MATERIAL DIDÁCTICO (SECME):

“MANUAL PARA PRÁCTICAS DE LECTURA DE COMPRENSIÓN DE TEXTOS,

GRAMÁTICA, VOCABULARIO Y EXPRESIÓN ESCRITA EN INGLÉS NIVEL A1
DENTRO DEL CENTRO DE AUTO-ACCESO (CAA)”

UNIDAD DE APRENDIZAJE: INGLÉS A1

ÍNDICE
I. PRESENTACIÓN Págs. 3-5

1
II. PRÁCTICAS DE LECTURA DE COMPRENSIÓN DE TEXTOS EN INGLÉS
(READING) NIVEL A1 Págs. 6-32
III. EJERCICIOS DE GRAMÁTICA Y VOCABULARIO (GRAMMAR AND
VOCABULARY) EN INGLÉS NIVEL A1 Págs. 33-44
IV. PRÁCTICAS DE EXPRESIÓN ESCRITA (WRITING) EN INGLÉS NIVEL A1
Págs. 45-59
Módulo I: Información personal
Tema 1: Instrucciones y comandos para interactuar en el salón de clases
Tema 2: Presentación de información personal.

Módulo II: Vida diaria: Hábitos y rutinas

Tema 1: Relaciones familiares
Tema 2: Hábitos y rutinas
Tema 3: Frecuencia de hábitos y rutinas

Módulo III: Mi entorno: mi casa, mi escuela, mi ciudad

Tema 1: Habilidades
Tema 2: Descripción de lugares (lo que hay y lo que no hay)
Tema 3: Obligaciones y deberes
Tema 4: Direcciones e indicaciones de cómo llegar a un lugar

Módulo IV: Mi persona: cómo soy, cómo son quienes me rodean.

Tema 1: Descripción de personas en cuanto a apariencia física y de
personalidad.
Tema 2: Descripción de lo que las personas hacen en el momento que se
les observa.
Tema 3: Descripción de hábitos, rutinas y actividades en progreso, al
momento de observarlas, en tiempo presente.
Bibliografía Págs. 59-61
PRESENTACIÓN

2
La Universidad Autónoma del Estado de México (UAEM) ofrece estudios a nivel
bachillerato en el cual incluye la enseñanza del inglés como lengua extranjera,
Dirección de Estudios del Nivel Medio Superior (DENMS), es la responsable de la
adecuación curricular del Bachillerato Universitario, dentro del marco para el
Currículo de Bachillerato Único 2009 vigente (CBU), y la Dirección de Aprendizaje
de Lenguas (DAL) funge como asesor disciplinario. Se señala lo anterior para
contextualizar al lector sobre la organización de los participantes en la elaboración
de los programas de inglés en el bachillerato de la UAEM.

En el nivel bachillerato los estudiantes cursan cuatro niveles de inglés

denominados: A1, A2, B1 y B2. Es conveniente señalar que los programas de
estudio para los cuatro cursos fueron diseñados por una comisión integrada por
los presidentes de academia de cada uno de los planteles pertenecientes a la
UAEM. El objetivo principal de este proyecto educativo es promover el proceso de
enseñanza-aprendizaje, este programa permite a los estudiantes desarrollar
habilidades para adquirir el idioma inglés como una lengua extrajera.

El presente trabajo se desarrolla para la asignatura de inglés A1 con ejercicios de

lectura de comprensión de lectura (Reading), gramática (Grammar), vocabulario
(Vocabulary) y expresión escrita (Writing) sugeridos a los estudiantes de
bachillerato que acuden al Centro de Auto Acceso. En correspondencia con las
características de la etapa introductoria de formación, el alumno de inglés A1
específicamente será capaz de comunicarse de manera inicial para satisfacer las
necesidades básicas de supervivencia en situaciones de la vida diaria,
desarrollando habilidades para hablar de sí mismo, de su entorno y de algunos
aspectos sociales.

La UAEM vislumbra como un elemento esencial para consolidar la formación

académica de los alumnos tanto de nivel bachillerato como licenciatura, en los
programas de inglés, el desarrollo de competencias comunicativas para la
supervivencia, en carreras profesionales o bien de carácter técnico, quienes en el
futuro se desempeñarán en distintos ámbitos laborales, académicos y científicos.
En este sentido, cabe señalar además el hecho de que en la actualidad, la
3
tecnología que ellos utilizan para comunicarse o simplemente para divertirse
requiere del manejo de la lengua inglesa para acceder a la información de dichos
medios tecnológicos.

Hoy en día, es necesario señalar que los estudiantes deben promover su propio
conocimiento acorde a las tendencias del modelo educativo en México, el cual nos
indica la necesidad y las estrategias para lograr alumnos independientes que es lo
que se pretende llevar a cabo en cada uno de los centros de Auto Acceso en el
aprendizaje de idiomas.

La Dirección de Aprendizaje de Lenguas (DAL) puntualiza que los profesores

quienes participen en este sistema deben tener el grado de Licenciado en Lengua
Inglesa (LLI) ahora Licenciados en Lenguas (LLE), o Licenciado en Enseñanza del
Inglés (LEI); este factor resalta la idea de que profesores con el perfil requerido
son capaces de desarrollar el programa de la mejor forma y en este sentido
proveer a los estudiantes del conocimiento apropiado para mejorar sus habilidades
en la adquisición de una lengua extranjera. Por ello, es de vital importancia que el
docente de inglés del nivel bachillerato conozca a detalle el Currículo, cuya
estructura está soportada por la interacción de esferas de acción, dimensiones de
formación y asignaturas del propio currículo; se trata de una articulación
equilibrada entre los aspectos esenciales del ser humano: cuerpo, mente y
emoción y los distintos campos del saber: científico-tecnológico, humanístico,
social y para la vida, comunicativo y crítico intelectual. De este modo se espera
que el docente articule sus estrategias didácticas desde las perspectivas de
enseñanza reflexiva e investigación de acción. Las técnicas y recursos
metodológicos a emplearse dentro y fuera del aula deberán responder a las
demandas de una sociedad globalizada, en constante desarrollo tecnológico y
científico que requiere de individuos más autónomos, más responsables de su
aprendizaje, por lo cual los docentes de lenguas de la UAEM tienen el compromiso
de desarrollar su práctica profesional mediante la enseñanza reflexiva, con el fin
de expandir el conocimiento sobre el proceso enseñanza-aprendizaje del idioma
inglés y optimizar las técnicas didácticas que favorezcan dicho proceso.

