adecuarlo a las exigencias actuales y futuras de nuestro pas, con el propsito de

lograr mejores condiciones de desarrollo social y econmico.

De esta manera a travs del de la consecucin de los estndares bsicos de competencias en

lenguas extranjeras se persuadir al estudiante que la comunicacin en otra lengua es

indispensable en el mundo globalizado.

Estos estndares constituyen criterios claros y pblicos que permiten establecer cules son los

niveles bsicos de calidad para cada estudiante, comunicndose de esta forma de manera

efectiva en cualquier entorno.

3.- JUSTIFICACIN

Nuestra finalidad es formar estudiantes capaces de comunicarse en el idioma Ingls en base a

los estndares establecidos por el Ministerio de Educacin, y el apoyo del Programa Nacional

CRADLE, ofreciendo como docentes no solo nuestro conocimiento cientfico, sino tambin el

convencimiento de lograr muestra meta.

Aplicando entre otros un enfoque comunicativo, se tendr en cuenta la realidad social de la

Institucin, por tal motivo conviene ofrecer al estudiante herramientas que le permitan

apreciar crticamente aspectos generales de otras culturas, lo cual conlleva a valorar, respetar

y rescatar nuestra identidad cultural.


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La enseanza de la asignatura de Ingls abarca contenidos fundamentales que permiten

establecer las relaciones necesarias entre las habilidades desarrolladas en el estudio de la

materia y otras ramas de la actividad social, sin descuidar la formacin tica y moral de los

estudiantes.

4.- OBJETIVOS DEL REA

- Tomar conciencia del estudio de la lengua inglesa como medio de comunicacin

internacional en las distintas esferas de la vida social, as tambin como herramienta para

la adquisicin de ciencia, tecnologa y cultura, con el objeto de que desarrollen inters por

aprender el idioma.

- Facilitar la apreciacin y comparacin crtica de algunos aspectos de las culturas

Ecuatoriana y Americana, con el fin de rescatar nuestra identidad cultural.

-

Promover una actitud positiva sobre la propia capacidad para adquirir un nuevo idioma.

- Identificar nudos crticos en el desarrollo acadmico del rea de Idioma Extranjero con el

propsito de buscar alternativas de solucin a la diversidad problemtica que conlleven al

mejoramiento de la calidad de educacin en la Institucin.

- Desarrollar la autoestima, la libertad de expresin el respeto por el otro y las buenas

relaciones interpersonales dentro y fuera del aula.


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PLAN ANUAL DEL REA DE IDIOMA EXTRANJERO

AO LECTIVO: 2011 2012

DIAGNSTICO OBJETIVO ACTIVIDAD RECURSOS RESPONSABLES TIEMPO EVALUACIN

Necesidad demejorar el

proceso deenseanza -aprendizaje atravs dedestrezas ycompetencias.

Fortalecer yaplicar

conocimientoscon respecto adestrezas ycompetencias.

Seminario Tallersobre

innovacionescurriculares en elrea de Ingls.

Humanos

Econmicos

Didcticos

CoordinadoraProvincial del

ProyectoCRADLE

Directora

Subdirectora

Septiembre/ Octubre

Reajustplanifica

medianincorpolos conocimadquiridSemina

Necesidad demotivar a losestudiantesde lainstitucin autilizar elidioma Inglsen situacionesvivenciales.

Mejorar ydesarrollarcompetenciaslingsticas enlosestudiantespara el usoapropiado delIdioma Ingls.

Adquirir elmaterialdidcticonecesario paralos estudiantes.

Humanos

Econmicos

Didcticos

Autoridades

Directora

Subdirectora

Docentes

Ao lectivo2011-2012

Proveeroportunadicionapracticafuera dde clasde adesarrobases adecuadcomuni

Necesidad departicipacinactiva del reade Ingls enlas FiestasPatronales dela Institucin.

Demostrar lasdestrezas ycompetenciasadquiridas enel IdiomaIngls a travsde temas decultura

Participacin delos estudiantesen una obrateatral.

Exposicin deproyectos en laCasa Abierta deCiencia y

Humanos Econmicos

Didcticos

Directora Subdirectora

Docentes

Estudiantes

Mayo

VinculacComuniEducativprovinc

Entregacertificareconoclos e


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general. Tecnologa contemas de interscultural.

particip

Falta demantenimiento tcnico, ymaterialdidctico dellaboratoriodel SectorCentral.

Mejorar lasdestrezaslingsticas delidioma.

Gestionar lacreacin de unlaboratorio en elSector La Cocha.

Humanos

Econmicos

Didcticos

Autoridades

Directora

Subdirectora

Docentes

Ao lectivo2011 - 2012

Aplicar capacidlingstiadquiridestudia

Lic. Delia Mogrovejo Lic. Azucena Borja Lic. Carlos GuanotsigDIRECTORA SUBDIRECTORA VICERRECTOR

Lic. Vernica Charro Lic. Mary Vizuete

SECRETARIA BACHILLERATO SECRETARIA BASICO


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PRUEBAS

DE

DIAGNSTICO



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Presentacin

Nmeros

Miembros dela familia

personales

Verbo ser oestar

Preguntas yrespuestassimples

Adjetivos

Vocabulariobsico

o estar

Reconoce lospronombrespersonales

Identifica elsujeto, verboycomplementoen oraciones

Diferencia losadjetivos delospronombrespersonales

Usa elvocabularioacorde altema

Prueba

INSTRUMENTO

Cuestionario

Anexo 1

la prueba dediagnstico sepodrdeterminar silosestudiantesnecesitanrefuerzo enlos temasevaluados.

Informar a lasautoridadeslos resultados

Preparar elproyecto derecuperacin.

Citar a lospadres defamilia parainformarlessobre lasdebilidades enelconocimientodel idioma porlo tanto losestudiantes

debernpermaneceren lainstitucinpara recibirclases derecuperacin.

TEACHERS: Lic. Azucena Borja Dra. Graciela Balseca

Lic. Delia Mogrovejo Lic. Carlos Guanotsig

DIRECTOR ACADEMIC VICEPRINCIPAL


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INSTITUTO TECNOLGICO VICENTE LEN

PRUEBA DE DIAGNSTICO

OCTAVOS AOS DE EDUCACIN BSI CA

AO LECTIVO 2011 - 2012

NOMBRECURSO.FECHA.

