Temporalización de la asignatura Primer trimestre: del 10 ... · PROGRAMA DE TRABAJO DE INGLÉS...

PROGRAMA DE TRABAJO DE INGLÉS – 3º ESO

CURSO 2019-2020

Temporalización de la asignatura

Primer trimestre: del 10 de septiembre al 16 de diciembre Unit 1: Over the World and Far Away

Learning Outcomes Vocabulary & Dialogue Blocks

Grammar Listening & Speaking Reading &

Writing Visible Thinking Socio-Cultural

• Describe places

• Tell stories and past experiences

• Express opinions

• Express emotions

• Fill in a formal questionnaire

• Write a memoir

Vocabulary:

• Travel and services

• Contrasting opinions

• Colloquial language Dialogues:

• Making the main points clear

• Comparing and contrasting different opinions

• Expressing emotional reactions

• Connecting words expressing cause and effect, contrast

• Past simple and past continuous

• Used to

• Past perfect

• Phrasal verbs

One conversation and one

audio:

• Unusual experiences in foreign countries

• Conversation about books

Speaking:

• Pair and group interaction

• Role plays

• Debate about virtual countries

• Survey about childhood

Two Reading

text:

• Website

• Reading for teenagers

Everyday

writing:

• Simple questionnaire

Creative writing:

• Writing tips

• Analytical Thinking: Deep understanding of ideas

• Creative Thinking: Generation of new ideas

• A look at the World

• Step into the past

• Crosscurricula

Unit2: I Am an Exchange Student!


Grammar Listening & Speaking Reading & Writing Visible Thinking Socio-Cultural

• Talk about present and past exchange

Vocabulary:

• Education

• Present perfect simple:

One conversation and two

audios:

Two Readings:

• Follow security and community rules

• Analytical Thinking: Deep


students´ experiences

• Greet people and respond to greeting in person and on the phone

• Talk about extracurricular activities

• Give personal details describing education, qualifications and skills

• Understand and complete forms

• Write a short report

• Vocabulary related to school: Exchange programs, scholarships, nationalities, languages

Dialogues:

• Expressing agreement

• Greeting people on the phone

• Expressing actions in the past

Affirmative, negative

• Present perfect continuous: Affirmative and questions

• Clauses (subordinated): Reason

• Modality (could): Permission, possibility, and suggestions

• Conjunctions: Either… or, both… and

• Conversation about Exchange programs

• Informal phone conversation about the American educational system

• Phone inquiry about the evaluation system and scholarships

Speaking: Pair and group

interaction

• Role plays

• Debate

• Presentation

• Contemporary fictional short text

Everyday writing:

• Digital curriculum vitae

Creative writing:

• Short report Writing Skill:

• Content: Formal register

understanding of ideas

• Critical Thinking: Evaluation of ideas

• Maters of the book World

• Crosscurricula

Unit 3: Do We Match?



• Understand and convey descriptions of people´s characteristics

• Introduce oneself and other people

• Talk about an ongoing event in detail

• Express regret about past actions

• Write an informal personal e-mail

• Write a blog

Vocabulary:

• Appearance

• Personality Dialogues:

• Describing what someone is like

• Asking for clarification

• Expressing actions in progress

• Present simple and continuous: Events in progress, affirmative, negative, questions

• Verbs: State and action

• Prepositions: Complex

• Nouns (word formation): Compound, nouns and adjectives

• Past simple: Wish (regret)


audios:

• Talk show, “How to Escape the Friendzone”

• Recommending a friend for a part time job

• Apologizing to a friend Speaking:


• Role plays

• Debate

• Presentation

Two Readings:

• Ads and information

• Argumentative essay

Everyday writing:

• E-mail Creative writing:

• Memoir blog Writing Skill:





• Crosscurricula

• Layout: Types and purpose

Segundo trimestre: del 17 de diciembre al 16 de marzo Unit 4: Breaking News!

