Bilingual curriculum 2013 01

INSTITUCION EDUCATIVA JUAN LUIS LONDOÑO DE LA CUESTA
“ABRIENDO PUERTAS AL FUTURO”
Calle 3 N° 2-83 Este Mosquera Cundinamarca
Teléfono 8932147 E-mail iedjuanluisldelacuesta@hotmail.com
Resolución de Aprobación N° 252 DEL 15 de Noviembre de 2011
NIT N° 900.132.830-8 CODIGO DANE N° 125473000781 ICFES 131961
PROYECTO DE BILINGUISMO
ANA YANIRA CRUZ
SOLANDY ROCIO CASILIMAS
JULIETHE GARCIA
INSTITUCIÒN EDUCATIVA JUAN LUIS LONDOÑO DE LA CUESTA
MOSQUERA, CUNDINAMARCA
2013
1

1. TABLA DE CONTENIDO
1. TABLA DE CONTENIDO
2. JUSTIFICACIÒN
3. OBJETIVOS
4. METODOLOGIA
5. EVALUACION
6. PLAN OPERATIVO
7. MALLA CURRICULAR
2

2. JUSTIFICACIÒN
Este proyecto tiene el propósito de responder a las necesidades de nuestra
población estudiantil heterogénea dentro del salón de clase a través de
estrategias metodológicas los cuales despierten y motiven el interés del
mismo donde este tomara un rol activo en su propio aprendizaje, de tal forma
que el estudiante se concientice que en el marco de su proyecto de vida es
fundamental el aprendizaje y dominio del idioma (ingles).
De tal forma que en el transcurso de su vida vea reflejado el papel que
desempeña en la sociedad como ser integral.
3

3. OBJETIVOS
1. Concienciar a la población educativa de la institución Juan Luis
Londoño de la Cuesta de Mosquera, Cundinamarca de la necesidad
de dominar el inglés como lengua extranjera dentro de su contexto de
vida.
2. Motivar a la población educativa de la institución educativa Municipal
Juan Luis Londoño de la Cuesta de Mosquera, Cundinamarca al
aprendizaje del idioma extranjero (ingles).
3. Valorar el proceso autónomo e individual de aprendizaje de los
estudiantes.
4. Despertar el gusto creando un vínculo a través del aprendizaje
colaborativo entre educador-educando
4

4.METODOLOGÌA
Implementar el modelo pedagógico desarrollista que permite aplicar el
trabajo en equipo, conocimiento solidario, procesos individuales con
estrategias que fortalezcan vislumbrar el aprendizaje significativo.
Uno de los principales retos del profesor de inglés es buscar la forma de
capturar el interés de los educandos y estimular su imaginación mediante
metodologías innovadoras, creativas, participativas, trabajo en equipo,
conocimiento solidario, procesos individuales y colectivos, de este modo se
genera un cambio de actitudes y aptitudes en el área.
5

5. EVALUACION
La evaluación de este proyecto se hará mediante:
• Actividades cooperativas entre estudiante-docente.
• Motivación e ingenio por superar dificultades.
• Evaluación por procesos
• De acuerdo a la políticas institucionales de evaluación planteadas en
el manual de convivencia.
6

6. PLAN OPERATIVO
7

Nombre de la actividad: English Day
Fecha: Octubre 25 del 2013
Objetivo: Evidenciar el trabajo desarrollado mediante el proyecto de
bilingüismo transversal izado con los demás proyectos institucionales.
Responsables: Orientadores del área de inglés.
Recursos:
Físicos:
Equipo de sonido, globos, foamy, cinta, papel crepe, craf, marcadores,
vinilos, fotocopias.
8

7. PRESUPUESTO
CANTIDAD MATERIAL VALOR UNITARIO TOTAL
10 PAPEL CREPE 500 5000
2 VALLAS BLANCAS 12 MTS POR 4 DE ANCHO 50000 100000
20 CINTAS ADHESIVAS DE LETRAS 10000 200000
5 PAQUETES DE GLOBOS 3000 15000
10 PLIEGOS DE PAPEL CRAF 500 5000
5
VINILOS GRANDES DE COLORES PRIMARIOS,
NEGRO, BLANCO 4000 20000
5 PINCELES GRUESOS 2000 10000
5 PINCELES MEDIANOS 1000 5000
100 FOTOCOPIAS 50 5000
9

