HOJA DE ASIGNATURA CON DESGLOSE DE …€¦ · Web viewSECCIÓN A. Nombre de la asignatura....

CARRERA O ESPECIALIDADMECATRONICAASIGNATURA

INGLÉS (MASTER 1A).

SECCIÓN A

1. Nombre de la asignatura Inglés. (Nivel Master 1A).

2. Competencias The student will be able to demonstrate good control of basic and complex grammatical structures that allow for coherent, efficient (automatic) expression of relevant ideas. Contains generally effective word choice. Speech is generally clear, fluid, and sustained. It may include minor lapses or minor difficulties with pronunciation or Intonation.

3. Cuatrimestre4. Horas Prácticas 185. Horas Teóricas 426. Horas Totales 607. Horas Totales por Semana

Cuatrimestre4

8. Objetivo de la Asignatura That student becomes able to communicate in oral and written ways using simple and complex structures.

Unidades Temáticas HorasPrácticas Teóricas Totales

I. Identity/Global Views 14 6 20II. Fame and Fortune/Ups and Downs. 14 6 20III. Great lives & In the near future. 14 6 20

Totales 42 18 60

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UNIVERSIDAD TECNOLÓGICA DE TAMAULIPAS NORTE

PLANEACIÓN DE ASIGNATURA



UNIDADES TEMÁTICAS 1. Unidad Temática I. Identity/Global Views2. Horas Prácticas 143. Horas Teóricas 64. Horas Totales 20

5. Objetivo Talking about individual and group identity, comparing past and present habits, agreeing and disagreeing, discussing wishes, evaluating stereotypes.

Temas Saber Saber hacer Ser Fecha planeada por semana

Identity Progressives, used to, and would for habits. Wish + would/wouldn´t

Would + always/never for past habits

Identity

Talking about individual and group identity, comparing past and present habits, agreeing and disagreeing, discussing wishes, evaluating stereotypes.

ProactiveRespectfulResponsiblePunctualCapacity for analysis and synthesisAutonomous learning Teamwork Creative Esteem Assertive Systematic

ENERO 7-16

Global Views Stative verbsRepeated and double comparativesMore and less ascomparatives

Talking about globalizationDiscussing global citizenshipGiving opinionsAbout multinational corporationsGiving opinions on new mediaDescribing gradual changes


ENERO 17-30

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

Ss will be able to give opinions about individual and group identity.Ss will be able to compare past habits and situations to present habits and situationsSs will be able to talk about behavior or situations that you wish were differentSs will be able to discuss stereotypes

1. Reading for different purposes.

2. Pronunciation: voiced and voiceless consonants.

3. Grammar: progressives, used to, and would for habits.

4. Language use: listening to an interview.

5. Speaking: agreeing and disagreeing.

6. Grammar: wish + would/wouldn’t

7. Language use: contributing to a question and answer page.

Mastermind 1A student’s book exercises.SpeakingListeningReadingWriting

Mastermind 1A workbook exercises.GrammarVocabulary

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

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

% de la Evaluación de la Unidad

Student’s book units 1 & 2 listening, speaking, reading and writing activities. 10%

Workbook units 1 & 2 listening, grammar and vocabulary activities. 10%

Oral presentation and conversation. 50%

Written test. 20%

Wrap up 10%

Evaluation: From Sep 22nd. to Sep 29th.

10 = Autónomo(AU) o Competente Autónomo (CA)9 = Destacado (DE) o Competente Destacado (CD)8 = Satisfactorio (SA) o Competente (CO)

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1-7 = No Acredita (NA)

Proceso enseñanza aprendizaje

Métodos y técnicas de enseñanza Medios y materiales didácticosInductive approach.Language in use: introduces students to the target grammar in a realistic reading or listening context.Notice: Focuses on a guided inductive presentation that uses examples from the text in the previous step.Practice: is a written exercise that enables the students to apply and confirm their hypotheses from the Notice stage and gives them controlled practice in the use of the target grammar.Now you do it: the final step is a one step communicative activity that allows students to practice the new grammar in a personalized context making it more relevant and more memorable.

