Programa: 5° a tm



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Departamento de Inglés



Programa: 5° A TM

Año: 2013

Profesora: Iris ALBORNOZ
Objetivos
Lograr que los alumnos


  • Comprendan textos orales y escritos provenientes de diversas fuentes y correspondientes al nivel. 

  • Produzcan textos orales y escritos teniendo en cuenta las características del tipo textual, el propósito comunicativo y la audiencia.

  • Usen el vocabulario y las estructuras gramaticales correspondientes al nivel.

  • Reflexionen sobre la relevancia del inglés en el mundo actual y las diferencias y similitudes culturales.

  • Se comuniquen en forma correcta y apropiada en situaciones varias y accedan a la cultura de los pueblos de habla inglesa, como así también al universo de información que utiliza el idioma inglés.

  • Desarrollen respeto por sí mismos, sus pares y la comunidad en general.

  • Adopten conductas de responsabilidad y solidaridad, entre otros valores, indispensables en el aspecto formativo de la enseñanza.


Unidad 1: Revision

Vocabulary: Routines. Personal Information. Past Experiences. Holidays. School. Friends.

Grammar: Present Simple. All forms. Questions. Adverbs of Frequency. Information Questions. Past Simple. Verb to Be. Regular and Irregular Verbs. Present Continuous. Going To- form.

Listening: Personal Information.

Writing: My interests. Last Summer Holidays. My friends. My Experience at CNBA last year.
Unidad 2: Are you Going to a Gig Soon?

Vocabulary: Entertainment and Events (agenda, album, booking, etc)

Expressions: Don´t go crazy! Make a good Impression… , promote, release.

Grammar: Simple and Continuous Tenses. Simple Present Tense. Verb to be and Other Verbs. All Forms. Wh-questions. Prepositions. Linking Words. Adverbs of Frequency, for Sequencing Ideas. Then, Next, Suddenly, When, In the End. Going To- for Plans and Intentions. Will and Going to for Predictions. Present Continuous for Future.

Speaking: Asking about weekend plans. Comparing longer term plans.

Writing: a Flyer for an event.


Unidad 3:What Will the World Be Like? The Environment. Life in the Future.

Vocabulary: development, environment, challenge, crime, oil, poverty, employment…/built-in, well equipped/ generate, predict/ Expressions: I hope so, I Hope no/ You must be joking! …

Grammar: “Will” or “Going to” . All Forms and Uses.

Reading: Newspaper Articles.

David Swan by N. Hawthorne in “Complete Course in English”.

Listening: Environmental Issues. Boston Futuretech Conference



Unidad 4: Could It Be a Masterpiece?

Vocabulary: Materials and Shapes. Works of Art: masterpiece, graffiti, sketch…/signature…

Designer,annual, up- and- coming…/ Expressions: Worth a fortune, unauthorized image…

Grammar: Modals for Deduction . Must, might, may, can, could (not) +be.

Listening: Match a Description to a Photograph.

Writing: Description of a Picture.

Reading: Mrs Bixby and the Colonel’s Coat by R Dahl.
Unidad 5: What Have you Been Doing?.

Vocabulary: Festivals. Marathon, Sculpture, honour/ carve, attend, perform, careless, careful…

Grammar: Present Perfect Simple and Continuous. Present Perfect with already, yet, just.

Game: Guess What I´ve been Doing!

Reading: Newspaper Article about Festivals In Brazil and Argentina.

Writing: Describing Festivals and Celebrations.

Listening: It might be You. Song by Stephen Bishop
Unidad 6: Travelling. If the Passenger next to you is Like his…

Vocabulary: Travelling by Plane. Homesick, Phobic, Chaotic… / Miss, remind, frighten…

Expressions: a goog deal, go out parting, etc.

Grammar: Zero and First Conditionals. Future Sentences with when, even if, as soon as, …Advice and Warnings with unless/ in case/ even if/ otherwise.

Reading: Tea by Saki
Bibliografía Obligatoria
-Seligson, P. Essential English. Coursebook 4 Intermediate. (2010) Richmond-China

- “From the Cradle to the Grave” Short Stories. Edited by Clare West (1993) OUP.

-Dixon, R. “Complete Course in English 4” (2000) Prentice Hl Regents, Englewood Cliffs. UK.

-“Discovering Fiction” Student´s Book 1. Cambridge University Press (1997) Cambridge. UK.

-Mignani, A. “Sweet and Sour”. ( 2001) Black Cat Pusblishing- Cibed. Canterbury.