10

CURRICULUM
CYCLE TOPIC/EJES TEMATICOS COMPETENCE ACTIVITIES OVERCOMES/INDICADORES DE LOGROS MATERIALS
BEGINNERS/
APRESTAMIENTO
THE HUMAN BEING SOCIOLINGUISTIC
COMPETENCE:
*THE STUDENT MOVE
APPROPRIATELY IN
RESPONSE TO VERBAL
INSTRUCTIONS,
DEMONSTRATING AN
UNDERSTANDING OF
NAMES OF BODY PARTS
SUCH AS HEAD, NECK,
SHOULDERS, ARMS,
HANDS, ELBOWS,
WRISTS, LEGS, KNEES,
ANKLES, FEET, CHEST,
WAIST, HIPS, AND BACK
(E.G., BEND YOUR
KNEES, HANDS ON HIPS,
BALANCE ON ONE
FOOT).
*SINGING AND DANCING *WORK GROUP
*COLLABORATIVE WORK
*AUTHENTIC RESOURCES:
RHYMES, SONGS FOR KIDS.
VIDEO BEEN,
INTERNET.
VACATIONS SOCIOLINGUISTIC
COMPETENCE:
LIST A VARIETY OF
FEATURES (E.G., COLOUR
AND SIZE) ABOUT
DREAM PLACE
*CUT AND PASTE: CATEGORIZE
THINGS TO PACK/NOT PACK TO GO
ON VACATIONS.
*VACATIONS FLASHCARDS: THINGS
WE CAN DO ON VACATIONS
*DRAW: WHERE WOULD YOU LIKE TO
GO FOR A VACATION?
INDIVIDUAL WORK
PAIR WORK
EXPOSITIONS
FLASHCARD, PERSONAL
THINGS( DRESS, SUITCASE…)
11

LOVE AND FRIENDSHIP AXIOLOGY
COMPETENCE:
THE STUDENTS
IDENTIFY THE
MAKEUP OF THEIR OWN
FAMILIES (E.G., NUMBER
OF PEOPLE, ROLES,
RELATIONSHIPS)
*DESIGN THE FRIENDSHIP HEART:
CUT AND DECORATE SHORT PAPER
HEART, PASTE A PHOTO OF A
MEMBER OF HIS/HER FAMILY.
SOCIALYZING WORK
DISCUSS
PIECE OF PAPERS, GLUE,
FAMILIAR PHOTO,
HALLOWEEN AXIOLOGY
COMPETENCE:
USE STORIES, PICTURES,
OR MOVEMENT TO
COMMUNICATE
PERSONAL THOUGHTS,
IMAGES, AND FEELINGS
EXPERIENCED RELATED
JOB, WORKERS AND
PROFESSIONAL PEOPLE.
ROLE PLAY: THE PROFESSIONS SPEAK UP
WORK GROUP
CUSTOMS
SETTING
ELEMENTAL
( INICIAL )
THE HUMAN BEING:
FIVE SENSES
SOCIOLINGUISTIC
COMPETENCE:
DESCRIBE WHAT THEY
OBSERVE (E.G., STUDENT
SAYS, “I SEE…I HEAR…IT
FEELS…IT TASTES…IT
SMELLS…)
- PUZZLES, GAMES AND HANDOUT INDIVIDUAL EXERSICES
COLLABORATIVE JOB
FOOD
DIFFERENT SHAPES
TAPE RECORD
VACATIONS: THE
WEATHER
SOCIOLINGUISTIC
COMPETENCE:
IDENTIFY SPECIFIC
CHANGES IN THEIR
IMMEDIATE
ENVIRONMENT (E.G.,
CHANGES IN WEATHER
DIAGRAMS, STORIES, DRAW, DISCUSS
EXPOSITION
WORK GROUP
COLORS BAG
DRAWING, SLIDES
VIDEO TALES
12