Learning Outcomes

Vocabulary & Dialogue Blocks



• Understand texts related to recent or ongoing events

• Report what people say

• Talk in detail about news reports

• Make emphasis while describing an event

• Write a formal letter

• Write a short current event newspaper article

Vocabulary:

• Live entertainment

• Types of programs and breaking news

Dialogues:

• Paraphrase

• Describe an event

• Check meaning

• Reported speech: Direct speech, reporting clause initial and end positions, requests and commands

• Adjectives: “The best” with noun and “to”- infinitive or present perfect, with determiners, degree “really really”

• Noun phrases: Possessive without noun, noun + of + possessive pronoun, friend + of+ possessive determiner + noun, complex noun phrases with possessive “s”

• Word formation: Compounds, verbs and adverbs, complex noun phrases with adverbs + adjectives

• Past (continuous and perfect continuous): Reason, affirmative, background events, continuing events in the past

One conversation and

two audios:

• News report on the existence of life on other planets

• Conversation about a possible rock group reunion

• New report on iCars Speaking:


• Role plays

• Debate

• Presentation

Two Readings:

• Monograph entry

• Reading for teenagers

Everyday writing:

• Formal letter Creative writing:

• Short newspaper article

Writing Skill:

• Punctuation: hyphen/dash




• Masters of the book world

• Crosscurricula

Unit 5: Environmentally Friendly




• Express possible solutions to environmental problems

• Talk about actions that are taken to avoid pollution

• Identify and describe environmentally friendly means of transportation

• Express causes and consequences of environmental problems

• Write a formal letter

• Write a poem

Vocabulary:

• The natural world

• House and home, cities, means of transportation

Dialogues:

• Making someone do something

• Expressing result

• Persuading someone to get something done

• Passive voice: With “by” in a relative clause, with verbs taking two objects, giving focus with “by”, present continuous with future reference

• Causative: Get and have

• Verbs (phrasal prepositional): Verb + (particle) + preposition + object

• Questions: Alternatives, wh, yes/no

• Modality: Can with adverbs, for general truths and tendencies and surprise; be able to, “be” expressions

One conversation and one

audio:

• Asking for and giving instructions at a bike rental abroad

• Advertisement on electric motorcycles

• Presentation about the world without bees

Speaking:


• Role plays and Debate

• Survey

• Presentation

Two Readings:

• Formal letter

• Journalistic text

Everyday

writing:

• Formal letter

Creative

writing:

• Poem Writing skill:

• Structure of content: Logical sequence





• Crosscurricula

Unit 6: The Future of Food




• Express hypotheses in the future

• Make and discuss plans and arrangements

• Research about the future of food

Vocabulary:

• Food and drink (organic and non-organic)

• Measures, containers

Dialogues:

• Future: Fixed and immediate plans

• Quantity: Determiners for countable and uncountable, with “of” + object pronoun

• Modality: Might past affirmative; may in negative

• Future perfect simple and continuous: Assumptions,


audios:

• Formal phone interview on family eating habits

• News report on intelligent food labels

• Informal conversation about vegetarian children

Two Readings:

• Instructions

• Expository essay

Everyday

writing:

• Blog

• Analytical Thinking: Depp understanding of ideas



• Masters of the book World

• Crosscurricula

• Share points of view about future predictions

• Write a blog

• Write a short informative speech

• Making predictions

• Expressing an opinion

• Asking for quantities and responding

with adverbs, politeness, and questions

• Adverbs: Degree with verbs, manner, linking

Speaking:



• Presentation

Creative writing:

• Speech Writing Skill:

• Content: Adaptation to audience and purpose

Tercer trimestre: del 17 de marzo al 30 de mayo Unit 7: Go, Team, Go!




• Understand and talk about sports with ease and confidence

• Compare the characteristics of different sport venues

• Talk about specific sports equipment

• Talk about rules in sports and games

• Write an informal message on a website

• Write detailed instructions

Vocabulary:

• Sport venues

• Sports, equipment, games

Dialogues:

• Making comparisons

• Expressing obligation and prohibition

• Asking about possession

• Relative clauses: Non-defining and defining

• Pronouns: Possessive, reflexive, subject/object

• Clauses: Comparatives and subordinate

• Past perfect simple

• Modality: Have to, must, ought


audios:

• Informal conversation about preparation for different kinds of races

• Instructions before the Tae Kwon Do fight

• Inquiries about school sports workshops and equipment

Speaking:



