1.

DATOS INFORMATIVOS Career ANALISIS DE SISTEMAS Semester OCTOBER 2012- MARCH 2013 Level SYSTEMS 5TH Number of Credits 3 Section MORNING Weekly Classes 8

Subject ENGLISH III First Quarter OCTOBER-DECEMBER Teacher Lic. Gabriela R. Peralta P. Teachers personal contact gabu191988@hotmail.com

2. CONCEPTUALIZACIN DIDCTICA Interchange Third Edition uses high-interest themes to integrate speaking, grammar, vocabulary, pronunciation, listening, reading and writing. There is a strong focus on both accuracy and fluency. The underlying philosophy of the course remains that language is best learned when it is used for meaningful communication. In addition, every unit contains two cycles, each of which has a specific topic, grammar point, and function. The Units in Level 1 contain a variety of exercises, including a Snapshot, Conversation, Grammar Focus, Pronunciation, Word Power, Discussion, Listening, Writing, Reading, and Interchange activity. The sequence of these exercises differs from unit to unit. 3. OBJETIVOS Generales Inspire students to use the four skills of the English language in real situations. Encourage students to understand the importance of learning English. Especficos Stimulate students to acquire new grammar in an inductive way. Help students to internalize new vocabulary by using it in real conversations. Illustrate different speaking strategies, such as how to open and close conversations, ask follow-up questions, take turns, and use filler words. Emphasis on task-based listening activities and incorporate both top-down processing skills (e.g., making predictions) and bottom-up processing skills (e.g., decoding individual skills). Encourage students to read a variety of text types for different purposes. 4. UNIDADES Y CONTENIDOS Unidades y Subunidades Fechas

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UNIT 9 What does she look like? Appearance and dress; clothing and clothing styles; people Asking about and describing peoples appearance; identifying people Questions for describing people; What look like, how old, how tall, how long, and what color; modifiers with participles and prepositions Contrastive Stress Writing an e-mail describing people UNIT 10 Have you ever ridden a camel Past experiences; unusual activities Describing past experiences ; exchanging information about past experiences and events Present perfect yes/no questions, statements, and short answers with regular and irregular past participles; already and yet; present perfect vs. simple past; for and since Linked sounds Writing a letter to an old friend UNIT 11 Its a very exciting place Asking about and describing cities; asking for and giving suggestions; talking about travel and tourism Adverbs before adjectives Cant and Shouldnt Writing a magazine article UNIT 12 It really works Talking about health problems Infinitive complements Reduction of to Writing a letter to an advice columnist 5. RESULTADOS DEL APRENDIZAJE
Resultado del Aprendizaje

October 2 October 15

October 16 November 1

November 5 November 15

November 16 November 26

Resultados esperados (habilidades, destrezas, deberes)

To use descriptive words in order to say how people look like. To use past tenses to talk about past experiences. To use adverbs and model verbs to talk about hometowns, cities and countries.

Listening For general ideas and specific information: - confirm ideas - share ideas - get a good pronunciation - follow orders Reading: For general ideas and information specific: - know basic information on the English language - complete texts - make summaries Speaking: To: - activate the general knowledge - interchange ideas - ask and to answer ideas - play the role - ask and give information

To use infinitive complements and model verbs for requests and suggestions

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Writing : To: - give information of: - notes - letters - spoken notes 6. EVALUACION
Resultados esperados
Listening For general ideas and information: - confirm ideas - share ideas - get a good pronunciation - follow orders Reading: For general ideas and information specific: - know basic information - complete texts Speaking: To: - activate the general knowledge - interchange ideas - play the role Writing : To give information of: - notes - letters - spoken notes Listening For general ideas and specific information: - share ideas - get a good pronunciation - follow orders Reading: For general ideas and information specific: - complete texts - make summaries Speaking: To - activate the general knowledge - interchange ideas - ask and to answer ideas - play the role Writing : To give information of: - notes - letters - spoken notes Listening For general ideas and specific information: - confirm ideas - share ideas - get a good pronunciation Reading: For general ideas and information specific: - know basic information on the English language - complete texts - read complementary information Speaking: To activate the general knowledge - ask and to answer ideas - play the role - give opinions Writing :

Instrumento de evaluacin
Work in class: Class activities Assistance Class participation Materials Extra class activities: Homework Quiz Unit test

Calificacin
20 points

Fecha Aproximada

October 2- October 12

20 points

October 2- October 12

20 points

October 15

Work in class: Class activities Assistance Class participation Materials Extra class activities: Homework Lessons Unit quiz

October 16 October 31 20 points October 16 October 31 20 points

20 points

November 1

Work in class: Class activities Assistance Class participation Materials Extra class activities: Homework Lessons Unit quiz

November 5 November 14 20 points November 5 November 14 20 points

20 points

November 15

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To give information of: - notes - comparison of prices - spoken notes Listening Work in class: For general ideas and specific information: Class activities - confirm ideas Assistance - share ideas Class participation - get a good pronunciation Materials - Intonation in question Extra class activities: Reading: Homework For general ideas and information Lessons specific: Unit quiz - complete texts - Reading about a famous person Speaking: To activate the general knowledge - interchange ideas - ask and to answer ideas - play the role - make invitations Writing : To: - give information of: - text messages - letters - spoken notes

November 16 November 23 20 points

November 16 November 23 20 points

20 points

November 26

7.