Student bookWorkbookAudio tracks Video clipsWhite boardInternet web siteLaptop ProjectorSpeakers

Espacio Formativo

Aula Laboratorio / Taller Empresa

X

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UNIDADES TEMÁTICAS

1. Unidad temática II. Fame and Fortune/Ups and Downs.2. Horasprácticas 143. Horasteóricas 64. Horastotales 20

5. Objetivo

Students will be Reporting anecdotes, talking about moods and attitudes, describing people’s qualities, discussing fame, clarifying misunderstandings, evaluating an argument, talking about moods and attitudes, talking about hypothetical situations in the pastdescribing regrets, thanking others, praising others


Fame and Fortune/Ups and Downs

Reported speech-past tense shiftsReported speech-modalsTime and place word changesRecycle modals

Reporting anecdotesTalking about moods and attitudesDescribing people’s qualitiesDiscussing fameClarifying misunderstandings


FEBRERO 2-13

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Fame and Fortune/Ups and Downs

Noun clauses as objects Third conditionalRecycle say/tellModals other than would

Evaluating an argumentTalking about moods and attitudes Talking about hypothetical situations in the pastDescribing regretsThanking othersPraising others


FEBRERO 16-27


Orally the students will be :

Reporting anecdotesTalking about moods and attitudesDescribing people’s qualitiesDiscussing fameClarifying misunderstandingsEvaluating an argumentTalking about moods and attitudes Talking about hypothetical situations in the pastDescribing regretsThanking othersPraising others

1. Grammar: Reported speech-past tense shifts.

2. Language use. Listening to a gossip-columnist.

3. Reading: reading for different purposes.

4. Language use: writing a web site post.

5. Grammar: reported speech-modals.

6. Listening: understanding discourse markers.

7. Grammar: noun clauses as objects.

8. Language use: reading a newspaper feature.

9. Grammar: third conditional.10. Writing: writing a thank-you

message.11. Language use: talking about

having a positive attitude.



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Student’s book units 3 & 4 listening, speaking, reading and writing activities. 10%



Written test. 20%

Wrap up 10%Evaluation: from Oct 27th. to Oct 31st.

10 = Autónomo (AU) o Competente Autónomo (CA)9 = Destacado (DE) o Competente Destacado (CD)8 = Satisfactorio (SA) o Competente (CO) 1-7 = No Acredita (NA)




Espacio Formativo


X

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UNIDADES TEMÁTICAS 1. Unidad Temática III. Water, Water Everywhere/Guardians of Tradition

2. HorasPrácticas 143. HorasTeóricas 6

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4. HorasTotales 20

5. Objetivo

The students will be describing a place of business, discussing the business of water and water use, talking about environmental issues, suggesting alternatives, explaining reasons for and purposes of things, describing a tradition in your country, giving opinions about traditions and rituals, evaluating changing company models, describing personal rituals


Water, Water Everywhere The passive (including present and past perfect passive)Expressions of purposeBy + agent

Describing a place of businessDiscussing the business of water and water useTalking about environmental issuesSuggesting alternatives


MARZO 2-13

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Guardians of Tradition Verb + gerundVerb + object + infinitiveRecycle be used to vs. used toRecycle sentence structure

Explaining reasons for and purposes of thingsDescribing a tradition in your countryGiving opinions about traditions and ritualsEvaluating changing company modelsDescribing personal rituals


MARZO 16-27


Orally the students will be: Describing a place of businessDiscussing the business of water and water useTalking about environmental issuesSuggesting alternativesExplaining reasons for and purposes of thingsDescribing a tradition in your countryGiving opinions about traditions and ritualsEvaluating changing company modelsDescribing personal rituals

1. Grammar: the passive.2. Reading. Inferring.3. Language use contributing to

an online debate.4. Listening to an appeal by a

non-profit organization.5. Speaking: suggesting

alternatives6. Listening for main ideas.7. Language use: reading an

excerpt from a book.8. Language use: talking about

personal rituals.9. Writing: avoiding run-on

sentences.



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Student’s book units 5&6 listening, speaking, reading and writing activities. 10%



Written test. 20%

Responsibility, teamwork, cleanliness and order. 10%

Evaluation: From Nov 23. to 27 DE MARZO

10 = Autónomo (AU) o Competente Autónomo (CA)9 = Destacado (DE) o Competente Destacado (CD)8 = Satisfactorio (SA) o Competente (CO) 1-7 = No Acredita (NA)




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Espacio Formativo


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

Capacidad Criterios de Desempeño

Interpret verbal messages and ideas inconversations on topics of their environment immediate (personal and professional), identifying phrases and vocabulary known to respond according to the situation.

