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Int - Init.engli. Guia Peda PDF
Int - Init.engli. Guia Peda PDF
Int - Init.engli. Guia Peda PDF
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Pedagogical Guide
Initial Interaction in English
ININ-03 2/62
Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Content
Pág.
I. Pedagogical Guide 2
1. Description 5
3. Pedagogical generalities 7
5. Practices / Activities 19
6. Description 48
7. Weighting table 50
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
1. Description
The Pedagogical Guide is a document that integrates technical-methodological elements proposed in accordance with the principles and guidelines
of the CONALEP Academic Model, in order to guide the educational practice of the teacher in the development of competencies foreseen in the
study programs.
The purpose of this guide is to facilitate the students' learning, channel their actions and reflections and provide situations in which they will develop
the competences. The teacher must consciously assume a role that facilitates the learning process, proposing and taking care of a framework that
favors a safe environment in which students can learn, take risks, make mistakes, extract meaningful lessons from their mistakes, support each
other, establish positive relationships and trust, create meaningful relationships with adults whom they respect not because of their status as such,
but as people whose example, closeness and emotional support is valuable.
It is necessary to emphasize that the development of competences is concretized in the classroom, since training with a focus on competences
means creating learning experiences so that students acquire the ability to mobilize, in an integral way, resources that are considered indispensable
to know how to solve problems. in different situations or contexts, and involve the cognitive, affective and psychomotor dimensions; therefore, the
study programs describe the competences to be developed, understanding them as the integrated combination of knowledge, skills, attitudes and
values that allow the achievement of an efficient, autonomous, flexible and responsible performance of the individual in specific situations and in a
context dice. Consequently, competence implies the understanding and transfer of knowledge to real-life situations. This requires relating, integrating,
interpreting, inventing, applying and transferring knowledge to solving problems. This means that the content, the means of teaching, the learning
strategies, the forms of organization of the class and the evaluation are structured according to the competence to be formed; that is to say, the
emphasis in the curricular projection is on what the students have to learn, in the forms in how they do it and in its application to situations of the
daily and professional life.
Considering that the student is at the center of the training process, we look for support elements that show him what competences he will develop,
how to do it and how he will be evaluated. That is, through the pedagogical guide the student can self-manage their learning through the use of
flexible and appropriate strategies that are transferred and adopted to new situations and contexts and follow up their progr ess through a constant
self-assessment, as a basis to improve in the achievement and development of the essential skills for academic and personal growth.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
3. Pedagogical generalities
In order to divulge the criteria to be considered in the implementation of this guide, some considerations are described regarding the development
and intention of the competences expressed in the modules corresponding to basic, propaedeutic and professional training.
In the first place, it is important to point out that the principles associated with the constructivist conception of learning are closely related to those of
competency-based education, which has been conceived by this College as the ideal approach to guide the occupational training of future technical
professionals and professional technician-bachelor. This approach constitutes one of the most viable options to achieve the link between education
and the productive sector of goods and services.
Considering that the student is at the center of the training process, we look for support elements that show him what competences he will develop,
how to do it and how he will be evaluated. That is, through the pedagogical guide the student can self-manage their learning through the use of
flexible and appropriate strategies that are transferred and adapted to new situations and contexts and follow their progress through a constant self-
assessment, as a basis for improving in the achievement and development of the essential skills for academic and personal growth.
The teacher has to consciously assume a role that facilitates the learning process, proposing and taking care of a framework that favors a safe
environment in which the students can learn, support each other and establish positive and trusting relationships. Likewise, it must promote the
transversality of learning for the development of competencies that will allow graduates to successfully face the challenges of the future society.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
An example of transversality between different modules of the same semester, is presented with the program of Initial interaction in English, which
connects knowledge of the module Communication for social interaction, to express ideas and concepts orally and written using the language codes
English, in addition to interpreting explicit and implicit data during personal interaction in the proposed contexts of communication and solution to
everyday problems. In the case of the module Processing information by digital means, it is articulated with the use of technology for the creation of
learning products such as presentations, videos or recordings, being a mechanism to communicate and relate to others, so that they use ICT to
investigate and solve problems, produce materials and transmit information. The connection with the Personal and professional projection module
makes sense when dealing with their family context and, likewise, during activities that have to do with professions, which can be expressed in
another language.