LISTENING

a.- ESCUCHE Y COMPLETE LAS ORACIONES CON LOS SALUDOS

.I am Carlos

.I am Daniel

.I am Rocio

.I am Francisco

.I am Santiago

b.-ENCIERRE LOS NMERO QUE ESCUCHA

12 23 45 31 8 11 2 67 29 13 30 11 87 34 5 21 90 45

78 1

READING

a.- Subraye los colores

Hello I am Mnica . I am a student. My favorite colour is green. I have a black school

bag. I have a yellow pencil. I have a pink ruler. I heve a red pen. My fiend has an orange

reaser.


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b- Una con una linea lo corrrecto

I is a techer

YOU am a student

HE is a table

SHE are friends

IT are happy

WE are tall

THEY is an engeener

WRITING

a.- Miembros de la familia

b.- Escriba sus datos personales

SPEAKING

a.- Conteste las siguientes preguntas

GRAMMAR

a.- ordene las siguientes oraciones

twelve - am - I

Jose - mechanic - is - a ..

Tall he - is .


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Happy - are - they .

b.- Uselos siguientes artculos

an - a - the

.. apple

students

engineer

..car

VOCABULARY

a.- complete

Who is this?

Who is this?
http://www.google.com.ec/imgres?imgurl=http://2.bp.blogspot.com/_MwCq_6Q7mU8/Szfo8yqxNmI/AAAAAAAAKDM/Lz_ALsJHBHA/s400/papa+corbata.jpg&imgrefurl=http://comoserpapa.blogspot.com/2009/12/como-sostenerlos-mantenerlos-y.html&usg=__hCjXobP9X-GZHAbluEsobi7I2qI=&h=283&w=283&sz=17&hl=es&start=103&zoom=1&tbnid=RAh_GeuYCvrbcM:&tbnh=114&tbnw=114&ei=L89nTpLHMdO2tgf4iIjFDQ&prev=/search?q=pap%C3%A1&start=100&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://www.nspazsscc.cl/web/images/stories/demo/profesor.gif&imgrefurl=http://www.nspazsscc.cl/&usg=__Ih4bguvPUv0fAh9T4NkPQlG-hMs=&h=401&w=325&sz=6&hl=es&start=3&zoom=1&tbnid=w7580hAJzzVhUM:&tbnh=124&tbnw=100&ei=381nTobGIZSztweXoc2wDQ&prev=/search?q=profesor&hl=es&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://www.babooforum.com.br/idealbb/files/255283-carro_exemplo.jpg&imgrefurl=http://www.elcorito.com/showthread.php?16968-quot-Pon-la-foto-del-auto-que-mas-te-gusta-quot&usg=__H2ueV2d0JOizFqouXEdhNHy96cE=&h=344&w=420&sz=38&hl=es&start=60&zoom=1&tbnid=efOKVhVr39c4GM:&tbnh=102&tbnw=125&ei=1s5nTsDiGMK_tgep7JyjDQ&prev=/search?q=carro&start=40&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://polaviles.files.wordpress.com/2011/03/arton203.jpg&imgrefurl=http://www.inetgiant.es/addetails/ingeniro-a-tecnico-a-telecomunicaciones-electronica-industrial/4035701&usg=__354HvVvLD87VCAD18ZFrYuNVV-I=&h=281&w=341&sz=23&hl=es&start=99&zoom=1&tbnid=K3jrFL9Q_wKBPM:&tbnh=99&tbnw=120&ei=jM5nTpThH8W2tweyq8W5DQ&prev=/search?q=ingeniro&start=80&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://es.dreamstime.com/estudiantes-thumb2777640.jpg&imgrefurl=http://es.dreamstime.com/foto-de-archivo-estudiantes-image2777640&usg=__9z4c7-45Q5nCVAtFPKmIdKjFOt8=&h=319&w=300&sz=54&hl=es&start=113&zoom=1&tbnid=IfFQ6YqhVXuvwM:&tbnh=118&tbnw=111&ei=Ms5nTpSpMIyWtwf3z8ClDQ&prev=/search?q=estudiantes&start=100&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://centros3.pntic.mec.es/~sanped14/recetas/manzana.jpg&imgrefurl=http://centros3.pntic.mec.es/~sanped14/recetas/helado%20manzana.htm&usg=__j-7btckSU80c_mWlmzM4cVcrCS8=&h=320&w=280&sz=9&hl=es&start=2&zoom=1&tbnid=GUH9BBeUEYzjXM:&tbnh=118&tbnw=103&ei=uM1nTsj8OofAtgfyqMnBDQ&prev=/search?q=manzana&hl=es&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://2.bp.blogspot.com/_MwCq_6Q7mU8/Szfo8yqxNmI/AAAAAAAAKDM/Lz_ALsJHBHA/s400/papa+corbata.jpg&imgrefurl=http://comoserpapa.blogspot.com/2009/12/como-sostenerlos-mantenerlos-y.html&usg=__hCjXobP9X-GZHAbluEsobi7I2qI=&h=283&w=283&sz=17&hl=es&start=103&zoom=1&tbnid=RAh_GeuYCvrbcM:&tbnh=114&tbnw=114&ei=L89nTpLHMdO2tgf4iIjFDQ&prev=/search?q=pap%C3%A1&start=100&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://www.nspazsscc.cl/web/images/stories/demo/profesor.gif&imgrefurl=http://www.nspazsscc.cl/&usg=__Ih4bguvPUv0fAh9T4NkPQlG-hMs=&h=401&w=325&sz=6&hl=es&start=3&zoom=1&tbnid=w7580hAJzzVhUM:&tbnh=124&tbnw=100&ei=381nTobGIZSztweXoc2wDQ&prev=/search?q=profesor&hl=es&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://www.babooforum.com.br/idealbb/files/255283-carro_exemplo.jpg&imgrefurl=http://www.elcorito.com/showthread.php?16968-quot-Pon-la-foto-del-auto-que-mas-te-gusta-quot&usg=__H2ueV2d0JOizFqouXEdhNHy96cE=&h=344&w=420&sz=38&hl=es&start=60&zoom=1&tbnid=efOKVhVr39c4GM:&tbnh=102&tbnw=125&ei=1s5nTsDiGMK_tgep7JyjDQ&prev=/search?q=carro&start=40&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://polaviles.files.wordpress.com/2011/03/arton203.jpg&imgrefurl=http://www.inetgiant.es/addetails/ingeniro-a-tecnico-a-telecomunicaciones-electronica-industrial/4035701&usg=__354HvVvLD87VCAD18ZFrYuNVV-I=&h=281&w=341&sz=23&hl=es&start=99&zoom=1&tbnid=K3jrFL9Q_wKBPM:&tbnh=99&tbnw=120&ei=jM5nTpThH8W2tweyq8W5DQ&prev=/search?q=ingeniro&start=80&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://es.dreamstime.com/estudiantes-thumb2777640.jpg&imgrefurl=http://es.dreamstime.com/foto-de-archivo-estudiantes-image2777640&usg=__9z4c7-45Q5nCVAtFPKmIdKjFOt8=&h=319&w=300&sz=54&hl=es&start=113&zoom=1&tbnid=IfFQ6YqhVXuvwM:&tbnh=118&tbnw=111&ei=Ms5nTpSpMIyWtwf3z8ClDQ&prev=/search?q=estudiantes&start=100&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://centros3.pntic.mec.es/~sanped14/recetas/manzana.jpg&imgrefurl=http://centros3.pntic.mec.es/~sanped14/recetas/helado%20manzana.htm&usg=__j-7btckSU80c_mWlmzM4cVcrCS8=&h=320&w=280&sz=9&hl=es&start=2&zoom=1&tbnid=GUH9BBeUEYzjXM:&tbnh=118&tbnw=103&ei=uM1nTsj8OofAtgfyqMnBDQ&prev=/search?q=manzana&hl=es&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://2.bp.blogspot.com/_MwCq_6Q7mU8/Szfo8yqxNmI/AAAAAAAAKDM/Lz_ALsJHBHA/s400/papa+corbata.jpg&imgrefurl=http://comoserpapa.blogspot.com/2009/12/como-sostenerlos-mantenerlos-y.html&usg=__hCjXobP9X-GZHAbluEsobi7I2qI=&h=283&w=283&sz=17&hl=es&start=103&zoom=1&tbnid=RAh_GeuYCvrbcM:&tbnh=114&tbnw=114&ei=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19/100