OBSERVED OVER A ONE-
WEEK PERIOD)
LOVE AND FRIENDSHIP:
THE FRIENDSHIP BOOK
SOCIOLINGUISTIC AND
AXIOLOGY
COMPETENCE:
GIVE EXAMPLES OF
WAYS IN WHICH PEOPLE
CO-OPERATE IN ORDER
TO LIVE TOGETHER
PEACEFULLY (E.G.,
SHARING, TAKING
TURNS, FOLLOWING
RULES, BEING POLITE)
COLLABORATIVE WORK,: MAKE A
SCRAPBOOK THROUGH PHOTOS
ORAL AND WRITING WORK PHOTOS, BOOK, GLUE,
HALLOWEEN: SUPER
HEROS CAREER
LABOR COMPETENCE
SOCIOLINGUISTIC
COMPETENCE:
IDENTIFY A VARIETY OF
PEOPLE WITH
DIFFERENT ROLES
DESCRIBE PROFESSIONS AND
CAREER.
COLLAGE
EXPOSITIONS
ROLE PLAY
MAGAZINES, COSTUMES,
ONE HUMAN BEING: THE
FIVE SENSES
SOCIOLINGUISTIC
COMPETENCE:
IDENTIFY, WITH
GUIDANCE INTHE
PROPERTIES OF AN
OBJECT (E.G., COLOUR,
SHAPE, TEXTURE,
HARDNESS)
INFORMATION GAP ACTIVITIES LISTENING AND WRITING WORK
WORK TEAMS
OBJECTS WITH DIFFERENT
TEXTURE
VACATIONS: PLACES
VISITED
SOCIOLINGUISTIC
COMPETENCE
AXIOLOGY
COMPETENCE:
ILLUSTRATE PLACES
DRAW, MAKE A COLLAGE PAINT, TALK AND SHARE EXPERIENCES COLOR PENCILS, PAPER,
PHOTOS, BOX .
13

VISITED DURING THEIR
VACATIONS(E..,
PAINTING, COLLAGES,
SCULPTURES)
HANDS OF FRIENDSHIP
WREATH
SOCIOLINGUISTIC
COMPETENCE
AXIOLOGY
COMPETENCE:
DEMONSTRATE
WILLINGNESS TO
EXPLORE IDEAS
THROUGH
COLLABORATIVE GAMES
AND ACTIVITIES
DRAW CHILDREN´S HANDS AND
TRACE A LINE WITH THEIR NAMES
( USE DIFFERENT COLORS
GREET ONE ANOTHER IN A VARIETY OF WAYS —
SHAKE HANDS, TOUCH ELBOWS, TOUCH KNEES)
COLORS PENCILS,
HALLOWEEN:
EXPLORING A PUMPKIM
SOCIOLINGUISTIC
COMPETENCE
AXIOLOGY COMPETENCE
LABOR COMPETENCE:
DESCRIBE AND
ILLUSTRATE TWO OR
MORE FEATURES OF
PUMPKINS
EXPLORE A PUMPKIM, DRAW, TALK
WITH A FARMER ABOUT IT,
FRUIT OR VEGETABLES?
SEEK INFORMATION
EXPLORE AND SHARE WITH THEIR MATES
FRUIT, VEGETABLES
TWO HUMAN BEING: THE FIVE
SENSES
SOCIOLINGUISTIC
COMPETENCE:
RECOGNIZE WHICH
BODY PART WOULD BE
USED TO GATHER
SPECIFIC SENSORY
INFORMATION
INFORMATION GAP, REASONING GAP INTERACT WITH THE LANGUAGE “TO FIND OUT IF A
BALL IS SOFT, I WOULD USE MY HAND; TO FIND
OUT IF IT IS RED, I WOULD USE MY EYES”)
OBJECTS, FOOD,
VACATIONS: HOW TO
MAKE A CAMP
COOPERATIVE
COMPETENCE
SOCIOLINGUISTIC
IDENTIFY ELEMENTS TO BUILD A
CAMP.
MAKE A STORY USING THE
SHARING SPECIAL MOMENTS.)
WORK GROUP
14

COMPETENCE:
WITH TEACHER
PROMPTS,
DEMONSTRATE
WILLINGNESS TO SHARE
AND CO-OPERATE WITH
PEERS
ELEMENTS.
THE EMOTIONS AND
FEELINGS
COOPERATIVE
COMPETENCE
SOCIOLINGUISTIC
COMPETENCE:
USE STORIES, PICTURES,
MOVEMENT, ETC. TO
COMMUNICATE
PERSONAL THOUGHTS,
IMAGES, AND FEELINGS
REPRESENT THROUGH A RAINBOW
FISH THEIR EMOTIONS AND FEELINGS
DRAW, READ AND WRITE
SPEAK UP
POSTCARD, COLLAGE,
HALLOWEEN: THE MATH
PUMPKIN
COOLABORATIVE
COMPETENCE :
COMPARE THE MASS
(WEIGHT) OF TWO
GIVEN PUMPKIN AND
EXPLAIN THE
COMPARISON USING
THE WORDS LIGHTER,
HEAVIER, OR ALMOST
THE SAME
WORK GROUP.: SOLVE MATH
PROBLEMS
WORK GROUP PUMPKIN
THREE HUMAN BEING: HUMAN
NEEDS
COOPERATIVE
COMPETENCE
SOCIOLINGUISTIC
COMPETENCE:
USE PICTURES AND
VIDEO: PRE-HISTORY
DISCUSS,
ESSAY.
DISCUSS
WRITE
SHARE
VIDEO BEN
INTERNET
15