-Mignani, A. “The Splintering Frame”. (2001) Black Cat Publishing. Cideb.Canterbury



Bibliografía de Consulta
- Murphy, R. “English Grammar in Use. Intermediate” (1997) CUP. Cambridge.

-Fowler, W.S.”Test and Practise your English”. Beginners to Intermediate. Nelson. Hong Kong

-English Grammar at http://www.edufind.com/english/grammar/grammar_topics.php


COLEGIO NACIONAL DE BUENOSS AIRES
DEPARTAMENTO DE INGLÉS, 2013
PROGRAMA DE 5TO AÑO, NIVEL B, TURNO MAÑANA
PROFESORA: JULIETA CARMOSINO

EXPECTATIVAS DE LOGRO. 

Se espera que los alumnos logren:


  • Comprender textos orales y escritos provenientes de diversas fuentes y correspondientes al nivel.

  • Producir textos orales y escritos teniendo en cuenta las características del tipo textual, el propósito comunicativo y la audiencia.

  • Usar el vocabulario y las estructuras gramaticales correspondientes al nivel.

  • Desarrollar una actitud crítica frente a los materiales presentados en tanto representantes de características culturales.

  • Reflexionar sobre la relevancia del inglés en el mundo actual.

UNIDADES DIDÁCTICAS:



Unidad 1:

Contenidos gramaticales:



  • Revision of Tenses. Special Uses: Simple Present for running commentaries, Present Continuous for annoying habits, Simple Present for lively retellings, Present Continuous to express determination, etc. Dynamic and State verbs: implications for the continuous form. Past tenses used in narrative sequences. Expressions to talk about the future: is likely to, is expected to, is to, is prone to.

Contenidos lexicales:



  • Employment and unemployment.

  • Money

  • Verbs, nouns and adjectives related to money.

  • Idioms: money.

  • Phrasal Verbs approached through the PARTICLE. Different kinds of Phrasal Verbs. Phrasal Verbs with two particles.


Unidad 2:

Contenidos gramaticales:



  • Reported Speech. Reporting dialogues. Summarising information and rewording it

to report a message.

  • Revision of Conditionals. Mixed Conditionals.

  • Passive Voice. Cases with two objects in the active sentence.

  • The Article. THE, A, AN, ZERO. Special Cases.

  • Used to / Be Used to / Get Used to.

  • Word order in indirect questions.

Contenidos lexicales:



  • Truths and Lies.

  • Reacting to events

  • Idioms: lying.

  • Phrasal Verbs approached through the PARTICLE. Different kinds of Phrasal Verbs. Phrasal Verbs with two particles.

  • Collocations with HAVE / GET / TAKE / LOSE / KEEP / PUT / COME / GIVE / CATCH / PAY / CHANGE / REACH.


Unidad 3:

Contenidos gramaticales:



  • The Subjunctive. Wish. It’s time… I’d rather you… As if / As though.

  • Relative Clauses. Whose. Cases in which THAT can be omitted.

  • Clauses. Different Types.

  • Comparatives. Far / Much / A lot / Slightly / a little / a bit + comparative.

  • “Should have” to express regrets.

Contenidos lexicales:



  • Relationships.

  • Discrimination and inclusion.

  • Phrasal verbs with BE / HAVE / PUT / TELL / KEEP / CATCH / TAKE and GIVE.

  • Idioms related to relation.



A lo largo de las 3 unidades arriba descriptas se trabajarán las 4 macro-habilidades lingüísticas. Asimismo, se utilizarán los tipos de textos para la comprensión y producción listados a continuación:

  • Formal and informal letters / e-mails

  • Narratives: Unabridged Short Stories and short novels.

  • Reports

  • Poems

  • Description of people, objects and places.

  • Formal and Informal Conversations

  • Presentations

  • Authentic TV programmes and films

  • Essays

  • Narratives

DISTRIBUCIÓN DEL TIEMPO: Cada Unidad didáctica se desarrollará en el término de 1 trimestre.
        

EVALUACIÓN. CRITERIOS E INSTRUMENTOS:


Para la evaluación se seguirán los criterios que se desprenden de los objetivos de cada nivel y de los contenidos de cada unidad didáctica específicamente. Estos contenidos específicos contemplan las 4 macro-habilidades, la gramática, el vocabulario y las funciones lingüísticas.

La calificación final de los trimestres se desprenderá de las notas de los trabajos prácticos, orales y escritos y las pruebas escritas ambos sobre los contenidos de las unidades didácticas o sobre los textos seleccionados para análisis literario.

