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1. DATOS INFORMATIVOS NIVEL:Bachillerato General Unificado

ASIGNATURA:IDIOMA
EXTRANJERA

AO EGB/BGU:1ero

REA:Lengua y Literatura PARALELO(S): AO LECTIVO: 2013- 2014

DOCENTE(S):

2. CLCULO GENERAL DEL TIEMPO

CARGA
HORARIA

NRO.

DE SEMANAS DE TRABAJO

EVALUACIN DEL
APRENDIZAJE E IMPREVISTOS

TOTAL DE SEMANAS CLASE 37

TOTAL

ANUAL DE PERODOS

15

40 SEMANAS

3 SEMANAS

555

3. OBJETIVOS
OBJETIVOS DEL REA Ayudar a los estudiantes a adquirir una pronunciacin natural y correcta de la lengua extranjera utilizando las cuatro destrezas del idioma como son: Leer, escribir, hablar, escuchar. Mejorar la capacidad para comprender y utilizar el idioma. Motivar al estudiante para que adquiera inters del idioma extranjero y luego pueda tener un excelente desenvolvimiento. Manejar herramientas para evaluar y mejorar el propio aprendizaje y el uso de la lengua.

PERFIL DE SALIDA Convivir y participar activamente en una sociedad intercultural y plurinacional. Sentirse orgullosos de ser ecuatorianos, valorar la identidad cultural nacional, los smbolos y valores que caracterizan a la sociedad ecuatoriana. Disfrutar de la lectura y leer de una manera crtica y creativa. Demostrar un pensamiento lgico, crtico y creativo en el anlisis y resolucin eficaz de problemas de la realidad cotidiana. Valorar y proteger la salud humana en sus aspectos fsicos, psicolgicos y sexuales. Preservar la naturaleza y contribuir a su cuidado y conservacin. Solucionar problemas de la vida cotidiana a partir de la aplicacin de lo comprendido en las disciplinas del currculo. Producir textos que reflejen su comprensin del

PERFIL DE REA

Conocer, utilizar y valorar las variedades lingsticas de su entorno y el de otros. Utilizar los elementos lingsticos para comprender y escribir diferentes tipologas textuales. Disfrutar y comprender la lectura desde una perspectiva crtica y creativa. Reconocer la funcin esttica y el carcter ficcional de los textos literarios. Demostrar sensibilidad y comprensin de obras artsticas de diferentes estilos y tcnicas potenciando el gusto esttico.

OBJETIVOS EDUCATIVOS DE AO Aprender a escuchar Aprender a escuchar es un objetivo fundamental en el currculo del idioma Ingls. Se sugiere que el lenguaje utilizado por loa nios este compuesto por frases cortas y simples usadas en un contexto significativo y siguiendo buenos modelos del idioma hablado. Aprender a hablar Para cumplir con el propsito de utilizar el idioma Ingls para comunicarse, se debe presentar el idioma en forma oral a travs de diferentes medios, as los alumnos pueden y deben escuchar material de audio, al profesor, a personas nativo hablantes tanto en situaciones formales de clase como en situaciones informales. Aprender a Leer

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Ecuador y el mundo contemporneo a travs de su conocimiento de las disciplinas del currculo.

y escribir. Con los nios tenemos que concentrar nuestra atencin principalmente con las destrezas de escuchar y hablar en los primeros aos de educacin bsica, habr tambin dificultades para desarrollar las destrezas de leer y escribir.

4. EJE CURRICULAR INTEGRADOR

Lengua extranjera (Ingls): escuchar, hablar, leer y escribir para la interaccin social.

5. RELACIN ENTRE LOS COMPONENTES CURRICULARES

PRECISIONES PARA LA ENSEANZA Y EL BLOQUES

CURRICULARES

EJES DE
APRENDIZAJE

DESTREZAS CON CRITERIO DE DESEMPEO

APRENDIZAJE

ESTRATEGIAS METODOLGICAS

RECURSOS PERIODOS
DIDCTICO S

BLOQUE 1 - PAST -

SIMPLE OF

BE PAST SIMPLE OF REGULAR VERBS PAST TIME ADVERBIALS: LAST SATURDAY, YESTERDAY MORNING

Listenin g

Reassure students that although they are unlikely to understand everything in a recorded extract the first time they hear it, there will be familiar language as well as language that is new. Show them that they can deal with listening texts in stage for example, in Unit 1, exercise 17. There are regular opportunities to review material in the lets check section at the end of every unit. In addition, there are three cumulative review pages (How good are you?) for students to assess their progress.

There are CDs for the students bookDictionary including: The workbook sectionStudent book containing presentation dialogues,Flashcard vocabulary, grammar and pronunciationTic models, and listening Videos comprehension activities. Notebook Cartel Others

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BLOQUE 2
QUANTIFIERS: A LOT OF/LOTS OF, PLENTY OF, A FEW PAST SIMPLE OF IRREGULAR VERBS.

