Ge ner ale s: Ca da niv PLAN DE TRABAJO DEL DOCENTE el de ingl s NOMBRE DEL RESPONSABLE DE MATERIA: con No Chirino Hernndez

Dr. PERIODO ESCOLAR: sta Ingls V Seccin: (escribir seccin con Ao: 2011 de 3nmero arbigo; borrar esta nota) Primavera ( ), Verano ( ), Otoo ( ) m LICENCIATURA ( ) MAESTRA ( ) dul DOCTORADO ( ) os. NOMBRE DEL DOCENTE: Ge (Escribir nombre completo ner alm iniciando por nombre(s) de pila; ent borrar esta nota) e, cad a HORARIO: Lunes a viernes de 00:00 a 00:00 hrs. (usar formato de 24 horas y borrar m esta nota) dul o se Objetivos de aprendizaje imp arte El alumno perfeccionar las habilidades que posee para utilizar el idioma en diferentes contextos. por Podrn argumentar y dar opiniones sobre diversos temas e informacin personal utilizando las un estructuras ms apropiadas para cada situacin con muy pocos errores, aplicando el vocabulario ms prof adecuado. eso r dife rent ACTIVIDADES EXTRA-ACADMICAS (VISITAS A EMPRESAS O INSTITUCIONES e. SePUBLICAS, CONFERENCIAS, INVESTIGACIONES, TRABAJOS EXTRA-CLASE) ACTIVIDAD OBJETIVO esp FECHA Y LUGAR era que 30 DE Promover la prctica del idioma a travs el NOVIEMBRE, 2011 de una actividad cultural en la que Lectern Theatre alu apliquen los conocimientos adquiridos mn AUDITORIO durante el semestre. o asis ta pun P tual me O nte L al TI 100 % C de A las S sesi one D s E pro CL gra ma A das SE . La din mi ca de clas e req uier Fecha de ltima edicin: 2011-05-16 FOR-CLAV-09-02 e que el

UNIVERSIDAD MADERO

E Fecha de aplicacin v 1a evaluacin Oral exam: Wed. Sept 14th al Written exam: Thu. Sept 15th u 2a evaluacin Oral exam: Thu. Oct. 20th a Written exam: Fri. Oct 21st ci 3a evaluacin Oral exam: Fri. Dec. 2nd Written exam: Mon. Dec. 5th n Es el promedio simple de las 3 evaluaciones fi n Evaluaciones (Slo para nivel licenciatura) al Sistema de evaluacin (Maestra y Doctorado)

Fecha de revisin Mon. Sept. 19th Mon. Oct. 24th Tue. Dec. 6th
parciales

Criterios de acreditacin
LICENCIATURA: Tener al menos el 80% de asistencia y calificacin mnima aprobatoria: 7 MAESTRA: Tener al menos el 90% de asistencia y la calificacin mnima aprobatoria: 8

PORCENTAJES DE EVALUACIN
Propuesto por el docente 50% Oral test (15% fluency, 15% accuracy, 10% vocabulary, 10% pronunciation). 50% Written test. Institucionales (licenciatura)
Otoo /Primavera 20% 1er evaluacin 20% 2da evaluacin 20% 3ea evaluacin 40% Evaluacin Final 100% PARA LOS GRUPOS DEL PROGRAMA UNIVERSIDAD BILINGE APLICA LO SIGUIENTE: La Calificacin Final ser igual al promedio de las calificaciones de los tres exmenes parciales Verano 30% 1er parcial 30% 2do parcial 40% Evaluacin final 100%