BIBLIOGRAFÍA


Del alumno:

“The Terrible Screaming”, Janet Frame

“The Waste Land”, Alan Paton

“The Wasteland”, T.S. Eliot

Blake, W. “The Chimney Sweeper” en Songs of Innocence

Zephaniah, B. Face

Albee, E. The American Dream

Freedom Writers (Dir. R. LaGravenese)

Brassed Off (Dir. M. Herman)

Secrets and Lies (Dir. M Leigh)
Material compilado por la Profesora del curso con actividades para el trabajo de las 4 macro-habilidades y de los contenidos lexicales y gramaticales para cada unidad didáctica. Las actividades y los textos orales y escritos son seleccionados de la libros detallados en la bibliografía del docente.
Del docente:

Carter, R. and M. McCarthy (2006). Cambridge Grammar of English. A Comprehensive Guide. Spoken and Written English Grammar and Usage. Cambridge: Cambridge University Press.

Cunningham, S. & P. Moor (1999) Cutting Edge. Upper Intermediate. England: Longman.

Harmer, J. & R. Rossner (1992). More Than Words. Book 1. London: Longman.

Hook, J. N. (1981) Two-Word Verbs in English. New York: Harcourt Brace & Company.

Jeffery, P. & M. Lloyd (2004) Framework. Level 4. UK: Richmond Publishing.

McAndrew, R. and R. Martinez (2001). Taboos and Issues. Boston: Thomson Heinle Language Teaching Publications.

McCarthy, M. & F. O’Dell (1994) English vocabulary in Use. Upper-intermediate & Advanced. Cambridge: CUP

Moutsou, E. and S. Parker (1996). Enter the World of Grammar. Book 5. London: MM Publications.

Vince, M. (2003). Advanced Language Practice. Oxford: Macmillan.

Yule, G. (2009). Oxford Practice Grammar Advanced. Oxford: Oxford University Press.

COLEGIO NACIONAL DE BUENOS AIRES


DEPARTAMENTO DE INGLÉS, 2013

PROGRAMA DE 5º AÑO , NIVEL A - TURNO TARDE


PROFESORA: FABIANA SANTAMARINA

EXPECTATIVAS DE LOGRO:

Que la/os estudiantes:



  • reconozcan y comprendan comunicativamente las estructuras gramaticales y el vocabulario desarrollado en las diferentes unidades de trabajo, tanto en instancias escritas como auditivas.

  • interaccionen utlizando dichos items gramaticales y de vocabulario comunicativa y fluidamente, tanto de manera oral como escrita.

  • aborden textos sin adaptación y de diferentes fuentes (textos literarios, artículos de diarios, literatura científica o de negocios) pudiendo obtener información general y específica de los mismos.

  • desarrollen y utilicen estrategias que les permitan el seguimiento de una exposición, la participación en la clase y la toma de apuntes durante la misma.

  • generen vínculos positivos de trabajo en el grupo y con el docente.

UNIDADES DE TRABAJO:

  • UNIDAD 1 (Newspaper articles - The Guardian, The New York Times, The Independent, BBC International News / “New Opportunities, Education for Life”- Upper Intermediate. Students’ Book: Module 1 - Lesson 2 and Module 2 - Lesson 6 / “Intermediate Language Practice”, Units 4 and 5).

. Grammar Focus: revision of past tenses (Simple Past, Simple Past Progressive). Past Perfect / Past Perfect Progressive. Progressive vs Simple tenses.

. Vocabulary: Newspapers: headlines, captions and news stories / Floods and accidents / The Pope and The Catholic Church.

. Reading: “Deadly Rains Flood Capital, Greater BA” (Wed 3rd April 2013) / “Argentina Floods: Dozens Die as Rain Continues” / “CFK declares three days of mourning after storm leaves dozens dead” (Wed 3rd April 2013) / “Macri urges national, BA province gov’ts to get hands on hydraulic works” // “Bombs at the Boston Marathon” / “2nd Suspect in Boston Marathon attack captured alive after manhunt” // “Breaking: Cardinal Jorge Mario bergoglio of Argentina – Pope Francis – is elected” / “Pope orders Vatican officials to tackle child sex abuse scandals” / “Cardinals pick Bergoglio, who will be Pope Francis” / “What does a Pope do?” / “Papal Succession: your stories” / “Catholic Church: Glossary of Terms”.

. Speaking: exchanging personal information / asking and answering questions / giving information about you / retelling / expressing views and opinions.