ESTRATEGIAS METODOLOGICAS READING: The dialogs and texts present real-life situations and language to help students understand the language of the designs word; so, they are related to the learners own experience. The task are designed to develop a great variety of reading strategies, such as skimming, scanning, matching texts to pictures, etc. text analysis is also a relevant feature of this book: students have to look for information , find reference signals, identify cohesion devices o distinguish facts and opinions. Checking new vocabulary and grammar. LISTENING: the text include conversations (e.g. theyre perfect for you), interviews, descriptions of places, etc. It can be helpful to start the listening tasks with a pre-listening activity such as pre-teaching vocabulary, brainstorming the topic, etc. Listening for specific information in short descriptions.

SPEAKING: Here the students are asked to combine all they have learned. The pronunciation practice aims at increasing self-confidence when dealing with customers. Intonation, rhythm and stress are highlighted as essential for conveying the appropriate professional attitude-formality, politeness, respect and enthusiasm.

WRITING: is based on two assumptions: (i) writing is an interactive process where the writer tries to communicate something to a real or imaginary reader; (ii) the organization of ideas is as important as grammatical accuracy. Consequently, the students are encouraged to write complete, coherent texts. Internet Work: History and development; information, lyrics, etc. Whole class activities, gathering information, sharing facts or ideas previously learned in a group work activity.

8. BIBLIOGRAFIA Basic

RICHARDS, Jack C et al. (2010): Full Contact INTERCHANGE, Cambridge University Press,
Printed in Hong Kong, China: Students and Teachers Books

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 RICHARDS, Jack C et al. (2010): Full Contact INTERCHANGE, Cambridge University Press,
Printed in Hong Kong, China, Students Books

DICTIONARY: Spanish-English, English-Spanish.

Web Sites Complementary

McCARTHY M (1999) English Vocabulary in Use. Cambridge University Press. Great Britain. RICHARDS J. (1997) New Interchange 1: English for international communication. Cambridge
University Press. UK www.theenglishvocabulary.com/vocabulary www.teachingenglish.org.uk http://www.britishcouncil.org/learnenglish www.macmillan.com.mx

Search Engines http: // www.google.com http://www.ask.com

Fecha:

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PLANIFICACION DE UNIDADES DIDACTICAS Datos Informativos PLANIFICACION DE UNIDADES DIDACTICAS Datos Informativos Subject: English III Teacher: Lcda. Gabriela Peralta Unit: 9 Name of the Unit: What does she look like? Level: Systems 5th Section: Morning Semester: October March First Quarter Weekly Classes: 3 Length of Unit: From October 2 to October 15 Objective of the Unit: The students will be able to use descriptive words in order to say how people look like. CONTENT What must the student learn? SKILLS What does the student have to know? METHODOLOGICAL STRATEGIES How do I teach? RESOURCES What should I use for teaching? Material Resources Books Dictionaries Pens Pencils Markers Boards Technical Resources Handouts Flash cards Technological Resources Computers Internet CDs CD player DVD Video Television DVD player What instruments should I use to evalute skills? Work in class: Class activities Assistance Class participation Materials Extra class activities: Homework Lessons Unit quiz Grading Approximate date

-Appearance and dress ;clothing and clothing styles ;people -Questions for describing people -Modifiers with participles and prepositions -Contrastive stress in responses

Listening - Listen to descriptions of people ; identify people -Listen for details - Understand the American accent Reading: - Read about clothing styles -Scan and read for details - Identify groups of words in context Speaking: - Ask about and describe peoples appearance; identify people -Notice changes in stress and apply it when speaking Writing : -Write an e-mail in order to describe people -Use the right punctuation and expressions when writing an e-mail

Being a facilitator: the teacher is not the only source of knowledge Using a deductive method, so students can learn the function of a grammar structure by themselves Using a variety of situations so students can keep motivated Assigning students to do research Students have to get an English dictionary

