Propuesta Curricular 2011-Men2

8/4/2019 Propuesta Curricular 2011-Men2

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ENGLISH IMMERSION PROGRAM 2011

PROPUESTA CURRICULAR 2011

English Teachers from Bolvar and Casanare Department

Jaider Armando Herazo Mrquez

Luz Amanda Rubiano Camargo

Manuel Mariano Beltrn Rodrguez

Meyra Regina Malo Romero

Oscar David Paternina Tapia

Nancy Duran G.

Programa Nacional de Bilingismo

Ministerio de Educacin Nacional

English Immersion Program Buenavista, Crdoba

August 8th, 2011


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PROPUESTA CURRICULAR 2011 - MEN

1. PRESENTACIN

1.1. QU ES Y DE DONDE SE ORIGINA?

Esta propuesta curricular es motivada por el Ministerio de Educacin Nacional que

promueve el fortalecimiento del ingls como lengua extranjera en los diferentes niveles

del sector educativo a travs de programas de inmersin en ingls que permiten la

capacitacin a un grupo de docentes de ingls del sector oficial para mejorar sus

prcticas profesionales por medio de clases intensivas en el dominio y uso de la lengua

extranjera, implementacin de nuevas estrategias metodolgicas, estndares y el uso

de nuevas tecnologas para apoyar el aprendizaje del ingls en el aula.

La inmersin se desarroll en Buenavista, Crdoba, en el Zooparque Los Caimanes y

fue coordinado por un excelente grupo de docentes de la Universidad de Crdoba

quienes brindaron un fenomenal apoyo a todos los docentes de ingls que participamos

en esta inolvidable inmersin de carcter acadmico y sociocultural.

A travs de nuestra propuesta curricular queremos estar a la vanguardia con el actual

programa de Revolucin Educativa que busca mejorar la calidad del sistema educativo

y adecuarlo a las exigencias actuales del pas, con el fin de alcanzar mejores

condiciones de desarrollo social y econmico de los educandos. Se considera que el

aprestamiento al aprendizaje de una lengua extranjera permitir a los estudiantes de

nuestras instituciones educativas desempearse mejor en sus tareas profesionales y

personales, adems de facilitarles la interdisciplinariedad porque por medio del

aprendizaje del ingls, ellos adquirirn una nueva cosmovisin, que los har ms

tolerantes ante los dems; para as poder ver el mundo de una forma ms holstica.

1.2. PROPPOSITO

Este proyecto va encaminado a cambiar nuestros esquemas de enseanza para hacer

que el estudiante aprenda el ingls de forma diferente y significativa; que sienta que


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este idioma le sirve para ampliar sus conocimientos, relacionarse con el mundo, saber

expresar su identidad, adquirir competencias lingsticas, sociolingsticas y

pragmticas, haciendo uso de la lengua en contextos reales. As mismo se pretende

ofrecer a todos aquellos estudiantes que sienten gusto por la asignatura, las

herramientas necesarias para ampliar su conocimiento y uso de la lengua,

facilitndoles de esta forma su proceso de aprendizaje.

1.3. DESCRIPCIN O CONTENIDO

Nuestra propuesta plantea la necesidad de articular el currculo oficial escrito con el

currculo que se ensea y el que se evala. Plantearles a los dems docentes del rea

la importancia de implementar enfoques metodolgicos y prcticas educativas que

mejoren el desempeo de los estudiantes y el aprendizaje para toda la vida. Crear

conciencia de la necesidad de implementar un currculo alineado con los estndares

nacionales para la enseanza del ingls y la posibilidad de propiciar la alineacin con el

Marco Comn de Referencia Europeo.

Adems, es precisa la integracin del nuevo plan, teniendo en cuenta el uso de las

tecnologas como herramienta pedaggica en el aula y la simulacin como estrategia

para promover la identificacin con la cultura de lengua inglesa. Lo mismo que la

valoracin y evaluacin de los desempeos de los estudiantes.