b.- What is this?

What is this?
http://www.google.com.ec/imgres?imgurl=http://1.bp.blogspot.com/_liENdjW0dTo/TGQ4ZiBQGjI/AAAAAAAAAKw/KVmrbejU-nI/s1600/Escuela.gif&imgrefurl=http://loscuentosdepelusa.blogspot.com/2010/08/rimas-pequenitas-la-escuela.html&usg=__zJfCpusRaENrBrysFPYKu2qOzfM=&h=660&w=632&sz=145&hl=es&start=63&zoom=1&tbnid=isNgQiS-5a4qkM:&tbnh=138&tbnw=132&ei=o89nTtrmAc6BtgfkpsyRDQ&prev=/search?q=escuela&start=60&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://2.bp.blogspot.com/_Vqy7HktzzPg/SsKlCfwUjxI/AAAAAAAAAIY/r_TWRkwZ_bU/s320/Pizarron_120_0.gif.jpg&imgrefurl=http://brisol222.blogspot.com/2009/09/tecnologia-educativa_29.html&usg=__CxiQwUNJBpP9SXACpaS6pelhPdk=&h=120&w=120&sz=4&hl=es&start=17&zoom=1&tbnid=z88VmRywGAHf5M:&tbnh=88&tbnw=88&ei=XM9nTt3MMc6DtgeY29itDQ&prev=/search?q=pizarron&hl=es&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://1.bp.blogspot.com/_liENdjW0dTo/TGQ4ZiBQGjI/AAAAAAAAAKw/KVmrbejU-nI/s1600/Escuela.gif&imgrefurl=http://loscuentosdepelusa.blogspot.com/2010/08/rimas-pequenitas-la-escuela.html&usg=__zJfCpusRaENrBrysFPYKu2qOzfM=&h=660&w=632&sz=145&hl=es&start=63&zoom=1&tbnid=isNgQiS-5a4qkM:&tbnh=138&tbnw=132&ei=o89nTtrmAc6BtgfkpsyRDQ&prev=/search?q=escuela&start=60&hl=es&sa=N&gbv=2&tbm=isch&itbs=1http://www.google.com.ec/imgres?imgurl=http://2.bp.blogspot.com/_Vqy7HktzzPg/SsKlCfwUjxI/AAAAAAAAAIY/r_TWRkwZ_bU/s320/Pizarron_120_0.gif.jpg&imgrefurl=http://brisol222.blogspot.com/2009/09/tecnologia-educativa_29.html&usg=__CxiQwUNJBpP9SXACpaS6pelhPdk=&h=120&w=120&sz=4&hl=es&start=17&zoom=1&tbnid=z88VmRywGAHf5M:&tbnh=88&tbnw=88&ei=XM9nTt3MMc6DtgeY29itDQ&prev=/search?q=pizarron&hl=es&gbv=2&tbm=isch&itbs=1


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VICENTE LEN TECHNOLOGICAL INSTITUTEDIAGNOSTIC TEST

NINTH YEARS OF BASIC EDUCATIONSCHOOL YEAR 2011 2012

NAME:CURSE:DATE:

LISTENING

1.-Circle the numbers.

12 50 37 49 121 9739 26 40 73 28 109

2.- Mark the times

READING

3.- Underline the member of the family .

My family is well diversified. Every family member plays an important role in all myfamilys lives. In my family, there are four people: my father, my mother, my littlebrother and me. My father is one who brings money home and is also responsible fororganizing and planning family trips. My mother is the one who is in charge for makingmeals and makes sure everyone eats at the appropriate times. My little brother is thepet of the family. He actually doesnt have any responsibilities, for hes the pet. I am therock of support in my family. I always go beyond my parents expectations. I alsosupport my younger cousins and little brother,

4.-Read the information and match with correct article.

catsa policeman

Schoolsthe architect

Doctordogs

an engineerStudent


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DIAGNOSTIC EVALUATION

INFORMATIVE DATA:

COURSE: TENTH OF BASIC EDUCATION

SIGNATURE: ENGLISH

LECTIVE YEAR: 2011-2012

DIAGNOSTIC GOAL: To measure the English Level in the students of eight Basic Education.

GENERAL GOAL: To learn basic information about himself, family, numbers, months,

prepositions, times and the alphabet

SPECIFIC GOALS:

To talk about himself and another people.

To count in a right way.

To know the alphabet.

To use the time.


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Evaluation object Evaluation standard Evaluation indicate Techniquesinstruments

Information analysis Decisions

Review of presentsimple.

Review of past simple.

Third person present

form.

Object pronouns

Modal verb: can.Past simple: questions

To use the verb be andother verbs.

To use be and otherregular and irregularverbs.

To apply rules in third

person

To talk about differentobjects.

To make questions whitcan and past time

complete the blanksabout themselves.

complete the blankswhit past of be, regularand irregular verbs.

Identify the third

person in sentencesand use the generalrules.

Use can in order tomake questions, makequestions in past

TECHNIQUESTest

INSTRUMENTSQuestionary

Annex Number 1

If the result is greatStudents use thepresent simple in theright way.Students use the pasttime in tasks.

