Bienvenidos generación 2018

Bien!!
Eres muy bienvenido a nuestro Blogg.

A lo largo de este Semestre en esta página  irás encontrando las actividades que vamos a desarrollar

Te presento el programa de  nuestro Curso de Ingles I

1.    Purpose of the Disciplinary Area of Communication

The basic disciplinary competence of communication is related to the student´s ability to communicate effectively in Spanish and in a second language in different contexts, using distinct means and instruments.

The learners who have developed this competence can read critically, communicate and support his/her own ideas in an effective way with clear speaking and writing. In addition to these, they will use the information and communication technologies with a critical thinking for different purposes.

The competence of communication leads to analyze the nature of the language and as a tool for logical thinking.

2. Purpose of the Subject

At the end of the first semester, the students will use the elements of language to express the activities they are doing now, in the past, and to share or request personal information from other people with simple phrases and tasks that require a simple and direct exchange of information of their environment and immediate needs. In addition, they will continue practicing the language skills to achieve an efficient interaction with students and to promote the collaborative work with others.

The key learning points that English I helps to develop are:

Communication Key Learning Points
Competence	Component	Content
Students will communicate, interact, and collaborate with others (transverse axis for all subjects from Communication and Social Sciences as disciplinary fields).	Communication: interpersonal relationships Integration of learning communities Contextualization of learning communities through students' interests and academic experiences	Collaborative work in classroom as a basis for the integration of the learning community.
	Reading, writing and oral production as learning sources and abilities practice.	The importance of language and grammar role in it
Reading, writing, speaking and listening.	The importance of reading to writing production	Argumentative text
	The importance of reading to writing in based argument	The text as resource information and new ideas

Communication Key Learning Points
Competence	Component	Content
Providing reasonable opinions from the point of making a text	The justification of the student’s opinion with an argument. The solid construction of one´s original perspective	The argumentative writing. The original argumentative writing
Technology, information, communication and learning.	Technology and human development Generation and responsible use of information for learning Web-based learning Creation of contents for learning Use of technology to enhance web-based learning	The impact of technology on human development Responsible use of information Learning and innovation In and from the web Programming to learn

1. Scopes of the Graduate Profile to Contribute to the English I Study Program

SCOPE	GRADUATE PROFILE
LANGUAGE                 AND COMMUNICATION	He/She expresses clearly in English in an oral and written forms. Identifies the main ideas in a text or speech and infers conclusions from them, obtains and interprets information and gives reasons efficiently. Communicates in English fluently and naturally.

The high school graduate profile, expressed in individual areas, outlines the kind of student who is being sought.

Through the achievement of learning outcomes in this course, the following areas are gradually developed:

LANGUAGE AND COMMUNICATION

The student expresses himself/herself clearly in English in oral and written form. They identify the key ideas in a text or in an oral speech, and infers conclusions from them, the student gets and interprets information and argues efficiently. He /She communicates himself/herself in English fluently and naturally.

SOCIOEMOTIONAL SKILLS AND LIFE PROJECT

The student is aware of them and determined; he/she develops healthy interpersonal relationships, self-regulates, can face adversity and act with efficiency and recognizes the need to ask for support. They can build a living project with personal goals. They establish goals and seek to take advantage

of their options and resources. They make decisions that give him/her current comfort, opportunities, and he/she knows how to deal with future risks.

COLLABORATION AND TEAMWORK

The student works in teams in a constructive way and applies a participative and responsible leadership, he/she proposes alternatives to act and solve problems. The student assumes a constructive attitude.

DIGITAL SKILLS

The students use the Information and Communication Technologies in an ethic and responsible way to investigate, to solve problems, to generate materials, and to express ideas. They take advantage of these technologies to develop ideas and innovations.

2. Content Structure

Six elements of curricular organization have been considered in the design of the study programs of the disciplinary field of Communication with the purpose of promoting the depth of student learning; of avoiding different curricular formats; of favoring inter- subject relationships and of bettering guidance of the teaching practice:

Content structure

Concept	Definition
Competence	It organizes concepts, skills and attitudes of the disciplinary fields and is the benchmark for promoting inter-subject relationships.
Component	It generates and/or integrates the contents and it responds to specific organization forms to each field or discipline.
Content	It corresponds to key learning point. It is the highest-ranking content in the study program.
Specific content	It corresponds to the central contents and by their specificity; they establish the reach and depth of their approach.
Expected learning outcomes	They are descriptors of the learning process and performance indicators that students must achieve for each of the specific contents.
Evidence of learning	It corresponds to the expected learning outcomes and to the specific contents; they are the evidences of the achievement of the expected learning outcomes.

The following table describes the contents teachers must include in the lesson plans to achieve, by the end of the course, an A1 level of English. The table includes proposals of evidence of learning that teachers should use as part of their course design.