DISCUSSION TO
IDENTIFY BASIC HUMAN
NEEDS, INCLUDING
FOOD AND WATER,
SHELTER, CLOTHING,
AND SAFETY AND
PROTECTION
VACATIONS:
ACTIONS
SOCIOLINGUISTIC
COMPETENCE
AXIOLOGY COMPETENCE
LABOR COMPETENCE:
THE STUDENTS NAME
THREE PHYSICAL
ACTIVITIES THEY ENJOY
DOING
MAKE A COLLAGE
SPEAK UP THEIR ACTIONS ON
VACATIONS
PLAYING TAG, CLIMBING ON PLAYGROUND
EQUIPMENT, SWIMMING
PHOTOS
VIDEOS
HALLOWEEN PARADE SOCIAL COMPETENCE:
THE STUDENTS GIVE
EXAMPLES OF WAYS IN
WHICH PEOPLE
CELEBRATE HALLOWEEN
DISCUSS : HALLOWEEN TRADITIONS,
CREATE A HALLOWEEN PARADE
DISCUSS
CREATE
COSTUMES, MUSIC,
SETTING
FOUR HUMAN BEING:
NOSTALGIC SMELLS
SOCIOLINGUISTIC
COMPETENCE
AXIOLOGY COMPETENCE
LABOR COMPETENCE:
STUDENTS SHARE THEIR
EXPERIENCES, LIKES AND
DISLIKES, REMAIND ANY
PERSON RELATED WITH
THEIR CHILHOOD
READING
WORK GROUP: INTELLIGENCE AND
MEMORY
WORK GROUP
PARTICIPATE MEMORY GAMES
PHOTOS, FOOD, FRUIT,
HOW TO PLAN YOUR
DREAM VACATION?
SOCIOLINGUISTIC
COMPETENCE:
THE STUDENTS ACCESS
LIST FAVORITE PLACES TO VISIT
WORK GROUP: FAMILY AND FRIENDS
WORK GROUP
SOCIALYZING
INTERNET, BROCHURE,
MAGAZINE
16

INFORMATION FROM
AUDIO, VISUAL,
MATERIAL, OR PRINT
SOURCES TO PLAN THEIR
DREAM VACATION
LOVE AND FRIEND SHIP:
MY FIRST LOVE
SOCIOLINGUISTIC
COMPETENCE
AXIOLOGY
COMPETENCE:
ACTIVELY PARTICIPATE
IN CLASSROOM
LANGUAGE ACTIVITIES
BY ASKING QUESTIONS,
PREDICTING,
EXPRESSING FEELINGS,
SHARING IDEAS, AND
DISCUSS
READING
ESSAY
MAKING PERSONAL CONNECTIONS
DISCUSS
READING
PERSONAL DAIRY
PICTURES
HALLOWEEN PARTY SOCIOLINGUISTIC
COMPETENCE
AXIOLOGY
COMPETENCE:
WITH TEACHER
SUPPORT, THE
STUDENTS IDENTIFY
AND DISCUSS A VARIETY
OF ROLES AND
RESPONSIBILITIES THEY
HAVE AS MEMBERS OF
THE CLASSROOM AND
SCHOOL COMMUNITY
DECORATE THE CLASSROOM WITH
HALLOWEEN IDEAS: HAUNTED
HOUSE, JACK-O LANTERNS, GHOST,
WITCHES,FOOD, …
COLABORATIVE WORK RECYCLE MATERIAL
17

18

Bilingual curriculum 2013 01

Más contenido relacionado

Similar a Bilingual curriculum 2013 01

Más de midiosmelibra

Bilingual curriculum 2013 01