RESPONSABILIDADES DEL DOCENTE 1.- Cubrir por lo menos con el 90% del plan de trabajo para licenciatura y 100% para maestra y doctorado. 2.- Asistir al menos al 96% de las sesiones programadas para licenciatura y 100% para maestra y doctorado. 3.- Capturar en el SISE y entregar lista de asistencia con las evaluaciones de los alumnos al responsable de materia correspondiente, a ms tardar cinco das hbiles despus de terminado el perodo de evaluaciones parciales en licenciatura. 4.- Capturar y entregar preacta de calificaciones e impresin del SISE a Registro y Control Escolar y al responsable de materia a ms tardar 4 das hbiles despus del perodo de evaluaciones ordinarias en licenciatura. 5. En maestra y doctorado se debe entregar preactas a Registro y Control Escolar.
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PARA LOS GRUPOS DEL PROGRAMA UNIVERSIDAD BILINGE, LAS RESPONSABILIDADES DEL DOCENTE SON:
1. Conocer y aplicar las polticas de clase y responsabilidades del docente. 2. Informar a los alumnos el primer da de clases de cada mdulo que en los sitios web sugeridos al final del syllabus, pueden encontrar ejercicios y referencias actualizadas que les permitirn prctica adicional. Tambin es necesario indicarles que en la biblioteca hay computadoras con servicio de Internet para que puedan revisarlos. Adems, la biblioteca cuenta con libros de apoyo para auto-estudio (ver la referencia al final del syllabus). 3. Cubrir el 100% del plan de trabajo o syllabus. No hacer cambios en el syllabus. Se solicita que las propuestas de mejora tanto para el syllabus como para los exmenes se hagan llegar por escrito y siempre en un contexto acadmico. Tambin es importante enviar por correo electrnico sugerencias de sitios web con ejercicios indicando nivel y mdulo. 4. Entregar el plan de trabajo del docente impreso en la coordinacin del Programa Universidad Bilinge y enviar una copia electrnica a ebylex@gmail.com de acuerdo al calendario de actividades BUP. 5. Se espera que el docente asista puntualmente al 100% de las sesiones programadas. 6. Utilizar los recursos del programa adecuadamente y regresarlos ordenadamente a su lugar inmediatamente despus de concluida su clase. 7. Iniciar y terminar las clases puntualmente as como evitar salir del saln durante el tiempo de clase. 8. Enviar a todos sus alumnos el plan del docente y las listas de vocabulario respectivas a sus direcciones de correo institucional. (CLAVE DE LICENCIATURA- 3 LETRAS; seguidas del NMERO DE MATRCULA en el dominio @umad.edu.mx; ejemplo CIN4110@umad.edu.mx) 9. Hacer el pase de lista al minuto 11 despus de la hora oficial de inicio y utilizar el cdigo oficial de registro: Asistencia Falta /. Falta justificada /j. 10. Registrar todas las faltas en la lista de asistencia, formato de Excel y SISE. En observaciones, indicar la fecha de la 5 falta justificada cuando aplique. Se recuerda que nicamente se puede justificar la quinta falta. La primera, segunda, tercera o cuarta no se justifica. En todo caso, se requiere un documento o notificacin oficial para efecto de justificar la quinta falta. 11. Tener al da la planeacin de clase en el formato del programa y registrar los temas en el avance programtico institucional. 12. Participar, en su horario de clase, en la sesin de valores programada en este plan. 13. Entregar el formato de actividades comunicativas-interactivas y la documentacin requerida en las fechas indicadas y con los datos completos de lo que en ellos se solicita (ver calendario de actividades BUP), as como cualquier otra informacin que sea necesaria para el programa y/o departamento. 14. Capturar calificaciones en el SISE y entregar, a las Asesoras Acadmico-Administrativas, exmenes calificados y en blanco, formato de captura en Excel, lista del SISE y lista de asistencia (anexando copias de recibos de pago). Lo anterior, un da hbil despus de cada examen parcial, revisando que la informacin coincida en todos los documentos. Rectificar la informacin y corregir lo que sea necesario para evitar confusiones. 15. Enviar a ebylex@gmail.com los comentarios de mejora al syllabus por mdulo en la fecha indicada en el calendario de actividades del Programa. En caso de no tener comentarios, tambin es necesario manifestarlo por escrito a la misma direccin. 16. Participar en todas las actividades del programa (juntas, capacitaciones, actividades extra-acadmicas, etc.). 17. Dar a conocer y aplicar las polticas de clase con todos los alumnos. 18. Informar a los alumnos acerca de las observaciones de clase que se realizan cada mdulo. 19. Anotar y mantener durante la clase, en la parte superior del pizarrn, una frmula / cue que explique la estructura o tema del da. 20. Estar conscientes de que la institucin puede implementar procesos que ameriten acciones inmediatas por lo que les pedimos su comprensin y apoyo para cumplir con ellas. 21. Tener presente que su buen desempeo repercute directamente en el xito del programa.

