Program Cycle 3

7/27/2019 Program Cycle 3

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Secretara de educacin PblicaAlonso Lujambio Irazbal

SubSecretara de educacin bSicaJos Fernando Gonzlez Snchez

direccin General de deSarrollo curricularLeopoldo F. Rodrguez Gutirrez

direccin General de deSarrollo de la GeStin e innovacin educativaJuan Martn Martnez Becerra

direccin General de MaterialeS educativoSMara Edith Bernldez Reyes

direccin General de educacin indGenaRosalinda Morales Garza

direccin General de ForMacin continua de MaeStroS en ServicioLeticia Gutirrez Corona


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P s 7

i 9

P p s s 12

t h g g s 14

ass ssm 16

c g z 17

5 hg e m y s hu 1 23u 2 27u 3 31u 4 35u 5 39

6 hg e m y s hu 1 45u 2 49u 3 53u 4 56u 5 60

app x. S mp g g 65

TABLE of CONTENTS


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Presentation

h g g p p s s sh y h f h s, s w s h sf m g y h

2007-2012 National Development Plan (Plan Nacional de Desa-rrollo) h j s h 2007-2012 Education Sector Program (Prosedu: Programa Sectorial de Educacin ) h s sh h g s s

p s s h s p p sM x f h m g s.

W h h s f m w k, s h s gG l w f e (Ley General de Educacin ), h S f P e (Secretara de Educacin Pblica ) p p s s f P s s f m j s h y 2012 q y f s h s s mp h f

h m , h m s f ss g w - g h pm .1 th m s gy f g

s h j s s y g s , f s h p f m

mp s h sp s h pm s f h XXi y,2 envisaging a greater articulation and ef ciency among

p s h , m y s y s h .

F h s s s, h n e g sh P g m b s ePnieb Pnieb: P g m n i g s e b s ) s s

pp h wh h ms f s p mm mpe g sh s f g g g . th s m s f s g h h g f p s s, s f h f m k w g f hsys m f m m p sp f s; g g p y

1 SEP(2007), Programa Sectorial de Educacin , Mxico, p. 11.2 Ibidem, p. 24.


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g f s p s s f h g g . th s pg g m g w g s, s w s

wh h m gf s wh h s wh h s xp ss wh s s s . ilanguage bene ts from the systematic re ection on the priority of texts and

x h g s. th f , s ss - h e g shw s x - s g g p mp h s f

f x s, h g f ff w ys , s y, pw g g, s w s h ys s f s w wsp k p .3

F m h s p f w, g g s g s mp x jm s f wh h h s s h w m ss y; j h y s s mm p p s s, cognitive and re ective ones [] using the language ef ciently means being

w h h s p pw x s p f s y.4

Secretariat of Public Education

3 SEP(2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Espaol , Mxico, pp. 15-16.4 SEP(2006), Reforma de la Educacin Secundaria. Fundamentacin curricular . Lengua Extranjera . Ingls, Mxico, p. 18.


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Th s, s f cy 3 nePbe, s s x-p g y q s mm -

mp , s h h y s ssf yp p speci c activities with the language ,wh h sp Social practices of the lan -

guage w h w - x s f m s s.

Reflections on English

language learning 1

K w g f - g g , s pp s h m h g , s m g z h

s g z . d ff p ss s k m g ,s w ff s h s m

y ss s h gh h mm g g ff f m

s w . n w ys, h s s -

w s p , m , -tural contexts, as well as the boundless ow of in -f m , m f f g sm

m g sm. M x s x p ; spg s h m g s y m g

y, h ff s f g -

sm, p y m g h s wh h m h

g ff f m Sp sh.th w p ss s h g s m p :acquisition learning . th f mf s s s p ss wh h

f mm h s xp sa speci c language allow the learner to communi -

h g g , g gh pp s w h p p wh m g h

y acquire h g g s m w y

h f h m h g . l g, hh , s s s s y f h g

s y w h f w pp s f xp s f m m s, k s h .F s, - g g h

s gh w ys - h q s ph ss m s m h s h

f h p p s . t y w k w h m h s s ssf y s s

h m h s h w h g g s s m g h m h

h w h h m h g . i xh s s x s , s M x

s y s h s, s ss y k fs p m z h - g glearning

p ss.i h s s s , s p s

y b sh, a s , am (k

Introduction

1 SEP (2006), Reforma de la Educacin Secundaria . Fundamentacincurricular. Lengua Extranjera. Ingls , Mxico ,pp. 9-10.


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bana g p) h ff m h s wh hh sf h p

x , s h pp M x 1993 w h hmp m f h mm pp h

s y s h s. th s sf p s s p msh s y sy w h, s h s h

k f s s s s ssf yw k w h ; s s, g s h s

s f h x wh h m h w pp , wh h s g h y p s -

. th f , w ys, h - g g h g s f s k-

g f m h s, p g sm h g s f p x s.