Students complete andrecognize the rules.

Students makequestions whit can andpast simple.If the result is lowerStudents dont use the

present simple and pastin the right way.Students dont

complete whit the rightrules the third person.Students can not makequestions whit can andpast simple.

To continue in thesame way.

Congratulate students

To improve the Englishlevel through :Classroom activities

To apply English instudents life.

To work as a team

Teacherstudent


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DIAGNOSTIC TEST

COURSE: TENTH OF BASIC EDUCATION

Listening

Listen and tick the correct information you hear.

- Water is very important for humans animals and plants.( )

- Our bodies are more than 65% water. ( )

- People in the Amazon travel by boat in rivers. ( )

There are many uses of water.( )

Milk is 95% water.( )

Plants need water to grow.( )

Reading

Read Typhoid .Complete the information below.

The cause of typhoid:

The symptoms:

The treatment:

TYPHOID

Typhoid is a dangerous illness, it can kill people. There are a lot of cases in Ecuador in dirty water or in

food cause of typhoid. People whit typhoid have fever. Sometimes they have pain in the abdomen.

Sometimes they also vomit. Sometimes they do not want to eat. People whit typhoid must drink lots of

water.

Speaking

Look at the diagram and the words. Tell your partner about the water circle.


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Subject Verb Complement

The sum falls from the sea

Water returns the water in the sea

It forms to the sea

Rain evaporates from the clouds

The rain water heats clouds

Writing

Write about typhoid (5 marks).

Vocabulary

Read and complete the text. Use the words in the box.

Present party dress shoes chocolates party

I have a party on Friday evening. I need to buy a __________ . I plan to buy a CD and a box of

__________. My mother bought me a nice __________. It is a blue mini dress. I like it a lot. I need a pair

of elegant__________ too. It is a formal____________.

Grammar

Read the text. Use the past tense of the verbs in parentheses.

Mario Moreno Cantinflas

Mario Moreno Cantinflas was (is ) a famous Mexican comic actor. At the age of 16 he __________

(work) in a factory. He _________ (make) a lot of films. He __________(become) very rich. He

_________ (help) poor people. He __________ (die) in 1993.


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DIAGNOSTIC EVALUATION

INFORMATIVE DATA:

COURSE: FIRST OF BACHELLOR.

SIGNATURE: ENGLISH

LECTIVE YEAR: 2011-2012

DIAGNOSTIC GOAL: To measure the English level in the students of first of bachellor.

GENERAL GOAL.-To develop integrated skills applying the grammatical rules.

SPECIFIC GOALS:

to produce active students to exchange information and ideas with other people.

To practice vocabulary related with real life.

To develop speaking skills.

Evaluationobject

Evaluationstandard

Evaluationindicate

Techniquesinstruments

Informationanalysis

Decisions

UNIT N1All about youUNIT N2All aboutlearningUNIT N3Personality andappearanceUNIT N4RelationshipUNIT N5Theenvironment.

To readTo speakTo writeTo listenGrammarVocabulary

To exchangeinformationand socialize.To describe (agefamilyambitions)To ask aboutlocationsTo describepersonality andappearance.To arrangefuture plansTo describeendangeredanimals, theirhabitats.To exchangeinformationaboutenvironmentalproblems.

Test

Annex N1

Test

Students list

Evaluationstandard+ beginning+medium+high

Reinforcementunits

To improve theEnglish levelthrough :Classroomactivities

To apply Englishin students life.

To work as ateamTeacherstudent


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DIAGNOSTIC TEST

ANNEX N 1

1.- Listening

Listen to a description of two friends .Complete the information about Leonardo

1.- Name: Leonardo Cruz

2.- Age________________

3.-Place and date of birth: Ambato 30th July.

4.-Number of brothers________ number of sisters ___________

5.-Fathers job_______________________

6.-Mothers job _______________________

7.-Hobby ____________________________

2.- Reading.

To read jaguars and complete the table.

Jaguars

Jaguars are mammals. They live in tropical areas from the south of the Unite States to the north of

Argentina .In Ecuador, the live mainly in the province of Napo and Pastaza.

Jaguars are the largest land mammals in America. They can measure 2.75m from head to tail.

They eat small animals and fish. At present, there are only a few of them left. People kill them because

they are afraid of them. They are also threatened by hunters. Hunters kill them to sell the fur.

Mammal size food habitat threats

Jaguars 2.75m from .

head to tail ..

3 .- Speaking

Ask your teacher questions to complete the table.

Job Place He / She lives Brothers andsisters

Birthday Favorite sports

Teacher _________________ ______________ ______________ _______________


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4.- WRITING

Look at the plan and write a description of the school.

Example The library is next to the office.

..

..

.

....

.

5.- GRAMMAR.

Write questions for the answers

1.-Her name is Betty

Whats your name?

2.-She is 14 years old.

?

3.-Her birthday is on 20 th june.

?

4.-She has 3 brothers and 2 sisters.

?

5.-She lives in Macas.

?

The library the offices

The the swimming pool

classrooms

the toilets the snack bar


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VICENTE LEN TECHNOLOGICAL INSTITUTEPRUEBA DE DIAGNOSTICOAO LECTIVO 2011 20121.-DATOS INFORMATIVOS:AREA: Idioma Extranjero

ASIGNATURA: InglsCURSOS: Segundo ao de Bachillerato "ABCDEFGHIJ"PROFESORES: Silvia Chingancela Lic. Delia Mogrovejo Lic. Veronica Charro

FINALIDAD: DiagnsticaOBJECTIVO GENERAL: Indagar el nivel de destreza adquirido en el 1er ao de Bachillerato para ubicar a los estudiantes un punto de partida

comn mediante una prueba objetiva.

OBJECTIVO ESPECFICO: revisar el presente Simple en oraciones afrmativas, negativas y preguntas.

Revisar el uso del both / neither

Revisar el 1er y 2do condicionales

Revisar vocabulario


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OBJETO DEEVALUACIN

CRITERIOS DEEVALUACIN

INDICIOS DE LAEVALUACIN

TCNICAS EINSTRUMENTOS

ANALISIS DE LAINFORMACIN

TOMA DEDECISIONES

Free Time activities.

Marriage in othercultures.

Men and women.

English speakingcountries.