• Presentation

Two Readings:

• Website

• Journalistic text Everyday writing:

• Informal message

Creative writing:

• Instructions Writing Skill:

• Content: Fact-opinion





• Crosscurricula

Unit 8: Artist at Work



• Talk about your present hobbies and leisure activities

• Understand and talk about art and artists

• Ask for and give information about routines and habits

• Talk about activities you might take up in the near future

• Write an invitation in an informal email

• Write a short expository essay

Vocabulary:

• Persona hobbies

• Music, visual arts, and crafts

Dialogues:

• Initiating a conversation

• Reporting information

• Requesting facts about daily activities

• Reported speech: Be going to, might, would

• Prepositions: Adverb + preposition

• Modality: Adjectives

• Present simple: Opinions, reporting verbs

• Future (present continuous for future): Future arrangements, questions about the future, as soon as

One conversation and

two audios:

• Conversation about summer vacations

• Talking about unusual hobbies

• Informal conversation on favorite musicians

Speaking:



• Presentation

Two Readings:

• Magazine ads

• Expository essay Everyday writing:

• Informal e-mail Creative writing:

• Short expository essay

Writing Skill:

• Structure of content: Non-fiction text: essays




• Masters of the book world

• Crosscurricula

Evaluación

La evaluación del inglés, en concreto, debe evitar modelos memorísticos y tener en

cuenta la funcionalidad de los nuevos aprendizajes, centrándose en la evolución de

la competencia en comunicación lingüística según los criterios de evaluación por

ciclos establecidos en la ley, referentes a las destrezas orales y escritas, el

conocimiento de la lengua y los aspectos socio-culturales. Por lo que la evaluación

será continua.

Esta evaluación continua se realiza de la siguiente manera:

Criterios de evaluación Valoración

Examen trimestral 35%

Test unidades 15%

Portfolio de lectura 15%

Portfolio de trabajos 15%

Daily Routine: individual o pareja 10%

Auxiliar de Conversación 10%

El proyecto trimestral de la asignatura podrá sumar hasta 0,5 puntos más en la calificación final del trimestre.

Para poder sumar a la nota final del trimestre todos los ítems, el alumno deberá

obtener una nota media de 4 los exámenes, Reading portfolio y writing portfolio. Si

el alumno no alcanza una nota media de 4 no se sumarán las notas del Daily Routine,

Actitud y Participación, y la nota del Auxiliar de Conversación. De esta manera se pretende que el alumno vaya superando los objetivos de manera progresiva.

La evaluación se aprueba con un 5. Las calificaciones finales de cada evaluación se

expresarán en términos numéricos, sin decimales. Los redondeos se harán al alza si el decimal es mayor de seis; a la baja si es menor. Ejemplo: 6,6: 6; 6,7: 7.

La calificación final del tercer trimestre será la calificación final del curso, por

ejemplo: si el alumno obtiene un 2 en el primer trimestre, un 5 en el segundo y un 8

en el tercero, la calificación final será de 8. Puede suceder también al contrario, es

decir, si la calificación del primer trimestre es más alta que la del último, el alumno

obtendrá la calificación final teniendo en cuenta la calificación del último trimestre, en este caso, la más baja.

Cada vez que el alumno no entregue una tarea se le restará 0,25 de la nota final del

trimestre. No se admitirán tareas entregadas con retraso. Si la tarea formaba parte

de alguno de los portfolios, se corregirá pero no se le asignará calificación numérica,

obteniendo un “no presentado” en ese apartado. Asimismo, se restará 0,25 cuando

los alumnos no participen de manera activa en el Daily Routine de sus compañeros e impidan que este se desarrolle sin interrupciones.

La expresión escrita se calificará mediante rúbricas que previamente se habrá

enviado a los alumnos para hacerlos conscientes de lo que se les evalúa.

Así mismo, serán considerados errores sancionables, contabilizados como faltas, los

trabajos y exámenes que no cumplan los requisitos de expresión y de presentación

estipulados por el Departamento de Lengua:

• Los exámenes y trabajos se presentarán escritos en folios y deben mantener

los márgenes adecuados.

• Se entregarán escritos con tinta azul o negra, nunca a lápiz.