CRONOGRAMA
Mes Da PRIMERA SEMANA Tema
Module 1 starts. Reading class policies. 1 Present Tenses (simple, continuous, perfect, perfect continuous); Relative clauses (who, where, when, whose, whom, which, that) Describing people and socializing at work events. Exchanging information This is Dr. Taylor. He has done some important research on this field for many years. He works for an international company. The president of the company, whose wife is there,

Mes

Da

SEGUNDA SEMANA Tema

6 Special Subject-Verb Agreement Rules (TOEFL Book p.406 D, E, F) Both Sue and John are Most of them are Few people are To conjugate verbs according to the Subject Popular brands (cars, clothes, etc.)

AGO 15

AGO

22

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17

18

is the one making the toast. He is also in charge of the exchange program which was released 2 years ago. Organizing / presenting a student exchange program. 2 Present Tenses (simple, continuous, perfect, perfect continuous) Recycling: Direct and Tag questions. To exchange information. Confirming information. Asking questions. Who's that tall woman over there? She works in the accounting department, doesnt she? Top athletes and their records to advertise a product. 3 Present Tenses (simple, continuous, perfect, perfect continuous); Cardinal (large quantities) & Ordinal Numbers To report numbers and statistics Our income has increased $505,555.00. We are reaching the 2nd place in sales! Academic problems (late arrivals, low scores in exams, teachers attitudes) 4 Reading session: Identifying Topic & Main ideas. Recycling: Present Tenses (simple, continuous, perfect, perfect continuous) To determine the topic of a reading and its main ideas. Academic Life 5 Special Subject-Verb Agreement Rules (TOEFL Book p.406 A, B, C) The picture of his co-workers looks Nobody is Not only Sue but her partners are To conjugate verbs according to the Subject. Statistics in daily life (dancing, music, families, etc.)

23

7 Special Subject-Verb Agreement Rules (TOEFL Book p.406 G, H, I) A number of them are the number of hours has It is Here are the goals To conjugate verbs according to the Subject Eyewitnessing a car accident, a robbery, etc.

24

8 Special Subject-Verb Agreement Rules (TOEFL Book p.407 J, K, L) A pair of men takes The boss and the employee, who have News is To conjugate verbs according to the Subject Unbelievable facts in the world.

25

9 Special Subject-Verb Agreement Rules (TOEFL Book p.407 M, N, O) Fish is Fish are Four weeks isn't 3 millions is To conjugate verbs according to the Subject Success in dates (tips to make them work). 10 Zero conditional: If condition (present clause), result (present clause) Permissive versus nonpermissive teachers (parents, bosses, etc)

19

26

Mes

Da

TERCERA SEMANA Tema

11 Zero conditional: If condition (present clause), result (past clause) If shes here today, she didnt come yesterday. Good and bad consequences of peoples actions.