1.4. RESULTADOS ESPERADOS

La expectativa de esta propuesta es incrementar el nivel profesional de nuestros

compaeros docentes y por ende el nivel de desempeo de los estudiantes segn elMarco Comn de Referencia Europeo, al igual que crear unidad de criterios en la

utilizacin de las nuevas metodologas para obtener mejores resultados en el proceso

de aprendizaje de los estudiantes. De esta manera las instituciones podrn mejorar

significativamente su nivel de ingls y cumplir con las metas establecidas por el MEN

en el Proyecto Nacional de Bilingismo.


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En resumen, lo que se busca con el desarrollo de sta propuesta pedaggica es

realizar un ejercicio de alineacin curricular donde se integren los elementos

aprendidos en la inmersin con el quehacer pedaggico de todos los docentes que

lideran el proceso de enseanza y aprendizaje de la lengua extranjera ingls en los

diferentes municipios y veredas que conforman nuestro pas. Es decir, que nuestro reto

como docentes de ingls empieza ahora porque estamos convencidos que si

trabajamos en equipo por el futuro del ingls de nuestros nios, nias y jvenes

colombianos obtendremos excelentes resultados.

2. JUSTIFICACIN

En busca de una educacin de calidad, es necesario articular el currculo oficial con el

currculo que se ensea para as poder seguir el norte que nos conllevar a la

implementacin de nuevas polticas educativas planteadas por el MEN. Estas

repercutirn en el uso de metodologas apropiadas que redundaran en beneficios en el

quehacer pedaggico en el aula. De igual forma, estas polticas educativas se centran

en la innovacin de estrategias metodolgicas que van a fortalecer el desempeo

profesional del docente y los estudiantes en aras de contribuir a la formacin de

personas integrales para el beneficio de la sociedad.

Con respecto al desarrollo de la enseanza del ingls en nuestras instituciones, esta

articulacin es prioritaria, ya que brinda las herramientas necesarias que los docentes

de ingles necesitamos para un mejor desempeo profesional y para guiar a los

estudiantes hacia la adquisicin de un conocimiento de la lengua, que sea significativo

y as lograr que el estudiante sea competente con el uso de las habilidades

comunicativas en diferentes contextos. According to Richards, (n.d.) Communicative

Language Teaching (CLT) can be understood as a set of principles about the goals of

language teaching, how learners learn a language, the kinds of classroom activities that

best facilitate learning, and the roles of teachers and learners in the classroom. El

objetivo es lograr que los estudiantes aprendan la lengua extranjera, en este caso el


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ingls, desde una perspectiva netamente comunicativa que les permita explorar nuevos

ambientes de aprendizaje autnomo.

Para alcanzar el objetivo mencionado es indispensable implementar un currculo

alineado con los estndares nacionales para la enseanza del ingls que muestre a la

comunidad educativa en general lo que se busca con el aprendizaje de la lengua

extranjera y lo que se espera que los estudiantes logren con el aprendizaje de la

misma. Los Estndares Bsicos de Competencias en Lenguas Extranjeras: Ingls,

Gua N22, expresa en la pgina 6 que El Programa Nacional de Bilingismo se

orienta a lograr ciudadanos y ciudadanas capaces de comunicarse en ingls, de tal

forma que puedan insertar al pas en los procesos de comunicacin universal, en la

economa global y en la apertura cultural, con estndares internacionalmente

comparables. Este propsito implica un plan estructurado de desarrollo de las

competencias comunicativas a lo largo del sistema educativo. En otras palabras, lo

que se busca es observar en donde estamos, analizando las debilidades de nuestros

estudiantes y las de nosotros como profesionales y para donde vamos en trminos de

enseanza y aprendizaje del uso de la lengua con un propsito comunicativo y social

donde el estudiante sea el epicentro de nuestro trabajo.

3. LA PLANEACION DE CLASES PARA LA ENSEANZA DEL INGLES

3.1. DEFINITION

Lesson planning is a very important aspect in the teaching-learning process that guides

teachers to develop a well performance in the classroom. According to Ur, (1991)

lessons in different places may vary in topic, time, place, atmosphere, methodology and

materials, but they all, essentially, are concerned with learning as their main objective,

involve the participation of learner(s) and teacher(s), and are limited and pre-scheduled

as regards time, place and membership. It means that it is a meaningful tool that

teachers have to use in their teaching practice in order to develop classes with success.