  • UNIDAD 2 (“Intermediate Language Practice”, Units 2, 3, 6 and 7 / “Real Listening and Speaking 2”, Unit 10: The Weather is Changing / “Business Vocabulary in Use. Advanced. Unit 43: Green Issues)

. Grammar Focus: revision of all present tenses (Simple Present, Present Progressive, Present Perfect) with all their notions // get - become // revision of comparative and superlative adjectives.

. Vocabulary: The Weather / The Environment / Green Issues.

. Reading: “27 years since Chernobyl and what have we learned?” / “How does an Earthquake Trigger Tsunamis Thousands of Kilometers Away?” by Larry Greenemeier / “Predicting Natural Disasters” an article by Florin Diacu / Green Issues (from Business Vocabulary in Use. Advanced).

. Listening: “The Weather is Changing”, a news programme. Presentation / people giving opinions (Unit 10. “Real Listening and Speaking 2”).

. Speaking: commenting, expressing views and opinions: In my opinion / Personally / I’m not an expert but... / I think we should... .


  • UNIDAD 3 (“Market Leader. Intermediate Business English Course Book. New Edition”, Unit 1: Brands and Unit 6: Advertising / “English File, Upper-Intermediate. Student’s book”, File 7- lesson B: Made in the USA)

. Grammar Focus: Articles (the / a-an / zero article) / Passives.

. Vocabulary: Business English: Brands - Advertising / words that go with brand and product / words and expressions for talking about adverstising.

. Reading: “Outsourcing Production” - newspaper article, Financial Times / “Successful Advertising”- newpaper article, Guardian / “McDonald’s. The Man Who Destroyed Mealtimes” (text on text book) / “Commercials with a Gay Emphasis are Moving into Mainstream Media” (web article).

. Listening: people talking about being pro-brands or anti-brands / An Interview with a Brand Consultant / An Interview with the head of planning at an advertising agency / a song.

. Speaking: talking about favourite brands / discussing authentic product promotions / asking for opinions / agreeing – disagreeing / discussing authentic advertisements / discussing good and bad advertising practices.

. Video: “LOGORAMA” (2009) - a short animation film directed by the French animation collective H5, François Alaux, Hervé de Crécy and Ludovic Houplain.

. Writing: an opinion piece / Exercises in “Market Leader. Intermediate Business English Practice File. New Edition”, Unit 1: Brands and Unit 6: Advertising.


  • UNIDAD 4 (“New Opportunities, Education for Life”, Upper-Intermediate. Students’ Book. Module 4, Lesson 14)

. Grammar Focus: The Passive / Modals for making deductions about the present and about the past (may, might, must, could / may, might, must, could + have + past participle).

. Vocabulary: words and expressions to talk about characters and events in films and stories / personality adjectives / reacting to events / making deductions.

. Reading: web page and biography of Ray Bradbury / a biography of Alfred Hitchcock / web page articles on “The Birds” by Alfred Hitchcock.

. Extensive Reading: “Prologue and Epilogue”, “Kaleidoscope”, “The Last Night of The World” by Ray Bradbury (from “The Illustrated Man”).

. Video: “The Birds” a film by Alfred Hitchcock (1963).

. Speaking: describing characters and their reactions / making deductions and speculating about situations / talking about products and processes / retelling stories / expressing views and opinions.

. Writing: Exercises in “New Opportunities, Education for Life”, Upper-Intermediate. Language Powerbook. Module 4, lesson 14.

DISTRIBUCIÓN DEL TIEMPO:

1er Trimestre - Unidades 1.

2do trimestre - Unidades 2 y 3 ( Brands / video).

3er Trimestre - Unidad 3 (Advertising) y Unidad 4.



EVALUACIÓN:

CRITERIOS:

Las expectativas de logro propuestas / el tiempo real de clase asignado, la profundidad y la práctica realizada sobre los distintos items en las unidades de trabajo / la respuesta del grupo de estudiantes a los distintos items gramaticales y de vocabulario presentados (logros y dificultades).

INSTRUMENTOS:

Trabajo oral en clase (grupal, en pares e individual) / asignación de tareas a realizarse en el hogar (entregadas para su corrección - trabajo individual o en grupos) / asignación y presentación de trabajos prácticos especiales (trabajo invidual, en pares o grupal) / evaluaciones escritas individuales.

BIBLIOGRAFÍA:

. De lectura del alumno / de trabajo en clase:



  • Newspaper articles (provided by the teacher and the students).

  • “New Opportunities, Education for Life”, Upper-Intermediate. Students’ Book. Module 1 - Lesson 2, Module 2 - Lesson 6 and Module 4 - lesson 14. Michael Harris, David Mower, Anna Sikorzynska. Pearson Longman.