4
Perfil de los Estudiantes de Bachillerato

En la Reforma Integral de la Educación Media Superior (RIEMS), se puntualiza

como proceso fundamental el perfil del egresado el cual se integra por once
competencias genéricas y sus principales atributos. Los educandos de bachillerato
desarrollan competencias en ámbitos personales, académicos y profesionales, por
lo tanto es ineludible que el perfil del docente y el perfil del egresado sean
congruentes y complementarios, sin embargo, no tienen que ser simétricos ni
observar los mismos elementos. Con base en este argumento, los estudiantes
proveen un sentido crítico además de creativo, con capacidad para analizar la
problemática social y en búsqueda de soluciones con el fin de asumir
responsabilidades en este contexto. Es preciso establecer que los alumnos en
esta etapa escolar son adolescentes cuyas edades oscilan entre 15 y 16 años; hoy
en día y debido al contacto que tienen con las nuevas tecnologías estos jóvenes
cuentan con las herramientas necesarias para enfrentar dichos retos.

Centros de Auto Acceso

Se considera un centro de Auto Acceso (CAA) al lugar donde los alumnos acuden
a consultar recursos electrónicos o impresos que le proveen alternativas de
estudio de forma independiente en la adquisición de una lengua extranjera con el
fin de implementar algunas ideas relacionadas con el aprendizaje autónomo, el
cual implica cierto control en qué y cómo estudiar; dicho espacio es una mezcla de
biblioteca, aula, laboratorio de computadoras y laboratorio de idiomas.

El objetivo primordial de los CAA es lograr que el alumno sea autónomo en su

aprendizaje, que logre sus objetivos y metas, que desarrolle la habilidad de auto-
evaluación y finalmente que reconozca el avance adquirido.

PRÁCTICAS DE LECTURA DE COMPRENSIÓN DE TEXTOS (READING) EN

INGLÉS NIVEL A1

5
1.1 Actividad 1

TEMA: Problemas con adolescentes.

NIVEL: Principiantes / Nivel básico

ESTRATEGIA PROPUESTA: Utilizar palabras interrogativas (Using question

words)

OBJETIVO: Distingue las frases de uso general o cotidiano para interactuar con el
idioma en su entorno, situaciones y áreas que le son familiares.

TIEMPO: 10 min.

MATERIAL: Copias de ejercicio del tema.

ORGANIZACIÓN DE ESTUDIANTES: individual, grupal, pares o tríos.

POSIBLES PROBLEMAS EN EL SALÓN DE CLASES: Los estudiantes no

conocen las estrategias de lectura a utilizar.

TÍTULO DE LA LECTURA: Boot camp!

ASPECTOS A CONSOLIDAR: El alumno Identifica palabras interrogativas y

vocabulario relacionado con problemas en la adolescencia.

PROCEDIMIENTO: tres etapas

 PRE-LECTURA: Preguntas relacionadas o previas a la lectura.

 LECTURA: Reconoce información que expresa actividades referentes a la

lectura.

 POST-LECTURA: Completar cinco preguntas utilizando palabras

interrogativas.

A. PRE-LECTURA

1. READ THE FOLLOWING QUESTIONS AND ANSWER THEM.

6
1. What do you know about Boot camp?
____________________________________________________________
2. Is it for holidays?
____________________________________________________________
3. How many activites can teenagers do?
_____________________________________________________________

B. LECTURA

Boot camp!

Sixteen-year-old Melissa
arrives at “boot camp” but
she doesn´t want to be
here. Boot camp is not for
holydays.
Teenagers come to stay here when they have got problems. And Melissa has
got serious problems. She doesn´t do any work at school. She just wants to
go out with her friends all night, and drink and take drugs. She is very difficult
at home. She argues with her mom all the time and shouts at her. Her mother
can´t help her but she hopes that boot camp can.
Boot camp is a difficult place to be. There are lots of rules. This boot camp is
in the middle of the Arizona desert. It´s a ranch, and there are lots of animals.
The young people have to get up early every morning. They have to help on
the ranch for two hours. They have a good breakfast. At least the food here is
nice. After breakfast, they usually do their schoolwork until lunch time. After
lunch they have to do more work on the ranch. In the evenings they do their
homework and write letters home. It´s boring and hard work at boot camp.
Melissa hates everything, and is rude and difficult. But every afternoon, after
the ranch work, they learn to ride a horse. At first, Melissa is scared, but later
she begins to enjoy it. After two months, Melissa feels happier. She loves her
horse, and her schoolwork is much better.
She thinks about her mum a lot, and feels sorry for being so horrible to her.
She wants to go home and go back to school. For Melissa and hundreds of
teenagers like her, boot camp works.

Tomado de Falla Tim, A. Davis Paul 2008:37

7
 Tomada de google farms 2015

2. READ THE SENTENCES AND WRITE THEM CORRECTLY.

A) Boot camp is an especial school.

_____________________________________________________
B) Teenagers are very smart at school.
_____________________________________________________
C) In this place there are no rules.
_____________________________________________________
D) Teenagers can wake up late.
_____________________________________________________
E) Teenagers love to do all kind of activities in this place.
_____________________________________________________

3. MATCH THE SENTENCES.

A) Teenagers come to stay here _____ Melissa’s mother hopes that

the Boot camp can.
B) Melissa’s mother can’t help her _____ for two hours.

C) Boot camp has a lot of _____ have problems.

8
D) Teenagers have to help on the ranch _____ Melissa feels happier.

E) After two months _____ difficult rules.

C) POST LECTURA
6. COMPLETE THE QUESTIONS.

1. What _______________________________________ ?

2. Where _____________________________________ ?

3. How _______________________________________ ?

4. When ______________________________________ ?

5. Why _______________________________________ ?

1.2 Actividad 1

TEMA: Gente famosa.