Mes

Da

CUARTA SEMANA Tema

16 Future tenses: simple, continuous and perfect will (willingness); be going to (general) Causative structures (only passive) Teens will study at least 3 different languages. Language schools will have their courses taught on line. To describe future professions. New professions & careers

AGO 29

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SEP

12 Zero conditional: If condition (past clause), result (past clause) If you went shopping yesterday, you spent all your money. To talk about past conditions with past results. Helping a friend out of depression, broken heart, etc. 13 Zero conditional: If condition (past clause), result (present clause) If you broke the window, you have to pay for it. To describe past conditions that affect the present tense. Reasons why people got rich, famous, rejected, etc. 14 Recycling: Future tenses: simple, continuous and perfect will (willingness); be going to (general) Causative structures (only passive) People are going to face strong problems. We will have our balance checked.By the end of the year, the advisor will have reviewed it. To discuss possible future events. Organizing a surprise party (bachelor, farewell, birthday, etc) 15 Future tenses: simple, continuous and perfect will (willingness); be going to (general) Causative structures (only passive) We will have raised our children by the time we are 60. I will be making lots of money in 2020. You are going to get your taxes done. To express expectations. Women taking over the government.

17 Future tenses: simple, continuous and perfect will (willingness); be going to (general) People wont eat at home anymore. To talk about new kinds of food. Gadgets of the future.

Values Session

18 First conditional: If condition (present clause), result (future clause); (will, going to, may, might) If I keep saving money, I will buy a new car soon. To detail real possibilities in the future. Being pessimistic, a chain of unfortunate events.

19 First conditional: If condition (present clause), result (future clause) (will, going to, may, might) If I we continue polluting the world, many species are going to disappear from the Earth. To detail real possibilities in the future. Consequences of pollution 20 First conditional: If condition (present clause), result (future clause) (will, going to, may, might) If I we do our best, we will see positive results soon. To specify real possibilities in the future. New challenges in ones life

Mes

Da

QUINTA SEMANA Tema

20 Writing session: Paragraph development (introduction, body, conclusion). Writing Topic Sentences & Main ideas (supporting ideas) To describe problems and their possible solutions using topic sentences and main ideas.

Mes

Da

SEXTA SEMANA Tema

SEP 12

SEP

19

Feedback

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Free topic

13 Review

20

14 Oral Exam

21

15 Written Exam

22

16 Day off

23

Module 2 starts. 1 Past Tenses: simple, continuous, perfect. The Past Perfect continuous. Past time expressions and connectors. Possessive Adjectives & Possessive Pronouns After Mexico had signed its first international agreement, our neighbors from the south signed theirs too. To describe important past events. Anecdotes: everything went wrong, contest for the best story. 2 Past Tenses: simple, continuous, perfect. The Past Perfect continuous. Past time expressions and connectors. Possessive Adjectives & Possessive Pronouns As I was crossing the street to go to your house, I fell down in the pavement. It was not the street to go to mine. To talk about accidents in the past. Lucky / unlucky days. 3 Second conditional: Present Unreal. If unreal condition (past clause), result (clause with: would, could, may/might + VSF) If celebrities were aware of their influence, young people would follow better examples. To describe what would happen if situations were different. If you were a celebrity 4 Second conditional: Present Unreal. If unreal condition (past clause), result (clause with: would, could, may/might + VSF). Reflexive Pronouns. If I were you, I would do the same. If I had known it, I could have pushed myself to do it the other way. To describe hypothetical situations. What did I do wrong? (I missed the flight)

Mes

Da

SEPTIMA SEMANA Tema

5 Second conditional: Wish: wish clause + hypothetical idea (clause with: would, could, may/might + VSF). Reflexive Pronouns. My mom wishes she didnt have