  • “Intermediate Language Practice”, Units 2 to 9. Michael Vince. MacMillan Heinemann.

  • “Real Listening and Speaking 2”, Unit 10: The Weather is Changing. Sally Logan and Craig Thaine. Cambridge English Skills. Cambridge.

  • “Business Vocabulary in Use. Advanced”, Unit 43: Green Issues. Bill Mascull. Cambridge Professional English.

  • “Market Leader. Intermediate Business English Course Book. New Edition”, Unit 1: Brands and Unit 6: Advertising. David Cotton, David Falvey, Simon Kent. Pearson Longman.

  • “Market Leader. Intermediate Business English Practice File. New Edition”, Unit 1: Brands and Unit 6: Advertising. John Rogers. Pearson Longman.

  • “English File, Upper-Intermediate. Student’s book”, File 7- lesson B: Made in the USA. Clive Oxenden and Christina Latham-Koening. Oxford.

  • “The Illustrated Man”, Ray Bradbury. Flamingo Modern Classics.

. De consulta del alumno:

  • “New Opportunities, Education for Life”, Upper-Intermediate. Language Powerbook. Michael Harris, David Mower, Anna Sikorzynska. Pearson Longman.

  • Longman’s Learners Dictionary of Contemporary English. Advanced. New Edition. Longman.

  • “Oxford Bilingual Dictionary”. Oxford University Press.

FILMS:

“The Birds” by Alfred Hitchcock. 1963.





Departamento: Inglés
Asignatura:Inglés
Curso: 5to año Nivel B Turno Tarde
Año: 2013

I- Objetivos: Que el alumno
-Desarrolle una actitud de confianza con respecto a sus posibilidades de aprender una lengua extranjera respetando los diferentes ritmos y estilos de aprendizaje, y reconociendo el error como constitutivo del aprendizaje

•Pueda construir el conocimiento lingüístico y pragmático- discursivo para la comprensión y la producción de textos escritos y orales a partir de situaciones contextualizadas y significativas

• Reflexione acerca del funcionamiento del lenguaje

• Construya espacios de articulación entre la lengua extranjera y las otras disciplinas


II- Contenidos:
Unidad 1:

Grammar: Revision of all tenses,stative verbs, word patterns, articles, synonyms, be/get used to


Vocabulary: wordbuilding; multipart verbs with up and down, collocations, metaphors, key topic vocabulary(people and relationships, transport, free time activities, hobbies, occupations)
Functions: Preferences, describing people, telling jokes
Writing: argumentative essay, reports.
Reading: short stories, articles, matching headings and paragraphs, scanning for specific information
Listening : predicting, identifying location, understanding attitude, listening for specific information
Speaking: talking about family, comparing, making suggestions, expressing uncertainty
Literature: Short story “A case for the Defence” by G. Greene . Play “ An inspector calls” by J.B Priestley.
Unidad 2:

Grammar: passive voice, verb patterns, reporting, reporting verbs, indirect questions, question tags, connectors


Vocabulary: idiomatic language, multi-part verbs with on and out, confusable words, key topic vocabulary(the media, communications, the weather, food and drink, travel and tourism)
Functions: agreeing and disagreeing, clarifying and asking questions, giving and asking for advice
Writing: a letter of application, a description
Reading: poetry, texts with paragraph gaps, answering questions
Listening : identifying roles, listening for gist and specific information
Speaking: talking about experiences, speculating, agreeing and disagreeing, giving examples
Literature: ; Novel :Cry Freedom by John Briley. Short story : A sound of Thunder” by Ray Bradbury
Unidad 3:
Grammar: conditionals, modals, relative clauses, result clauses
Vocabulary: multi-part verbs with off and over , collocations, wordbuilding, key topic vocabulary(science and technology, entertainment, education, health and fitness)
Functions: polite requests, justifying arguments, making suggestions
Writing: a formal letter
Reading: summarizing, completing texts with sentence gaps
Listening : a song, taking lecture notes, identifying situations and people
Speaking: a topic presentation, discussing photos and texts, problem solving
Literature: , Play “Lady Windermere´s fan” by. O. Wilde; Short story: “The fly”


III- Bibliografía Obligatoria:

Steve Taylore- Knowles. Laser B1+ Student´s Book (2008)Ed. Macmillan Hellas, Greece

Steve Taylore- Knowles. Laser B1+Activity Book (2008)Ed. Macmillan Hellas, Greece

Steve Taylore- Knowles. Laser B1+ CD-ROM (2008)Ed. Macmillan Hellas, Greece

Michael Vince. First Certificate Language Practice (2003)Ed. Macmillan Education, Oxford