Escribir

Leer

Escribir

Conversar

Gramtica

Vocabulario

Escribir acerca de lascosas que le gusta ydisgusta de loscompaeros

Leer avisos paraobtener informacinespecifica

Escuchar y seguirinstrucciones delprofesor

Hablar usando notasescritas en una tabla

Audicin

Escritura

Conversacin

lectura

Anexo 1

Prueba

Anexo 2

Indicadores

Nivelar losconocimientos de losestudiantes paraubicarles en un mismopunto de partida

Reforzar la ultimaunidad estudiada enprimero de bachillerato

Identificar lascaractersticas de losestudiantes (interese,necesidades yespectativas)

TEACHERS DIRECTOR ACADEMIC VICEPRINCIPAL


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VICENTE LEN TECHNOLOGICAL SUPERIOR INSTITUTE

ENGLISH DIAGNOSIS TEST

NAME :..

COURSE: YEAR TWO OF BACHILLERATO

1.- Listen to some interviews with different people in the street and find out: (2 points)

How many people think a womans place is in the home a) 1 b) 3

How many people dont think a womans place is in the home a) 3 b) 4

2.- Read about marriages in other cultures and decide if the statements are TRUE or FALSE. (4 points)

a) A ceremony is a usual part of a marriage for most religions. TRUE

b) For Jewish people, a marriage is an agreement between the two families. ..

c) Muslims normally get married in a place of worship. ..

d) Muslim men are allowed to have more than one wife. ..

e) Indian people wear white when somebody dies.

Marriage in other cultures

Many religions have a special ceremony for marriage in their places of worship. For Jews, marriage is a contract between twopeople which is blessed by God. For Muslims marriage is a civil contract between two families which is usually exchanged at

home. Muslim men can marry up to four wives in Muslim countries, but rarely do so. For Christians the civil marriage takes

place before the religious ceremony.

Clothes change in different religions. In India women wear red dresses or saris. They dont wear white wedding dresses,

because in Indian tradition white means death. They wear white for funerals. Indian women paint their hands red with henna

for their wedding day too.

Many Hindu, Muslim and Sikh parents help to arrange whom their children marry through family contracts. In some arranged

marriages, the young couple may live thousands of miles apart and may have never previously met.

3.- Look at the things Julia and her friends do (/) and dont do (x) Complete the sentences with BOTH or NEITHER.(4 points)

Julia Cristina Pablo RobertoUse a computer / / / /

Collect DVD movies / x x x

Play volleyball x x x /Write poems / x / x


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(Julia and Cristina) Both of them use a computer.

Neither of them play volleyball.

(Pablo and Roberto)

(Cristina and Pablo) ..

..

4.- Read the beginning of the sentences and circle the correct ending for each one. (4 points)

1 If I had a car,

a) I wouldnt have to take the bus to school. b) I would have to take the bus to school.

2 If you get up late,

a) You will miss the train. b) You wont miss the train.

3 If I lived in the United States,

a) I wouldnt need to speak English. b) I would need to speak English.

4 If I pass the driving test,

a) I will get my license. b) I wont get my license.

5.- Put the words from the box into the correct part of the table. (4 points)

Rat - strong - pretty - leapfrog - sea lion - snake - fit - caring - marbles - hopscotch - brave - trustworthy

Adjectives to describepersonality

Adjectives to describephysical appearance

Childhood games animals

---

---

---

---

6.- Answer your teachers questions about your free time. (2 points)

a) How do you spend your free time?

b) What kind of sports do you do?

c) What kind of television programs do you like?

d) What is your favorite dish?


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DIAGNOSTIC ENGLISH TEST

THIRD BACHELOR

ame: Course: Date:

1.- .. Cristina collect DVD movies?

a.- Do b.- DOES c.- Did

2.- Cristina and Julia write poems?

a.- Do b.- DOES c.- Did

3.- Does she play volleyball?

a.- Yes, she do b.- Yes, she does c.- Yes, she did

4.- Does Julia use a computer?

a.- No, she don`t b.- No, she doesn`t c.- No she didn`t

5.- If I had a lot of money. new clothes.

a.-I would buy b.- I will buy c.- I am buying

6.- If I had a car, .. to take a bus to school.

a.- I would have b.- I have c.- I wouldn`t have

7.- When I was a child?

a.- I used to play marbles b.- I can play marbles c.- I use to play marbles

8.- When my father was young?


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PLANIFICACIN

ANUAL PORUNIDADES

DIDCTICAS



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VICENTE LEN TECHNOLOGICAL INSTITUTE

ANNUAL PLAN

1. INFORMATIVE DATA

1.1 AREA: Foreign Language

1.2 SUBJECT: English

1.3YEAR COURSES: Eighth Year of Basic Education "ABCDEFGHIJ"

1.4 WEEKLY PERIODS: 5

1.5 NUMBER OF STUDENTS: 30 - 35

1.6 TEACHERS: Lic. Azucena Borja, Dra. Graciela Balseca.

1.7 SCHOOL YEAR: 2011 - 2012

2.- INPUT PROFILE (PRERREQUIREMENTS)

ACADEMIC

Identify numbers, and vocabulary in context

Be able to do activities without difficulty

OUTPUT PROFILE

Learn new vocabulary

Have conversations through short dialogues

Be able to understand readings and answer questions Write and describe in oralform people, objects, places, etc.

Apply new knowledge in dialogues, conversations, and real situations.

Try to be honest, faithful, and a good student

Respect classmates, teachers, and authorities.


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4.- OBJECTIVES

GENERAL OBJECTIVE:

To develop communicative competence through linguistic competences by means of:Listening, Reading, Speaking and Writing with satisfactory performance according to the

students age, and demonstrating the use of values.

To learn basic grammatical rules in order to develop basic conversations, understand and

communicate each other by means of English in a simple way.

SUBJECT OBJECTIVE:

To develop some linguistic skills:

Listening.- To process and understand spoken messages.

Reading .- To process and understand written messages.

Speaking.- To produce oral messages less complex than the receptive written and auraltexts.

Writing .- To produce written messages less complex than the receptive written and aural

texts.

SPECIFIC OBJECTIVES:

To communicate in an accurate way by applying basic structures and vocabulary through the

main abilities such as: listening, reading, writing, and speaking.

To develop and increase receptive and productive skills by means of description, instruction

and narration tasks.

To give and receive general and specific information and apply it in real situations

according to the students needs.

6. 1- INTEGRATED CURRICULAR AXEL.-

Understanding Our World Through English


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6.2.- LEARNING AXELS.

Develop the four skills in order to understand the world.

UNIT 1

GREETINGSANDINTRODUCTION

UNIT 2

NUMBERS ANDTIMES

UNIT 3

FAMILIESMY CLASSROOM

UNIT 4

OCCUPATIONS

UNIT 5

CELEBRATIONSMY SCHOOL

UNIT 6

FAMOUSPEOPLE

KNOWLEDGES

Formal andInformalGreetings

Meeting people

FollowingInstructions

Identity card

The alphabet

KNOWLEDGES

Cardinalnumbers

Make a clock

Tell the time

Working withnumbers

KNOWLEDGES

Members of theFamily

A family tree

Pedros family

ClassroomDescription

Objects andPositions

School things

Timetable

KNOWLEDGES

Jobs

Work places

Where do theyWork?