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Njogu, (2010) states that each lesson requires a specified lesson plan for it to be

relevant and effective. It means that the development of an English lesson planning is a

demanding task that English teachers have to deal every single day because the

students needs are changing according to the advances that learners are getting

during their teaching-learning process. This is the reason why the concept of lesson

planning is taking a lot of importance in teaching languages.

3.2. DESCRIPTION

Lesson planning is a complex activity that involves organization, construction, and

systematization of all its components. If fact, teachers need to discover their students

needs to know what are the aims their students need to achieve in order to improve

their knowledge of the language. By doing this, teachers can start to integrate the other

components of a lesson plan. Among these components are the grammar emphasis,

lesson timing, timetable fit, main aim, subsidiary aims, personal aims, anticipated

problems, possible solutions, and others, that working together becomes a great tool for

the teaching-learning process.

3.3. EDUCATION BASED ON COMPETENCES

When we talk about competences, it refers to a group of knowledge, skills, and

individual features that let students to interact in a specific context. Savage, (1978)

argues that education based on competences refers to a functional approach to

education that emphasizes life skills and evaluates mastery of those skills according to

actual leaner performance (as cited in Santopietro, 2006). It means that we, as teachers

must be ready to provide learners the needed tools to face the requirements of the

current world. It also means the connection with the curriculum.

According to Power, L. & Cohen, J. (2005) the new curriculum is competency-based. By

competency-based, it is understood that the objectives for every teaching unit or lesson

is to be expressed in terms of students behavioral skills. In the competency-based
http://ezinearticles.com/?expert=Martin_Njoguhttp://ezinearticles.com/?expert=Martin_Njogu


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curriculum, the students will be able to know, demonstrate, comprehend, apply,

analyze, synthesize and evaluate a particular topic of instruction in the curriculum. By

doing this, English teachers would be working towards the education based on

competences that it is the focus we need to follow for the teaching-learning process

success.

3.4. EL PLAN DE CLASE

LESSON PLANNING

NAME OF TEACHERS:Jaider Armando Herazo Mrquez

Luz Amanda Rubiano Camargo

Manuel Mariano Beltran Rodrguez

Meyra Regina Malo Romero

Oscar David Paternina Tapia

Grammar Emphasis: Second Conditional

Class/grade: 10 Length of class: 1 hour

Number of students: 38 Average age of Students: 14 16

Lesson Number:

1 2 3

Number of years of English study: 5

Main Aim:

By the end of the lesson students will be able to talk about different kinds of

hypothetical situations.

Subsidiary Aims:

To make inferences about a picture related to a person who is in danger


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To underline the sentences which answer the question about a person who is in

danger bearing in mind a specific reading.

To identify the common words in the sentences they have underlined. (If/Would)

To make connections between sentences in the second conditional by doing a

match worksheet.

To talk about different kinds of hypothetical situations found in an assessment

sheet.

Personal aim:

To reduce Teachers Talking Time in instructions.

DESCRITPTION OF LANGUAGE ITEM / SKILL(S)

Grammar structure: Second Conditional

Exponent: What would you do if you found a cow in your kitchen?

What would you do if you had the opportunity to travel through the time?

Use: use the second conditional to talk about improbable, impossible or hypothetical

situations.

Form: Students will understand the following grammar structure:

If + past , would + base form

Pronunciation: Would/wd/


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Meaning: Vocabulary: Verbs: travel, win, buy, go, do, run, be, fall, tell, run, say, do,

and be.

Skill(s): Speaking, listening, reading, and writing.


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STAGE AIM PROCEDURETeacher and student activity

TIME ANDINTERACTION

TUTORSCOMMENTS

Warming up To make students feelconfident with the classso that they get engagein the class.ojo and theyconnect with thelanguage.