Kildaff, Hamer, Mc Cannon “Working with short stories” (1999)Ed. Cambridge University Press. United Kingdom

J. B. Priestley. An inspector calls.( 1992) Heinemannn, England

Oscar Wilde .The plays of Oscar Wilde (1997) Ed. Wordsworth, Great Britain

Briley John. Cry Freedom (2010). Oxfrod University Press

IV- Bibliografía de consulta y/o complementaria:
-Vince, Michael. “Advanced Language practice”
Prof. Carmen Restuccia


Departamento: Lenguas extranjeras
Asignatura: Ingles
Curso: 5to C TT
Año: 2013
Docente: María Verónica Pernbaum

I- Objetivos: se espera que los alumnos logren.



  • Utilizar con precisión estructuras gramaticales y vocabulario correspondientes al nivel.




  • Comunicarse con claridad, corrección y fluidez por medio de textos orales y escritos.




  • Ampliar su manejo de funciones comunicativas y áreas léxicas.




  • Conocer la cultura de los países de habla inglesa y compararla con la propia.




  • Extender el trabajo de aula fuera de la misma realizando tareas de investigación mediante el uso de TICS en el campus institucional.




  • Trabajar en grupo en forma organizada y productiva, respetando el trabajo de los demás y haciendo respetar el propio.



II- Contenidos:
Unidad 1: Edgar Allan Poe

  • Biography

  • Characteristics of his work

  • American Romanticism

  • “The Tale Tell heart”

  • “The Cask of Amontillado”

  • “Hop Frog”

  • Film: “The Raven”

  • Essay Writing : Linking words, expressions

Unidad 2: Detective Stories




  • Elements of a story: setting, conflict, narrator, characters, plot, genre, theme, subject, ending, title, irony.

  • Characteristics of the detective stories

  • “Dead in Jericho” by C. Dexter

  • Film: Inspector Morse ‘s episodes

  • Film Review : Vocabulary, expressions

Unidad 3: PLAYS

  • “An inspector calls” by Prestly

  • Film : “An inspector calls”

  • Book review: Vocabulary, expressions



III- Trabajos Prácticos:
Oral presentations:


  • Music




  • Films




  • Books



IV- Bibliografía Obligatoria:


  • “Hop Frog “ by E. A. Poe

  • “The Cask of Amontillado” by E. A. Poe

  • “The Tale Tell Heart” by E. A. Poe

  • “Dead in Jericho” C. Dexter- Oxford Bookworms level 6

  • “An inspector calls” by Prestly




Departamento de Inglés 

Programa 2013

5º nivel A Turno Vespertino

Prof. Marisa Voloch
I. Objetivos

  • Desarrollar en los alumnos la habilidad de usar el idioma de modo que lleguen a ser capaces de producir mensajes orales y escritos en inglés con el mínimo de fluidez y corrección necesarios para una comunicación eficaz.

  • Desarrollar la habilidad de lecto-comprensión mediante la utilización de material proveniente de diversas fuentes, y en relación a los temas de interés de los alumnos.

  • Desarrollar la comprensión auditiva a través de un intenso trabajo con material de audio y video.

  • Que los alumnos realicen de manera escrita diferentes tipos de producciones que les permitan lograr de manera eficaz un acercamiento al mundo del trabajo y la universidad como un curriculum o una carta de solicitud en idioma inglés.


II. Contenidos
Módulo 1 . National Stereotypes

Vocabulary: Personality adjectives, nationalities, prepositions, physical descriptions

Present and Past ( revision)

Present Perfect ( revision)

Already / Just / Yet / Still. Recently. How long?

Just. For/since ( revision)

Present Perfect vs Past Simple. Prepositions of place. (revision)

Present Perfect Simple vs. Present Perfect Continuous (revision)

Writing: a description of a person

Speaking: Debating ideas: debate session

Listening: for general understanding, for specific information


Módulo 2. The Media


Vocabulary: the media, magazines, newspapers. Disasters, compound adjectives, media words, multi-part verbs. Legal Vocabulary

Future ( going to vs. will )

Past Perfect

Used to and would

The Passive

Causatives: to have/get something done

Writing: A review of a film or a TV programme

Speaking: News Story

Listening: TV programme extracts

Reading comprehension
Módulo 3 Generations. People Watching

Vocabulary: physical appearance, prefixes to make opposite adjectives,

Modals for speculating (obligation, prohibition, speculation), personality adjectives, multi-part verbs

Past Modals

Adjectives/Adverbs. Formation of Adverbs

Reading Comprehension.