3.  Contents Table of English I

Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
Students will communicate, interact, and collaborate with others (transverse axis for all subjects from Communication and Social Sciences as disciplinary fields).	Communication and interpersonal relationships. Integration of learning communities Contextualization of learning communities through students' interests and academic experiences	Collaborative work in classroom as a basis for the integration of the learning community.	Hi, What's up! I want to know about you.	Students activate previous knowledge. Students write and upload to an online blog a short dialogue in which they use greetings and the questions What's your name? Where are you from? How old are you? and How do you spell…? in order for them to get to know other individuals.	A written dialogue uploaded in an online blog in which they use greetings and the questions What's your name? Where are you from? How old are you? and How do you spell…? in order for them to get to know other individuals.
Students will communicate, interact, and collaborate with others (transverse axis for all subjects from Communication and Social Sciences as disciplinary fields).	Communication and interpersonal relationships. Integration of learning communities Contextualization of learning communities through students' interests and academic experiences	Collaborative work in classroom as a basis for the integration of the learning community.	Making questions	Students are required to use verb to be in present simple, in its interrogative form to get information from other people. Students design a survey to get information about a person's occupation by asking about his/her name, age, and objects that the interviewed individual uses at work.	A survey to know about people's occupations

Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
Students will communicate, interact, and collaborate with others (transverse axis for all subjects from Communication and Social Sciences as disciplinary fields).	Communication and interpersonal relationships. Integration of learning communities Contextualization of learning communities through students' interests and academic experiences	Collaborative work in classroom as a basis for the integration of the learning community.	How many people are there in your family? What do they do? What do they usually have for breakfast?	Students use the affirmative form of verb to be in present simple as well as personal pronouns to provide their own information in written form. Students understand the use of verb to be in present simple in affirmative form and personal pronouns to describe people. Students use vocabulary related to family members. Students use possessive adjectives to talk about their relationship with family members. Students use some verbs in present simple to talk about their daily activities and other people's routines. Students use frequency adverbs to emphasize how often their activities are performed. Students draw a family tree and include basic information about themselves and two relatives (name, age, occupation, and physical appearance). Students include in their family tree their daily routines by using some verbs and frequency adverbs. Students write about the daily routine of two more family members, using verbs and frequency adverbs properly.	A family tree providing students description and daily routine and the descriptions and daily routines of two members of their families

Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
Students will communicate, interact, and collaborate with others (transverse axis for all subjects from Communication and Social Sciences as disciplinary fields).	Communication and interpersonal relationships. Integration of learning communities Contextualization of learning communities through students' interests and academic experiences	Collaborative work in classroom as a basis for the integration of the learning community.	I have a T.V in front of my bed	Students describe their bedrooms by using indefinite articles and vocabulary related to furniture. Students talk about things that can be found in their bedrooms by using three sentences with there is and three others using there are. In the sentences they also make use of adjectives, colors, and prepositions of place to say where things are. Students use the structures there is not and there are not to talk about things that cannot be found in their classroom.	Six sentences about three things that can be found at home and three things that cannot be found in the student's classroom. The sentences include prepositions of place, adjectives, colors, and the structures there is/ there are/there is not/ there are not.
Providing reasonable opinions from the point of making a text	The justification of the students’ opinion with an argument. The solid construction of one´s original perspective.	The argumentative writing. The original argumentative writing.	My father does not work in the afternoon.	With help of the family tree they created before, students write ten yes/no questions by using present simple to know about the other students' relatives. By using present simple, students write five affirmative sentences and five negative sentences.	Ten interrogative sentences in present simple. Five affirmative sentences in present simple Five negative sentences in present simple
Technology, information, communication and learning.	Technology and human development. Creation and responsible usage of the information for learning. Web-based learning. Creation of contents for learning. Use of technology to enhance web-based learning.	The impact of technology on human development. Responsible use of information. Learning and innovation. In and from the web.	Do you know about the latest and most advanced gadget? How is the gadget? How much is it?/How much does it cost?	Students work in teams to use verb to be in present simple and adjectives to describe three gadgets. Students write four sentences (two comparative sentences in negative form and two superlative sentences) that help them to explain which of the three gadgets described, is the one that best adapts to their needs.	Students write and upload to an online blog seven sentences describing and comparing gadgets

Competence	Component	Content	Specific content	Expected learning outcome	Evidence of learning
		Programming to learn.
				Students read a tourist guide of a city and recognize the most important places to ask information about them.
				Students use prepositions of movement to express how to get to some places.
Reading, writing, speaking and listening.	Reading, writing and oral production as learning sources and abilities practice. The importance of reading to writing production. The importance of reading to writing in based argument	The importance of language and grammar role in it. Argumentative text. The text as resource information and new ideas	How can I get to the church?	Students use there is and there are to talk about public spaces. Students use indefinite articles. Students use Wh questions and directions to get to different public spaces. Students use vocabulary about the name of different places. Students use questions to ask for directions on how to get to a place.	A video portraying people asking about the existence of eight different places in a city and ask for directions to get to those places.
				Students write, perform and tape a sketch in which they ask for the existence of eight different public venues and get directions to arrive to three of those places.

