Page 36 - Catálogo General 2022

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@ccess. Ingles

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La propuesta didáctica @ccess tiene como autora a la Dra. Rocío Vargas, quien fue la responsable de
coordinar la elaboración de los Programas de Estudio de Lengua Extranjera Inglés. Por está razón,
@ccess cumple rigurosamente con el enfoque de la asignatura y el tratamiento adecuado de sus con-
tenidos.

Este paquete didáctico surge como respuesta a la demanda de los maestros y coordinadores de contar
con materiales que apoyen el trabajo y el esfuerzo por alcanzar el dominio y competencia de inglés. La
propuesta de @ccess es que los alumnos aprendan haciendo, a partir de las acciones cuidadosamente
modeladas cuya finalidad es hacer evidentes las habilidades, conocimientos y actitudes que se ponen
en juego antes, durante y después de la comunicación con otros.

@ccess ofrece las herramientas y recursos necesarios para que los alumnos se apropien de los Apren-
dizajes esperados derivados de las diez Prácticas Sociales del Lenguaje, establecidas en el Programa de
Estudios vigente. Cada una de las Prácticas, en el Student’s book, se organiza en tres momentos:

28. Check the punctuation and spelling on your diagram with your teammates.
29. With your teacher’s help, identify and clarify any confusion you may have.
• Use a bilingual dictionary if necessary. Pay special attention to plural and singu-
lar forms: concordance of numbers and orthography. If you have any questions,
Practice 10 Make Your Way by Going Farther Continue Activity 2 below c) Write a list of the leisure activities that 1. Trekking Closure stage-socialization 8. With your teacher's help, compare each team’s answers. If there Closure stage-socialization TRACK 18
go back to Activities 15 and 16.
are differences, collaborate to come to a conclusion.
Family and community environment
List of leisure activities
Social language practice: Agree on a trip schedule with others.
For our forecast
2. Sightseeing
In this practice, you will learn to discuss proposals to appear in the images on the preview 3. Playing marbles For our diagram 20. Listen to the forecasts on Track 18 and think about:
page in your notebook. Include
arrange the schedule for a trip. 9. It’s your turn. How did it go?
a) Their topics.
Warm-up stage additional ones. Look at the example. 30. Write the final version of your diagram on the next page. Use your session 10-11 a) Draw a diagram to: b) What the texts describe, what they are and their current purpose. Being Through
Language
notebook if needed.
3. Look at the chart below. Read the activities you will do in this practice in order • Display diagrams in a visible spot to exhibit them in the classroom. I. list situations suitable for a forecast. 21. With your teacher's help, write a small text that describes the current Looking up information about your body can make you more conscious
to discuss proposals to arrange the schedule for a trip. Remember to tick each II. write down topic, purpose and addressee for your forecast.
1. Reflect on the answers to the following questions: Week 1 activity as soon as you finish it. WARM UP STAGE Look at the example. Mouth: The first segment of Proposing situations for a forecast b) Brainstorm situations for a forecast and write them in the diagram. Contrasting present and future situations situation for each forecast. Look at the example. Forecast 31. Read each line carefully. Tick the circle that best describes your work in this practice.
of your health and the health of others. It can show you how to stay healthy.
Things I know. Planning our product 2. Share your answers to the previous questions and do the following activity. Week 2 Look for and read • Activate previous knowledge. is chewed. Composing final versions READER'S BOOK d) Choose the addressee and decide the purpose of your forecast. Currently, it is possible to surf the web In the near future, you will also be able 32. What is your partner’s global impression about your performance in this practice? session 12
• How many trips or excursions have you taken in your life? Which one was your
Individual
Current situation
with during this practice.
c) Leave aside those that are unsuitable. Choose one to work
favorite? What activities did you enjoy the most?
assessment
the digestive tract, where food
to safely surf the web via your contact
• I can write brief and precise explanations
for diagrams.
• Draw up a list with proposals for trip destinations.
lens while driving a car.
a) Look at the images below.
using devices like mobile phones, tablets,
Write them in the diagram. Look at the example.
Trachea: A muscular tube
in a diagram.
through which food gets to
• I can organize information hierarchically
• Establish sources and read information about trip
etc. However, there are dangers when
e) If you need more information about forecasts, go to
your Reader’s Book, pages 37 to 45.
information.
destinations.
• Write down proposals based on read information.
the stomach.
surfing.
• Take note of information supporting workable
Stomach: Digests part of the chewed
Topic: Living
How the world
Product
proposals.
conditions
Forecast
will change in the
food. It is connected to the mouth by
next 25 years
Making a
diagram
BUILDING STAGE
agonizing chore because cars will drive
• How do we assess the following aspects of
our diagram?
Purpose: Make
Liver: This organ produces a fluid called
constructive
Compare
bile, which helps in the digestion of
• Add data to workable proposals.
• Was there a clear link with images and text?
themselves.
• Assess one’s own and others’ ideas and proposals.
lipids in the small intestine.
proposals. • Compare pros and cons using a diagram. the esophagus. session 4 Proposals of predictions about session 9 Current situation Commuting to work won’t be such an • Was our diagram attractive for its
our group
situations
