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  • 1. UNIVERSIDAD NACIONAL AUTÓNOMA DE MÉXICO COLEGIO DE CIENCIAS Y HUMANIDADES Área de Talleres y Lenguaje de Comunicación ANEXOINTEGRACIÓN DEL ACERVO Y SOFTWARE ( TELL ME MORE) DE MEDIATECA Y LABORATORIOS MULTIMEDIA A LOS PRIMEROS ACERCAMIENTOS A LOS PROGRAMAS DE INGLÉS II Y IV 1
  • 2. INTEGRACIÓN DEL ACERVO Y SOFTWARE ( TELL ME MORE) DE MEDIATECA Y LABORATORIOS MULTIMEDIA A LOS PRIMEROS ACERCAMIENTOS A LOS PROGRAMAS DE INGLÉS II Y IV DE LA ESCUELA NACIONAL COLEGIO DE CIENCIAS Y HUMANIDADESEn respuesta al proyecto de apoyo al mejoramiento del bachillerato de la UNAM por parte del actual rectorado, y en particular a laenseñanza de Inglés y Francés en el nivel medio superior, y con base en el acuerdo llevado a cabo por la Comisión de Planes y Programasde Estudio del Colegio (COMPLANES), se integrará a ambas aproximaciones de los programas de Inglés un listado de libros de laMediateca, así como de actividades del software de Tell me More de los Laboratorios Multimedia. Cabe mencionar que este trabajo seincluirá como un anexo de dichas aproximaciones, al igual que un documento que funge como justificación del papel de las Mediatecas yLaboratorios Multimedia en el Colegio de Ciencias y Humanidades, realizado por la CGL (Coordinación General de Lenguas) y lasCoordinaciones de las Mediatecas y Laboratorios Multimedia del CCH en agosto del 2010.Las sugerencias propuestas tienen como objetivo guiar al maestro en la aplicación del cuadro de contenidos de cada unidad de lasaproximaciones a los programas de Inglés II y IV, para vincularlos con la mediateca y los laboratorios multimedia. Se sugiere que elprofesor conozca la visión y la misión de la Mediateca para que sea portavoz y usuario de este espacio de aprendizaje.Visión:La Mediateca del CCH es un lugar donde personal especializado, responsable y entusiasta (Coordinador, Técnicos especializados encomputación e idiomas y a asesores de los diferentes idiomas que se imparten en el Colegios de Ciencias y Humanidades), con el apoyo deequipo tecnológico moderno, acervo bibliográfico , software especializado por idioma y, talleres de aprender a aprender, brinda unservicio dinámico y de calidad para que el usuario practique o refuerce el aprendizaje de una lengua y adquiera estrategias para aprenderde manera autónoma utilizando los diferentes recursos y planeando asimismo diferentes rutas de aprendizaje. 2
  • 3. Misión:La mediateca del CCH es el espacio que tiene como objetivo fomentar la autonomía entre los usuarios, para que puedan resolver sus dudasy satisfacer sus necesidades de aprendizaje, en general, de manera autónoma, con el apoyo de infraestructura: equipo y softwareespecializado, así como con la ayuda profesional del asesor y de todo el material, impreso y en línea con que cuenta el centro.En lo que respecta a los Laboratorios Multimedia el profesor debe de considerarlos como parte de su planeación de clase según elfuncionamiento de cada plantel. Así mismo, se anexará un listado de actividades del software del Tell me More que están vinculadas con elcuadro de contenidos de cada unidad de las aproximaciones. Además de hacer uso del software HP Digital y el proyector de cuerposopacos para apoyar las actividades que el profesor haya planeado en estos espacios. Se requiere que los docentes se capaciten en el uso delos laboratorios para que conozcan el funcionamiento y la diversidad de actividades que pueden poner en práctica.Se espera que el presente listado sea de utilidad para los profesores y que visiten ambos espacios para aprovechar al máximo los recursosque la UNAM está brindando como apoyo para impulsar su quehacer docente, el cual impactará en el aprendizaje interdisciplinario de losestudiantes del Colegio. 3