Mes

Da

OCTAVA SEMANA Tema

10 Writing session: Short Essays Optional topic Describing Difficult Situations Journals

SEP 26

OCT

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to pay for clothes. She wishes she could make herself her own clothes. To describe hypothetical situations. I dont like my job, wrong decisions. 6 Third conditional: Past Unreal. If unreal condition (past perfect clause), past result (clause with: would, could, may/might + have + VPP ). Reflexive Pronouns. If we hadnt driven so fast, we could have avoided the accident. My mom wouldnt have locked herself out, if she had remembered to carry her keys with her. To describe situations that never happened. Past regret: My mother told me not to marry him/her. 7 Third conditional. Wish: wish clause + unreal idea (past). Reflexive Pronouns. I wish you had met me before. He wishes he had given himself some credit for such a great project. Age crisis(what people are supposed to do when Young) 8 Contrasting: Past Unreal & Present Unreal. If unreal condition (past perfect clause), present result (clause with: would, could, may/might + VPP). Reflexive Pronouns. If you had said thanks, she wouldnt be mad at you now. How I got in jail. Bad choices. 9 Contrasting: Present Unreal & Past Unreal. If unreal condition (past clause) , result (clause with: would, could, may/might/ + have + VPP) If I werent so forgetful, I may have remembered she was allergic to chocolate. To talk about embarrassing situations and hypothetical consequences (present & past) Forgot your anniversary? Stories

11 Verbs that cause confusion: make & do / remember & remind Make a decision. Do the job. Do you remember me? You told me to remind you about your meeting. To make right collocations The arrival of internet into our parents lives.

12 Verbs that cause confusion: make & do / remember & remind Make a decision by yourself. Do it yourself! I hate reminding you about your obligations. To make right collocations Chores 13 Verbs that cause confusion: remember & remind / lay & lie Remind me about that later. I am not lying! I didn't remember it. To make right collocations Cultural misunderstandings. (among regions, states, cities, countries) 14 Verbs that cause confusion: Lay & Lie (2 meanings) I lay on the beach. I laid the towel to lie on it. To make right collocations Vacations

Mes

Da

NOVENA SEMANA Tema

15 Verbs that cause confusion: hope / wish / expect I hope you get better. I wish you luck. I expect you to come To make right collocations Expectations

Mes

Da

DECIMA SEMANA Tema

20 Phrasal Verbs with GET and TAKE (Use the Programs list) Get back, get through, get over, take out, take for, take up To express expectations What I dont like about

OCT 10

OCT

17

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16 Verbs that cause confusion: hope / wish / expect I hope you get better. I wish you luck. I expect you to come To make right collocations Emotions 17 Reading session: Fact & Inference Information Appositives in readings To identify fact and inference information Free Topic 18 Phrasal Verbs with GET and TAKE (Use the Programs list) Get back, get through, get over, take out, take for, take up To give possible solutions Problem Solving at school, home, work 19 Phrasal Verbs with GET and TAKE (Use the Programs list) Get back, get through, get over, take out, take for, take up To express feelings What do you look for in a relationship?

18

university, my career, my school. How I can contribute to change. 21 Phrasal Verbs with GET and TAKE (Use the Programs list) Get back, get through, get over, take out, take for, take up The world around: what interests young people; politics, environment, etc.

12

19

Review

13

20

Oral Exam

14

21

Written Exam

Mes

Da

DECIMA PRIMERA SEMANA Tema

Mes

Da

DECIMA SEGUNDA SEMANA Tema

5 Passive Voice (All the Past Tenses) It was discovered To talk about objects The Twentieth Century 6 Passive Voice (modals & modal-like verbs) It can't be done. To talk about objects Life in space

OCT 24 Feedback

OCT

31

25

26

27

Module 3 starts. 1 Auxiliary Verbs in Affirmative Sentences (do/does/did) I'm telling you that I did pay the bill yesterday. To emphasize the action Arguments 2 Auxiliary Verbs in Affirmative Sentences (do/does/did) She does have a point there. To emphasize the action Accomplishments 3 Auxiliary Verbs in Affirmative Sentences (do/does/did) I do know that. My husband does have a very important position. To emphasize the action Showing off 4 Passive Voice (All the Present Tenses)