The example of transversality with modules of other semesters is favored in the same disciplinary field with Active communication in English,
Independent communication in English, Productive communication in English and Specialized communication in English, where the graduality of the
content is oriented to the development of English language skills such as: listening, reading, speaking and writing. In the modules of the professional
coreo f training, the English language finds utility in generating the bases for the search of information related to the career, the interpretation of
manufacturer's documents and the understanding of specialized texts.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Unit I
Exchange personal information about herself/himself and others
(Central content)
Didactic orientations
It is suggested to approach the module considering the didactic structure of the sessions, for this the teacher:
Start with the frame of the module or session, defining the learning activities to be achieved, the learning products to be achieved and the
group commitments of permanent observance such as punctual assistance, active participation, compliance with the activities and evaluation
of the learning.
Develops the sessions incorporating techniques that favor exchange and communication, as well as collaborative learning and constant
motivation that addresses topics of interest to students.
Incorporates strategies for the development of activity sheets of the Construye T Program in accordance with the contents.
The session ends with the recapitulation and reflection of the application of the learned content.
Communication in English requires the development of listening, speaking, reading and writing skills in the foreign language, considering the
interaction in different social contexts, the achievement of competences, established in the module and specifically in this unit, it is recommended to
the teacher the following:
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Presents symbols of the International Phonetic Alphabet emphasizing the combination of non-familiar letters and sounds in Spanish.
Guide pronunciation patterns by means of the international alphabet patterns provided in monolingual dictionaries
It encourages listening to the sounds of the symbols that appear in the dictionary on the following page:
http://www.paulmeier.com/ipa/charts.html
Encourages the inference of specific lexical meaning based on the context in order to avoid the use of the dictionary as a single source of
understanding.
Encourage the oral practice of spelling exercises using any of the following techniques:
Choral repetition.
Spelling contests.
Assignment of individual vocabulary.
Creation of small groups for feedback.
Practical written guide through the spelling of both group and individual words.
Guide the creation of useful phrases throughout the module.
Presents imperative instructions related to the school environment.
Encourages the practice of cardinal numbers by means of one of the following techniques:
Choral repetition.
Dictation of numbers in pairs.
Resolution of exercises related to numbers.
Writing with letter of the dictated numbers.
Auditory discrimination of exercises related to numbers.
Presents a simple present of the verb to be under the specific context of personal presentations emphasizing first practice of the first and
second person of the plural to practice later third of the singular. For additional explanation of the topic, refer to any of the following
pages:
http://www.slideshare.net/bucarosam/explanation-verb-to-be
http://grammar.ccc.commnet.edu/grammar/to_be.htm
Provide written practice exercises verifying the use of the present simple of the verb to be or be.
Guide the creation of vocabulary list and creation of simple sentences referring to months of the year and days of the week.
Encourages the use of vocabulary related to requesting and issuing information.
Presents vocabulary referring to countries and nationalities by means of flags, visual support or practice exercises. To download resources
from countries and nationalities go to the following link:
http://www.michellehenry.fr/pays.htm,
http://www.esltower.com/VOCABSHEETS/countries/countries.html
Presents types of possession by means of possessive pronouns, the use of apostrophe and s ('s or s') as well as the verb to have in the first
and second person of the plural, as well as in third persons of the singular. By means of additional resources of the assigned material, library
material or in any of the following pages:
http://www.englishlanguageterminology.org/parts-of-speech/possessive-nouns.htm
http://www.wisc-online.com/Objects/ViewObject.aspx?ID=wcn1601
http://www.k12reader.com/possessive-nouns/
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
http://grammar.ccc.commnet.edu/grammar/possessives.htm
Encourages oral or written practice in small groups in order to express lexical-related possession of family ties. Ex. She's my aunt. Maria is
my cousin's mother. I have two cousins. She has two names and their names are Marylou and Roxy.
Encourages the oral practice of short answers and contractions of the auxiliaries of the verb to be or to be in both affirmative and negative.
Encourages the resolution and verification of specific exercises of the pedagogical guide.
Strengthens the development of the following transversal competences:
Express ideas and concepts in situations of daily life according to the communicative context.
Applies communicative strategies of formal and informal registration applicable in contexts and situations of daily life.
Communicates in English in situations of social interaction of daily life according to the communicative contexts in which he/she is.
Practice oral and written enunciation within different work groups with a constructive and consistent attitude.
Dialogue and learn from information regarding people with different points of view and cultural traditions.
4.1 The student expresses ideas and concepts through linguistic, mathematical or graphic representations.
4.2 The student applies different communication strategies according to his/her peers, the context in which he/she is located and the objectives
he/she is chasing.