  • 4. Primer acercamiento al programa de Inglés IIEn la Mediateca el profesor encontrará libros que apoyarán y reforzarán el aprendizaje de los alumnos correspondientes a loscomponentes pragmáticos, sociolingüísticos y lingüísticos de la lengua como los marca el primer acercamiento al programa de Inglés II. Elestudiante puede hacer uso de estos materiales dentro de este espacio según sus necesidades. A continuación se proporciona un listadoque incluye el título del libro y su clasificación como lo encontrará en la Mediateca de cada plantel.Temática: Cuadro de contenidos. Unidad 1, p 8A Conversation Book 1. English in Everyday Life IEO3 C66s Carver, Kasloff Tina, et al. (2006). A Conversation Book 1. English in Everyday Life. USA: Pearson Longman.Talk It Up! Listening, Speaking and Pronunciation 1 IEO1 T07 Kozyrev Rishel Joann, (2002). Talk it up! Listening, Speaking and Pronunciation 1. USA: Thomson Heinle.Reading Keys Students Book Introducing ICL2 R31s Craven, Miles, (2003). Reading Keys. Introducing. Tailandia: Macmillan.Strategic Reading 1. Building Effective Reading Skills. ICL2 S71s Richards, Jack, et al. (2007). Strategic Reading 1. BuildingStudents Book Effective Reading Skills. Students Book. Hong Kong: CUP.Weaving It Together. Connecting Reading and Writing IEE1 W301s Broukal, Milada, (2004). Weaving It Together. Connecting Reading and Writing. Canada: Thomson Heinle.Basic Composition for ESL. An Expository Workbook IEE3 B07 Huizenga, Jann, et al., (1982). Basic Composition for ESL. An Expository Workbook. USA: Heinle Cengage Learning.Tactics for Listening Basic ICA1 T01s Richards, Jack C., (2003). Tactics for Listening Basic. Hong Kong: Oxford University Press. 4
  • 5. Active Listening 1 ICA1 A21s Brown Steven, et al. (2007). Active Listening 1. Hong Kong: CUP.The Heinle Picture Dictionary Beginning Workbook IC2 H351w H. Foley, Barbara. (2005). The Heinle Picture Dictionary Beginning Workbook. Canada: Thomson Heinle.English Grammar in Steps Practice Book IG1 E64 Bolton, David, et al. (2003). English Grammar in Steps Practice Book. España: Richmond Publishing-Essential Grammar in Use Supplementary Exercises with IG1 E88e Naylor, Helen, et al. (2002). Essential Grammar in UseAnswers Supplementary Exercises with Answers. Italia: CUP.English Pronunciation in Use Elementary. Self-study and IF2.42 E54 Marks, Jonathan. (2007). English Pronunciation in Useclassroom use Elementary. Self-study and classroom use. United Kingdom: CUP.Temática: Cuadro de contenidos. Unidad 2, p.11A Conversation Book 1 Students Book IEO3 C66s Carver, Kasloff Tina, et al. (2006). A Conversation Book. English in Everyday Life. USA Pearson Longman.Communication Strategies Text IEO3 C66 Paul, David. (2003) Communication Strategies. Singapur: Thomson.Boost! Reading 1 ICL2 B681s Renshaw, Jason. (2007) Boost! Reading 1. Hong Kong: Pearson Longman.Basic Reading Power ICL2 B071s S. Mikulecky, Beatrice, et al. (2004). Basic Reading Power.USA: Longman.First Steps in Academic Writing IEE6 F47s Hogue, Ann. (2008). First Steps in Academic Writing. USA: 5
  • 6. Pearson Longman.Weaving It Together. Connecting Reading and Writing 1 IEE1 W301s Broukal, Milada. (2004). Weaving It Together. Connecting Reading and Writing 1. Canadá: Thomson Heinle.NorthStar 1 Listening and Speaking ICA1 N67s Merdinger, Polly, et al. (2009). NorthStar 1 Listening and Speaking. USA: Pearson. Longman.Learning to Listen. Making sense of spoken English. ICA1 L31s Lougheed, Lin. (2003). Learning to Listen. Making sense ofStudents Book 1 spoken English. Students Book. Tailandia: MacmillanThe Oxford Picture Dictionary. Monoligual IC2 O93 Shapiro, Norma, et al. (1998). The Oxford Picture Dictionary. Monolingual. China: Oxford University Press.The Heinle Picture Dictionary Beginning Workbook IC2 H351w H. Foley, Barbara. (2005). The Heinle Picture Dictionary Beginning Workbook. Canadá: Thomson Heinle.Live English Grammar Elementary Student’s Book IG1 L551s Mitchell, H. Q., et al (2004) Live English Grammar Elementary Student’s Book USA: MMPublicationsGrammar Connection 1: Structure Through Content. IG1 G701w Celce- Murcia, et al. (2007) Grammar Connection 1: StructureWorkbook Through Content. Workbook. USA: Thomson Heinle.English Pronunciation in Use Elementary. Self-study and IF2.42 E54 Marks, Jonathan. (2007). English Pronunciation in Useclassroom use Elementary. Self-study and classroom use. United Kingdom: CUP. 6