session 1 Week 3 Make the case for • Analyze the grounds for a proposal. Small intestine: In this organ, food is Addressee: chore (n.): labor 33. What is your partner’s global impression about your performance in this practice? Assessing the process and the product
addressee?
BUILDING STAGE
broken down by digestive enzymes in
order to absorb its nutrients.
Ourselves
Partner
• Use connectives for linking reasons and data.
a proposal.
water from indigestible food matter and
• Analyze persuasion strategies and expressions.
• Think about ways to negotiate proposals. Large intestine: This organ absorbs assessment Aspects to improve
Forecast
b) Comment on the following questions: Week 4 CLOSURE STAGE SOCIALIZATION creates waste material to be excreted Topic: Current situation Driverless cars, using GPS to locate their
from the body.
• Use strategies for changing voice and body Continue this activity on the next page position to within a few feet, will drive
I) What activities do you Reach an language to influence others. Studentʼs Book / Practice 6 105 Purpose: hundreds of miles.
agreement after
know of or have hearing and • Reach agreements.
• Organize the agreements obtained.
in this practice?
you tried? III) Which ones would be commenting on • Assess process and product. 34. What are your teammates’ global impressions about your performance
pros and cons.
suitable to do while T eam
II) What activities you on a trip? assessment
would like to do? Addressee: Aspects to improve
• Look for information on the places you would like to visit. Bring the information to
class to work with it during the practice.
Continue this activity on the next page 80 Student´s Book / Practice 5
164 Studentʼs Book / Practice 10 Studentʼs Book / Practice 10 165
86 Studentʼs Book / Practice 5 We have arrived at the end of this practice.
Warm-up stage. Building stage. Se definen Closure stage-socialization.
Studentʼs Book / Practice 6
107
Recupera experiencias el contenido y la forma Tiene tres propósitos: revisar
y conocimientos previos del producto de lenguaje y preparar la version final del
relacionados con la Práctica. mediante la conformación producto de lenguaje; luego,
Se ofrece un cronograma. de subproductos; lo evaluar el producto; y por
que conlleva, a llegar último, valorar el proceso y
a acuerdos, negociar, resultado del aprendizaje.
justificar puntos de vista,
compartir ideas, etcétera.
EVERYONE WHO SEEKS FINDS
Practice 3 Practice 3 Everyone who seeks finds 3. Look at the chart below and read the activities you will do in this Activity 3 Practice 3 EVERYONE WHO SEEKS FINDS Knowing when to use the dictionary
Academic and educational environment
• Ensure students identify the
practice in order to write an instruction manual. Remember to tick
Unless you want to spend your entire day looking up
Academic and educational environment
Everyone who Social language practice: Write instructions to use a bilingual dictionary. each activity as soon as you finish it. If you need another READER'S BOOK three stages of the plan and SOCIAL LANGUAGE PRACTICE: Write instructions to use a bilingual dictionary. words in a dictionary, you have to be adept in choosing
set of instructions go to your Reader’s Book, pages 20 to 24.
In this practice, you will learn how to write an
seeks finds instruction manual to use a bilingual dictionary . other source, and bring it with you to the next class. activity to be done. the ones that will really help you. Be sure to choose the
• Get a bilingual dictionary from the school’s library, the classroom or any
Adapted by Claire Fortier
that they understand each
m-up stag
ar
W Warm-up stage e • Ask a student to read the words that will genuinely help you and the appropriate
Activity 1 Week 1 WARM UP STAGE tasks out loud so they can time to check them. Try following the advice below:
• Activate previous knowledge 1. Read the following set of instructions. Revise bilingual • Explore bilingual dictionaries. understand the activities How to use a dictionary
they will follow in order to
by asking your students How to use this bilingual dictionary dictionaries. words, abbreviations). create the product (a set of • On occasion, you will find unfamiliar words while
• Recognize their graphic (bold and italic letters,
bullets) and textual components (entries, types of
whether they are familiar instructions for a bilingual
with dictionaries and » Make sure the word you are looking for is spelled correctly. Week 2 BUILDING STAGE dictionary). f you are being taught a new language, a valuable reading. Finish the sentence or, better yet, the
» Go to the right section according to the language of the word you are looking up.
instructions on how to use » Identify the two main sections of the dictionary: Spanish-English and English-Spanish. • Explain the benefits of Iresource is your bilingual dictionary. It is a great A A paragraph. If reading the word in context hasn’t
them. While students might Things I know. Planning our product » Look for the pages that begin with the first letter of the word you are looking up. • Identify the basic components of a set of creating a set of instructions advantage to you while doing the following: B B helped you guess the meaning and you still think
instructions (parentheses, dashes, square
not be familiar with using » Find the word by using the first letter of the word, then the second, the third, Learn to build the brackets, abbreviations, capital letters and for a bilingual dictionary:
» When you find the word you were looking up, pay close attention to the following
bilingual dictionaries, they et cetera. Remember dictionaries are organized in alphabetical order. content of a set of • Establish the number of instructions or steps. helping to look up the it’s important, look it up. It’s a good idea to find out
numbers).
instructions.
might already be able to use details: • Determine the words, definitions and meaning of words from • finding the definition of a word in English that what the word means in your language with the help
abbreviations the set of instructions will refer to.