NIVEL: Principiantes / Nivel básico

ESTRATEGIA PROPUESTA: Lectura minuciosa. (Scanning)

9
OBJETIVO: Distingue las frases de uso general o cotidiano para interactuar con el
idioma en su entorno, situaciones y áreas que le son familiares.

TIEMPO: 10 min.

MATERIAL: Copias de ejercicio del tema.

ORGANIZACIÓN DE ESTUDIANTES: individual, grupal, pares o tríos.

POSIBLES PROBLEMAS EN EL SALÓN DE CLASES: Los estudiantes no

conocen las estrategias de lectura a utilizar.

TÍTULO DE LA LECTURA: Famous American Families.

ASPECTOS A CONSOLIDAR: El alumno Identifica oficios y profesiones,

vocabulario relacionado con actores e intérpretes de música.

PROCEDIMIENTO: tres etapas

 PRE-LECTURA: Preguntas relacionadas o previas a la lectura.

 LECTURA: Reconoce información que expresa actividades referentes a la

lectura.

 POST-LECTURA: Escribe su rutina diaria.

A) PRE-LECTURA.

1. LOOK AT THE PHOTOS OF THESE FAMOUS PEOPLE AND THE TITLE OF

THE TEXT. UNDERLINE THE ANSWER.

1. What do you think they do?

a) They fly by plane.
b) They write for a newspaper.
c) They sing and act..
10
B). LECTURA

2. READ THE ARTICLE.

Will Smith
Will Smith is a famous Hollywood actor and
a pop star. He´s the stair in Hancock,
Independence Day, and Men in Black. Will´s
wife Jada Pinkett is an actress, too.
This is a photo of Will son Jaden is in the
movie The Pursuit of Happiness with his
dad.

11
 Tomado de Bowen Philippa, Delaney Denis2011:W19
Tomada de google famous people 2015

3. THERE ARE FIVE SENTECES, NUMBER THEM IN ORDER ACCORDING TO

THE TEXT MAKING A LOGICAL PARAGRAPH.

( ) He’s the stair in Men in Black.

( ) She is an actress and a singer.
( ) Jada Pinkett is an actress
( ) They are from New Jersey
( ) Also his dad is singer and actor

12
4. LOOK AT THE PICTURES AND WRITE THE OCCUPATIONS.

a B c D E

Tomadas de google clipart 2015

5. CHOOSE THE RIGHT ANSWER.

I. This person cooks in a restaurant…

13
a) a modal b) a pilot c) a lawyer d) a chef
2. This person writes for a newspaper…
a) an actor b) a nurse c) a doctor d) a journalist
3. This person flies planes…
a) a waiter b) a pilot c) a teacher d) an architect
4. This person wears beautiful clothes…
a) a modal b) a nurse c) a vet d) a plumber

C) POST LECTURA

6. WRITE YOUR DAILY ROUTINE.

I always get up at____________________________________________________

__________________________________________________________________
__________________________________________________________________
In the afternoon, I ___________________________________________________
__________________________________________________________________
__________________________________________________________________
Finally____________________________________________________________
__________________________________________________________________
_______________

14
1.3 Actividad 1

TEMA: Vida cotidiana en la granja.

NIVEL: Principiantes / Nivel básico

ESTRATEGIA PROPUESTA: Búsqueda de idea principal. (Understanding the

main idea)

OBJETIVO: Distingue la información esencial de pasajes cortos relacionados con

la vida rutinaria.

TIEMPO: 10 min.

MATERIAL: Copias de ejercicio del tema.

ORGANIZACIÓN DE ESTUDIANTES: individual, grupal, pares o tríos.

POSIBLES PROBLEMAS EN EL SALÓN DE CLASES: Los estudiantes no

conocen las estrategias de lectura a utilizar.

TÍTULO DE LA LECTURA: Different lives.

ASPECTOS A CONSOLIDAR: Identifica el presente simple en oraciones con la

tercera persona del singular. Utiliza adverbios de frecuencia.

PROCEDIMIENTO: tres etapas

 PRE-LECTURA: Serie de preguntas relacionadas con las familias que

viven en granjas.

 LECTURA: Emplea adverbios de frecuencias.

15
  POST-LECTURA: Ordenar las oraciones llevando una secuencia lógica de
acuerdo al texto.

A) PRE-LECTURA.

1. READ THE FOLLOWING QUESTIONS AND CROSS YES OR NO.

1. Do you know people that live in the country?

YES NO

2. Do you live in another country?

YES NO

3. Do you know an Amish family?

YES NO

B) LECTURA

2. READ THE ARTICLE.

DIFFERENT LIVES

Joshua
Lives on a farm in Pennsylvania, USA. Joshua
´s family is Amish. The Amish people live in a
very different way from other people in the
United States. For example, they always wear
very simple traditional clothes. They never
watch TV because they do not have electricity
and they hardly ever play musical instruments.
Five days a week, Joshua goes to a school for
Amish children. He sometimes goes into the
city with his parents to do the shopping. When
they go to the city, they use a horse and
buggy, because the Amish people do not have
cars.

16
 Judy
Lives in a farm in Australia, 600 kilometers
from the nearest town. Judy never goes to
school programmes on television. ¨There are
so many things to do on the farm, ¨ says Judy.
I sometimes watch TV in the evenings. I like
soaps, for example. ¨
Judy sometimes talks to her teacher on the
radio, but she hardly ever sees him. He comes
to her house only once a year to help her with
her school work.

Tomado de Puchita Herbert, Stranks Jeff 2004:54

Tomada de google teenagers 2015

3. READ THE SENTENCES AND WRITE THEM CORRECTLY.

A) The Amish people lives in a very different way.

____________________________________________________________
_
B) They wear always very simple traditional clothes.
____________________________________________________________
_
C) The Amish people does not have car.
____________________________________________________________
_
D) There is so many things to do on the farm.
____________________________________________________________
E) Judy sometimes talk to her teacher on the radio.
____________________________________________________________
F) She sees hardly ever him.
____________________________________________________________

17
C) POST LECTURA

4. THERE ARE FIVE SENTECES, NUMBER THEM IN ORDER ACCORDING TO

THE TEXT MAKING A LOGICAL PARAGRAPH.