  • 7. Temática: Cuadro de contenidos. Unidad 3, p. 14Talk It Over! Listening and Speaking and Pronunciation IEO1 T05 Kozyrev, Rishel Joann. (2002). Talk It Over! Listening and Speaking and Pronunciation.USA: Thomson Heinle.Talk It Up! Listening, Speaking and Pronunciation 1 IEO1 T07 Kozyrev Rishel Joann, (2002). Talk it up! Listening, Speaking and Pronunciation 1. USA: Thomson Heinle.Boost! Reading 1 ICL2 B681s Renshaw, Jason. (2007) Boost! Reading 1. Hong Kong: Pearson Longman.Reading Power Basic ICL2 B071s S. Mikulecky, Beatrice, et al. (2004). Basic Reading Power.USA: Longman.First Steps in Academic Writing IEE6 F47s Hogue, Ann. (2008). First Steps in Academic Writing. USA: Pearson Longman.Weaving It Together. Connecting Reading and Writing 1 IEE1 W301s Broukal, Milada. (2004). Weaving It Together. Connecting Reading and Writing 1. Canadá: Thomson Heinle.Active Listening 1 ICA1 A21s Brown Steven, et al. (2007). Active Listening 1. Hong Kong: CUP.Tactics for Listening Developing ICA1 T02s C. Richards, Jack. (2003). Tactics for Listening Developing. USA: OUPThe Oxford Picture Dictionary. Monolingual IC2 O93 Shapiro, Norma, et al. (1998). The Oxford Picture Dictionary. Monolingual. China: Oxford University Press.The Heinle Picture Dictionary Beginning Workbook IC2 H351w H. Foley, Barbara. (2005). The Heinle Picture Dictionary Beginning Workbook. Canadá: Thomson Heinle. 7
  • 8. Basic Grammar in Use with answers IG1 B07s Murphy, Raymond, et al. (2005). Basic Grammar in Use with answers. Hong Kong: CUP.English Grammar in Steps Practice Book IG1 E64 Bolton, David, et al. (2003). English Grammar in Steps Practice Book. España: Richmond Publishing.English Pronunciation in Use Elementary. Self-study and IF2.42 E54 Marks, Jonathan. (2007). English Pronunciation in Useclassroom use Elementary. Self-study and classroom use. United Kingdom: CUP.Temática: Cuadro de contenidos. Unidad 4, p. 17Talk It Over! Listening and Speaking and Pronunciation IEO1 T05 Kozyrev, Rishel Joann. (2002). Talk It Over! Listening and Speaking and Pronunciation.USA: Thomson Heinle.Talk It Up! Listening, Speaking and Pronunciation 1 IEO1 T07 Kozyrev Rishel Joann, (2002). Talk it up! Listening, Speaking and Pronunciation 1. USA: Thomson Heinle.Reading Power Basic ICL2 B071s S. Mikulecky, Beatrice, et al. (2004). Basic Reading Power.USA: Longman.Strategic Reading 1. Building Effective Reading Skills. ICL2 S71s Richards, Jack, et al., (2007) Strategic Reading 1. BuildingStudents Book Effective Reading Skills. Students Book. Hong Kong: CUP.Basic Composition for ESL. An Expository Workbook IEE3 B07 Huizenga, Jann, et al., (1982) Basic Composition for ESL. An Expository Workbook. USA: Heinle Cengage Learning.Fundamentals of Academic Writing IEE6 F86s Butler, Linda. (2007). Fundamentals of Academic Writing. USA: Pearson Longman.Active Listening 1 ICA1 A21s Brown Steven, et al. (2007). Active Listening 1. Hong Kong: CUP. 8
  • 9. Tactics for Listening Basic ICA1 T01s Richards, Jack C., (2003). Tactics for Listening Basic. Hong Kong: Oxford University Press.Tactics for Listening Developing ICA1 T02s C. Richards, Jack. (2003). Tactics for Listening Developing. USA: Oxford University Press.The Heinle Picture Dictionary IC2 H35 (2005). The Heinle Picture Dictionary.USA: Thomson Heinle.The Heinle Picture Dictionary Beginning Workbook IC2 H351w H. Foley, Barbara. (2005). The Heinle Picture Dictionary Beginning Workbook. Canadá: Thomson Heinle.Basic Grammar in Use with answers IG1 B07s Murphy, Raymond, et al. (2005). Basic Grammar in Use with answers. Hong Kong: CUP.English Grammar in Steps Practice Book IG1 E64 Bolton, David, et al. (2003). English Grammar in Steps Practice Book. España: Richmond Publishing.English Pronunciation in Use Elementary. Self-study and IF2.42 E54 Marks, Jonathan. (2007). English Pronunciation in Useclassroom use Elementary. Self-study and classroom use. United Kingdom: CUP 9