What do they d

KNOWLEDGES

Celebrations

Special occasion

Birthdays

Christmas time

School subjects

School staff

A letter

KNOWLEDGES

People

PhysicalDescription

My favoritePerson

Friend

TEACHERS:

Lic. Azucena Borja Dra. Graciela Balseca Lic. Victor Jcome



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DIDACTIC UNIT PLAN

1.- INFORMATIVE DATA

AREA: Foreign Language

SCHOOL YEAR: 2011 - 2012

TITLE: GREETINGS AND INTRODUCTIONS

TEACHERS: Lic. Azucena Borja, Dra. Graciela Balseca and Victor Jcome

COURSES: EIGTHS

PERIOD TIME: SIX WEEKS

STARTING TIME: SEPTEMBER

FINISHING TIME: OCTOBER

OBJECTIVES

To give students an opportunity to know one another applying receptive and productive skills.

CONTENTS OF THE COMPETENCES

TITLE: GREETINGS AND INTRODUCTIONS

CONCEPTS PROCEDURES ATTITUDES STANDARDS OF

PERFORMACE

GRAMMAR

Subject Pronouns

Possessive adjectives

Present Simple(to be)

Listening

For general idea and for

specific information:

Follow and give

Being proud of our

cultural identity

Respecting other

classmates turn to

speak

The students will be

able to:

1.

Greet and introducethemselves to the


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Imperative

VOCABULARY

Greetings

Jobs

Cardinal numbers

1 - 100

instructions

Take notes

Decide if the sentences

are true or false

Identify different

elements in a topic

Sequence information

label pictures

Match information

Reading

For general idea and for

specific information to:

Complete information

Label pictures

Decide if the sentences

are true or false

Identify different

elements in a topic

Sequence information

label pictures

Match, classify and select

information

Infer meaning from

context

Speaking

To:

Activate general

Knowledge

Sharing information

with others

Getting personal

needs met

Expressing needs,

feeling, and ideas

respecting each

other

Listening to others

Correcting each

others with kindness

Accepting criticisms

Not making any kind

of discrimination

Working positively

within the group

Accomplishing tasks

with enthusiasm

teacher and their

partners

Give and ask for

personal information

Follow and give

instructions.


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Give instructions

Give and ask for

information

Exchange ideas from notes

Writing

To:

Give information

From:

Notes

letters

spoken notes

TEACHERS

Lic. Azucena Borja Dra. Graciela Balseca

Lic. Delia Mogrovejo Lic. Carlos Guanotsig



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ANNUAL PLAN

SCHOOL YEAR 2011 2012

1.-INFORMATIVE DATA:

AREA: Foreign language

SUBJECT: English

YEAR COURSES: Basic nine year "ABCDEFGHI"

WEEKLY PERIODS: 05

NUMBER OF STUDENTS:

TEACHERS: Dr. Graciela Balseca

Lic. Mara Vernica Ortega

Lic. Mariela Gallardo

2.- INPUT PROFILE (PRERREQUIREMENTS)

ACADEMIC

Students are able to communicate with others by using some basic information.

Students are able to solve simple grammar exercises.

Students recognize how to work about narration, description and instruction.

STUDENTS OUT PROFILE



Be able to understand readings and answer questions

Write and describe in oral way people, objects, places, etc.





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3.- TRANSVERSAL AXELS

AREA GENERAL OBJECTIVE:

To develop communicative competence through linguistic competences by means of: Listening, Reading,

Speaking and Writing with satisfactory performance according to the students age, and demonstrating theuse of values.

LEVEL OBJECTIVE:

To develop some linguistic competences:

Listening.- To process and understand spoken messages.

Reading .- To process and understand written messages.

Speaking.- To produce oral messages less complex than the receptive written and aural texts.

Writing .- To produce written messages less complex than the receptive written and aural texts.

SCHOOL YEAR OBJECTIVES:

To design the English curriculum with communicative methodology through linguistic competences. To apply in the students acquisition of knowledge the syntactic, semantic, phonology and

morphology of the new language

To make conscious in the students the possibility to talk with other people about Ecuador, ourculture, values, projects and to receive similar information of other places.

INTEGRATATE CURRICULAR AXELS

Listening, Speaking, Reading and Writing with communicative proposes.


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CONTENTS

UNIT 1

OPIC

EVIEW

OOK 1

UNIT 2

TOPIC

SCHOOL

SUBJECTS

UNIT 3

TOPIC

FAMOUS

PEOPLE

UNIT 4

TOPIC

DISEASES

AND

TREATMEN

T

UNIT 5

TOPIC

CELEBRATIO

NS

UNIT 6

TOPIC

ENGLISH IN

ECUADOR

UNIT 7

TOPIC

LEGENDS

rammar

nd

ocabulary

ardinal

nd Ordinal

umbers.

dentify

eople

escribe

laces

Grammar

and

Vocabulary

Regular and

irregular

verbs

Days of the

week

Month of

the years

Times of the

day

Grammar

and

Vocabulary

The Family

Be verb in

affirmative,

interrogativ

e and

negative

statements

Long and

short

answer

Use

question

Grammar

and

Vocabulary

Water in

people`s live

An

experiment

with water

Formula forO.R.S.

Some

advices to

prevent

diseases.

Grammar

and

Vocabulary

Invitations

A recipe for

orange cake

Debate

about

parties inthe past and

present

Planning a

surprise

party.

Grammar

and

Vocabulary

Some

English signs

in Ecuador

Why people

need English

in Ecuador

Organize a

scrapbook

with labels

in English

Grammar

and

Vocabulary

The veiled

lady

The legend

of Cantua

The

Condor`slegend

The black

bull story


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words

Food groups

DR. GRACIELA BALSECA LCDA. VERONICA ORTEGA.

ENGLISH TEACHER ENGLISH TEACHER

LCDA.. MARIELA GALLARDO LCDA. VERONICA ORTEGA.

ENGLISH TEACHER ENGLISH TEACHER

DR. CARLOS PROA LCDO. CARLOS GUANOTASIG

AREA DIRECTOR ACADEMIC VICEPRINCIPAL


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ANNUAL PLANVICENTE LEN TECHNOLOGICAL INSTITUTE

BASIC TENTH YEAR.




SUBJECT: English

YEAR COURSES: Basic tenth year "ABCDEFGHI"

WEEKLY PERIODS: 5

NUMBER OF STUDENTS: 35 students.