4.4 The student communicates in a second language in everyday situations.
4.5 The student uses information and communication technologies to obtain information and express ideas.
7.3 The student articulates knowledge from various fields and establishes relationships between them and his/her daily life.
8.3 The student assumes a constructive attitude consistent with the knowledge he/she has within different work teams.
10.1 The student recognizes that diversity takes place in a democratic space of equal dignity and rights of all people, and rejects all forms of
discrimination.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Unidad II
Location of objects and specific locations in her/his environment.
(Central content)
Orientaciones Didácticas
It is recommended to approach the module considering the didactic structure of the sessions, for this the teacher:
Start with the framing of the module or session, defining the learning activities to be achieved, the learning products to be achieved and the
group commitments of permanent observance such as punctual attendance, active participation, compliance with the activities and evaluation
of learning.
Develop the sessions incorporating techniques that favor the exchange and communication, as well as collaborative learning and constant
motivation that addresses topics of interest to the students.
Incorporates strategies for the development of activity sheets of the Construye T Program in accordance with the contents.
The session ends with the recapitulation and reflection of the application of the learned content.
Communication in English requires the development of listening, speaking, reading and writing skills in the foreign language, considering the
interaction in different social contexts, the achievement of competences, established in the module and specifically in this unit, it is recommended to
the teacher the following:
Mark the time of completion of exercises in this guide and the material assigned according to the number of students, the level of
performance, the time that each group takes to resolve the activity in consideration of the results of the monitoring and the assigned task.
Promotes the practice of vocabulary activities of the assigned material under one of the following strategies:
Revise previous vocabulary: activate previous knowledge of students' vocabulary through brainstorming, acetate or through illustrations.
Presents vocabulary: through images, translation, choral repetition and / or explanation in English or Spanish depending on the skills of
the group.
Practice vocabulary: let students present to the group, in small groups or in pairs from the vocabulary to the class per learning module.
Promote oral practice under conversation models that suggest controlled or free practice before exposing the student to the whole group,
finally the intention is for the student to acquire the language to communicate in the first instance:
Guide the practice under the controlled model of the following scheme:
o Previous: the students discuss the conversation illustration of the assigned material and discuss who they think the speakers are,
where the conversation takes place, the kind of vocabulary they expect to hear, etc.
o Introduce the model and verify that all students understand the situation and vocabulary (the grammar is presented in an inductive
way, so an explicit explanation of the grammar point is not suggested unless, at the discretion of the facilitator, it is considered
necessary for understanding)
o The student repeats each line of the choral conversation or individually
o The student practices the model in pairs.
o Practice different conversations based on the model, but changing the vocabulary that respects the idea and the context.
Direct choral reading using one of the following strategies:
One person reads a fragment of the text and the others follow it.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Cut fragments
Word complementation
Underlining grammatical structure in the letter
Creation of images with specific grammatical structure
4.1 The student expresses ideas and concepts through linguistic, mathematical or graphic representations.
4.2 The student applies different communication strategies according to his/her peers, the context in which he/she is located and the objectives
he/she is chasing.
4.4 The student communicates in a second language in everyday situations.
4.5 The student uses information and communication technologies to obtain information and express ideas.
10.2 The student dialogues and learns from people with different points of view and cultural traditions by placing his/her own circumstances in a
broader context.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
5. Practices / Activities
Learning unit:
Practice: Number:
Practice purpose:
Stage: Duration:
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Exchange personal information in basic conversations using vocabulary and specific structures.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
CONTINUE THE CONVERSATION SPELLING NAMES AND LAST NAMES OF YOUR FAMILY...
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Exchange personal information in basic conversations using vocabulary and specific structures
PERSONAL INFORMATION!
INSTRUCTIONS:
Complete the next chart with the given information.
Write your own ID.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Exchange personal information in basic conversations using vocabulary and specific structures.
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
______________________________________________________________________________________
1. My name’s …
2. __________________________________________________________________________________
3. __________________________________________________________________________________
4. __________________________________________________________________________________
5. __________________________________________________________________________________
6. __________________________________________________________________________________
7. __________________________________________________________________________________
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes basic texts that include information about occupations and daily routines
AN ARCHITECT BUILDS...
INSTRUCTIONS:
Write on the correct occupation and choose the right personal pronoun.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes basic texts that include information about occupations and daily routines
INSTRUCTIONS:
Students are required to use verb to be in present simple, in its interrogative form to get information from other people.