  • 10. ACTIVIDADES DEL SOFTWARE Tell me MoreEl siguiente listado proporciona ejemplos de actividades que el profesor puede aplicar en los laboratorios según su propósito deaprendizaje de los cuadros de contenidos del programa. El listado proporciona el nivel en qué se encuentra la explicación gramatical y lasactividades en la modalidad modo guiado del software.Temática: Cuadro de contenidos. Unidad 1, p.8 Explicaciones gramaticales Listado de actividades Nivel “Intermedio” (Intermediate) Level 1: Functional Languages Patterns 11. How much” – How many” 1. Quantifying (25 activities)2. “Some” – “Any”3. “Some”, “any”: ¿singular o plural? Level 3: Functional Languages Patterns 14. “Few” – “A few” – “Many” 1. Quantifying (14 activities)5. “Little” – A little” – “Much” Level 4: Functional Languages Patterns 1 1. Making & request (14 activities) Beginner 1. Numbers & Letters (19 activities) 2. The Supermarket (19 activities) 3. Dates & Times (19 activities) 10
  • 11. 4. Grocery Shopping (19 activities) Level 5: Functional Languages Patterns 1 1. Making a request (10 activities) 2. Quantifying 1 (29 activities) 3. Quantifying 2 (29 activities) 4. Quantifying 3 (22 activities) Level 5: Culture no. 1 1. Fast Food (4 activities)Temática: Cuadro de contenidos. Unidad 2, p.11 Explicaciones gramaticales Listado de actividades Nivel “Elemental” (Elementary) Level 1: Functional Languages Patterns 11. El presente simple Nivel “Básico” (Basic) 1. Asking questions (12 activities)1. Las preposiciones de tiempo 2. Habitual actions (14 activities)2. Las preposiciones de lugar 3. Locating in space (27 activities) Nivel “Intermedio” (Intermediate) Level 2: Functional Languages Patterns 11. “There is” – “There are” 1. Asking questions 1 (26 activities) 2. Asking questions 2 (25 activities) 3. Habitual actions (24 activities) 4. Actions in the present (14 activities) 11
  • 12. 5. Locating in space (19 activities)Level 4: Functional Languages Patterns 11. Habitual actions (9 activities)2. Directions (16 activities)Complete Beginner1. A City Tour (24 activities)Beginner1. Dates & Times (19 activities)2. Coming to America (19 activities)Level 5: Functional Languages Patterns 11. Exchanging information 1 (30 activities)2. Habitual Actions (15 activities)3. Location 1 (29 activities)4. Location 2 (17 activities)Level 6: Culture no. 11. Route 66 (9 activities)2. The Revolutionary War (5 activities)3. Thanksgiving (5 activities)4. Independence Day (7 activities) 12
  • 13. Temática: Cuadro de contenidos. Unidad 3, p. 14 Explicaciones gramaticales Listado de actividades Nivel “Básico” (Basic) Level 1: Topics no. 51. El presente continuo 1. The climate (6 activities)2. El verbo “can”, capacidad y posibilidad 2. The climate (3 activities) 3. The climate (4 activities) 4. The climate (2 activities) Nivel “Intermedio” (Intermediate) 5. The climate (4 activities) 6. The climate (8 activities)1. La formación del presente continuo2. Loa adverbios de tiempo Level 2: Functional Languages Patterns 2 1. Abilities (14 activities) Level 6: Culture no 1 1. The Boston Tea Party (3 activities) Level 7: Culture no 1 1. American English (5 activities) American English 2 (Intermediate) 1. Weather Report ( 26 activities) 13
  • 14. 2. Vacation Time (26 activities)Temática: Cuadro de contenidos. Unidad 4, p. 17 Explicaciones gramaticales Listado de actividades 1. Nivel “Elemental” (Elementary) Level 1: Functional Languages Patterns 12. El presente simple 1. Information about people 1 (29activities)3. El verbo “to be” 2. Information about people 2 (6 activities)4. La contracción del verbo “to be” 3. Habitual actions (14 activities) 4. Actions in the present (10 activities) Level 2: Functional Languages Patterns 1 1. Information about people 1 (26 activities) 2. Information about people 2 (8 activities) 3. Information about objects 1 (26 activities) 4. Information about objects 2 (11 activities) 5. Actions in the present (14 activities) Level 2: Topics no. 1 1. Holidays & celebrations (5 activities) 14