NOV

Day off

28

7 Reported Speech: SAY & TELL (changing tenses & time expressions when necessary) They said it is already late. They told us that it is already late. To report what other people say. Today's World 8 Reported Speech (changing tenses & time expressions

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The lap top has been To talk about objects Things you cant live without.

when necessary). Reporting verbs(inform, deny, state ,reply, insist, explain, admit) +that clause. Use the Programs guide. He told me that I had to pursue my goals no matter what. To report what other people said. Famous Peoples quotes

Mes

Da

DECIMA TERCERA SEMANA Tema

9 Review Reported Speech (changing tenses & time expressions when necessary). Reporting verbs (inform, deny, state, reply, insist, refuse, explain, admit)+ Infinitive Phrases. Use the Programs guide. He told me to pursue my goals no matter what. He denied doing that. To report what other people said. Meaningful Advice 10 Reporting Questions (changing tenses & time expressions when necessary) She asked me if I could go with her. She asked me what she had to do To report information and yes/no questions Gossiping 11 Writing Informal and Formal Letters Personal and Business Letters. Using Informal and Formal Written Expressions. Word categories. Optional topic Writing Informal and Formal Letters Personal and Business Letters 12 Verbs followed by Gerunds & Infinitives (Use the Programs list) remember / forget He forgot to call on time. He forgot talking to her. To use actions as complements Mistakes 13 Verbs followed by Gerunds & Infinitives (Use the Programs list) stop/ try She stopped to write a message. She stopped working there. To use actions as complements Accidents

Mes

Da

DECIMA CUARTA SEMANA Tema

14 Verbs followed by Gerunds & Infinitives (Use the Programs list) (admit , deny, mind, etc.) ( decide, plan, forget, etc.) He admitted killing the man. She decided to help him. Trials.

NOV

NOV

14

15

15 Adjectives + Prepositions +Gerunds (Use the Programs list) Some years ago, people were not concerned about going out late at night. To use actions as complements Memories

16

16 Adjectives + Prepositions +Gerunds (Use the Programs list) Some years ago, people were not concerned about going out late at night. To use actions as complements How computers changed our lives. 17 Verbs + Prepositions +Gerunds (Use the Programs list) The activity consisted of 4 steps. To use actions as complements Processes 18 Skimming and Scanning Optional readings Reading for general ideas and details National News

10

17

11

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Mes

Da

DECIMA QUINTA SEMANA Tema

Mes

Da

NOV 21 Day off 22

19 The Subjunctive with the verbs suggest, demand, beg, ask, insist, require. (Use the Programs list) We require that you cash these checks. He insists that she not stay extra hours. To assign employees work to do Responsibilities

NOV

28 29

DECIMA SEXTA SEMANA Tema Rehearsal Lectern Theatre

23 Informal & Formal conversations: Grammar of Diplomacy: Paraphrasing. Syntactic categories in family of words.. Modals (could, would, may), qualifiers (slightly, , rephrasing, softeners (please, why not, it would be better, that might be), passive sentences. Noun: Generalization Verb: to generalize Adjective: general Adverb: generally; Noun: Aim Verb: to aim Adjective: aimless Adverb: aimly To tell the same information using different kinds of vocabulary, expressions, word categories, synonyms & antonyms, softeners, etc. Negotiating

23

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20 The Subjunctive with the verbs suggest, demand, beg, ask, insist, require, command, desire, propose, recommend, urge. (Use the Programs list) Citizens demand that the mayor come to the meeting. He proposed that they participate actively in this campaign. To persuade someone to do something Public Concerns 21 The Subjunctive with expressions It is best/crucial/essential/imperativ e/urgent/desirable (that) (Use the Programs list) In USA, It is imperative that terrorists be hardly punished. To describe different customs Cultural Differences 22 Informal & Formal conversations: Grammar of Diplomacy: Paraphrasing. Syntactic categories in family of words. Modals (could, would, may), qualifiers (slightly, , rephrasing, softeners (please, why not, it would be better, that might be), passive sentences. Noun: Generalization Verb: to generalize Adjective: general Adverb: generally; Noun: Aim Verb: to aim Adjective: aimless Adverb: aimly To tell the same information