( ) They use a horse and buggy..

( ) Judy sometimes talks to her teacher on the radio.
( ) Judy lives in a farm in Australia.
( ) Joshua lives on a farm in Pennsylvania.
( ) They always wear very simple traditional clothes.

18
1.4 ACTIVIDAD 1

TEMA: Horóscopos.

NIVEL: Principiantes / Nivel básico

ESTRATEGIA PROPUESTA: Conectores. (Connecting words)

OBJETIVO: Identifica en textos muy breves información relacionada con su

contexto cotidiano.

TIEMPO: 10 min.

ORGANIZACIÓN DE ESTUDIANTES: Individual, grupal, pares o tríos.

POSIBLES PROBLEMAS EN EL SALÓN DE CLASES: Los estudiantes no

conocen las estrategias de lectura a utilizar.

TÍTULO DE LA LECTURA: Mystic Mavis says:

ASPECTOS A CONSOLIDAR: Identifica el presente simple. Distingue verbos en

oraciones en presente simple. Adjetivos y números.

PROCEDIMIENTO: tres etapas

 PRE-LECTURA: Preguntas relacionadas o previas a la lectura, subrayar

posibles respuestas en el artículo.

 LECTURA: Interpreta ideas claves en el texto, llega a conclusiones a partir

de ellas.

 POST-LECTURA: Escribir una pequeña composición sobre la posibilidad

de desarrollarte como un astrólogo o una adivinadora del futuro. Incluye
actividades, indumentaria, rutinas, etc.

19
A) PRE-LECTURA.

1. READ THE FOLLOWING QUESTIONS AND ANSWER THEM.

a. Do you know a fortune teller?

_______________________________________________________________
b. Do you like to be a fortune teller?
_______________________________________________________________
c. How often do you visit to a fortune teller?
_______________________________________________________________

B) LECTURA (69)
2. READ THE TEXT.

Mystic Mavis says:

1______________________________________________________
First of all, people born On February 29 are unlucky! They only have one
birthday every four years! But because of this, they have special talents and
abilities.
2 ______________________________________________________
They are very friendly and optimistic. They always see the positive side of life.
They are fun, and many of them can sing or dance very well. They have a lot
of friends and they are always loyal to their friends.
3 ______________________________________________________
People born on February 29 like their jobs and they want to be rich. But they
don’t usually give gifts because they aren’t very generous!
4 ______________________________________________________
These Pisceans usually have a healthy lifestyle. They eat lots of fruit and
vegetables and they are good at sports.
Tomado de Rogers Mickey, Taylore-KnowlesmJoanne, Taylore-Knowles Steve
2010:69
20
 Tomada de Google Harry Potter 2015

3. CHOOSE THE FOLLOWING HEADINGS IN THE CORRECT PLACES IN THE

TEXT.

HEALTH GOOD QUALITIES BAD LUCK! WORK AND

MONEY

4. READ THE FOLLOWING STATEMENTS AND PUT THEM INTO THE

CORRECT ORDER ACCORDING TO THE READING.

( ) They eat lots of fruit.

( ) They are very friendly and optimistic.
( ) They only have one birthday every four year.
( ) They want to be rich.
( ) They are fun.

5. READ THE TEXT AGAIN AND ANSWER THE QUESTIONS.

1. Who is unlucky?
______________________________________________________
2. Who can sing or dance very well?
______________________________________________________
3. Who wants to be rich?
______________________________________________________
21
 4. Who has a healthy lifestyle?
______________________________________________________

6. NOW FIND 8 ADJECTIVES IN THE ARTICLE.

a)._________ b)._________ c)._________ d)._________

e)._________ f)._________ g)._________ h)._________

C) POST LECTURA

7. WOULD YOU LIKE TO BE A FORTUNE TELLER? WRITE YOUR IDEAS

USING THE VOCABULARY SEEN IN THIS ACTIVITY.

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________

22
1.5 ACTIVIDAD 1

TEMA: Partes de la casa y muebles.

NIVEL: Principiantes / Nivel básico

ESTRATEGIA PROPUESTA: Identificar partes del discurso (Recognizing parts of

speech)

OBJETIVO: Extrae ideas principales y datos específicos acerca de la ubicación de

bienes y servicios.

TIEMPO: 10 min.

ORGANIZACIÓN DE ESTUDIANTES: Individual, grupal, pares o tríos.

POSIBLES PROBLEMAS EN EL SALÓN DE CLASES: Los estudiantes no

conocen las estrategias de lectura a utilizar.

TÍTULO DE LA LECTURA: Welcome to my home!

ASPECTOS A CONSOLIDAR: El alumno identifica diferentes aspectos o

comodidades que obtiene en su casa.

PROCEDIMIENTO: tres etapas

 PRE-LECTURA: Relacionar vocabulario con fotografías relacionadas a

servicios que se tienen en casa.

 LECTURA: Emplea conocimiento previo para solicitar sus necesidades

acerca de bienes y servicios.

 POST-LECTURA: Elegir de las tres opciones que se brindan, los servicios

adecuados que cubran las necesidades de cada lector.

23
A) PRE-LECTURA

1. MATCH THE HOUSE FACILITIES TO THE PICTURES.

GYM SWIMMING POOL GARAGE INTERNET ACCESS CABLE

TELEVISION

a b c

Welcome
to my
home!

d e

24
 Hi! Welcome to my home! My name is Javier. I live in Guadalajara in Mexico. I
can speak Spanish and English, but we only speak Spanish at home because
my parents can´t speak English. I live with my mum, dad, and my sister,
Martha.
We live in a big flat on the third floor. I like it very much because it´s very
clean and comfortable. The walls are painted bright colours and I like that too.
It has got air conditioning in each room.
There are three bedrooms in the flat. In my room, there are two beds because
sometimes my cousin, Hector, comes to stay. I haven´t got a wardrobe but my
sister has – she´s got a lot of clothes!
There´s a desk in my room too. That´s where I like doing my homework. I like
listening to music in my room too.
My favourite room in the house is the living room. I like watching TV and
DVDs in there. Sometimes I play video games in there with friends or with my
cousin.
Sometimes Mum cooks in the kitchen and we sometimes eat on the balcony. I
enjoy sitting outside with my family and friends. It´s very relaxing. Sometimes
we have parties out there and that´s always a lot of fun!