Students design a survey to get information about a person's occupation by asking about his/her name, age, and objects that the interviewed
individual uses at work.
Example
Q: Hi
A: Hello
Q: Excuse me, What´s your name?
A: My name is Gustavo
Q: How old are you?
A: I´m 16
Q: What do you do for a living?
A: I´m a doctor
Q: Do you use an eraser at your work?
A: No, I don’t.
Q: Do you use a ladder at your work?
A: No, I don’t.
Q: Do you use a stethoscope at your work?
A: Yes, I do.
Do you use a tongue depressor at your work?
Yes, I do.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes basic texts that include information about occupations and daily routines
Activity number 6: How many people are there in your family? What do they do? What do they usually have for breakfast?
MY FAMILY!
INSTRUCTIONS:
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes basic texts that include information about occupations and daily routines
Activity number 7: How many people are there in your family? What do they do? What do they usually have for breakfast?
FAMILIES!
INSTRUCTIONS:
Read the next text and answer the questions.
Families today
A mother, a father and two children. This is the typical family. But families are
different now. Some children speak about their families:
Sam: I don’t have siblings. My mother’s name is Martha. I live with my grandmother.
I have a lot of friends and I have two cousins Ross and Martel. I play with my
cousins. My aunt is a nurse and my uncle is a police officer. My parents are actors
and they travel a lot.
Bill: I have two brothers and a sister. I don’t have a father. My mother’s name is
Karen. She’s a lawyer. My sister is a photographer. They work together at the local
newspaper. My brother is married and he has one child. My nephew’s name is Bill.
Claire: I have a big family. I have four grandparents. My mom’s parents’ names are
Christine and Joe. They have 5 children: Tony, Kath, Mary, Bill and Pam, my
mother. I have 12 cousins and 5 brothers. I am the only girl. My father works in
Canada. I live in Australia. My family lives in Australia too. I spend hours playing
computer games.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes basic texts that include information about occupations and daily routines
Activity number 8: How many people are there in your family? What do they do? What do they usually have for breakfast?
SHE’S MY AUNT!
INSTRUCTIONS:
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Locates places and objects in his/her immediate environment using prepositions of place
THERE IS...
INSTRUCTIONS:
Describe the picture using preposition of place (on, under, above, next to, behind, in front of, between, near), there is for singular and there
are for plural.
a.
b.
c.
d.
e.
f.
g.
h.
Image taken from google royalty free images, for educative purposes (11/11/12)
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Locates places and objects in his/her immediate environment using prepositions of place
INSTRUCTIONS:
Exchange information about objects and its location.
o Get in pairs.
o Look for a room picture.
o Ask about things’ locations *use preposition of place (Ej. is there a mirror above
the coach?, yes there is)
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Locates places and objects in his/her immediate environment using prepositions of place
Bathroom Kitchen
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes simples texts where objets are compared using information technology to research a topic
Complete the sentences with the correct form of the verbs, don´t forget the auxiliaries, you can use the verbs more than once and in the negative
form.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes simples texts where objets are compared using information technology to research a topic.
Do you know about the latest and most advanced gadget? How is the gadget? How much is it? How much
Activity number 13:
does it cost?
INSTRUCTIONS: Match
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes simples texts where objets are compared using information technology to research a topic.
Do you know about the latest and most advanced gadget? How is the gadget? How much is it? How much
Activity number 14:
does it cost?
INSTRUCTIONS:
light lighter the lightest Important more important the most important
big useful
interesting Carefully
Smart Old
large Cheap
Bad Portable
intelligent compact
expensive versatile
slow good
attractive heavy
boring complete
up-to-date simple
nice dangerous
busy slim
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Writes simples texts where objets are compared using information technology to research a topic.
Do you know about the latest and most advanced gadget? How is the gadget? How much is it? How much
Activity number 15:
does it cost?
INSTRUCTIONS:
Look at the advertisement for three smartphones. How are they different? Compare your ideas with your partner. Then, find the following
information:
1. Which is the most attractive?
2. Which is the lightest?
3. Which has the biggest memory?
4. Which is the cheapest?
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
In pairs, read the description of each item and discuss the following: Why is iPhone X the most expensive? Which is the best buy? Why? Which has
a better display iPhone X or Samsung S9 Plus? Why? Why is iPhone X more expensive than Samsung S9 Plus? Which has more features than the
others?
2. The Ram in ____________ and ____________ are bigger than the Ram in ________________.
3. _______________is more expensive than _______________ and _____________________is the most expensive.