  • 15. 2. Holidays & celebrations (4 activities)3. Holidays & celebrations (4 activities)4. Holidays & celebrations (3 activities)5. Holidays & celebrations (4 activities)6. Holidays & celebrations (6 activities)7. Holidays & celebrations (2 activities)8. Holidays & celebrations (5 activities)9. Holidays & celebrations (8 activities)10. Holidays & celebrations (7 activities)11. Holidays & celebrations (2 activities)12. Holidays & celebrations (5 activities)13. Holidays & celebrations (4 activities)14. Holidays & celebrations (4 activities)15. Holidays & celebrations (2 activities)16. Holidays & celebrations (2 activities)17. Holidays & celebrations (6 activities)Level 2: Topics no. 218. Holidays & celebrations (3 activities)19. Holidays & celebrations (5 activities)20. Holidays & celebrations (4 activities) 15
  • 16. 21. Holidays & celebrations (2 activities)22. Holidays & celebrations (3 activities)23. Holidays & celebrations (3 activities)24. Holidays & celebrations (3 activities)25. Holidays & celebrations (3 activities)26. Holidays & celebrations (2 activities)27. Holidays & celebrations (4 activities)28. Holidays & celebrations (5 activities)Level 5: Culture no. 11. The First Americans (7 activities)2. J.F.K. (6 activities)3. Halloween (5 activities)4. Ernest Hemingway (6 activities)5. The Empire State Building (8 activities)6. Football: American Style (6 activities)7. The American Currency (7 activities)Level 6: Culture no. 11. The Grand Canyon (6 activities)2. The Boston Tea Party (3 activities) 16
  • 17. 3. The Revolutionary War (5 activities)4. American English (4 activities)5. Thanksgiving (5 activities)6. Hot Dogs (4 activities)7. Independence Day (7 activities)8. The 1990s (4 activities)9. The 1980s (7 activities) 17
  • 18. Primer acercamiento al programa de Inglés IVEn la Mediateca el profesor encontrará libros que apoyarán y reforzarán el aprendizaje de los alumnos correspondientes a loscomponentes pragmáticos, sociolingüísticos, y lingüísticos de la lengua como los marca el primer acercamiento al programa de Inglés IV. Elestudiante puede hacer uso de estos materiales dentro de este espacio según sus necesidades. A continuación se proporciona un listadoque incluye el título del libro y su clasificación como lo encontrará en la Mediateca de cada plantel.Temática: cuadro de contenidos. Unidad 1, p. 8A Conversation Book 1. English in Everyday Life IEO3 C66s Carver, Kasloff Tina, et al. (2006). A Conversation Book 1. English in Everyday Life. USA: Pearson Longman.A Conversation Book 2. English in Everyday Life IEO3 C67s Carver, Kasloff Tina, et al. (2006). A Conversation Book 2. English in Everyday Life. USA: Pearson Longman.Reading Keys Introducing ICL2 R31s Craven, Miles, (2003). Reading Keys Introducing. Tailandia: Macmillan.Reading Power Basic ICL2 B071s S. Mikulecky, Beatrice, et al. (2004). Basic Reading Power .USA: Longman.First Steps in Academic Writing IEE6 F47s Hogue, Ann. (2008). First Steps in Academic Writing. USA: Pearson Longman.Fundamentals of Academic Writing IEE6 F86s Butler, Linda. (2007). Fundamentals of Academic Writing. USA: 18