Writing: a description within a narrative

Connectors, cohesive devices

Speaking: making a witness statement; speculating about people based on photos,

Listening: Police TV appeal. Radio programme, interviews

Módulo 4 Education ( Get learning. Teachers and schools)



Vocabulary: school & university words, multi-part verbs.

Verbs get, have, take, make.

Verbs followed by gerund or to-infinitive

Linking words: addition, contrast

Conditionals 1& 2 (revision)

Conditional type 3

Reading Comprehension: magazine articles

Listening : students talking about learning and old schools

Writing: For and against essay

Módulo 5 Work & Employment

Vocabulary: personality adjectives. Careers. Collocations: verb do & make. Jobs. Multi-part verbs



Reported statement. Reported verb patterns

Prepositions of time, place and movement

Connectors: reason

Reading Comprehension. article extracts

Writing: a CV and a letter of application.

Listening: a radio programme: salary and wages in the EU. Job interviews.

III. Bibliografía

-New Opportunities Intermediate by Michael Harris, David Mower & Anna Sikorzynska



Student´s and Workbook. Pearson Longman.

-Essential English 4 by Paul Seligson

Student´s book. Richmond


-Taboos and Issues: photocopiable lessons on controversial topics by Richard Mac Andrew and Ron Martinez. Thompson & Heinle.

- Oxford Practice Grammar Basic by Norman Coe, Mark Harrison and Ken Paterson. OUP.

-English Vocabulary In Use, pre-intermediate & intermediate by Stuart Redman. CUP.

- Literature Books: ‘Completely unexpected Tales" ’ by Roald Dahl (Taste, Mrs. Bixby and the Colonel´s Coat, The Way Up to Heaven). Penguin Books.

" Witness For the Prosecution" by Agatha Christie

"‘The Great Gatsby" by F. Scott Fitzgerald. Penguin Popular Classics.
IV. Material Audiovisual

-Canciones. Candle in the wind ( Elton John), The Times they are changing ( Bob Dylan)and more.

-Audio: New Opportunities Intermediate

-Películas: ‘Short films on Roald Dahl´s Stories"; "Witness For the Prosecution" and "The Great Gatsby"’





Departamento: Inglés
Asignatura:Inglés
Curso: 5to B TV
Profesora: Lina G. Jacovkis
Año: 2013

I- Objetivos: se espera que los alumnos logren.


  • Construir un discurso crítico propio referido al mundo que los rodea, a fenómenos sociales y culturales y a obras literarias, musicales o cinematográficas.

  • Adquirir un registro correspondiente a cada situación comunicativa y un manejo fluido de la gramática y el vocabulario en un contexto significativo y comunicativo.

  • Apropiarse de herramientas lingüísticas y metalingüísticas y de la capacidad de buscarlas y encontrarlas en caso de necesitar profundizar.


II- Contenidos:
Unidad 1: Animals or People?

Eje temático: Animales y humanos. Raciocinio y lenguaje.

Eje gramatical: Present Perfect Simple y Continuous

Eje discursivo: Texto de opinión



New English File Upper Intermediate. File 5 A

Newspaper Articles to Get Teenagers Talking: “How Often Do You Touch People”

Literatura: “First Confession” de Frank Mc Court

“My Son the Fanatic” de Hanif Kureishi

Unidad 2: I told you I was ill

Eje temático: Enfermedad y salud

Eje gramatical: Oraciones condicionales tipo cero, I y II.

Eje discursivo: Argumentación a favor y en contra de medicina no tradicional

Escritura de un ensayo académico

New English File Upper Intermediate. Unit 2A

Análisis del film Fifty/Fifty


Unidad 3: I will survive

Eje temático: Situaciones de riesgo y peligro

Eje gramatical: Revisión estructuras condicionales tipo II

Condicionales tipo III.

Oraciones de arrepentimiento “should have done”

Eje discursivo: Lectura de un fragmento de diario de viaje

Análisis la obra de teatro Collected Stories de D. Margulies

.English File Upper Intermediate. Unit 3 B
Unidad 4: Economical with the truth

Eje temático: Mentira y verdad.

Eje gramatical: Estilo indirecto.

Eje discursivo: Diálogo y reporte de un diálogo.

Narración. Mini-saga.

Análisis de novela Face de B. Zephaniah.



English File Upper Intermediate. Unit 6 B


III- Bibliografía Obligatoria:

Kureishi, H. “My Son the Fanatic”. 1993

Levine, J. Fifty/Fifty. Summit Entertainment. 2011.