5. _______________ display is larger than ________________display but ____________ display is the largest.
Make similar statements about gadgets you have at home, such as the videogame, the laptop, the tablet, the digital camera, the smartphone, the
computer and post it in a blog.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Describes places of interest and gives instruction to get to a place
WHICH PHRASE?
INSTRUCTIONS:
Put he correct vocabulary in the correct column.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
PHRASES TO REQUEST
PHRASES TO INDICATE ADDRESS PREPOSITIONS OF PLACE
INFORMATION
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Describes places of interest and gives instruction to get to a place
WHICH PHRASE?
INSTRUCTIONS:
Print, cut and paste in the correct place, following the next directions.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Student´s name:
Learning outcome: Describes places of interest and gives instruction to get to a place
KEEP WALKING…
INSTRUCTIONS:
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Evaluation Guide
Initial Interaction in English
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
6. Description
The evaluation guide is a document that defines the process of collecting and assessing the evidences required by the module developed and is
intended to guide the evaluation of the competences acquired by the students, associated with the Learning Outcomes; In addition, it describes the
techniques and instruments to be used and the weighting of each evaluation activity.
During the teaching - learning process it is important to consider three purposes of evaluation:
The diagnostic evaluation allows to establish a starting point based on the detection of the situation in which the students are. The student will be
able to obtain information on the aspects where he should emphasize his dedication. The teacher can identify the characteristics of the group and
properly guide their strategies. At this stage, informal information collection mechanisms can be used.
The formative evaluation is carried out during the whole learning process of the student, in a constant way, either at the end of each learning activity
or in the integration of several of them. Its purpose is to inform students of their progress with regard to the learning they must achieve and warn
them about the aspects in which they have weaknesses or difficulties in regulating their processes. Also, the teacher can assume new strategies
that contribute to improving the group's results.
The summative evaluation is basically adopted by a social function, since it assumes an accreditation, a promotion, a school failure, desertion rates,
etc., through standardized and well-defined criteria. By conventionally assigning a criterion or value, it manifests the synthesis of the achievements
obtained in a cycle or school period.
Regarding the agent or person responsible for carrying out the evaluation, three categories are distinguished:
The self-assessment that refers to the assessment that the student makes about their own performance, which allows them to recognize their
possibilities, limitations and necessary changes to improve their learning. In this evaluation guide, at least one specific indicator has been selected
for the self-assessment that the student will do on the domain of some less complex competition.
The coevaluation in which students evaluate each other, assessing the learning achieved, either by some of its members or the group as a whole.
In this evaluation guide, at least one indicator has been selected for the student to verify the competence domain of less complexity in another
student.
The heteroevaluation in its external variant occurs when agents that are not part of the teaching-learning process are the evaluators, granting certain
objectivity due to their non-involvement. In this sense, one of the evaluation activities has been selected, defined in the study program, so that it can
be assessed by an external expert or by another teacher who has not taught the module to that group.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
The weighting table linked to the School Evaluation System (SAE) allows both the student and the teacher to observe the progress made in the
learning outcomes that are being achieved. It indicates, in percentage terms, the specific weight for each evaluation activity; the weight obtained by
the student based on the demonstrated performances and the accumulated weight, which refers to the sum of the percentages reached in the various
evaluation activities.
Another important element of the evaluation guide is the rubric or assessment matrix, which establishes the indicators and criteria to be considered
in order to evaluate the achievement of learning outcomes, which may be associated with a performance or a product.
The indicators are the relevant aspects of the evaluation activity and serve as a guide to verify the quality of achievement of the learning outcome.
Each of these indicators corresponds to a percentage value, according to its relevance, highlighting that they also indicate the attributes of the generic
competencies to be evaluated
The criteria are the conditions or levels of quality that describe, in a concrete and precise way, the qualities and levels of quality that each of the
indicators must have. They provide information on what each student has to achieve through their performance, as well as the progress in the
development of the competition. In the rubrics, the following criteria have been established.
Excellent, in which, in addition to meeting the standards or requirements established as necessary in the achievement of the product or
performance, it is proactive, demonstrates initiative and creativity, or goes beyond what is requested as a minimum, contributing with
elements to improve of the indicator.
Sufficient, if it meets the standards or requirements established as necessary to demonstrate that it has performed adequately in the
activity or production of the product. It is at this level that we can say that the competition has been acquired.