TEACHERS: Lic. Mary Vizuete.

Lic. Victor Jcome


2.- OUTPUT PROFILE (PRERREQUIREMENTS)

ACADEMIC

Students are able to communicate with others by using some basic information.

Students are able to solve simple grammar exercises.

Students recognize how to work about narration, description and instruction.

STUDENTS OUT PROFILE



Be able to understand readings and answer questions

Write and describe in oral way people, objects, places, etc.





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3.- TRANSVERSAL AXELS

AREA GENERAL OBJECTIVE:

To develop communicative abilities through linguistic abilities by means of: Listening, Reading, Speakingand Writing with satisfactory performance according to the students age, and demonstrating the use ofvalues.

LEVEL OBJECTIVE:

To develop some linguistic abilities:

Listening .- to process and understand spoken messages of which the complexity increases gradually .

Reading.- To process and understand written messages of which the complexity increases gradually .

Speaking.- to produce oral messages less complex than the receptive written and aural texts.

Writing.- to produce written messages less complex than the receptive writtenand aural texts.

SCHOOL YEAR OBJECTIVES:

To design the English curriculum with communicative methodology through linguistic abilities.

To apply in the students acquisition of knowledge the syntactic, semantic, phonology andmorphology of the new language

To make conscious in the students the possibility to talk with other people about Ecuador, ourculture, values, projects and to receive similar information of other places.

INTEGRATATE CURRICULAR AXELS

Listening, Speaking, Reading and Writing with communicative proposes


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BLOCK ONE.




SUBJECT: English


STARTING TIME : September 19th

FINISH TIME: October 31st



Lic. Victor Jcome.


2.-BLOCK OBJECTIVE

Develop the communicative competence through linguistic abilities by means of: reading, listening, speaking

and writing with satisfactory performance according of the students age and demonstrating the use of values.

Give and ask information about yourself, other people, hobbies, etc applying input and output skills.


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CONTENTS OF THE

SKILLS

BLOCKS CONCEPTS/ GRAMMAR

Block 1:

ALL ABOUT YOU

Review of Present simple .


Review of can can`t .

Review of question words: how old,

when, where, how many, what.Block 2:

ALL ABOUT LEARNING

Review of present simple questions.

Like/love + infinitive and gerund.

Verbs to express preferences.

Imperatives.

Preposition of place: in, on, at, next to,opposite, between ,etc.

Block 3:

PERSONALITY AND APPEARANCE

Review articles : a / an.

Have / has : to express obligation.

Adjectives after linking verb be.

Block 4:

RELATIONSHIPS

First conditional sentences to talk aboutfuture possibilities .

Review of possesives.

Future : going for plansBlock 5:

THE ENVIRONMENT

Passive voice in simple present.

Relative pronouns .

Frequency adverbs.

Review of questions forms.Block 6:

ECUADOR AND OTHER AMERICANCOUNTRIES

Review of present simple.

Comparative and superlative adjectives.


Review of question words.

Review of going to.

Review of imperative.


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Passive voice.Block 7:

HEALTH AND SAFETY

Review of present simple.

Modal verbs.

Review of imperative.

Because:

Block 8:

LEISURE ACTIVITIES

Modal verb : can.

ADVERBIALS.

Modal verb would ( d) .

Quantifiers.


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CONTENTS OF THE SKILLS

BLOCK 1: Review of book N. 2(ALL ABOUT YOU)


PERFORMACE

GRAMMAR

-Review ofpresent simple:-Review of can /cant

-Review ofquestions words :what, where,how.

-Review of pastsimple.VOCABULARY

-Instructions

-Free time

activities.

-Celebrations

Listening

-For general idea-for specific information-and selecting information

-and completing information

-and matching information

-and ordering instructions

-and checking

-and labeling

-and putting the pictures in order.

Reading-For general idea- for specific information-and labeling-and matching-and discussing-circling and underlining-and giving and option-and finding adjectives-completing-and checking

-and discriminating-and doing something-and ordering stepsSpeakingTo:Activate generalKnowledgeExchange ideasAsk and answer ideasRole playAsk for and giveInformationWriting

To:-give information

From:

-notes

-letters, spoken notes.

-Sharing informationwith others-Getting personal needsmet-Expressing needs,feeling, and ideasrespecting each other-Negotiate solutions toproblems, interpersonalmisunderstanding and

disputes-Listening to others

-Correcting each otherswith kindness-Accepting criticisms-Respecting turns whenspeaking in a group-Being proud of theiridentity-Respecting othercultures

The students will beable to:

-Give advice abouthealth and safety.-Give instructions .-Describe results of asurvey-Exchange personalinformation.

DOCENTES DIRECTOR DE AREA VICERRECTOR ACADEMICO


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BLOCK TWO.




SUBJECT: English


STARTING TIME : November 1st.

FINISH TIME: December 13th.



Lic. Victor Jcome.

Lic. Mariela Gallardo.

2.-BLOCK OBJECTIVE

Develop the communicative competence through linguistic abilities by means of: reading, listening, speaking


Give and ask questions about places, cultures, and habits.


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CONTENTS OF THE ABILITIES.

BLOCK 2: ALL ABOUT LEARNING.


PERFORMACE

GRAMMAR

-Review ofprepositions ofplaces.-Review ofpresent simplequestions.-Like/love +infinitive and

gerund.

-Verbs-to expresspreferences.

-Imperatives.

VOCABULARY

-Learning styles

-School places.

-Classroom

materials.

Listening





-and checking

-and labeling





From:

-notes


-Sharing informationwith others-Expressing needs,feeling, and ideasrespecting each other.-Negotiate solutions toproblems, interpersonalmisunderstanding anddisputes-Listening to others



-Discuss and ask aboutleisure time activities-Rank activities-Complete and mindmap-Complete informationGroup words in

categories.



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BLOCK THREE.




SUBJECT: English


STARTING TIME : December 14th.

FINISH TIME: January 18th.



Lic. Victor Jcome.


2.-BLOCK OBJECTIVE

Develop the communicative competence through linguistic abilities by means of : reading, listening, speaking


Ask and answer questions about appearance, jobs, hairstyles, into in areal situations.


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CONTENTS OF THE SKILLS.

BLOCK 3: PERSONALITY AND APPEARANCE.


PERFORMACE

GRAMMAR

-Review ofarticles : a / an.-Have / has : toexpressobligation.

-Adjectives afterlinking verb be.