o h h h , f h f mreferences to de ne content in the syllabuses of nePbe wh h w s sh h m m m m s y

( h m s s) w h wh h h s -s w g f m cy s 2, 3, 4 s h

Common European Framework of Reference for Languages: learning, teaching, assessment (ceFr ),p p s y h c f e p . i h s s s ,

h s f hnePbe 2009-2010 w s

g z g h s p s f hg (b1 th sh hceFr ) f h

f s .r g g h s f h sy s s f

Cycle 3 m m y s h 5h 6h g s h s w s g k g

h sy s s f cy s 1 2 f NEPBE 2009-2010, h ceFr s p s f a2 (W ys g ),

s 5, 6 7 s sh y h n

Certi cation of Language Mastery Level ( C ).F h s s , s ss y h h s

Cycle 3 g z wh h y k w h g g w h h g g f

h g s 500 h s f e g sh h a1 (b k h gh) f ceFr , s h y

p p w h g - f f - k s - p s f h e g sh g g , wh h w

h m g z q h s :

P p s ssf y h p p

w x s e g sh g gff s g m

mm y, y , f m )

u s h h s s f hg g pp p y

a p gg sp s y f hg p ss

S e g sh s p s m y f h ss s m s, h s h s q

h y sp wh h y h h

- g g . as s , s mph s h s h ss y s

w mm se g sh s s f m , s , y,

p p s s.o h h h , h s sp s

h g e g sh cy 3 f h hg g h s f s h

h s s ss

e g sh g g s g h x s f communicative language competence in a speci c

m p ss g ( p y /y) m x s

sk.2

th f m s ss mh s s h k w g sk s

w g g h h y g g s s; s f h s, s f

h h s s h hxp s wh h s s

g h - g g i h s s s , s mp m

2 Council o Europe (2001),Common European Framework for Langua-ges: Learning, Teaching, Assessment , Strasbourg, Council or CulturalCooperation-Education Committee-Language Policy Division, p. 10.


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The learner o a second or oreign language

and culture does not cease to be competent

in his or her mother tongue and the associ-

ated culture, nor is the new competence kept

entirely separated rom the old. The learner

does not simply acquire two distinct, unre-

lated ways o acting and communicating.

The language learner becomes plurilingual

and develops interculturality. The linguis-

tic and cultural competences in respect o

each language are modifed by knowledge

o the other and contribute to intercultural

awareness, skills and know-how. 3

th nePbe k w g s h mmcompetence is more than just decoding, nd -

g sp w s s s w g w g f s (f -

s , w s s s) wh h s w h x .

F h s s , s ss y h h sm k h ss ms s g p s, s h

s s h pp s sh h

xp s k w g g, w -g, x h g s h m h g .

th y w g z sp s s s f h -

guage, which will enable them to nd similari -s ff s w h g m h g . c mm g s

f y sp k g w g s p ss s h g g (k w g , sk

s) w h ff p p s s s m s. F m h s p

Reading is not decoding, it is giving meaning,

it is understanding; writing is not copying, or

having good handwriting; writing is creat-

ing a text. Restricting the creative and mar-

velous experience that reading texts gives,

which gives birth to thought, eelings, emo-

tions, is depriving children rom a unique li eexperience[]. Acquisition and use are part

o a unique process that has permanent eed-

back. There is always a unctional context or

reading and writing, or active participation

in letter practice. For instance, checking the

students list to see who is absent, writing

down the name o their avorite games and

some characteristics, preparing a greeting

card, re-writing a short story, describing ananimal or completing a table to register the

growth o the plants in the classroom. 4

3 Council o Europe (2001),op. cit ., p. 43.4 P. Prez Esteve y F. Zayas (2007),Competencias en comunicacin lin-

gstica , Madrid, Alianza Editorial, p. 154.


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General purposeof English language teachingin basic education

th p p s f - g g h g s s f s s g h s-

s y k w g g g s p s w hsp k w g g w h -

- e g sh sp k s s gspeci cactivities with the language . th s s s g -

s h p pf sp k w x s f f m , m ,

y s h s s w s sfy s mm s ff

y y, f m , k w s s.F h s, h s h -

g g g z h h gh s h sp h, yz s p ms, g ss ff xp ss s f m h w

h s. b s s, s ss hh y fy h g g p ys gp k w g s; h sh

p y sp s f h p ms h ff w .

c mp - g g s s m f m m p xp s f m

g f y g m . M s mp y,

Purposes

s ss y h m f xp s h

p p x h g s w g. th f , h s h wh s

s y s h gh h s f s sh m f m mm s w h w

w h s - x s w g g sh p h

s f s s p p s, h g my

w k, sfh h ss m x

ss m mm s s.