A game where students have toguess the missing letters of someverbs they are going to use duringthe class. The game is called:Help the Teacher. (Annex 1)

3 minutes

T-Ss

Ss-T

Ss-Ss

Pre-stage To have students usetheir previousknowledge by looking ata picture about adangerous situation.

The teacher shows students apicture where they can see a boywho is experiencing a dangeroussituation. (Annex 2)The teacher asks students somequestions like: What can you seein the picture? what does the boylook like? What is the lion doing?

3 minutesT-Ss

10 minutes

T-Ss

SS-T

While-stage To allow students to getfamiliarized with thetarget language.

The teacher describes tostudents the situation found inthe picture (Annex 2) by usinghis/her body language. The teacher presents thetarget language to students bydoing some examples wherethey can discover the grammarfocus. This activity will bedeveloped through the use of aconcrete sample taken from thefirst picture. E.g. If I wereThomas, I would run away

If I found a lion, I would hit itIf I saw Thomas, I would helphim

The teacher provides

3 minutes

T-Ss

10 minutes

T-Ss

Ss-T

5 minutes

T-Ss

5 minutes

T-Ss

Ss-T
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students with a short reading(Annex 3) where they have tounderline the sentences thathave the hypothetical situation.

The teacher asks students thefollowing question: What are thecommon words in theunderlined sentences?

Post-stage To let students expresstheir understandingabout the teachinglesson by developing amatch and oral exercise.

Ss have to match sentences withthe second conditional. (Annex 4)

Oral Pair work: The teacherprovides learners an assessmentsheet where they will have to usethe second conditional.

Ss will have to throw the dice toplay with a partner. The teacherwill monitor this activity. (Annex 5)

8 minutesSs-Ss

13 minutes

Ss-Ss

Ss-T
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ENGLISH IMMERSION PROGRAM 20114. LA INTEGRACION CURRICULAR

4.1. LA TECNOLOGA COMO UNA HERRAMIENTA CURRICULAR EN EL AULA

Con la inclusin de la tecnologa dentro del aula se busca elaborar criterios pedaggicos

tecnolgicos y metodolgicos que sustenten el desarrollo de ambientes virtuales deaprendizaje mediados por las TICS. Teniendo en cuenta que en el marco del desarrollo de la

poltica pblica de formacin y perfeccionamiento permanente de la labor docente y con el

desarrollo de contenidos acadmicos impartidos en el aula, se pretende fortalecer la

educacin en el diseo, produccin y evaluacin de ambientes virtuales de aprendizaje que

integren las Tecnologas de la Informacin y la Comunicacin desde perspectivas

pedaggicas, tecnolgicas y metodolgicas en diversos contextos educativos. En el caso de la

enseanza del ingls, la tecnologa se convierte en una herramienta fundamental para e

desarrollo del plan curricular interno diseado para desarrollar competencias comunicativas de

una lengua extranjera. (Facultad de Ciencia y Tecnologa, Universidad Pedaggica

Nacional).

4.2. LA SIMULACION COMO UNA HERRAMIENTA PARA PROMOVER LA

IDENTIFICACION CON LA CULTURA OBJETO DE ESTUDIO

La simulacin es una herramienta excelente para el aprendizaje de contenidos interculturales;

si bien se debe tener en cuenta dos consideraciones: que la simulacin es una herramienta

ms, y por tanto hemos de hacerla presente junto con otros recursos didcticos que

enriquezcan los procesos de enseanza-aprendizaje; y en segundo lugar, que la prctica de la

simulacin requiere una preparacin especfica por parte del docente; no se puede improvisar,

sera contraproducente, hay que creer en ella. Si nosotros no transmitimos conviccin en su

uso, lo que generaremos sera inseguridad, ansiedad, bloqueos y hasta efectos

contraproducentes entre los escolares.

