Page 64 - Catálogo general 2024

@ccess. inglés

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 contenidos.

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