martes, 27 de noviembre de 2018

3th. Note

1st reference

According to the web page there are four reasons why learning English is so important: “1. English is the Language of International Communication.  2. English is the Language Business. 3. Speaking English gives you Access to a World of entertainment and 4. Learning English gives you Access to more of the Internet.”

Looking at a Deductive Approach to Teaching Grammar, (based on David Nunan, Practical English Language Teaching)
Deductive teaching involves drawing the learner´s attention to grammar rules or principles and then getting the students to apply this practice, or by presenting a grammar chart and then practicing.
A clear explanation I present the following chartChart

Possessive Pronouns: mine, yours, his, hers, ours, theirs

Possessive                         Possessive           
Adjectives                            Pronouns
My                                        mine
Your                                     yours
Her                                       hers
His                                        his
Our                                       ours
Their                                     theirs

A possessive adjective is used in front of a noun:  my book

A possessive pronoun is used alone, without a noun following it: this is mine

Exercise: Complete the sentences. Use possessive pronouns or possessive adjectives.
1.    I own this book.
The book is __________.
It is ___________ book.

2.    They own these books.
The books are ______________.
They are __________ books.

3.    We own those books.
The books are ____________.
They are ___________ books.

Looking at an Inductive Approach makes use of students noticing.
Use the rule Study the inductive exercise below. What makes it inductive?

What´s the rule?
1.    Look at the sentences:
He walks to school every day.
We learn English from 10 to 12.
She works in an office on Market Street.
They eat lunch at noon.
It rains almost every day in June.
You Speak English very well.
I like Janice

2.    There is a final “s “ on the end of the verb only with certain subject. What are they?
____I     ____you     ____he     ____she     ____It     ____we     ____they

3.    Circle the right verb.
I  drive / drives to work every morning.
We  speak / speaks both Madarin and Cantonese.
My cat  sleep / sleeps all day.
He  take / takes  the bus home.
You  watch  /  watches the news every night.
They  travel / travels to Europe about once a year.
She  drink / drinks coffee with her breakfast.

Nunan, D. (2003). Practical English Language Teaching. USA: McGraw-Hill Company.

According to the Common Curricular Framework of the SNB, it is based in generic, disciplinarians and the professional’s competencies of SEMS (that in Spanish means Secretaría de Educación Media Superior), (2016, pp. 102 and 103 )where its main objectives for Foreign Language are mentioned below:

MCC Generic Competence of SNB
CG 4. Listens, interprets and sends messages accordingly to different contexts though usage of different means, codes and appropriate tools.
  • 4.4 Communicates in a foreign language in everyday situations.

Specific competencies to achieve from BGC
BGC Specific Competences
  1. Uses linguistics abilities in an intermediate level to communicate in a written an oral way in everyday situations.
  2. Expresses ideas to agree and disagree in a specific topic.
  3. Identifies ideas to make hypothesis, deductions and gives instructions in a written and oral way in a Second Language.

Basic and extended disciplinary competencies from MCC to achieve
MCC Basic & Extended Disciplinary Competences
  • CDb-Com1 Identifies orders and interprets ideas, data as well as explicit & implicit concepts within a text considering the context of the sender & receiver.
  • CDb-Com5 Expresses ideas and concepts in a creative and coherent compositions with a clear introduction, development and conclusion.
  • CDb-Com 10. Students identify and interpret the general idea and possible development in an oral or written language, by using previous knowledge, nonverbal elements and a cultural context.
  • CDb-Com 11. Students communicate in a foreign language through a logic discourse, oral or written, according with the communicative situation.

  • CDex-co 1 Uses info from different texts to guide his interests in several settings
  • CDex-Com 4 Proposes solutions to a community matter, throughout different texts, applying the discursive structure, verbal or not verbal, and the graphic or audiovisual models at his range.
  • CDex-Com 9. Students convey in a second language or foreign language attending the features of different sociocultural contexts


I.- Introduction
Language is very essential
II.- Body
-Four reasons web page
-This is significant
-Mexico CCF
-Competencies ( mention them, pass them from my copies)
-program socio constructivist… Vygotsky´s contribution
-Good point 4 skills
-challenges classes
-deducttive and inductive charts
-explanation of the chart
-conclusion and suggestion

lunes, 17 de septiembre de 2018

Rúbrica de Evaluación Actividad 7. Curso Proyecto de enseñanza

Rúbrica Actividad 7. Curso Proyecto de Enseñanza:
Es importante que revises los siguientes criterios de evaluación antes de realizar tu actividad. Si cumples con todo obtendrás el valor máximo de 100 puntos, en caso contrario, únicamente se sumará el valor de los elementos con los que sí cumple tu actividad. En la rúbrica se contemplan cuatro niveles de medición, siendo el 4 el nivel máximo a alcanzar, encontrándose en la columna de la izquierda.
Nota: Si no se presenta la actividad en tiempo y forma, no se asignará calificación.
Elaboración del diagnóstico
Incorporación del diagnóstico a la planeación
Acciones de evaluación
Análisis de evidencias
Acciones de mejora
Acciones de mejora
Claridad y fundamentación de sus ideas
Redacción y ortografía

lunes, 21 de septiembre de 2015

Realizado por Elizabeth Rodríguez en Profordems TAB11