B) LECTURA
2. LOOK AT THE PICTURE AND QUICKLY READ THE TEXTS.

Tomado de Stephenson Helen 2012:76

Tomada de google houses 2015

3. ARE THESE STATEMENTS TRUE OR FALSE?

A) I live in England. __________________

25
B) My parents can speak English. __________________
C) I live in a big house. __________________
D) My cousin Hector lives with us. __________________
E) My favourite room in the house is the living room. __________________

4. COMPLETE THE QUESTIONS WITH THE CORRECT FORM OF IS THERE /

ARE THERE.

a) _______________ a kitchen?

b) _______________ three bedrooms?

c) _______________ a balcony?

d) _______________ air conditioning in the rooms?

e) _______________ some bathrooms?

C) POST LECTURA

5. DESCRIBE LA CASA DE TUS SUEÑOS, INCLUYE VOCABULARIO VISTO EN

ESTE EJERCICIO.

26
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
____________________________________________________________

1.6 ACTIVIDAD 1

TEMA: Literatura.

NIVEL: Principiantes / Nivel básico

ESTRATEGIA PROPUESTA: Lectura rápida. (Skimming))

27
OBJETIVO: Reconoce información específica y predecible en escritos sencillos y
cotidianos.

TIEMPO: 10 min.

ORGANIZACIÓN DE ESTUDIANTES: Individual, grupal, pares o tríos.

POSIBLES PROBLEMAS EN EL SALÓN DE CLASES: Los estudiantes no

conocen las estrategias de lectura a utilizar.

TÍTULO DE LA LECTURA: A FAMOUS WRITER

ASPECTOS A CONSOLIDAR: El alumno identifica características de una

biografía.

PROCEDIMIENTO: tres etapas

 PRE-LECTURA: Adquisición de vocabulario.

 LECTURA: Reconoce el orden cronológico en la lectura para obtener

información sobre personalidades

 POST-LECTURA: Elegir tres personajes famosos y escribe algunos datos

sobre ellos dentro del diagrama.

A) PRE-LECTURA.

1. READ THE BANK WORDS AND THEN ORGANIZE THEM INTO THE TABLE.

28
 architect writer art sculpture playwright

biography literature novel artist painter

painting play architecture poem novelist

biographer sculptor poet writing

PEOPLE NOUNS

B) LECTURA 26

2. READ THE ARTICLE.

A FAMOUS WRITER
29
 J. K. Rowling is a very famous writer. Millions of children, teenagers,
men and women read her books. Where is she from? Where does she
live? How does she write her books?

J. K. Rowling is from Britain, and she lives with her husband, son and
daughter in Scotland. Writing is her hobby and her work. She always
writes with a pen first, and then with her computer. She sometimes
watches TV: she really likes cartoons. Harry Potter is always the hero in
her books. Of course she likes him a lot!

Harry Potter is ten years old and he is very unhappy. His mother and
father are dead and he lives with his aunt and uncle. Harry doesn’t like
them or their son Dudley at all. One day, Harry Hogwarts, a school for
wizards! At Hogwarts, Harry is famous and popular. He learns magic and
plays a game called “Quidditch”. Harry’s very happy there.

Tomado de Rogers Mickey, Taylore-KnowlesmJoanne, Taylore-Knowles Steve

2010:26
Tomada de Google Harry Potter 2015

4. ORDER THE EVENTS ACCORDING TO THE READING.

( ) Harry Potter is always the hero.

( ) She is from Britain.

( ) At Hogwarts, Harry is famous and popular.

( ) She lives with her husband.

( ) Harry is ten years old.

30
 ( ) He learns magic..

5. TICK (  ) THE CORRECT SENTENCES. CROSS ( X ) THE WRONG

SENTENCES.

A) She always writes with a pencil first ______________

B) She really likes cartoons. ______________
C) Harry doesn’t play a game called “Quidditch”. ______________
D) Harry is very unhappy. ______________

C) POST LECTURA

6. NOW WRITE THREE EXAMPLES ABOUT FAMOUS PEOPLE. WHAT DO

THEY DO? E.G. J. K. ROWLING IS FROM BRITAIN.

31
 1.1.

HISTORY

3.3.
2.2.

EJERCICIOS DE GRAMÁTICA Y VOCABULARIO (GRAMMAR AND

VOCABULARY) EN INGLÉS NIVEL A1

Asignatura: Inglés A1

Módulo I: Información personal

Tema 2: Presentación de información personal

32
Habilidad: Grammar and vocabulary
Nationalities and occupations
I. INSTRUCTIONS: Unscramble each of the clue words. Take the
letters that appear in boxes and unscramble them for the final
message.

33
II. INSTRUCTIONS: Access to the Internet, look for some information
about four (4) famous people and write o the following lines.

34
Asignatura: Inglés A1

Módulo II: Vida diaria: hábitos y rutinas

Tema 1: Relaciones familiares

Habilidad: Grammar and vocabulary

MY FAMILY

I. INSTRUCTIONS: Find the words in the word search. Use as many

colors as you can!