• La caligrafía de los escritos será legible.

• Los textos deberán respetar los principios de orden, coherencia, cohesión y

adecuación al contexto.

• Se recomienda utilizar enunciados cortos, evitar las repeticiones y las

palabras comodín, aplicar correctamente los tecnicismos de la materia y

presentar el escrito con una ortografía correcta, cuidando también la división

silábica al cortar una palabra y prestando atención a las mayúsculas y los

signos de puntuación.

• Se evitarán borrones y, si es imprescindible, se tachará con una línea encima,

nunca con paréntesis, ni con Tippex.

• Se calificará con un 0 las respuestas de alumnos que no respondan al

enunciado.

Los parámetros que intervienen en el incremento de la dificultad de un idioma y

que se deben tener en cuenta en una clase son:

• Temas: Información personal (datos, características, preferencias, necesidades, sentimientos, descripciones físicas y de carácter), elementos de su entorno familiar y escolar, intereses individuales, temas de divulgación general, temas académicos y científicos.

• Registro neutro, lenguaje sencillo y pronunciación estándar; registro formal e informal, lenguaje específico y variedades de pronunciación y entonación.

• Apoyo no imprescindible de elementos no verbales: imágenes, gestos… • Incremento de la complejidad en las estructuras gramaticales.

Para que las actividades destinadas a la evaluación reflejen el nivel de destreza del

alumno deben ser significativas y contextualizadas de forma que la experiencia

comunicativa sea lo más real posible, igual que en el caso de las actividades de

aprendizaje.

Si los objetivos y los contenidos han considerado las inteligencias múltiples en el

aula y se han diseñado actividades de aprendizaje que las incorporan, la evaluación

debe respetar este mismo principio a través de actividades de evaluación variadas

y con distintas estrategias.

Instrumentos de evaluación:

• El seguimiento diario de los alumnos se realizará mediante la observación

directa durante los momentos de trabajo en el aula y la realización de las

diferentes actividades del libro de texto. Así mismo, se observará la

participación activa de los alumnos en las distintas actividades propuestas

por el profesor.

• Rúbricas diseñadas por el Departamento de Inglés considerando los

aspectos que posteriormente serán evaluados y calificados. Se busca una

referencia común para orientar y facilitar la evaluación objetiva de todo el

alumnado y la adquisición de las competencias. Los calificadores

establecidos en las rúbricas describen el desempeño que se espera del

alumnado.

• Los alumnos completarán dos portfolios; el primero recogerá todas las

actividades realizadas de las lecturas: “Reading Portfolio”; y en el segundo

recopilarán todos los trabajos pedidos por el profesor: “Writing Portfolio”.

• Listas de cotejo que permitirán llevar un seguimiento de los contenidos

aprendidos por los alumnos.

• Daily routine: breve exposición oral que los alumnos realizarán al inicio de

la clase. Para ella elegirán un tema de interés personal y harán una

presentación apoyándose de recursos que ellos consideren necesario.

• La evaluación final se hará a través de los exámenes, que evaluarán la

consecución de los objetivos al principio de la unidad.

Recuperaciones

El curso escolar consta de tres evaluaciones. Al ser evaluación continua, se

recuperarían las evaluaciones suspensas al aprobar la siguiente evaluación. En el

caso de suspender la tercera evaluación, el alumno tendrá la oportunidad de realizar

otro examen en junio. Por otro lado, se podrán recuperar los cursos pendientes de

años anteriores al aprobar una evaluación del curso presente. Es decir, si el alumno

aprueba la primera, segunda o tercera evaluación del presente curso y tiene pendiente la asignatura en el curso anterior, recuperará dicho curso.

Si el alumno no supera los mínimos citados, tiene la opción de examinarse en sesión

extraordinaria en el mes de junio.

ANEXO

SPEAKING RUBRIC

Excellent (4) Good (3) Fair (2) Needs to Improve (1)

Content

Appropriate and relevant visual

support. Content fully covered.

Generally good visual support,

content covered in a 75%.

Visual support sometimes irrelevant, content

only partially covered.

Irrelevant or non-existent visual support, little

or no content covered.

Organization

Coherent and logical, with good

explanation.