  • 19. Pearson Longman.Learning to Listen. Making sense of spoken English. ICA1 L32s Lougheed, Lin. (2003) Learning to Listen. Making sense of spokenStudent Book 2 English. Student Book 2. Oxford: MacmillanNorthStar 2 Listening and Speaking ICA1 N671s Frazier, Laurie, et al. (2009). NorthStar 2 Listening and Speaking. USA: Pearson. Longman.Practice Vocabulary IV1 P70 Broukal, Milada. (2002). Practice Vocabulary. USA: Thomson Heile.English Grammar in Steps Practice Book IG1 E64 Bolton, David, et al. (2003). English Grammar in Steps Practice Book. España: Richmond Publishing.Essential Grammar in Use: A self-study reference and IG1 E88s Murphy, Raymond. (2002). Essential Grammar in Use: A self-studypractice book for elementary students of English reference and practice book for elementary students of English. Gran Bretaña: CUP.English Pronunciation in Use Elementary. Self-study IF2.42 E54 Marks, Jonathan. (2007). English Pronunciation in Use Elementary.and classroom use. Self-study and classroom use. United Kingdom: CUPEnglish Pronunciation in Use Intermediate. Self-study IF2.42 E55 Hancock, Mark. (2006). English Pronunciation in Use Intermediate.and classroom use. Self-study and classroom use. United Kingdom: CUPTemática: cuadro de contenidos. Unidad 2, p.11Communication Strategies IEO3 C66 Paul, David. (2003) Communication Strategies. Singapur: Thomson.Further Communication Strategies IEO3 F87 Paul, David. (2004). Communication Strategies. Singapur: Thomson.Reading Styles Students Book ICL2 R30s Rogers, Mickey, et al. (2008). Reading Styles Student’s Book. 19
  • 20. Tailandia: Macmillan.Reading The News ICL1 R30 Sharma, Pete. (2007). Reading The News.USA; ThomsonWrite Ideas a Beginning Writing Text IEE1 W74 Shoemaker, Connie, et al. (1994). Write Ideas a Beginning Writing Text. USA: Thomson Heinle.The Write Path Basics of Paragraph Writing IEE1 W75 Kennedy-Isern, Kelly. (2001). The Write Path Basics of Paragraph Writing. USA: Thomson Heinle.Tactics for Listening Expanding ICA1 T03s Richards, C. Jack. (2004). Tactics for Listening Expanding. China: OUPTapestry Listening and Speaking 2 ICA1 T072s McVey, Gill Mary, et al. (2000). Tapestry Listening and Speaking 2. USA: Thomson Heinle.Practice Vocabulary IV1 P70 Broukal, Milada. (2002) Practice Vocabulary. USA: Thomson Heinle.Grammar Practice for Pre-intermediate Students ICG1 G71 Anderson, Vicki, et al. (2007) Grammar Practice for Pre- intermediate Students. Malasia: Pearson Education.English Pronunciation in Use Elementary. Self-study IF2.42 E54 Marks, Jonathan. (2007). English Pronunciation in Use Elementary.and classroom use Self-study and classroom use. United Kingdom: CUP.English Pronunciation in Use Intermediate. Self-study IF2.42 E55 Hancock, Mark. (2006). English Pronunciation in Use Intermediate.and classroom use Self-study and classroom use. Dubai: CUP. 20
  • 21. Temática: cuadro de contenidos. Unidad 3, p. 14Communication Strategies IEO3 C66 Paul, David. (2003) Communication Strategies. Singapur: Thomson.Talk It Over! Listening and Speaking and Pronunciation IEO1 T05 Kozyrev, Rishel Joann. (2002). Talk It Over! Listening and Speaking and Pronunciation.USA: Thomson Heinle.Reading The News ICL1 R30 Sharma, Pete. (2007). Reading The News. USA; ThomsonReading Keys Developing ICL2 R33s Craven, Miles. (2003). Reading Keys Developing. Tailandia: Macmillan.Writers at Work: The Short Composition IEE3 S46s O. Strauch, Ann. (2005). Writers at Work: The Short Composition. USA: CUP.Writers at Work: The Paragraph IEE3 P07s Singleton, Jill. (2008). Writers at Work: The Paragraph. USA: CUP.Key Concepts 2: Listening, Note Taking, Speaking Across ICA1 K392 Solomon, Vestri Elena. (2006). Key Concepts 2: Listening, Notethe Disciplines Taking, Speaking Across the Disciplines. USA: Thomson Heinle.Practice Vocabulary IV1 P70 Broukal, Milada. (2002) Practice Vocabulary. USA: Thomson Heinle.Vocabulary in Use Upper-intermediate with answers IV1 V63 McCarthy, Michael, et al. (2007). Vocabulary in Use Upper- 21
