Documente Academic
Documente Profesional
Documente Cultură
Textos Escolares
Ingls
Adquisiciones futuras
TEXTOS ESCOLARES
Recursos Educativos
Unidad de Currculum y Evaluacin
Ministerio de Educacin de Chile
Texto Escolar 2 Medio
Can deal with most situations likely to arise whilst travelling in an area
where the language is spoken.
Can describe experiences and events, dreams, hopes and ambitions and
briefly give reasons and explanations for opinions and plans.
Marco Comn Europeo de Referencia para la Enseanza
de las Lenguas.
Ejes
Contexto
Valores y Comunicacin oral significativo
actitudes (Speaking cercano a los y
Listening) las
estudiantes.
Reading Writing
Balance de las habilidades integradas
25% de fluidez
Enfoques
Communicative Approach
Task-based Approach
Problemas generales en el diseo de unidades de
aprendizaje y actividades
Foco
Relevancia (uso de pensamiento crtico)
Coherencia con el tema y la unidad
Drilling-based
Errores conceptuales del lenguaje
Eje Comunicacin oral
Demostrar comprensin general y especfica de los
textos escuchados
Identificar elementos lxico y fonolgicos
Identificar informacin (gen-esp) propsito, relaciones
Expresarse oralmente
Interactuar, reaccionar
Reportar informacin
Expresarse oralmente
Densidad lxica
Se trata de una medida estadstica que da cuenta de la riqueza
lxica de un texto: a mayor densidad lxica, mayor nmero de
palabras distintas. En otros trminos, un texto con una alta
densidad lxica posee muchas palabras distintas que se repiten
pocas veces, mientras que un texto con una densidad lxica baja
contiene pocas palabras que se repiten muchas veces.
Eje comprensin de lectura ejemplo
1. Problemas con la densidad lxica
2. Problemas con las actividades relacionadas.
Eje comprensin de lectura ejemplo
2. Problemas con las actividades relacionadas.
Propsito
What is the purpose of this description?
Ideas principales, secundarias
What is this text describing?
Relaciones
Why does the author says the character has bad taste?
Elemento lxico-sintcticos
Draw the dress described, compare it with your classmates.
Eje expresin escrita
Chequear comprensin
Espacios para la reflexin
While
Approach
Profundizar aprendizajes
Producir
Post Desarrollar fluidez
Formas de organizacin de acuerdo al Approach
Planificar propsitos
Task-based Approach
Espiralidad vs drilling
Desarrollo vs presencia
Pertinencia
Pensamiento crtico y creativo
Desarrollo cognitivo a travs de preguntas
esenciales
Desde el what? al how?
Estimulacin de la creatividad
Foco en la Post-metodologa
10 principios orientadores de Kumaravadivelu
Referencias
Brown, D. (2015). Principles of Language Learning and Teaching (6th Edition). New York: Pearson
Education, Inc.
Brown, D. (2015). Teaching by Principles: An Interactive Approach to Language Pedagogy (4th Edition).
New York: Pearson Education, Inc.
Cohen, A. D. (2011). Strategies in learning and using a second language. Harlow: Pearson Education.
Ellis, R. (1994). The study of Second Language Acquisition. Oxford: Oxford University Press.
Ellis, R. (1999). Learning a Second Language through Interaction. Amsterdam / Philadelphia: John
Benjamins Publishing Co.
Ellis, R. (2003). Task-based Language Learning and Teaching. Oxford: Oxford University Press.
Ellis, R. (2012). Language Teaching Research and Language Pedagogy. USA: Wiley and Blackwell
Publishers.
Grabe, W. & Stoller, F. (2002). Teaching and Researching Reading. New York: Routledge.
Field, J. (2008). Listening in the Language Classroom. Cambridge: Cambridge University Press.
Grabe, W. (2009). Reading in a Second Language, Moving from theory to Practice. Cambridge:
Cambridge University Press.
Hughes, R. (2002). Teaching and researching Speaking. Edinburgh: Pearson Education Limited.
Hyland, K. (2002). Teaching and researching Writing, 2nd Edition. Edinburgh: Pearson Education Limited.
Kumaravadivelu, B. (2003). Beyond Methods: Macrostrategies for Language Teaching. New Haven: Yale
University Press.
Kumaravadivelu, B. (2006). Understanding Language Teaching. London: Lawrence Erlbaum Associates
Publishers.
Referencias
Larsen-Freeman, D. (2000). Techniques and Principles in Language Teaching. Oxford: Oxford University
Press.
Larsen-Freeman, D. (2003). From Grammar to Grammaring. USA: Heinle.
McKay, S., (2003). Teaching English as an International Language: The Chilean context. ELT Journal, 57(2),
139-148.
Nation, I.S.P. (2013). Learning Vocabulary in Another Language (Cambridge Applied Linguistics) 2nd
Edition. Cambridge: Cambridge University Press.
Nation, I.S.P. (2008). Learning Vocabulary in Another Language (Cambridge Applied Linguistics) 2nd
Edition. Boston: Heinle ELT.
Richards, J.C. & Rodgers, T. (2001). Approaches and Methods in Language Teaching, Second Edition.
Cambridge: Cambridge University Press.
Schmitt, N. (2012). Instructed second language vocabulary learning. Rescatado de
http://www.norbertschmitt.co.uk/uploads/schmitt-n-(2008)-instructed-second-language-vocabulary-
learning-language-teaching-research-12-3-329-363.pdf
Schmitt, N. and Schmitt, D. (2014). A reassessment of frequency and vocabulary size in L2 vocabulary
teaching. Language Teaching, 47, pp 484-503 doi:10.1017/S0261444812000018
Wiggins, G. P., McTighe, J. (1998). Understanding by design 2nd Edition. Alexandria, Va: Association for
Supervision and Curriculum Development.
Wiggins, G. P., McTighe, J. (2011). The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, Va: Association for Supervision and Curriculum Development.