RETHGUADDNARGWH
LEARWURNOSEEZEC
WRHIEENNDTUHHHR
HUFTTHLCHGCTUPR
WEBSACTGLRFOSEU
STIRIFUOTEAMBNL
CSCJOADFMGUDADV
CWWADTMNCBNNNGG
R E H TAF H OAETAD F M
UEVIJZUETRNRCHT
GRANDSONRFGGKMZ
BLXFIFTYUWWOGUP
FYENIQZXLKPXKCH
SNIVKPSBVHBDVAW
XNIECEBAGUQTTNQ

AUNT HUSBAND
BROTHER MOTHER
COUSIN NEPHEW
DAUGHTER NIECE
FATHER SISTER
GRANDDAUGHTER SON
GRANDFATHER UNCLE
GRANDMOTHER WIFE
GRANDSON

35
 II. Look at John’s family tree and complete the sentences. Use the
words from the word search.

1. Jimmy is Wendy’s ____________________

2. Dot is Maud’s ____________________
3. Diana is July’s ____________________
4. Harold is Fred’s ____________________
5. Kate and John are Ned’s ________________
6. Harold is July’s ____________________
7. Walter is Edith’s ____________________
8. Fred is Edward’s ____________________
9. Fred is Dot’s ____________________
10. Kate is Maud’s ____________________

Asignatura: Inglés A1

Módulo III: Mi entorno: mi casa, mi escuela, mi ciudad

36
Tema 2: Descripción de lugares (lo que hay y lo que no hay)

Habilidad: Grammar and vocabulary

I. INSTRUCTIONS: Find eight (8) words related to the parts of the

house and write them in the lines below.

House Rooms

MOORGNINNIDMQSJ
O O N C SAN RYAO O J D M
VBOTJFRIROMOICH
VXURVXBDRHRRPJG
IDGWGTZDEBIHVQU
YDQUXNELSNZTCCS
X PD H M B IATS OAD F W
WWFNGZDVABZBAPM
PSFSZQMZIZPYQZT
IHYOHVNGRLBFQMS
ZBHMMKAFSZJXEGF
SIKKITCHENGMNRD
U AAT E M J X O X K W L B U
LVYFBRUAGNWWNMD
YAF O ZYK E Z Z LV W X G

1 ____________________ 5 ____________________

2 ____________________ 6 ____________________

3 ____________________ 7 ____________________

4 ____________________ 8 ____________________

II. INSTRUCTIONS: Look at the following picture. Below there is a

description of it. Discover the secret message!

37
 My bedroom

Asignatura: Inglés A1

38
Módulo IV: Mi persona: cómo soy, cómo son los que me rodean

Tema 1: Descripción de personas en cuanto a apariencia física y de

personalidad.

Habilidad: Grammar and vocabulary

I. INSTRUCTIONS: Do the cross word puzzle.

39
 Physical appearance

Across 10. Usually, women have got _____

2. you wear these if you can't see hair.
very well. 11. Hair which is yellow or light-
5. The hair on a man's face under his coloured
mouth. Down
9. The hair on a man's face above his 1. The opposite of small or short.
mouth. 3. Most men wear _____ hair
40
4. Thin in a good way. 7. Attractive: nice to look at.
6. you use them to see things. 8. Hair which is Brown or black.

II. INSTRUCTIONS: Use the words from the cross word to describe the
following people.

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

41
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________

42
 ANSWER SHEET

MÓDULO I: Información personal

Nationalities and occupations

EXERCISE I

American Spanish Journalist

Polish Australian Lawyer

Turkish Swedish Mechanic

British Russian Musician

Chinese Actor Nurse

Czech Artist Receptionist

French Doctors Scientist

Italian Electrician Secretary

Jamaican Engineer Teacher

German Factory worker Vet

Irish Farmer waiter

Japanese Hairdresser

LIONEL MESSI IS AN ARGENTINIAN SOCCER PLAYER

EXERCISE II

Student’s answer should contain: person’s name, occupation and nationality

43
MODULO II: Vida diaria: hábitos y rutinas

EXERCISE I

Student’s have to find all the words in the word search.

EXERCISE II

1. Nephew 6. Father
2. Mother 7. Husband
3. Aunt 8. Son
4. Uncle 9. Grandson
5. Grandchildren 10. Niece
MODULO III: Mi entorno: mi escuela, mi casa, mi ciudad

EXERCISE I:

Answers may be written in any order:

1. Dinning room 5. Study

2. Living room 6. Bedroom
3. Kitchen 7. Bathroom
4. Garden 8. Stairs
EXERCISE II:

THERE IS A

MODULO IV: Mi persona: cómo soy, cómo son los que me rodean

EXERCISE I:

ACROSS DOWN

2 GLASSES 1 TALL

5 BEARD 3 SHORT

9 MOUSTACHE 4 SLIM

10 LONG 6 EYES

11 FAIR 7 GOODLOOKING

8 DARK

44
EXERCISE II:

Student’s answers may vary

 PRÁCTICAS DE EXPRESIÓN ESCRITA (WRITING) EN INGLÉS NIVEL A1
Module I

Topic: Present Simple

Skill: Writing

DESCRIPTION Students write an email to describe their daily routines.

GRAMMAR Present Simple
FUNCTION Describe your daily routine
VOCABULARY Name, free time activities, pets, family members, hobbies, routines,
time expressions, frequency adverbs.

TASK: WRITING
MODULE I
PART 1
You have just received an email from a pen friend who wants to know about a
typical day in your life. Write an email describing your daily routine.
Write your email in about 35-45 words.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Material adaptado para propósitos académicos (Jackeline Valentine Dávila
________________________________________________________________________________
Montiel, Francisco Javier García Arias, Anayelli Rivera Martínez, Jorge
________________________________________________________________________________
Roberto Trujillo Cabrera, 2015)
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Module I
Topic: Present Simple

Skill: Writing

TASK: WRITING
MODULE I
Imagine you are a new student at your school. Write a message for the school
magazine to introduce yourself.

Follow the guide below.