En efecto, en ocasiones los problemas de comunicacin con una segunda o tercera lengua no

radican tanto en el dominio de esa lengua, sino en el desconocimiento de aspectos

socioculturales inherentes a la misma. Es decir, que la competencia comunicativa trasciende

as la nocin chomskiana de competencia lingstica, ya que sta queda asumida por la

competencia culturalcomo parte de la competencia sociolingstica: dominio y posesin de


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ENGLISH IMMERSION PROGRAM 2011procedimientos, normas y estrategias que hacen posible la emisin de enunciados adecuados

a las intenciones y situaciones comunicativas que los interlocutores viven y protagonizan en

contextos diversos. (Oliveras, 2000) (Jess Moreno Ramos / Manuel Prez Gutirrez, La

simulacin como herramienta de aprendizaje intercultural).

Teniendo lo en cuenta lo mencionado anteriormente, los docentes de ingls debemos estar

prestos a utilizar la simulacin en nuestras instituciones; ya que con ella, los estudiantes

asumen roles distintos a su quehacer diario, pero con la ideologa de protagonizar a un

personaje que le ayude en su crecimiento personal y cultural en su formacin integral. De esta

forma, se pueden alcanzar excelentes resultados implementando esta interesante estrategia

de la mejor manera en la enseanza de un idioma extranjero.

5. VALORACION Y EVALUACION DEL DESEMPEO DEL ESTUDIANTE

Another important component that needs to be integrated to the whole process of Education is

evaluation. This is a complex process which is closely related to Assessment. Both

evaluation and assessment work on the students achievement, collecting information, and

analyzing information that nurtures the teaching-learning process. The point is that assessment

is a constant process which involves the analysis of different kinds of activities and the

evaluation is the result of the whole process. In other words, assessment is feedback from the

student to the instructor about the students learning and evaluation uses methods and

measures to judge student learning and understanding of the material for purposes of grading

and reporting. It implies a close relationship between the both concepts: assessment and

evaluation that play an important role in the teaching-learning process.

6. REFLEXIONES Y EXPERIENCIAS

The learning of English as a foreign language has become an interesting issue in the world.

English is a subject that is studied in all professional degrees around the world; as a result

Colombian schools are working hard on the improvement of the teaching-learning process

since learning a foreign language allows us to expand our knowledge and have bette

educational opportunities. Due to this, we, as English teachers have to be opening minded to


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ENGLISH IMMERSION PROGRAM 2011the new educational paradigms and to implement into the classroom the new methodological

strategies that allow learners to learn the English and use it meaningfully.

Taking this into account, we as teachers need to be interested in enrolling in programs that

promote professional development. English Immersion programs, for example, are excellent

tools that English teachers can use to improve their teaching skills and the students

achievement. It means that when teachers participate in these kinds of programs, they have

the possibility to learn about the improvement of the foreign language, the new methodological

strategies, and about the use of standards. These three components are the clue that teachers

need to take into account to achieve the parameters established by the MEN for fostering

English Colombian education.

The application of meaningful communicative strategies in the classroom is the key for the

teaching-learning of the language successfully. By doing this, learners learn the foreign

language in a significative way that let them use the language for personal and academic

purposes. It also lets learners discover the importance that learning English has in their lives;

besides, the application of these strategies make students construct their own knowledge

about the language. It implies different kinds of interaction patterns that nurture the teaching-

learning process and promotes the teachers professional growth.

Team work is another important aspect that teachers need to put into practice in order to help

learners to overcome their learning difficulties. It means that when working together; teachers

can share their ideas to find the solution about the different kinds of weaknesses that students

face with the learning process of the language. A sample of this team work is to offer our

colleagues the training about the new methodological strategies and the use of the language in

context to improve the students skills.

As a whole, we as English teachers have to work harder on the implementation of a variety of

new methodological strategies that help our students to achieve their learning goals effectivelyand to find new horizons that let them participate in the society in a useful way. This teaching

practice is improved every day with the classes we have and the experiences we share with

our colleagues. Lets work together to meet national standards.

7. ANNEXES


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ENGLISH IMMERSION PROGRAM 2011ANNEX 1: Warming up Help the Teacher

_______ _______ _______

NOTE: The idea is that learners help the teacher by guessing some missing letters. It is like playing hang-man.