  • 22. intermediate with answers. Hong Kong: CUP.Live English Grammar Pre-Intermediate IG1 L552s Mitchell, H. Q. et al. (2004). Live English Grammar Pre- Intermediate. Gran Bretaña: MM Publications.Live English Grammar Intermediate IG1 L553s Mitchell, H. Q. et al. (2005). Live English Grammar Intermediate. USA: MM Publications.English Pronunciation in Use Elementary. Self-study and IF2.42 E54 Marks, Jonathan. (2007). English Pronunciation in Use Elementary.classroom use Self-study and classroom use. United Kingdom: CUP.English Pronunciation in Use Intermediate. Self –study IF2.42 E55 Hancock, Mark. (2006). English Pronunciation in Use Intermediate.and classroom use Self-study and classroom use. Dubai: CUP.Temática: cuadro de contenidos. Unidad 4, p.17Talk It Through! Listening, Speaking and Pronunciation. IEO1 T06 Rishel, Kozyrev Joann, et al. (2001). Talk It Through! Listening, Speaking and Pronunciation. USA: Thomson Heinle.Talk It Up! Listening, Speaking, And Pronunciation 1 IEO1 T07 Kozyrev Rishel Joann, (2002). Talk it up! Listening, Speaking and Pronunciation 1. USA: Thomson Heinle.Strategic Reading 2. Building Effective Reading Skills. ICL2 S72s C. Richards, Jack, et al. (2006). Strategic Reading 2. BuildingStudent’s Book Effective Reading Skills. Student’s Book. Hong Kong: CUP.Reading Keys Extending ICL2 R32s Craven, Miles, (2003). Reading Keys Extending. Tailandia: Macmillan.Weaving It Together Book 2. Connecting Reading and IEE1 W302s Broukal, Milada. (2004). Weaving It Together Book 2. Connecting 22
  • 23. Writing Reading and Writing. Canadá: Thomson Heinle.Refining Composition Skills Rhetoric and Grammar IEE3 R33 L. Smalley, Regina. (2001). Refining Composition Skills Rhetoric and Grammar. USA: Heinle & Heinle.Listening Advantage 3 ICA1 L473s Kenny, Tom, et al. (2009). Listening Advantage 3. Canadá: Heinle Cengage Learning.NorthStar 3 Listening and Speaking ICA1 N672s S. Solorzano, Helen, et al. (2009). NorthStar 3 Listening and Speaking. USA: Pearson. Longman.Practice Vocabulary Text IV1 P70 Broukal, Milada. (2002) Practice Vocabulary. USA: Thomson Heinle.Vocabulary in Use Upper-intermediate with answers IV1 V63 McCarthy, Michael, et al. (2007). Vocabulary in Use Upper- intermediate with answers. Hong Kong: CUP.Grammar Practice for Intermediate Students ICG1 G72 Dignen, Sheila, et al. (2007). Grammar Practice for Intermediate Students. Malasia: Pearson Longman.Grammarway 3 with answers IG1 G703a Dooley, Jenny. (1999) Grammarway 3 with answers. USA: Express Publishing.English Pronunciation in Use Elementary. Self-study and IF2.42 E54 Marks, Jonathan. (2007). English Pronunciation in Use Elementary.classroom use. Self-study and classroom use. United Kingdom: CUP.English Pronunciation in Use Intermediate. Self-study and IF2.42 E55 Hancock, Mark. (2006). English Pronunciation in Use Intermediate.classroom use. Self-study and classroom use. Dubai: CUP. 23
  • 24. ACTIVIDADES DEL SOFTWARE Tell me MoreEl siguiente listado proporciona ejemplos de actividades que el profesor puede aplicar en los laboratorios según su propósito deaprendizaje de los cuadros de contenidos del programa. El listado proporciona el nivel en que se encuentra la explicación gramatical y lasactividades en la modalidad modo guiado del software.Temática: Cuadro de contenidos. Unidad 1, p. 8 Explicaciones gramaticales Listado de actividadesNivel “Elemental” (Elementary) Level 1: Functional Languages Patterns 11. El presente simple 1. Habitual actions (14 activities)Nivel “Básico” (Basic) 2. Actions in the present (10 activities) 3. The near future (9 activities)1. El futuro Level 2: Functional Languages Patterns 22. AuxiliaresNivel “Intermedio” (Intermediate) 1. Referring to the past 1 (27 activities) 2. Referring to the past 2 (6 activities)1. “Will” – “To be going to” 3. The near future (12 activities) 24
  • 25. 2. Los adverbios de tiempo3. Los verbos irregulares Level 3: Functional Languages Patterns 1 1. Actions in the present (8 activities) 2. Referring to the past (19 activities) 3. Referring to the future (16 activities) Level 5: Culture no. 1 1. English Around the World (3 activities) 2. The First Americans (7 activities) 3. J.F.K. (6 activities) 4. American English (4 activities) 5. Halloween (5 activities) 6. Fast Food (4 activities) 7. Ernest Hemingway (6 activities)Temática: Cuadro de contenidos. Unidad 2, p. 11 Explicaciones gramaticales Listado de actividadesNivel “Intermedio” (Intermediate) Level 2: Functional Languages Patterns 21. Los verbos irregulares 1. Referring to the past 1 (27 activities)2. La formación del “pretérito” 2. Referring to the past 2 (6 activities) 25