Speaking

Speaking activities are a key feature of Megatrends right from the start. Even in the first stages of learning, with only a limited knowledge of structure, there lot the students have as many opportunities to speak as possible and that they are encouraged and praised for their efforts. When they feel they can sustain a short conversation in a foreign language, it is a huge breakthrough and should be recognized as such. Some students may be shy about speaking. They may be happier listening and reading, and only produce spoken language when theyre confident they wont make mistake. They may prefer to practice and even write down an exchange before performing it in front of the rest of the class.

This flexibleDictionary resource comprises a range ofStudent book evaluation materialsFlashcard based on the language presentedTic and practiced in the Videos students book. You can copy and paste exercises fromNotebook 105 the Word files to create tailor madeCartel tests
Others

BLOQUE 3
AGO PAST SIMPLE OF REGULAR AND IRREGULAR VERBS COULD I ? FOR REQUESTS IMPERATIVES: GIVING DIRECTIONS

Reading

The skills Development, the culture spot, and the just for fun pages bring together, in fresh contexts, the vocabulary and structures students have been learning in the units that lead up to them. The skills development pages, which appear in every unit, show students that they can begins to read the kinds of text they might find in magazines and on the internet. The culture spot (unit 1,3 and 5) extend their knowledge of the cultural context of the language. The puzzles, games jokes, and information gapactivities on the just for fun pages (unit2, and 4) encourage students to have fun with English and to use it creatively.

There are CDs forDictionary the students book Student book including: The workbookFlashcard section containing presentation Tic 90 dialogues, Videos vocabulary, grammar and Notebook pronunciation models, and listening Cartel comprehension activities.
Others

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BLOQUE 4
PAST CONTINUOUS REFLEXIVE PRONOUNS

Writing

Opportunities for writing star with simple tasks, such as filling in charts. By the end of level4, students are able to write short,descriptive paragraphs about a special occasion, a vacation, and a character in a movie. In addition, each unit contains a suggestion for a project that is developed in a section at the back of the book. Projects enable students to develop their writing skills at their own pace and according to their own interests In level 4, projects include writing a review of a movie, a profile of a famous historical figure, and a detailed personal profile. There are regular opportunities to review material in the lets check section at the end of every unit. In addition, there are three cumulative review pages (How good are you?) for students to assess their progress.

This flexibleDictionary resource comprises a range ofStudent book evaluation materialsFlashcard based on the 90 language presentedTic and practiced in the Videos students book. You can copy and paste exercises fromNotebook the Word files to create tailor madeCartel tests
Others

BLOQUE 5
WOULD LIKE TO + VERB REGULAR AND IRREGULARADVER BS REVIEW:

Text

There are CDs forDictionary the students book Student book including: The workbookFlashcard section containing presentation Tic dialogues, 90 Videos vocabulary, grammar and Notebook pronunciation models, and listening Cartel comprehension activities.

BLOQUE 6
PRESENT SIMPLE AND PRESENT CONTINUOUS REVIEW: PAST SIMPLE AND PAST CONTINUOUS

There are regular opportunities to review material in the lets check section at the end of every unit. In addition, there are three cumulative review pages (How good are you?) for students to assess their progress

This flexibleDictionary resource comprises a range of evaluationStudent book materials based onFlashcard the language 90 presented andTic practiced in the students book. Videos You can copy and paste exercises from the Word filesNotebook to create tailor made
Cartel Others

6. EVALUACIN PARA Y EL APRENDIZAJE

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INDICADORES ESENCIALES DE EVALUACIN

Comunicar por medio de la lengua oral sentimientos, vivencias y necesidades. Realizar producciones orales en la lengua extranjera, integradas en la comunicacin propia de la dinmica del aula, tanto en contexto cara a cara como en contexto virtual. Utilizar las formas convencionales del lenguaje para saludar, pedir disculpas, dar las gracias, etc., y regular su propia conducta. Interpretar imgenes, carteles, fotografas y otros. Manipular las herramientas tecnolgicas que tiene el centro de forma apropiada y emplear materiales (audiovisuales, multimedia) adecuada a su edad. Reconocer los progresos realizados en la lengua extranjera y plantearse nuevos retos.

7. 8.

BIBLIOGRAFA: bibliogrficos y de Internet tanto para estudiantes como los docentes. OBSERVACIONES

2004 Edumond Le MonnierSpA, Milano Italy, Chris Barker, Libby Mitchell, and Olivia Johnston 2004 Design and illustration by Macmillan Publisher Limited 2004 Distribuidos por Editorial EdusolEducationalSolutions.Megatrends 4

ELABORADO DOCENTE: Lic. Vanessa Molina Mera

VALIDADO DIRECTOR(A) DE REA: Lic. Aurora Gonzabay

VISTO BUENO VICERRECTOR(A)/SUBDIRECTOR(A): Ing. Edwin Echeverra

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