1. Give your name and age.

2. Say what class you are in.

3. Say where you are from.

4. Talk about your family and your home.

5. Talk about one of your hobbies.

6. Mention a favourite (team, singer, actor, etc.)

7. Talk about another hobby or interest.

Hi!
1______________________________________________________________________2___
_______________________________________________________________________3___
_______________________________________________________________________4___
___________________________________________________________________________
___________________________________________________________________________
_______________________________________________________________________5___
___________________________________________________________________________
_______________________________________________________________________6___
_______________________________________________________________________7___
___________________________________________________________________________
_______________________________________________________________________

Module II
Topic: Present Simple

Skill: Writing

DESCRIPTION Students write a blog entry to provide personal information

GRAMMAR Present Simple
FUNCTION Giving personal information
VOCABULARY name, age, nationality, school, subjects, free time activities, pets,
family members, occupations, hobbies, routines, time expressions,
frequency adverbs,

TASK: WRITING
MODULE II
PART 2
Write a blog entry including the following information:
 What’s your name?
 How old are you?
 Where are you from?
 Which subjects are you studying this semester? (Chemistry, History,
Biology, Maths, foreign language, P.E., I.T., etc.)
 What sports do you like? (soccer, football, basketball, volleyball,
swimming, running, etc.)
 How often do you practice them? (always, usually, once a week,
every weekend,everyday, hardly ever, never, etc)
 What do you like doing in your free time? (reading, sleeping, watching
TV, going to the movies, writing poems, surfing the net, listening to music,
etc.)
 Do you have any pets? (dog, cat, fish, parrot, turtle, etc.)
 Who do you live with? (parents, brothers, sisters, friends, uncle,
cousin, aunt, etc.)
 What do your parents do? (doctor, business man, teacher, house
wife, nurse, lawyer, architect, engineer, vet, merchant, factory worker, farmer
etc.)
 Have you got any brothers or sisters?
 How old are they?
 What do they do?

Write your blog entry in about 100 words

 ___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Module II

Topic: Present Simple

Skill: Writing

TASK: WRITING
MODULE II
Write an announcement for one of the clubs in the box. Follow the writing plan
below. Write 50-70.

1. Give the name of the club.

2. Ask a question.

3. Say when and where it meets.

4. Say what you do at the club.

5. Say what you do at the club.

6. Use an imperative – tell them to come to the club.

7. Tell them to visit your website.

1_____________________________Club
2__________________________________________________________________________
3__________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
4__________________________________________________________________________
___________________________________________________________________________
5__________________________________________________________________________
6__________________________________________________________________________
7__________________________________________________________________________
Module III

Topic: Present Simple

Module III

Topic: Present Simple

Skill: Writing

DESCRIPTION Students describe the different chores and duties people have
to do at home
GRAMMAR Present Simple
FUNCTION Describing duties and obligations
VOCABULARY Chores, duties

TASK: WRITING
MODULE III
PART1
A friend of yours wants to know about the different chores a man and a
woman do at home. Describe what each one has to do.

Write your description in 35-45 words.

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Write your letter in about 100 words
________________________________________________________________________________
________________________________________________________________________________
Module III
________________________________________________________________________________

Topic: Present Simple

Skill: Writing

TASK: WRITING
MODULE III
Read the information below about Greenfield School. Write a letter (80-110 words)
to a new student. Follow the plan below, using a new paragraph for each point.

 Welcome the new student and introduce yourself.

 Write about the morning.
 Write about lunch.
 Write about the afternoon.

Greenfield High School

Arrive at school at 7.10

Lessons start at: 7.15

Number of lessons in the morning: 6

Break is from 10.45 to 11.05

Lunch is at 1.15

In the afternoon, lessons start at 2.10

Number of lessons in the afternoon: 3

______________________________________________________________________________
School finishes at 4.30
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Module IV

Topic: Present Simple and Present Continuous

Skill: Writing
DESCRIPTION Students write a letter describing their holidays in the present
GRAMMAR Present Simple, Present Continuous, can, adverbs of location
FUNCTION Describing holidays
VOCABULARY Accommodation, objects in a room, adjectives to describe
physical appearance and personality; leisure activities, the
weather, clothes, public places, future time expressions
TASK: WRITING
MODULE IV
PART 2
Write a letter to a relative describing your holidays including the following information:
 Where are you?  What are you doing?
 Are you having a good  What are they doing?
time?
 What’s the weather like?
 Where are you staying?
 What are you wearing?
 Describe the room you are
staying in and the location of the  What activities can you do?
objects in it?
 How do you get to your
 What’s the place you are favorite places in the zone from
staying in like? where you are staying in?

 What are the people around  What are you doing

you like? tomorrow?
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Write your letter in about 100 words
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
Module IV

Topic: Present Simple and Present Continuous

Skill: Writing
TASK: WRITING
MODULE IV

Write an invitation to a party. Follow steps 1-6 below. Write 40-60 words.
1. Greet your friend with Dear… or Hi… .
2. Say what type of party you are having.
3. Say the time and day / date.
4. Say the place.
5. Make a request with Can you…?
6. End the invitation.

______________________

________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
___________________________________

Rúbrica de Expresión Escrita (Writing)

VALORACIÓN / DESTACADO COMPETENTE BÁSICO INSATISFACTORIO 0 (No hay
INDICADORES evidencia
DE (4) (3) (2) (1) del
DESEMPEÑO / desarrollo
NIVELES DE de la tarea)
DESEMPEÑO
Organización Tema bien Tema claro y bien El tema es Falta de un punto de El alumno
desarrollado. desarrollado. claro, sin vista claro, se enfoca nose
embargo el en la estructura presentó o
Plan estructurado desarrollo es solamente. no
Inicio, desarrollo y
con principio, incompleto y las desarrolló
conclusión
desarrollo y final. ideas son No cumple con el ninguna de
claros.
confusas. formato. las tareas..