  • 26. 3. El uso del “pretérito” 3. Abilities (14 activities)Nivel “Avanzado” (Advanced)1. El pretérito continuoLevel 5: Functional Languages Patterns 1 Level 6: Culture no. 11. Past & present 1 (29 activities) 1. The Grand Canyon (6 activities)2. Past & present 2 (8 activities) 2. The Revolutionary War (5 activities) 3. American English (4 activities)Level 5: Functional Languages Patterns 2 4. Arthur Miller (5 activities) 5. The Golden Gate Bridge (10 activities)1. Talking about the past 1 (28 activities) 6. The 1990s (4 activities)2. Talking about the past 2 (28 activities) 7. The 1980s (7 activities)3. Talking about the past 3 (22 activities)4. Situating a past event 1 (30 activities) Level 7: Culture no. 15. Situating a past event 2 (6 activities) 1. The Mississippi River (8 activities) 2. The Gold Rush (4 activities) 3. Abraham Lincoln (7 activities) 4. The American Civil War (9 activities) 5. American English (5 activities) 6. Frank Lloyd Wright (4 activities) 7. The Great Depression (3 activities) 8. End of the Great Depression (5 activities) 26
  • 27. 9. The Automobile Industry (5 activities)Temática: Cuadro de contenidos. Unidad 3, p. 14 Explicaciones gramaticales Listado de actividadesNivel “Intermedio” (Intermediate) Beginner1. La formación del presente perfecto 1. Cultural Excercises 1 (3 activities)2. El uso del presente perfecto 2. Adjectives (19 activities)3. La formación del presente perfecto continuo 3. Cultural Exercises 2 (3 activities)4. Los adjetivos compuestos 4. The Supermarket (19 activities)5. El orden de los adjetivos 5. Cultural Exercises 3 (3 activities)6. “Still” – “Yet” Level 5: Culture no. 17. “Yet” – “Not yet” 1. The First Americans (7 activities)8. “How much” – How many” 2. American English (4 activities)9. “Some” – “Any”Temática: Cuadro de contenidos. Unidad 4, p. 17 Explicaciones gramaticales Listado de actividades 27
  • 28. Level 5: Functional Languages Patterns 1 Level 2: Functional Languages Patterns 21. Past & present 1 (29 activities) 1. Referring to the past 1 (27 activities)2. Past & present 2 (8 activities) 2. Referring to the past 2 (6 activities) 3. The near future (12 activities)Level 5: Functional Languages Patterns 2 4. Stating your opinion (22 activities) Level 3: Functional Languages Patterns 11. Talking about the past 1 (28 activities)2. Talking about the past 2 (28 activities) 1. Referring to the past (19 activities)3. Talking about the past 3 (22 activities) 2. Stating your opinion (19 activities)4. Situating a past event 1 (30 activities)5. Situating a past event 2 (6 activities)Nivel “Intermedio” (Intermediate) Level 6 & 7: Functional Languages Patterns 11. La formación del presente perfecto2. El uso del presente perfecto 1. Formulating a hypothesis 1 (21 activities)3. La formación del presente perfecto continuo 2. Formulating a hypothesis 2 (24 activities)4. “Still” – “Yet” 3. Formulating a hypothesis 3 (18 activities)5. “Yet” – “Not yet” 4. Stating your opinion 1 (21 activities) 5. Stating your opinion 2 (24 activities) 6. Stating your opinion 3 (23 activities) 28
  • 29. Level 5: Culture no. 1 1. Alcatraz (6 activities) 2. J.F.K. (6 activities) 3. Ernest Hemingway (6 activities)Documento elaborado por la Profra. Elisa Aracelí Albarrán León (Coordinadora de Mediateca y Laboratorios Multimedia del CCH Sur) y Profra. Evelia S.Buenavista Flores (Coordinadora de Mediateca y Laboratorios Multimedia del CCH Azcapotzalco) con la colaboración de la Profra. Sara E. Calderón Saitz(Técnica Académica en Idioma de Mediateca del Plantel Sur) y el Prof. Raúl Espinosa Rojas (Comisionado a Laboratorios Multimedia del PlantelAzcapotzalco). Ciudad Universitaria 15 de diciembre de 2010. 29