Margulies, D. Collected Stories. 1998



New English File Upper Intermediate. OUP. 2012.

English File Upper Intermediate. OUP. 1997.

O' Connor, F. “First Confession”. 1951.



Zephaniah, B. Face. Bloomsbury Pub. 2004.
Todo el material bibliográfico extra trabajado en clase (artículos periodísticos, canciones, etc) será incluido en las evaluaciones parciales y finales
IV- Bibliografía de consulta y/o complementaria: (si corresponde)

Practice Advanced Grammar. OUP
How To Write An Essay: 10 Easy Steps http://www1.aucegypt.edu/academic/writers/
Purdue Online Writing Lab http://owl.english.purdue.edu/owl/resource/685/01/

Prof. Lina Jacovkis



Departamento: Inglés
Asignatura: Inglés
Curso: 5° - Nivel C Prof: Ariel Cordisco
Año: 2013

I- Objetivos
Se espera que los alumnos logren:

  • Comprender textos orales y escritos en lengua inglesa provenientes de diversas fuentes, especialmente literarias y académicas.

  • Producir textos orales y escritos según su tipo textual, el propósito comunicativo y la audiencia.

  • Usar recursos gramaticales y lexicales correspondientes al nivel.

  • Desarrollar una actitud crítica frente a los materiales presentados en tanto representantes de ciertas características de la sociocultura anglosajona.



II- Contenidos
Unidad 1: Literature

  • Review of simple, continuous and perfect tenses

  • Vocabulary for describing people: physical and personality traits

  • Connectors and discourse markers

  • Short stories, plot and setting, theme and character, flashback

  • Identifying the plot of a short story (exposition, incident, rising action, climax, falling action, resolution)

  • Expressing opinions, likes and dislikes

  • Writing the plot of a story


Unidad 2: The Arts, Health, Medicine, Innovations

  • The passive voice

  • Recording vocabulary

  • Predicting content

  • Providing information, stress changes, talking about the present using the passive

  • Topic sentences, body sentences, final sentences

  • Understanding and interpreting data

  • Writing an expository paragraph


Unidad 3: Urban Planning, Architecture, The Environment

  • Using modals

  • Collocations: words that go together -adjective + noun; verb + noun

  • Text cohesion: linking paragraphs

  • Using reference materials: dictionaries, Internet searches

  • Paragraph purpose

  • Brainstorming, selecting and prioritizing information

  • Comparing and contrasting opinions, evidence and implications

  • Writing a persuasive article


Unidad 4: The Future, Trade, Business

  • Reported speech

  • Distinguishing between facts, speculation, and reported opinions

  • Talking about the future

  • Using future forms and participles

  • Synonyms, near synonyms, antonyms

  • Speculating: Expressing certainty, uncertainty and caution

  • Identifying and supporting a point of view: consistency and staging

  • Describing a process or object

  • Writing an opinion essay



III- Trabajos Prácticos

  1. Grammar – Revision of simple and continuous tenses

  2. Vocabulary – Revision of key vocabulary items

  3. Grammar – Revision of perfect tenses

  4. Writing – Creative or expository piece

  5. Grammar – Reinforcement of key grammar items

  6. Vocabulary – Reinforcement of key vocabulary items

  7. Writing – Creative or expository piece

  8. Final assignment



IV- Bibliografía Obligatoria


  • McGraw Hill-Glencoe (2007). Literature. The Reader's Choice (pp. 8-19, 82-95, 180-185, 192-193, 208-220). Columbus, OH: MacGraw Hill-Glencoe.

  • Mann, M. & Taylore-Knowles, S. (2009). IELTS For Academic Purposes: A Short Intensive Course, Student's Book (pp. 18-77; units 1-6). London: McGraw-Hill.

  • Philpot, S., Curnick, L., Pathare, E., Pathare, G. & Harrison, R. (2011). Headway Academic Skills, Level 3, Student’s Book (pp. 12-43, 60-67; units 2-5, 8). Oxford: Oxford University Press.



V- Bibliografía Obligatoria (Lectura Extensiva)
Short Stories

  • “The Open Window”, Saki

  • “The Masque of the Red Death”, E. A. Poe

  • “The Censors”, Luisa Valenzuela

  • “Through the Tunnel”, Doris Lessing


Novels

  • The Chrysalids, John Wyndham

  • The Handmaid's Tale, Margaret Atwood


Plays

  • Hamlet, William Shakespeare (facilitated edition)

  • Rosencrantz and Guildenstern Are Dead, Tom Stoppard

  • The Zoo Story, Edward Albee

  • Top Girls, Caryl Churchill


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