E A T


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ENGLISH IMMERSION PROGRAM 2011ANNEX 2: Inference Sheet

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ry/d/dangerous_situation.asp&usg=__UW5mLRLi1bLSrbgZo_IwHwM6TOI=&h=335&w=400&sz=27&hl=es&

start=1&zoom=1&itbs=1&tbnid=ts23C-o5MEnatM:&tbnh=104&tbnw=124&prev=/search%3Fq%3Ddange%2Bsituation%26hl%3Des%26biw%3D1024%26bih%3D499%26gbv%3D2%26tbm

%3Disch&ei=OFIfTs7HDY2DhQeNsszKAw

This is Thomas in

a danger situation!

Thomas
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ENGLISH IMMERSION PROGRAM 2011ANNEX 3: Reading-Discovering Grammar Focus

DISCOVERING GRAMMAR FOCUS

According to the explanation given by the teacher, read the following paragraphand underline the sentences you consider have some hypothetical situations.

What would you do if you won the lottery?

If I won the lottery today I would buy a big house, I would buy many

cars, and I would go to expensive restaurants with all my family and

friends. I would help poor people, I would visit many interesting places

around the world, and I would help my town. Definitely, if I won thelottery I would do many amazing things!

----------------------------------------------

----------------------------------------------------

DISCOVERING GRAMMAR FOCUS

According to the explanation given by the teacher, read the following paragraph

and underline the sentences you consider have some hypothetical situations.

What would you do if you won the lottery?

If I won the lottery today I would buy a big house, I would buy many

cars, and I would go to expensive restaurants with all my family and

friends. I would help poor people, I would visit many interesting places

around the world, and I would help my town. Definitely, if I won the

lottery I would do many amazing things!


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ANNEX 4: Matching Sheet

Pair work: Match the following sentences:

1. If I were Superman, I would help poor people.

2. If I had a lot of money, I would look through the walls.

3. If I were an animal, I would be a carrot.

4. If I were a vegetable, I would be a bird to fly.

5. If I had the opportunity to travel, I would travel to England.

-----------------------------------------------------------------------------------------------------

Pair work: Match the following sentences:

1. If I were Superman, I would help poor people.

2. If I had a lot of money, I would look through the walls.

3. If I were an animal, I would be a carrot.

4. If I were a vegetable, I would be a bird to fly.

5. If I had the opportunity to travel, I would travel to England.


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ANNEX 5:Assessment Sheet

TIME TO TALK!

Pair work: Throw the dice and answer the following questions in an oral

way.

17. If you could be an

animal, what animal

would you choose to

be?

18.GO BACK 3

SPACES

19. If you were the

main president of

your country, what

problem would you

solve first?

20.FINISH

16. If the doctor

told you that you aregoing to die

tomorrow, what

would you do today?

15. If you could change

one thing about yourself, what would it

be?

14. If you were

adopted by aliens,would you tell

anybody? Why or

why not?

13.GO

FORWARD 3

SPACES

9. If you could be a

vegetable, what

veggie would you be?

10. If you could travel

back in time, what

historical time would

you travel to?

11. If you found a

suitcase full of

$3.000.000, what

would you do?

12. If you were given

a chance to go to the

moon, would you go?

Why or why not?

8.START AGAIN

7. If you could be

famous for something,

what would you like to

be famous for?

6. If your mobile

phone fell in a public

toilet, what would

you do?

5.GO BACK 2SPACES

1. START 2. If you were amonster, what monster

would you like to be?

3. If you were a

hero, what

hero/heroine would

4. If you could be

another person for a

day, who would you

What would

you do?I

would


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ENGLISH IMMERSION PROGRAM 2011you like to be? like be?

ANNEX 6: Self-assessment

SELF ASSESSMENT:

How well can you do these things?

1. I can talk about hypothetical situations

2. I can write short paragraph describing hypothetical situations

3. I can understand my classmates and my teacher when they describe

hypothetical situations

4. I can infer information taken from short readings that include the second

conditional

5. I can say what would I do, if I were in a dangerous situation

RUBRICMain aim: By the end of the lesson students will be able to talk about different kinds of hypothetical situations.