Insufficient, when it does not meet the standards or minimum requirements established for the performance or product.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
7. Weighting table
%
ACTIVITY OF % Specific % Achieved
UNIT Learning outcome weight weight
Accumulated
EVALUATION weight
% UNIT WEIGHT 30
2.2. Writes simples texts where objets are
compared using information 2.2.1 30
technology to research a topic.
2. Location of objects and specific
locations in her/his environment.
2.3. Describes places of interest and gives
2.3.1 40
instruction to get to a place.
% UNIT WEIGHT 70
TOTAL WEIGHT OF THE MODULE 100
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
8. Develpment of evaluation
activities
Resultado de Aprendizaje: 1.2. Writes basic texts that include information about occupations and daily routines
Actividad de Evaluación: 1.2.1. Writes a dialogue in English and uploads it in an online blog.
Instructions: Make a dialogue in English where the grammatical structures and the referred vocabulary are used to request and provide personal
and family information about name, age, occupation, physical characteristics and family relationship.
Provides information
It provides basic information: name, age and occupation.
Use the present simple to talk about your activities and how often you carry them out.
Includes spelling of words.
Use vocabulary referring to adverbs of possession and expressions of presentation of third parties.
Presents basic information of their relatives (family relationship, name, age, occupation and physical characteristics.
Take care of grammar and spelling.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Learning outcome: 2.2. Writes simple texts where objets are compared using information technology to research a topic.
2.1.1 Makes a plan of her/his home, using a Power Point presentation in English, describing location,
Activity of evaluation:
existence of objects and physical spaces.
Instructions: Make a PowerPoint presentation of the plan of your home in which you write location information of objects and rooms, insert voice
recording to explain the presentation using the grammatical structures and the vocabulary on the subject.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
Learning outcome: 2.2. Describes places of interest and gives instruction to get to a place.
2.2.1 Makes a video portraying people asking about the existence for places and ask for directions to get to
Activity of evaluation:
those places.
Instructions: Record a video providing and requesting information about the location of places of public interest using the grammatical structures
and the vocabulary about the topic.
Provides indications
Identify the most important places in your city
Describe the name and what exists in each place of public interest
Give indications of geographical location of different sites of public interest.
Use vocabulary related to asking information on site names, prepositions of place, indefinite articles.
Request information
Ask for directions and places of public interest.
Use vocabulary referring to questions and places, as well as the imperative way.
Take care of grammar and spelling.
Recorded video
Contains the required communication.
The recording time is 5 minutes.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
1.2 Writes basic texts that include information Activity of 1.2.1 Writes a dialogue in English and uploads
Learning outcome:
about occupations and daily routines evaluation: it in an online blog
C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
Makes a script similar to a Makes a script similar to a conversation Makes a script without
conversation dialogue that includes dialogue that includes the following: conversation dialogue structure
the following: and omitting one or more of the
Proposes ten questions and Proposes ten questions and following aspects:
exchange of interaction exchange of interaction Questions and exchange of
Discursive responses on personal data, responses on personal data, interaction responses on
elements of occupations and routines. occupations and routines. personal data, occupations
the text 30 Request and issuance of Request and issuance of spelling and routines.
spelling of names and of names and surnames. Request or issuance of
4.1, 4.2, surnames. Request for personal information spelling of names and
4.4 and 7.3 Request for personal and routines of two members of surnames.
information and routines of her/his family. Personal and routine
two members of your family. information of her/his
Provides personal family.
information about her/him
and her/his routine.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
Makes the script including 10 Makes the script including 10 Omits any of the following
questions and short answers. questions and short answers. aspects:
Writes questions and answers in Writes the questions and answers in Makes the script including 10
dialog format. dialog format. questions and short
Presents spelling of capitalized Avoids misspellings. answers.
Presentation
words and hyphens between Reduces grammatical or structure Writes the questions and
of the
each letter. errors. answers in dialog format.
document 30
Avoids misspellings. Presents complete sentences. Avoids misspellings.
Reduces grammatical or Uses punctuation and capitalization Reduces grammatical or
4.1, 4.2,
structure errors. properly. structure errors.
4.4 and 4.5
Presents complete sentences. Presents complete
Uses punctuation and sentences.
capitalization appropriately. Uses punctuation and
capitalization properly.
Uses the question structure. Uses the question structure. Omits any of the following
Uses phrases related to the Uses phrases related to the personal aspects:
personal and social sphere. and social sphere. Uses the question structure.
Uses the present simple of the Uses the present simple of the verb to Uses phrases related to the
verb to be with the first, second be with the first, second and third personal and social sphere.