Communication Key Learning Points
Competence	Component	Content
Providing reasonable opinions from the point of making a text	The justification of the student’s opinion with an argument. The solid construction of one´s original perspective	The argumentative writing. The original argumentative writing
Technology, information, communication and learning.	Technology and human development Generation and responsible use of information for learning Web-based learning Creation of contents for learning Use of technology to enhance web-based learning	The impact of technology on human development Responsible use of information Learning and innovation In and from the web Programming to learn

Para apoyar nuestros aprendizajes deberás 

1. Descargar dos aplicaciones que jugaras TODOS LOS DÎAS, Tomarás captura a diario y al final de la semana las imprimirás como evidencia. Empezando con 5 y aumentarás 5 palabras y así sucesiva mente, si tu aprendes 5 palabras cada día al final del semestre habrás alcanzado alrededor de 500 y eso ampliará tu vocabulario y como es un juego, te divertirás sigue la liga esta en playstore...  imagen solo de referencia..https://play.google.com/store/apps/details?id=net.wordbit.enes&hl=es
2. También instalarás DUOLINGO y lo jugarás a diario, tomaras captura y me la enviarás por whats cada dia de la semana, Puedes enviarme tu evidencia o No, pero al final de la semana imprimiràs todas las capturas en pequeño..
   ..imagen solo de referencia.https://play.google.com/store/apps/details?id=com.duolingo&hl=es_419.

1. Deberas responder un examen de diagnostico de Cambridge y capturar tus resultadoshttp://www.cambridgeenglish.org/es/test-your-english/adult-learners/
2. Cuaderno forrado  de Verde , con tus generales y con logotipo del CBTA sigue la liga.https://roma-actividades.blogspot.mx/2016/09/logotipo-cbta-1-dr-mario-castro-gilla.html 
3. Tendrás una tarea permanente, hacer cada clase 5 verbos 5 veces cada uno en 7 tiempos, sigue la liga pues ahí encontrarás las listas de verbos de donde harás la tarea.https://roma-actividades.blogspot.mx/2017/02/
4.  Escribe en una hoja de máquina el recado para tus papás y que lo firmen ellos y tu

Explicación del uso de APP`s, sigue la liga
https://blog.abaenglish.com/es/cuantas-palabras-hay-que-aprender-para-comunicarse-en-ingles/

Anexo recado para tus padres necesito lo incluyas a tu portafolio de evidencias  ya firmado, este si en tamaño medianito para que lo lea tiene valor en tu calificaciòn pues necesito que tus padres estén enterados

La Partida Coahuila a _______ de Agosto de 2018

Buen día Señor, Señora

Por este medio le envió un cordial saludo y me pongo a sus órdenes,  su hijo(a) Cursará la Asignatura de Ingles I con su servidora, para lo cual necesito este enterado, apoye y autorice los procesos que desarrollaremos.

Durante el curso tendremos tres horas de clase por semana una de ellas la desarrollaremos en el Laboratorio de idiomas, Cada clase su hijo(a) deberá cumplir en forma y fecha de una tarea permanente que son 5 verbos en ingles repetidos 5 veces cada uno en siete formas diferentes, además de páginas del libro contestadas, audio grabados por whatsapp, es decir leerá lecturas del libro y me las enviará dos veces cada una. (Todas son en inglés)

 ES IMPORTANTE Si por alguna razón su hijo (hija) no cuenta con celular, puede enviar su trabajo de algún otro equipo, en la escuela puede grabarlos con algún compañero, o notificarme su situación particular, así mismo si no tiene acceso a internet, en la escuela contamos con el servicio gratuito México Conectado, al cual podrá acceder en el laboratorio de computo después de sus clases en un horario de 8 a 16:00, de cualquier manera notificarme cualquier situación  oportunamente.

 Se desarrollarán algunos proyectos por Internet. Para demostrar el cumplimiento deberá capturar la pantalla e imprimirlas pero las impresiones deberán contener las imágenes en miniatura para que no sean muchas hojas

Así como publicación de proyectos en redes sociales FB o YouTube, siempre cuidando la integridad de su persona. También llevaremos un Libro que tiene carácter de obligatorio los cuales serán facilitados en la escuela por la editorial.

Como usted sabe estamos formando el carácter y personalidad de los jóvenes, por tal es muy importante nos apoye con el cumplimiento del reglamento escolar referente al uniforme, hombres Cabello corto sin pintura ni corte estilizado, no aretes o perforaciones,  no cortes ni figuras o raya en el cabello, playera del uniforme y pantalón de mezclilla azul, no roto ni entubado o deslavado y Zapato negro, no tenis  Mujeres falda del uniforme larga a la rodilla no arriba, playera del uniforme, cabello normal no pintado de colores extravagantes.

El uso del Celular está restringido a discreción dentro del salón de clase y de no cumplir podrá ser decomisado y llevado a orientación educativa hasta por dos semanas-

Para cualquier cosa me pongo a sus órdenes, con toda confianza, a través del tutor de grupo

Atte.

Ing. Elsie Rodríguez Domínguez.      

Nombre y Firma;_______________________________________________

Padre , Madre o Tutor

Estoy a tus órdenes para cualquier duda por whatsapp o FB


 COMENTA AQUI PARA MI REGISTRO!!!