By Blanca E. López Cabrera. ICT improves independent learning ICT can be use as a tool for motivating students to learn in a different way ICT gives learners.

Presentación del tema: "By Blanca E. López Cabrera. ICT improves independent learning ICT can be use as a tool for motivating students to learn in a different way ICT gives learners."— Transcripción de la presentación:

1 By Blanca E. López Cabrera

2 ICT improves independent learning ICT can be use as a tool for motivating students to learn in a different way ICT gives learners immediate access to richer source materials ICT promotes learner’s cooperative work and communication, so learners’ outcomes are improve

3 123456 Deciding the theme or topic of the project. Planning the outcome or final task. Deciding what the objectives of the unit will be. Specifying what content will be taught. Selecting, designing and sequencing the tasks. Planning evaluation (process and product).

4 1 Deciding the theme or topic of the project.

5 2 Planning the outcome or final task.

6 PROPÓSITOS DIDÁCTICO - COMUNICATIVOS: 3 Deciding what the objectives of the unit will be.  Integrar conocimientos para construir, crear y operar en el desempeño de la Lengua Extranjera.  Comunicarse oralmente y por escrito con propósitos genuinos.  Identificar la situación comunicativa, los interlocutores y el tema abordado (contexto de enunciación)  Reconocer similitudes y diferencias en relación con el español.  Reflexionar con ayuda del docente sobre algunos aspectos del funcionamiento de la lengua extranjera, por ejemplo: La entonación como portadora de sentidos.  Reconocer la vinculación entre la lectura y la escritura como modo de favorecer el proceso de la incorporación de la lengua inglesa.  Comprender oralmente un texto aunque no se conozca el significado de todas las palabras que lo componen, accediendo a los recursos de “pistas” que brindan los textos y sus paratextos.  Inferir nuevos significados a partir de la relación de unas palabras con otras.  Respetar y escuchar opiniones mientras se desempeña en un ambiente de trabajo colaborativo.

7 4 Specifying what content will be taught. PRACTICAS DEL LENGUAJEEXPONENTES LINGUISTICOS  Identificar el lugar que ocupamos dentro de la comunidad y su proyección hacia el mundo.  Expresar sentido de pertenencia.  Describir los diferentes lugares que habitamos: Partiendo desde nuestro salón, la escuela, el barrio, la ciudad, la provincia, el país, el continente, el planeta, el universo.  Reconocer adjetivos posesivos, preposiciones de lugar.  This is / These are  Subject - Object Pronouns / Possessive Adjectives: I - ME / MY We - US / OUR  Room / House / School / Street / Town / City / Province / Country / Planet  Flat / Round  Sequencing: First, then, etc.  All over the word…

8 5 Selecting, designing and sequencing the tasks.

9 6 Planning evaluation (process and product).

10 Holistic Rubric for PRODUCT Group 1Group 2Group 3Group 4Group 5 4- Grammar is used accurately, no mistakes; the task is developed as required; intelligible pronunciation, appropriate intonation, use of appropriate vocabulary related to the topic. Excellent selection and production of pictures. Excellent development of the slides (pages of the book). 3- Few mistakes are presented but they do not affect meaning; the task includes good ideas but excludes some details; conveys meaning clearly but with poorly vocabulary than the already taught for the purpose. Good selection of pictures and development of the slides (pages of the book). 2- Many mistakes that affect communication; the task includes some of the requested content; attempts to express ideas. Not so good selection of pictures and development of the slides (pages of the book). 1-Communication is hard to achieve due to grammar mistakes; the task is far from including the requested content; very hard to understand. Wrong selection of pictures and development of the slides (pages of the book).

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