Grammar and third persons of the singular. persons of the singular. Uses the present simple of
4.1, 4.2, 30 Uses vocabulary related to Uses lexicon related to frequency the verb to be with the first,
4.4 and 4.5 frequency adverbs. adverbs. second and third persons of
Employs structure of short Employs short answers structure. the singular.
answers. Uses vocabulary related to
Uses structure of long answers at frequency adverbs.
least in 2 answers. Employs short answers
structure.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
Deliveries the work taking care of Deliveries the work taking care of Omits any of the following
aspects of order and specific aspects of order and specific design. aspects:
design. Shows organization and Deliveries the work taking
Shows organization and responsibility to deliver on a date care of aspects of order and
responsibility when delivered by established by the teacher. specific design.
the teacher. Shows perseverance to take Shows organization and
Shows perseverance to take advantage of the errors marked in responsibility to deliver on a
advantage of the errors marked in previous activities to improve their date established by the
Attitude previous activities to improve work. teacher.
10 their work. Does the work collaboratively. Shows perseverance to take
4.1, 4.4,
Does the work collaboratively. Puts into practice your digital skills. advantage of the errors
8.3 and 10.1
Puts into practice your digital Shows respect for the work of his marked in previous activities
skills. classmates to improve their work.
Shows respect for the work of his Does the work
classmates collaboratively.
Actively participates in class. Puts into practice your digital
skills.
Respects for the work of
colleagues
100
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
Writes description of location and Writes description of location and Omits one of the following
existence and routine that includes existence and routine that includes the aspects.
the following: following: Writes description of location and
Discursive Generic objects of a house Generic objects of a house existence and routine that
elements of
Physical spaces of a house Physical spaces of a house includes the following:
the text 30 Generic objects of a house
People People
Describes her/his daily routine Describes your daily routine within Physical spaces of a house
4.1, 4.2,
within her/his home and of 3 your home and of 3 family People
4.4 and 7.3
family members. members. Describes her/his daily
Writes the membership of routine within her/his home
personal spaces and objects and of 3 family members.
and of a relative.
Prepares a document that contains Prepare a document covering the Fails to cover any of the following
Written
the following aspects: following aspects: aspects in the document:
presentation of
Minimum reference of 10 and Minimum reference of 10 and Minimum reference of 10 and
the document
30 maximum of 15 generic maximum of 15 generic objects. maximum of 15 generic
objects. Minimum location of 2 and objects.
4.1, 4.2, 4.4, 4.5
Minimum location of 2 and maximum of 4 rooms in the Minimum established
and 10.2
maximum of 4 rooms in the house. location of rooms in the
house. house.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
References of space and References of space and objects Spaces and objects
objects belonging to 3 people. belonging to 2 people. belonging reference
Avoids misspellings. Avoids misspellings. established.
Presents complete Presents complete sentences. Commits misspellings that
sentences. Uses periods, commas and impede comprehension.
Uses periods, commas and capital letters.
capital letters. Orally, produces the presentation Commits grammatical or
Produces orally the of the expected product clearly. structural errors that impede
presentation of the expected comprehension.
product with fluency, clarity
and intonation. Produces oral messages with the
minimum purposes of clarity.
Uses vocabulary related to Uses vocabulary related to Misuses or does not use one or
generic objects inside a generic objects inside a house. more of the following grammar
house. Uses 4 prepositions of place. points:
Uses 4 prepositions of place. Use lexicon related to physical Vocabulary related to generic
Uses vocabulary related to spaces of a house. objects inside a house.
physical spaces of a house. Uses 2 collocations concerning Prepositions of place.
Grammar Uses 2 collocations rooms. 2 collocations concerning
4.1, 4.2, 30 concerning rooms. Uses defined and undefined rooms.
4.4 and 4.5 Uses defined and undefined articles. Defined and undefined
articles. Uses grammatical tenses in articles.
Correctly uses grammatical present simple in the first person, Uses the simple present with
tenses in simple present in correctly. various grammatical errors.
first and third person.