- Abbreviations: indicating if a word is a noun, an adjective, a verb, and so on.
monolingual ones in their - Bold letters: indicating a new word and its correct spelling. Week 3 one language to another, you’ve heard or seen of a bilingual dictionary.
native language. Ask them bold (n.): BUILDING STAGE encouraging independent
- Italics: pointing out the abbreviations.
what kind of dictionaries they » Read and select the information you need. italics (n.): negritas cursivas work. • looking up what an English • While you are in class, you will hear new words.
are familiar with and what » Write down the information you select. Edit a set of • Write the set of instructions. • Make sure students word means in your language Keep listening to the teacher’s full sentence or
kind of instructions they have. session 1 » Put the dictionary back where it belongs. instructions. • Organize the set of instructions in a sequence. understand the plan • verifying how a word is spelled phrase; what he or she says next may help you
Ask what the main differences Week 4 CLOSURE STAGE SOCIALIZATION in general. • determining what the past figure out the word’s meaning. Looking the word
would be between the 2. Complete the following sentences by filling in the blanks with the best answer. • Remember that times
dictionaries they have used a) The previous instructions explain how to use a . allocated in the book tense of a verb or what the up in your dictionary immediately will interfere with
dictionary
and a bilingual dictionary. your understanding of the lesson, making it harder
plural of a noun is
III. electrical device
I. dictionary
know how to use a bilingual dictionary.
II. telephone
secondary school students
your students’ previous
instructions.
• Go through the instructions b) These instructions are addressed to: . Show your set of • Give your set of instructions to students who don’t may vary according to • discovering a word’s and harder to assimilate. If the word seems very
with them and make sure they I. preschool kids II. secondary school students III. primary school teachers experiences with this text
understand the text. grammatical explanation important, copy it from the board or write down
title and steps
c) Instructions have a . type (instructions) and
Activity 2 I. title and steps II. title and images III. title, steps and ingredients with their familiarity with • finding words with the same or how it sounds. Afterwards, you could ask the
• Before doing the activity, 44 Studentʼs Book / Practice 3 Studentʼs Book / Practice 3 45 dictionaries in general. opposite meaning (synonyms teacher or another student for its meaning.
Consider them as general
make sure students guidelines as we are aware that even the best laid-out plans may be wrecked due to unforeseen problems. and antonyms)
understand what an imperative mood is. Explain and demonstrate what imperatives are by playing a It is better if you leave yourself some time to spare and not overcharge your students with activities. • exploring how words are paired with others Read the introduction
simple game: Ask a student to do something using an imperative sentence. For example, “Roberto, knock Remember, syllabus contents are reprised time and time again throughout the year. On the other hand, (collocation) Reading the introductory section of your particular
on the door.” The student that performs the action will then get to ask another student to do something
different. Explain that imperatives are similar to the infinitive form of the verb. plan to allocate more time to those contents with which your students have not had previous contact. • checking the parts of speech that apply to a word dictionary is the best way to learn how to use it. The
• Go back to the set of instructions above and have your students underline the imperative verbs in it. • learning the pronunciation of a word introductory section gives you valuable information
• Bear in mind that the purpose of this practice is not to teach how to use a dictionary, rather how to build about your dictionary, such as the abbreviation and
instructions about a “technical” publication, such as a dictionary (which is one of the few types of books
that needs instructions to be used). To put it into other words, its like learning how to write a recipe While it’s important to know the uses of a dictionary, pronunciation symbols used in the entries as well as
book (the addressee is the person who needs to learn to cook, not the writer). However, inasmuch as it’s not all you need to employ a dictionary well. Decide how the entries are arranged.
your students get the gist of using a dictionary, they will be able to convey the instructions in a more what type of dictionary will be useful for each of the
straightforward manner.
• It can be useful to link these instructions with other types of instructions your students know, even if they objectives listed above.You will also need to be able • Entries in dictionaries typically give the word
are not from a dictionary. Remember: text type is one clue that provides information about a text and to find the word you’re looking for quickly, be certain and variants, the parts of speech the word is, its
allows certain types of anticipation, which, in turn, are vital for better comprehension.
you’ve found the correct word and definition, and be pronunciation and its definition, among other things.
aware of when it’s appropriate to use your dictionary.
20 Reader's Book Reader's Book 21
48 Teacher’s Book / Practice 3 Teacher’s Book / Practice 3 49
Teacher’s book Reader’s book
• Conjunto de sugerencias • Textos en inglés
para desarrrollar cada una relacionados con las
de las actividades. Prácticas Sociales.
• Instrumentos de evaluación • Diferentes modelos de
• Transcripción de los audios portadores textuales
• Bibliografía
Audios
• Expresiones usadas en un intercambio oral.
• Modelos de habla de distintas variantes del inglés
• Lecturas relacionadas con las Prácticas Sociales.
34 INGLÉS SECUNDARIA EDEBÉ EDUCACIÓN