VOCABULARY

-Signs of the

zodiac

-Personality

characteristics

-Jobs

-Clothes

-Materials

-Parts of the body

-Movements

Listening





-and checking

-and labeling





From:

-notes





-Discuss past events-Give and ask forinformation aboutnatural phenomena-Give safety advice

DOCENTES DIRECTOR DE AREA VICERRECTOR ACADEMIC


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BLOCK FOUR.



AREA: Foreign language.

SUBJECT: English.


STARTING TIME : January 19th.

FINISH TIME: March 1st.



Lic. Victor Jcome.


2.-BLOCK OBJECTIVE




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BLOCK 4: RELATIONSHIPS.


PERFORMACE

GRAMMAR

-First conditionalsentences to talkabout futurepossibilities.-Review ofpossessives.

Future : going for

plans.VOCABULARY

Personality.

-Family members.

-Appereance.

Listening





-and checking

-and labeling





From:

-notes





-Predict a story from

pictures.

-Narrate past events.

-Rank information.

-Express ideas and

opinions.

-Agree and disagree.

-Make a pie chart.



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BLOCK FIVE.




SUBJECT: English.


STARTING TIME : March2nd.

FINISH TIME: April 13th.



Lic. Victor Jcome.


2.-BLOCK OBJECTIVE




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BLOCK 5: THE ENVIRONMENT.


PERFORMACE

GRAMMAR

-Passive voice insimple present.-Relativepronouns.-Frequencyadverbs.-Review ofquestions forms.

VOCABULARY

-Animals.

-Nature.

-Animal

trafficking.

-Environment

protection.

-Processes.

Listening





-and checking

-and labeling





From:

-notes





-Give and ask

information about

beliefs.

-Ascribe a past

experience.

-Ask about a past

experience.

-Describe a movie.

-Fill in a form.



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BLOCK SIX.




SUBJECT: English.


STARTING TIME : April 16th.

FINISH TIME: May 28th.



Lic. Victor Jcome.


2.-BLOCK OBJECTIVE




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BLOCK 6: ECUADOR AND OTHER AMERICAN COUNTRIES.


PERFORMACE

GRAMMAR

-Review ofpresent simple.-Comparative andsuperlativeadjectives.-Review of pastsimple.-Review of

question words.-Review of goingto.-Review ofimperative.-Passive voice.

VOCABULARY

-Sports.-Traditionaldresses.

-Ingredients tomake a Mexicandish.

Listening

-For general idea-for specific information-and selecting information-and completing information-and matching information-and ordering instructions-and checking-and labeling

-and putting the pictures in order.Reading-For general idea- for specific information-and labeling-and matching-and discussing-circling and underlining-and giving and option-and finding adjectives-completing-and checking


To:-give informationFrom:-notes-letters, spoken notes.




-Exchange informationabout adventuresactivities.-Compare and contrastplace.Describe traditionaldresses.



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BLOCK SEVEN.




SUBJECT: English.


STARTING TIME : May 29th.

FINISH TIME: July 10th.



Lic. Victor Jcome.


2.-BLOCK OBJECTIVE




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BLOCK 7: HEALTH AND SAFETY.


PERFORMACE

GRAMMAR

-Review ofpresent simple.-Modal verbsshould andshouldn`t.-Because forgiving reasons.-Modal verb can

and could forpossibility.VOCABULARY

-House/home.-Health.Review ofclassroommaterials.

Listening

-For general idea-for specific information-and selecting information-and completing information-and matching information-and ordering instructions-and checking-and labeling

-and putting the pictures in order.Reading-For general idea- for specific information-and labeling-and matching-and discussing-circling and underlining-and giving and option-and finding adjectives-completing-and checking


To:-give informationFrom:-notes-letters, spoken notes.




- Give advice abouthealth and safety.-Give instructions.-describe results of asurvey.



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VICENTE LEN TECHNOLOGICAL INSTITUTESCHOOL YEAR 2011 - 2012

ENGLISH LANGUAGE CURRICULUM- YEAR ONE OF BACHILLERATO

INFORMATIVE DATA:

Teacher: Lic. Mery Oa. Lcda. Vernica Charro. Lcda. Lorena Molina.Lic. Delia Mogrovejo Area: Foreign Languages

Subject: English Courses: First Year of Bachillerato A B C D E FTime: 180 hours Date: 06 / 09 / 11

Time andPeriodsWorkingdays

Days200

Weeks40

Teacherstraining

5 1

Unexpectedactivities

15 3

TOTAL36X5hours =

180180 hours per year

3560hours/eachterm

BASIC EDUCATION OUT PUT PROFILE:

Young Ecuadorian students who finish their basic education will be citizen capable to:

To be proud of being Ecuadorian, and value their identity, culture, symbols that are part of the Ecuadorian society.

To solve common problems, applying what their learn in the different subjects of the curriculum .

To share with others different time activities that help they personal performance throw sports, art, music, environment

projects, etc.

TRANSVERSAL AXELS:

Recognize the different ethnic and cultural characteristic of people around the world.

Protect the environment taking care our nature and following strategies to preserve the world for future generations.

Respect the life and the sexual behavior with responsibility.

SCHOOL YEAR ACHIEVEMENTS:

To develop the English curriculum with communicative methodology through linguistic competences.

To apply in the students acquisition of knowledge the syntactic, semantic, phonology and morphology of the new

language

To make conscious in the students the possibility to talk with other people about Ecuador, our culture, values, projects

and to receive similar information of other places.


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GENERAL AIM:

To support and innovate the English language teaching process in order to develop in the communicate competences that

include the input (listening and reading) and output (speaking and writing) with standards of competence anddemonstrating the use of values.

To process and understand the English curriculum with communicative methodology through:

LINGUISTIC COMPETENCES:

LISTENING.- To process and understand spoken messages.

READING .- to process and understand written messages.

SPEAKING.- to produce oral messages less complex than the receptive written and aural texts.

WRITING .- To produce written messages less complex than the receptive written and aural texts.

SPECIFIC AIMS:

STUDENTS

To develop an independent and critic learning process using the English language as an effective tool for personal anprofessional benefits.

To create and understand a variety of topics in English in order to obtain information and communicate with the teacherand classmates.

TEACHERS:

To interchange information with other English teachers and with experts about planning and methodology in order tomake our work more effective taking in mind the new curriculum design and the standards of competences

INTEGRATED CURRICULUM AXEL:

Listening, Reading, Speaking and Writing with communicative purposes.

CONTENTS OF THE COMPETENCE:


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Block No. 1TOPIC:FREE TIME

Block No. 2TOPIC:THE ENGLISHLANGUAJE

Block No. 3TOPIC:ELECTRICITY

Block No. 4TOPIC:THE NATURALWORLD

Documents

Planificaciones Idioma Extranjero 2011 - 2012