30

Lectern Theatre

DIC

Review

Oral Exam

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using different kinds of vocabulary, expressions, word categories, synonyms & antonyms, softeners, etc. Cultural Differences

Mes

Da

DECIMA SEPTIMA SEMANA Tema

Mes

Da

DECIMA OCTAVA SEMANA Tema

DIC

5 6 7 8 9

Written Exam Feedback

PERFIL DE EGRESO DEL ESTUDIANTE DE LA UNIVERSIDAD MADERO. LICENCIATURA: En la UMAD, los alumnos que egresan deben ser capaces de transformar nuestra sociedad para generar una mejor calidad de vida, por lo que los alumnos egresados deben contar con conocimientos, habilidades, actitudes y valores: Capacidad para guiar la propia conducta y el proceso de toma de decisiones de manera responsable y conforme a los valores UMAD. Un buen nivel de razonamiento verbal, razonamiento numrico y solucin de problemas. Capacidad para procesar de manera eficiente informacin verbal y escrita. Capacidad para comunicarse y negociar clara y eficazmente de manera verbal y escrita, en espaol y en ingls. Capacidad para trabajar en equipo y flexibilidad. Capacidad para aplicar conocimientos en cualquier mbito. Autoaprendizaje permanente y manejo de las TICs. Capacidad de innovacin para elaborar y desarrollar proyectos y mejoras. Orientacin al logro (resultados). MAESTRA. Ver perfil especfico para cada maestra.

Bibliografa sugerida por el docente para el curso (Citado segn APA) BSICA COMPLEMENTARIA
Grammar Expert Basic 3. Sarah Bideleux, Gil Mackie. (2007) Heinle. Referencia: PEII28.2B56 Focus on Grammar an Advanced course for reference and practice. Referencia: PEII28 M38 (Agregar 2 fuentes complementarias; borrar esta nota) 1) 2)

Fuentes electrnicas que el docente comnmente utiliza en clase y para su desarrollo profesional:
Generales http://www.eslgold.com/grammar/explanations.html http://grammar.ccc.commnet.edu/grammar/index2.htm http://www.esl-lab.com/ (Listenings)
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Otras: (Incluir al menos 3 fuentes electrnicas que estn actualizadas y verificadas en su contenido; borrar esta nota) 1) 2) 3) Mdulo 1 http://a4esl.org/q/h/vm/svagr.html http://www.englishgrammarsecrets.com/presentformsforfuture/exercise4.swf Mdulo 2 http://www.englishtenseswithcartoons.com/pages/exercises/LayLieLie1Test.php http://www.usingenglish.com/quizzes/190.html Mdulo 3 http://a4esl.org/q/h/vm/indirectques.html http://www.englishpage.com/minitutorials/subjunctive.html
Fecha: 15 de Agosto de 2011 Nombre del docente: (Nombre(s) Apellidos FIRMA; Borrar esta nota) Correo electrnico: (ANOTAR EL CORREO ELECTRNICO AL QUE LOS ALUMNOS DEBERN ENVIAR TAREAS O CUALQUIER INFORMACIN QUE USTEDES LES SOLICITEN; BORRAR ESTA NOTA)

(SOLICITAR A TODOS LOS ALUMNOS QUE SE PRESENTEN A LA PRIMERA SESIN QUE ESCRIBAN SU NOMBRE COMPLETO Y FIRMEN DE RECIBIDO EN ESTA HOJA; BORRAR ESTA NOTA) (IMPORTANTISIMO: AL IMPRIMIR, REVISAR QUE EL PI DE PGINA APAREZCA COMPLETAMENTE YA QUE STE ES UN FORMATO SUJETO A AUDITORA. Borrar esta nota)

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