20 points

October 2- October 12

October 2- October 12 20 points October 15 20 points

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PLANIFICACION DE UNIDADES DIDACTICAS Datos Informativos Subject: English III Teacher: Lcda. Gabriela Peralta Unit: 10 Name of the Unit: Have you ever ridden a camel? Level: Systems 5th Section: Morning Semester: October-March First Quarter Weekly Classes: 3 Length of Unit: From October 29 to November 1 Objective of the Unit: The students will be able to use past tenses to talk about past experiences. CONTENT What must the student learn? SKILLS What does the student have to know? METHODOLOGICAL STRATEGIES How do I teach? RESOURCES What should I use for teaching? Material Resources Books Dictionaries Pens Pencils Markers Boards Technical Resources Handouts Flash cards Technological Resources Computers Internet CDs CD player DVD Video Television DVD player What instruments should I use to evalute skills? Work in class: Class activities Assistance Class participation Materials Extra class activities: Homework Lessons Unit quiz 20 points Grading Approximate date October 16 October 31

-Past experiences; unusual activities -Present perfect yes-no and Whquestions, statements, and short answers with regular irregular past participles; already and yet; present perfect vs. simple past; for and since -Liked sounds

Listening -Listen to descriptions of events - Distinguish the main idea - Understand the American accent Reading: -Read and discuss interviews about risky sports - Identify groups of words in context Speaking: -Describe past experiences; exchange information about past experiences and events. - Sound natural by linking final \t\ and \d\ sounds in verbs with the vowels that follow Writing : -Write a letter to an old friend using the present perfect and simple past

Being a facilitator: the teacher is not the only source of knowledge Using a deductive method, so students can learn the function of a grammar structure by themselves Using a variety of situations so students can keep motivated Assigning students to do research Students have to get an English dictionary

20 points

October 16 October 31

20 points

November 1

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PLANIFICACION DE UNIDADES DIDACTICAS Datos Informativos Subject: English III Teacher: Lcda. Gabriela Peralta Unit: 11 Name of the Unit: Its a very exciting place! Level: Systems 5th Section: Morning Semester: October-March First Quarter Weekly Classes: 3 Length of Unit: From November 5 to November 15 Objective of the Unit: The students will be able to use adverbs and model verbs to talk about hometowns, cities and countries. CONTENT What must the student learn? SKILLS What does the student have to know? METHODOLOGICAL STRATEGIES How do I teach? RESOURCES What should I use for teaching? Material Resources Books Dictionaries Pens Pencils Markers Boards Technical Resources Handouts Flash cards Technological Resources Computers Internet CDs CD player DVD Video Television DVD player What instruments should I use to evalute skills? Work in class: Class activities Assistance Class participation Materials Extra class activities: Homework Lessons Unit quiz 20 points Grading Approximate date November 5 November 14

-Cities; hometowns; countries -Adverbs before adjectives; conjunctions: and , but, though, and however; model verbs can and should - The pronunciation of \t\ in cant and shouldnt

Listening -Listen to descriptions of cities and hometowns; listen for incorrect information -Listen for details Reading: -Read about famous cities -Read and discuss e-mail messages -Predict and read for specific information Speaking: -Asking about and describing cities ;asking for and giving suggestions ;talking about travel and tourism -Learn to sound natural when using cant and shouldnt Writing : -Write an article about a place using adverbs before adjectives, and conjunctions

Being a facilitator: the teacher is not the only source of knowledge Using a deductive method, so students can learn the function of a grammar structure by themselves Using a variety of situations so students can keep motivated Assigning students to do research Students have to get an English dictionary

20 points

November 5 November 14

20 points

November 15

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PLANIFICACION DE UNIDADES DIDACTICAS Datos Informativos Subject: English III Teacher: Lcda. Gabriela Peralta Unit: 12 Name of the Unit: It really works Level: Systems 5th Section: Morning Semester: October-March First Quarter Weekly Classes: 3 Length of Unit: From November 16 to November 26 Objective of the Unit: The students will be able to use should in order to give suggestions about health problems. CONTENT What must the student learn? SKILLS What does the student have to know? METHODOLOGICAL STRATEGIES How do I teach? RESOURCES What should I use for teaching? Material Resources Books Dictionaries Pens Pencils Markers Boards Technical Resources Handouts Flash cards Technological Resources Computers Internet CDs CD player DVD Video Television DVD player What instruments should I use to evalute skills? Work in class: Class activities Assistance Class participation Materials Extra class activities: Homework Lessons Unit quiz 20 points Grading Approximate date November 16 November 23

-Health problems; medicine and remedies; products in a pharmacy -Infinitive complements; modal verbs should for suggestions; model verbs can, could and may for requests -Reduction of to

Listening -Listen to health problems and advice -Listen for specific information -Notice the reduction of to in conversations Reading: -Read about natural product as medicine -Understand the sequence of information Speaking: - Talk about health problems; ask for and give advice; make requests; ask for and give suggestions -Discuss difficult situations using infinitive complements Writing : -Write a letter to an advice columnist using model verbs for requests ;write a response using suggestions

Being a facilitator: the teacher is not the only source of knowledge Using a deductive method, so students can learn the function of a grammar structure by themselves Using a variety of situations so students can keep motivated Assigning students to do research Students have to get an English dictionary

20 points

November 16 November 23

20 points

November 26

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