Uses affirmative existence in
singular and plural.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
C R I T E R I A
INDICATORS %
Excellent Sufficient Insufficient
Deliveries work taking care of
aspects of order, cleanliness Deliveries the work taking care of Deliveries work without
and friendly design. aspects of order and cleanliness. taking care of aspects of
Shows organization and Shows responsibility when order and cleanliness.
responsibility when delivering delivering on the date established Shows lack of responsibility
on a previous date established by the teacher. when delivering at a later
by the teacher. Shows perseverance to take date than that established by
Attitude Shows perseverance to take advantage of the errors marked in the teacher, or omits the
4.1, 4.4 and 10.2 advantage of the errors marked previous activities to improve delivery of the work.
in previous activities to improve their work. Shows inconsistency by not
their work. Shows respect when referring to correcting errors marked in
Shows respect when referring personal information of relatives. previous activities.
to personal information of Shows honesty when reporting Shows lack of respect when
relatives. truthful information. referring to the personal
Shows honesty when reporting Shows respect for the work of information of relatives.
10 truthful information. their peers. Shows lack of honesty when
Shows respect for the work of reporting erroneous or
their peers. inaccurate information.
Has the disposition to do the Fails to show respect for the
work. work of his classmates.
100
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
C R I T E R I A
INDICATORS %
Excellent Enough Insufficient
Makes a video with a script similar to Makes a video with a script similar to a Makes a video without similarity
a conversation dialogue which conversation dialogue which includes to a script, without affinity to a
includes the following: the following: dialogue and without covering
the following thematic points:
Prepositions from various Prepositions from various places.
places. Gives directions correctly. Prepositions of a specific
Content
30 Gives directions correctly. Uses affirmative and negative. place.
4.1, 4.2, 4.4, Uses affirmative and negative. Indefinite and defined articles Gives directions correctly.
4.5 and 10.2 Indefinite and defined articles Well structured questions. Uses affirmative and
Well structured questions. negative.
Provides easy-to-locate Uses indefinite and defined
landmarks. articles.
Well structured questions.
Uses vocabulary related to generic Uses vocabulary related to generic Misuses or does not use one or
objects in several public places. objects within a public place. more of the following grammar
Uses more than 4 prepositions of Uses 4 prepositions of place. points:
Grammar place. Uses vocabulary related to physical Vocabulary related to public
4.1, 4.2, 30 Uses vocabulary related to spaces of a public place places
4.4 and 4.5 physical spaces of public places. Uses affirmative existence in Prepositions of place.
Uses defined and indefinite singular and plural. Existence in affirmative
articles. Uses defined and indefinite articles. singular and plural.
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
C R I T E R I A
INDICATORS %
Excellent Enough Insufficient
Uses vocabulary related to Defined and undefined
distance from public places. articles.
Makes a video covering the following Makes a video covering the following
aspects: aspects: Has little fluency and shows
She/He is fluent and She/He is fluent and spontaneous. minimal or no security.
spontaneous. Denotes security in the dialogue and Handles very short, isolated
Denotes security in the dialogue uniform rhythm. expressions using many
Use of language and uniform rhythm. Presents a clear message pauses.
20 Presents a clear message with Her/His pronunciation and message The message and
4.4
intonation. with intonation. pronunciation are
Uses broad vocabulary. Uses broad vocabulary. incomprehensible.
Uses the appropriate volume of Uses sparse vocabulary or
her/his voice and maintains eye not related to the subject.
contact.
Edits the video with excellent Edits the video with excellent quality, Presents a video without
quality, the image is clear and the image is clear and without editing.
without involuntary movements. involuntary movements. Presents a video with
Recording and
Records the audio in a format Records the audio in a format that is incomprehensible audio.
editing of video 10
that is perfectly understood. perfectly understood.
4.1 and 4.5
Presents a video that includes a
presentation.
Deliveries work taking care of Deliveries work taking care of aspects Deliveries the work without
aspects of order and design. of order or design. taking care of aspects of order
Shows organization and Shows responsibility when delivering or design.
Attitudes
10 responsibility when delivering on on the date established by the teacher. Shows little responsibility when
4.1, 4.4 and 10.2 a previous date established by Shows perseverance in taking delivering after the date
the teacher. advantage of the errors marked in established by the teacher.
Shows perseverance in taking previous activities to improve their Does not show perseverance,
advantage of the errors marked work. does not take advantage of the
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Pedagogical and evaluation guide of the module
Inicial Interaction in English
C R I T E R I A
INDICATORS %
Excellent Enough Insufficient
in previous activities to improve Shows originality, creativity or quality in errors marked in previous
her/his work. the product. activities to improve their work.
Shows originality, creativity and Shows respect for the work of their She/He does not show
quality in the product. classmates. originality, creativity or quality
Shows respect for the work of in the product.
their classmates. Does not show respect for the
Proposes ideas for improvement. work of their peers.
100
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