Párrafos bien Demuestra poca

delimitados. comprensión del
propósito del
texto a escribir.
La organización
sustenta el
objetivo del
escritor.
Cohesión y Incluye una idea Mantiene el mismo Mantiene un Falta la idea central, El alumno
Coherencia bien estructurada punto de vista y se punto de vista pero contiene pocos no se
con hechos enfoca en la inconsistente y hechos, detalles y presentó o
relevantes, estructura del solo se enfoca explicaciones a lo largo no
detalles y texto. en la estructura del texto. desarrolló
explicaciones. del texto. ninguna de
las tareas..
Ortografía y Errores mínimos Muy pocos errores Algunos errores Gran cantidad de El alumno
puntuación de ortografía y de ortografía con de ortografía errores gramaticales y no se
muy buen uso de buen uso de los con uso casi uso nulo de signos de presentó o
signos de signos de nulo de signos puntuación. no
puntuación. puntuación. de puntuación. desarrolló
ninguna de
las tareas..
Gramática y Uso efectivo de Incluye una Poca variedad No variedad de El alumno
vocabulario gran variedad de variedad de de estructuras estructuras no se
estructuras estructuras gramaticales. gramaticales. presentó o
gramaticales y gramaticales. no
vocabulario. Contiene graves desarrolló
Contiene
Contiene algunos errores en gramática y ninguna de
muchos errores
Contiene pocos o errores en vocabulario que las tareas..
en gramática y
incluso ningunos gramática y interfieren en la
vocabulario que
errores en vocabulario estos comprensión total del
interfieren en la
gramática y errores no texto.
comprensión del
vocabulario, los interfieren en la texto.
errores no comprensión del
interfieren en la texto.
comprensión del
texto.
Cumplimiento Tema Tema bien No se cumple No hay desarrollo del El alumno
del objetivo desarrollado en desarrollado. Inicio, con el objetivo tema y solo escribe no se
su totalidad. desarrollo y del texto a sobre una parte del presentó o
Demuestra total conclusión bien escribir, texto. Demuestra no no
entendimiento de definido. haber entendido que desarrolló
propósito del Demuestra escribir. ninguna de
texto a escribir. entendimiento las tareas..
general del
propósito del texto
a escribir.
Rúbrica adaptada de: https://www.lttc.ntu.edu.tw/Cambridge/MS/Handbook/KET/KET_Handbook.pdf
Material adaptado para propósitos académicos (Jackeline Valentine Dávila Montiel,
Francisco Javier García Arias, María Carolina Avilés Fonseca, 2015)

RUBRIC FOR WRITING

GRADES 2 (Exceeds 1.5 (Meets 1 (Almost Meets 0.5 (Does no 0
Expectations) Expectations Expectations) tMeet
) Expectations)
 Organization Topic well Topic clear and Topic is clear even Lacks a clear point of Student didn
developed. Clear developed. though development view, focus, and/or ´t write
beginning, middle is incomplete. organizational anything.
and end. structure.
Clear plan with
beginning, Plan apparent
Including middle, and end although ideas are
paragraphing (beginning loosely organized.
when and/or ending
appropriate may be
clumsy).
Organization
sustains the
writer's purpose.
CohesionandCohe Includes a clearly Maintains a Maintains an Lacks a central idea Student didn
rence presented central mostly inconsistent point of but may contain ´t write
idea with relevant consistent point view, focus, and/or marginally related anything.
facts, details, of view, focus organizational facts, details, and/or
and/or and structure. explanations.
explanations. organizational
structure,
including
paragraphing
when
appropriate
Spelling and Minimal spelling Very few A few spelling Many spelling Student didn
mistakes and very spelling mistakes with almost mistakes with no use ´t write
Punctuation good use of mistakes with a no use of punctuation of punctuation anything.
punctuation good use of marks. marks.
marks. punctuation
marks.
Grammar and Effective use of Includes a Minimal variety of Includes no sentence Student didn
Vocabulary varied language variety of vocabulary and variety. ´t write
and sentence sentence sentence patterns. anything.
patterns. types. Contains serious
Contains several errors in the
Contains few, if Contains some errors in the conventions of the
any errors in the errors in the conventions of the English language,
conventions of conventions of English language, these errors seriously
the English the English these errors may interfere withthe
language, these language, these interfere with the reader's
errors do not errors do not reader’s understanding.
interfere with the interfere with understanding of the
reader’s the reader’s writing.
understanding of understanding
the writing. of the writing.
Task completion Topic fully Topic well Addresses only parts Little or no topic Student didn
elaborated with developed. of the writing task. development. ´t write
rich details. anything.
Clearly addresses Demonstrates little
Clear Addresses only one
all parts of the understanding of
beginning, part of the writing
writing task. purpose.
middle and task
end.
Demonstrates a
clear Demonstrates no
understanding of Demonstrates a understanding of
purpose general purpose.
understanding
of purpose
Rúbrica adaptada de: https://www.lttc.ntu.edu.tw/Cambridge/MS/Handbook/KET/KET_Handbook.pdf
Material adaptado para propósitos académicos (Jackeline Valentine Dávila Montiel, Francisco Javier García
Arias, María Carolina Avilés Fonseca, 2015)
REFERENCIAS BIBLIOGRÁFICAS

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CARVALHO, DOROTHEA, (1993) Self-Access Appropriate material. Britain. The
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CLANFIELD, LINDSAY & PICKERING KATE, (2010) Global Elementary

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CRAVEN, MILES, (2003 a) Introducing. Reading Keys. Thailand. Macmillan.

CRAVEN, MILES, (2003 b) Developing. Reading Keys. Thailand. Macmillan.

DAVIES, PAUL. PEARSE, ERIC, (1990) Success in English Teaching. Hong

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FALLA, TIM & DAVIES, PAUL, (2008) Solutions Student’s Book. China. Oxford
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HARTMAN, PAMELA, (2007) Quest 2. Reading and Writing. New York,

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NUTALL, CHRISTINE, (1991)Teaching Reading Skills in a foreign language.

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PROGRAMA DE LA ASIGNATURA DE INGLÉS A1 DE LA UAEM (2012) SEP-

ANUIES-CONACYT. Reforma Integral de la Educación Media Superior.
Consulta el 11 de diciembre de 2012 en:
http://www.uaemex.mx/piei/InglesCurricular/redoci/Programa%20A1-2005.pdf

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STEPHENSON HELEN, (2012) English Explorer. Canada. Cengage Learning.

ROGERS MICKEY, TAYLORE-KNOWLES JOANNE, TAYLORE-KNOWLES

STEVE (2010) Open Mind 1 Student’s book. México. Macmillan.

PUCHITA HERBERT, STRANKS JEFF, (2004) English In Mind Student´s Book

Starter. Italy. Cambridge University Press.

BOWEN PHILIPPA, DELANEY DENIS, (2011) Got It Plus Starter Student Book
and Workbook. China. Oxford.
FALLA TIM, A. DAVIS PAUL, (2008) Solutions Elementary Ss. China.
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