During a conversation, slowly and clearly: 1. React properly in a no verbal way and indicates that continues with the thread of theconversation. 2. Indicate the topic or main idea of the conversation. 3. Performs simple instructions.

Express messages and verbal ideas about activities and every day matters, using expressions and short phrases, toexchangeinformation.

Make a description of his condition of life and work and daily activities with a short phrases list or short statements.

Read texts about about their job environment that contain common words or that are written with a daily vocabulary through reading strategies in order to obtain information about their profession.

Express the main idea of the text. Localizes specific and predictable information in written material of daily use and separates the required information. Performs simple instructions in a text.

Elaborate notes and short messages with known vocabulary and from their close environment in order to attend immediate needs of the organization.

Answer y write notes and short messages with short phrases matched by connectors such as and, but, because with misspellings. Requisite formats according to the required information.

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FUENTES BIBLIOGRÁFICAS

Autor Año Título del Documento Ciudad País Editorial

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

(2006) Sky High 2 Bangkok Thailand Macmillan

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

(2006) Attitude 2 D.F. México Macmillan

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

(2006) Interchange 2 3rd. Edition New York USA Cambridge

Maggs, P., Smith, C., Kay, S., Jones V.

(2008) New American Inside Out Elementary

Bangkok Thailand Macmillan

Saslow, Joan &Ascher, Allen.

(2005) Top Notch 2 White Plains USA Pearson

Stempleski, Susan

(2005) World Link 2 Boston USA Thomson-Heinle

Adelson-Goldstein, J. &Wisniewska, I.

(2006) Step Forward 2 Hong Kong China Oxford University Press

(2007) Diccionarioespañol-inglés. Selangor Malasia Macmillan de México

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

Milán Italia Longman

Mickey Rogers 2011 Mastermind 1A Thailand Macmillan

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SECCIÓN B

Nota: este apartado deberá ser llenado obligatoriamente cada cuatrimestre en donde se imparta la materia. En caso de no tener observaciones, plasmarlo por escrito.

Observaciones a la materiaEn el presente plan de trabajo no se plasma el número de Inglés ni del tetramestre, sólo se menciona el nivel del libro que se utilizará como manual de la materia, ya que ésta, se está cursando por niveles de conocimiento, el cuál es determinado por un exámen de ubicación.

APROBACIÓN

FIRMA DEL DOCENTE FIRMA DEL DOCENTE FIRMA DEL DOCENTE FIRMA DEL DIRECTOR

NOMBRE DEL DOCENTE

NOMBRE DEL DOCENTE

NOMBRE DEL DOCENTE

NOMBRE DEL DIRECTOR

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

Progressives, used to, and would for habits . Wish + would/wouldn´t

Would + always/never for past habits

Identity n/a Talking about individual and group identity, comparing past and present habits, agreeing and disagreeing, discussing wishes, evaluating stereotypes.

Stative verbsRepeated and double comparativesMore and less ascomparatives

Global Views n/a Talking about globalizationDiscussing global citizenshipGiving opinionsAbout multinational corporationsGiving opinions on new mediaDescribing gradual changes

Reported speech-past tense shiftsReported speech-modalsTime and place word changesRecycle modals

Fame and Fortune

n/a Reporting anecdotesTalking about moods and attitudesDescribing people’s qualitiesDiscussing fameClarifying misunderstandingsEvaluating an argumentTalking about moods and attitudes Talking about hypothetical situations in the pastDescribing regretsThanking othersPraising others

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Noun clauses as objects Third conditionalRecycle say/tellModals other than would

The passive (including present and past perfect passive)Expressions of purposeBy + agent

Verb + gerundVerb + object + infinitiveRecycle be used to vs. used toRecycle sentence structure

Ups and Downs

Water, Water Everywhere

n/a Describing a place of businessDiscussing the business of water and water useTalking about environmental issuesSuggesting alternatives

Guardians of Tradition

n/a Explaining reasons for and purposes of thingsDescribing a tradition in your countryGiving opinions about traditions and ritualsEvaluating changing company modelsDescribing personal rituals

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

Sello y Firma de la Dirección.

F-SE-17-IE/R00

HOJA DE ASIGNATURA CON DESGLOSE DE …€¦ · Web viewSECCIÓN A. Nombre de la asignatura....

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