Grading Scale: Distinction: 5.0

Merit: 4.0

Standard: 3.0

Not to standard: 0 2.0

1. Describes his/ her reactions towards hypothetical situations fluently.

Distinction Merit Standard Not to standard 2. Uses Appropriate vocabulary when describibg hypothetical situations.

Distinction Merit Standard Not to standard

3. Uses his/her body language and eye contact to communicate appropriately.



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ENGLISH IMMERSION PROGRAM 20114. Pronunciation and intonation are almost always very clear/accurate.


5. Grammar structures are used accurately.


ANNEX 7:Speaking Rubric

SPEAKING RUBRIC

SCRIPTWRITERS

Main Aim: By the end of the lesson Students will be able to briefly describe a script for adetective story.

Grading Scale: Distinction: 5.0

Merit: 4.0

Standard: 3.0

Not to standard: 0 2.0

1. Follow a well-organized sequence to express the main ideas related to the story.

Distinction Merit Standard Not to standard2. Appropriate vocabulary related to the story.


3. Ability to engage audience with exceptional speaking ability, appropriate

volume, tone, and pacing for audience.


4. Use his/her body language and eye contact to communicate appropriately.


5. Pronunciation and intonation are almost always very clear/accurate.


6. Describe the story fluently.



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ENGLISH IMMERSION PROGRAM 20117. Grammar structures are used accurately.


8. REFERENCES

Argudn, Y. (n.d.). La educacin basada en competencias: algunas nociones que pueden facilitar el

cambio. Retrieved from http://www.lag.uia.mx/acequias/acequias17/a17p8.html

Estndares Bsicos de Competencias en Lenguas Extranjeras: Ingls. Revolucin Educativa

Ministerio de Educacin Nacional, 2006.

Njogu, M. (2010). Importance of Lesson Plans. Retrieved from http://ezinearticles.com/?Importance-

of-Lesson-Plans&id=5205080

Planning Lessons and Courses, Chapter 3, What can go into a lesson? Tessa Woodward, Cambridge

University, 2005.

Power, L. & Cohen, J. (2005). Competency-Based Education and Training Delivery:

Status, Analysis and Recommendations. Retrieved from http://ddp-

ext.worldbank.org/EdStats/IDNdprep05.pdf
http://www.lag.uia.mx/acequias/acequias17/a17p8.htmlhttp://ezinearticles.com/?Importance-of-Lesson-Plans&id=5205080http://ezinearticles.com/?Importance-of-Lesson-Plans&id=5205080http://ddp-ext.worldbank.org/EdStats/IDNdprep05.pdfhttp://ddp-ext.worldbank.org/EdStats/IDNdprep05.pdfhttp://www.lag.uia.mx/acequias/acequias17/a17p8.htmlhttp://ezinearticles.com/?Importance-of-Lesson-Plans&id=5205080http://ezinearticles.com/?Importance-of-Lesson-Plans&id=5205080http://ddp-ext.worldbank.org/EdStats/IDNdprep05.pdfhttp://ddp-ext.worldbank.org/EdStats/IDNdprep05.pdf


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ENGLISH IMMERSION PROGRAM 2011Pulvernness, A. & Williams, M. The TKT Course. Planning and Preparing lesson or sequence of

lessons. Cambridge University, 2005.

Santopietro, k. (2006). Competency Based Education and Content Standards. Northern ColoradoLiteracy Resource Center. Retrieved from

http://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdf

Ur, Penny. (1991). A Course in Language Teaching. Practice and theory. Cambrigde University

Press, 2007.

Vez, J. (2000). Fundamentos lingisticos en la enseanza de lenguas extrajeras. Editorial Ariel

Primera edicin: Junio del 2000.
http://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdfhttp://www.cde.state.co.us/cdeadult/download/pdf/CompetencyBasedEducation.pdf

Propuesta Curricular 2011-Men2

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