Logical order most of the time,

with some explanations.

Some basic order but with few explanations. Generally disorganized and with no

explanations.

Vocabulary

Varied and precise vocabulary;

excellent pronunciation and perfect

intonation.

Varied vocabulary; correct

pronunciation with the exception

a few. Mostly easy to understand.

Correct intonation.

Known simple vocabulary with some new

words. The student has struggled

pronouncing words effectively. Quite

understandable. Adequate intonation.

Very poor vocabulary with no new words;

wrong pronunciation affecting meaning.

Inadequate intonation.

Grammar

Correct sentences with no errors

when using pronouns, adjectives,

adverbs, verb tenses, etc.

Correct sentences with few errors

when using pronouns, adjectives,

adverbs, verb tenses, etc.

Some errors in grammar when using

pronouns, adjectives, adverbs, verb tenses,

etc., but can be understood most of the time

Numerous errors when using pronouns,

adjectives, adverbs, verb tenses; cannot be

understood.

Performance

Loud and clear voice; appropriate

body language; keeps audience’s

interest, clear message; topic well

explained

Clear voice and some body

language; tries to keep interest.

Clear message most of the time;

topic can be generally understood.

Voice unclear or sometimes low; some body

language; some difficulty keeping audience’s

interest. Unclear message sometimes, but

basic ideas may be understood.

Problems to hear presentation; no body

language; difficulty keeping audience’s

interest. Unclear message; no understanding

possible.

WRITING RUBRIC


Content

Task covered in full detail (100%).

Focuses on topic, presents thoughtful

ideas and develops them with details.

Answers content in 50-75%. Mostly

focuses on topic and develops it clearly

and fairly well with supporting details

Answers content in 25-50%. Strays

from topic, presents some important

ideas with few supporting details

Answers content in 25-50%. Strays

from topic, presents some important

ideas with few supporting details

Organization

Clear structure, multiple paragraphs.

Well-developed and logically

connected. Main ideas identified and

supporting detail.

Text with internal and external

structure. Some main ideas and

supporting detail.

Ineffective sequencing, but some

external structure is present.

Not coherent, disconnected simple

sentences.

Grammar

No punctuation or grammatical errors.

Variety of sophisticated sentence

structure with no mistakes in word

order.

Few punctuation and grammatical

errors. Quite sophisticated structures

with 1-2 mistakes in word order.

Several punctuation or grammatical

mistakes. Basic sentence structure but

mostly mistake free.

So many punctuation and grammatical

mistakes that interfere with the

meaning. Unstructured and when

structured, the meaning is still not

clear.

Vocabulary

With use of sophisticated and a wide

variety of vocabulary. Idioms and

specialized terms used. No spelling

mistakes.

Adequate amount of vocabulary.

Meaning is always clear despite some

mistakes. Few spelling mistakes

Meaning is sometimes clear, and some

mistakes are still present. Limited

vocabulary.

Very basic and repetitive vocabulary,

due to lack of content.

Voice

Personal style, persuasive, engaging,

interesting. Writing is skillfully

adapted to the audience.

Provides opinion. Writing engages the

audience.

Some personalization. Writer’s voice/

point of view shows little sense of

audience.

Not evident. Writer’s voice/ point of

view shows no sense of audience.

If the writing is not about the topic asked by the teacher, the punctuation will be 0.

If the student has only covered half (or less) of the content, the maximum punctuation to receive in the remaining items will be of a maximum of 2/4 (or ¼)

WRITING CHECKLIST

CONTENT YES NO Have you focused on the topic?

Have you used details to support your ideas?

Are your ideas coherent?

Have you used vocabulary, idioms and grammar from the unit?

ORGANIZATION YES NO Have you made an initial draft?

Have you organized your text according to your draft?

Have you organized your text in paragraphs?

Have you used logical connecting words?

Have you written the appropriate amount of words?

Have you considered followed the correct structure of the text: e-mail, argumentative essay, descriptive essay, etc.?

VOCABULARY YES NO Are there any words you repeat consistently? (If the answer is YES, try to use synonyms).

Have you used vocabulary adequate for your level?

Have you used newly learned vocabulary?

Have you used vocabulary specific to the topic of the question?

Are words spelled correctly and capitalized where appropriate?

GRAMMAR YES NO Have you used correct punctuation: commas, exclamation marks, interrogative marks, periods, etc.?

Have you written capital letters when needed (countries, cities, nationalities, months, etc?

Is the verb after a preposition in the -ing form?

Have you used -ing after verbs: like, dislike, hate, admit, enjoy, deny, etc.?

Have you used the verb tenses correctly? (Past simple, past continuous, past perfect, present simple, present continuous, present perfect, future simple, future continuous, etc.?

Have you checked the nouns to see if they are countable or uncountable, and used the correct article (a/an/the/ no article)?

Have you checked that there are not double subjects?

Do pronouns refer clearly to the appropriate nouns?

Is there a subject before each verb?

VOICE YES NO Have you used personal style?

Have you used catchy questions?

Is your writing persuasive?

Is your writing engaging?

Is the topic adapted to the audience?

LANGUAGE ASSISTANT RUBRIC


Level of

engagement

Student actively contributes to class by

offering ideas and/or asks questions

more than once per class and/or works

consistently the entire time.

Student actively contributes to

class by offering ideas and/or asks

questions once per class and/or

works for most of the allotted

time.

Student rarely contributes to class by offering

ideas and asking questions and/or works only

some of the allotted time.

Student never contributes to

class by offering ideas and

asking questions and/or has

trouble staying on task.

Behaviour Student almost never displays

disruptive behaviour during class.

Student rarely displays disruptive

behaviour during class.

Student occasionally displays disruptive

behaviour during class.

Student almost always displays

disruptive behaviour during

class.

Respect Student listens to language assistant,

teacher, and other classmates

attentively. Student discourages others

for distracting or interrupting others.

Minimal talking when language

assistant, teacher and other

classmates are speaking. Limited

distractions and/or interruptions.

Student speaks loudly while language

assistant, teacher and/or other classmates are

speaking. Presents distracting behaviour and

interruptions almost always.

Students ignores when language

assistant, teacher, and/or another

classmate are speaking. Stands

up, talks, does homework or

studies another subject, and/or

plays.

Use of English

language

Student does not speak Spanish at all.

Student tries to use synonyms,

antonyms, definitions, etc., before

asking for help.

Student only speaks Spanish when

the meaning of a word is

unknown.

Student almost always speaks Spanish.

Although, he/she tries to speak English.

Student always speaks Spanish

refusing using English even

when he/she is asked to do it.

RUBRIC OF

DEBATE 4 POINTS 3 POINTS 2 POINTS 1 POINT

IDEAS and CONTENT All ideas presented were clear,

accurate and thorough.

Most ideas presented were clear,


Some ideas presented were clear,


Ideas presented were unclear,

inaccurate and absence of details.

ORGANIZATION All arguments were clearly tied to

an idea and organized.

All arguments were clearly tied to

an idea and organized.

Some arguments were clearly tied

to an idea and organized.

Arguments were not effectively tied

to an idea and organized.

GRAMMAR and

VOCABULARY

Wide range of well-chosen

vocabulary. Accurate and varied

grammatical structures.

Good range of well-chosen

vocabulary. Some mistakes in


Adequate range of well-chosen

vocabulary. Frequent mistakes in


Vocabulary does not match the

topic. Lack of proper grammatical

structures.

BEHAVIOUR Consistently listened to other’s

opinions, showed respect and used

appropriate language.

Usually listened to other’s opinions,

showed respect and used


Sometimes listened to other’s

opinions, showed respect and used


Rarely listened to other’s opinions,

showed respect and used

appropriate language

VOICE Student consistently used gestures,

eye contact, tone of voice in a way

that kept the attention of the rest of

the students.

Student usually used gestures, eye

contact, tone of voice in a way that

kept the attention of the rest of the

students.

Student sometimes used gestures,

eye contact, tone of voice in a way

that kept the attention of the rest of

the students.

Student not effectively used

gestures, eye contact, tone of voice

in a way that kept the attention of

the rest of the students.

Temporalización de la asignatura Primer trimestre: del 10 ... · PROGRAMA DE TRABAJO DE INGLÉS...

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