Purpose of English languageteaching for Cycle 3

th p p s f e g sh g g h g f

3 s (5h 6hg s e m ys h ) s f h s s p pS p s f h g g . th s w

h m w h ws , s e g sh p s m

y y mm s f m s s. a h f h s y , h

sh :


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exp ss p s p s mp ss.

P mp h s m ss g s y g g s f ms p .

us s g s g z f m s y f s mp

x s. i w h s w

speci c purposes.

S z s g mm xp ss s.

u s p y y s -f m s g m g.

b g p p s s s-s s g - s g s.

r g z s m s ff s hf m s s s w h h g

g g m h g . us s g s p s f m , -

s m x s, s s mp -m p ms.


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Cy 3 s m s s wh h hs m w h e g sh s h y h

nished Cycles 1 and 2 of nePbe , h -f , q w h s m s s g s s-p s f h g g . H w , g h f hcy 2 s sh s h g g s s

xp h, s mh f w g s s:

t k k w g , xp s, s s

s s h h s p s f hm h g s s s.

d m f g h p p s s, h

S p s f h g g h :

Planning communicative situations (s h sg p , h g g s -

g p m) wh h , s -quenced manner, the speci c activities with

the language in each of the speci c socialp s h p s h g h s -

s. th y g s h hs sh h s sy h y

be neglected nor so complex or dif culth h y m y g spp m

s g m . th mms s, h f , sh w g

gh f s p s

h s s s . Kind and amount of contents of the learn -

ing to do with, know about and be through

the language which will be covered, y h

mm s sspeci c and re - h s s xp s

s s p f h , s h s q

formance of the speci c activities with

h g g . Number of lessons devoted to the planned

communicative situations, s w s hq m s s gg s p .

l k f , s f ss y m m p m

yz h m f s g hh s s.

b m h S p s f g g g h pm f h

s s. c h g s g s h

h s y : M s w k g z

ss, mw k, p s w k, w k.

Teaching guidelines


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M s g w g: m -, g , sh , , s ,

, . d s y h g m s s s:

m y h s s h ms s p s-

y p p , k g sh s, p

s, q s, ks g p g

on the level of dif culty, multimedia resources

( , , cds, mp s f w , .).

M p y h s f xp sp k , s-

, p f sp k w -

x s e g sh.

c pp s f h s s -

g g x h g s g w -g s.

F s p s w s - g g h s

Encourage a respectful and con dent environ -m wh m s k s, h h g s y s , s

pp s p h se g sh g g , s w s p s f k.

i p h s g s sy, h s sp s f h g s h

m s w f h mp f ph s f h h g

g w g, s w s h s f hx h g s - g g h

y p .


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Ap f m h ss ssm p m s s sh

h m Programa Nacional de Inglsen Educacin Bsica. Segunda Lengua: Ingls. Fun-damentos curriculares. Preescolar. Primaria. Secun-daria. Fase de expansin , s -s h h p p s f h s y s h

f p g ss w k yh g s p s q y y mpf h h g p ( h g, h g

s s, sy s s, f s , .) h

h g s s sh g h s h y .F m h s p sp , h ss ssm f h s g h h y promotion h f s

f s h g p ss sh h z y g:

Assessment

Global. i s s h s s g

g g sk s s wh s k h m w f gm s.

Continuous. It not only considers the nalp s h w k p fs s k h gh h m f h ff s g s f h mm

s . Formative. i s s s

s q

s s p f m ; h s, h w k p s, s h p s

f k m g s s h m h h s g .


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I h S p s f h g g

h s y , s ss y h h s h kand re ect on the content of Curricular Funda-tions f hnePbe, s h s m s s hp p s h g h w k h s s j

xp s, m g h sp s, h j f s y, h pp h, h g z s-

f s h f y s f h p -g m. ap f m h f m , h f w g

s s ss :

th object of study f h e g sh s j -sp s hSocial practices of the lan -

guage, wh h h s h g s h y f hnePbe. a h s m m , h

social practices and the speci c activities that f m h g g h s h -

w f g h g s q gcontents of different nature: g w h, k w

, h gh h g g . The Social practices of the language and speci c

s w h h g g h s - g z h mpsocial learning

environments: f m mm y, y , f m m .

th curriculum contents h h s h -z y s f m ,

s s h h wh m s, p -

g h s s s hwhich ones to use, to what extent, and in what order to plan their teaching and learning. b -s s, h p h h h

s k w g xp w h h s s, s m f h m f

xp s g w h hyphs g sh h m.

At the bottom of each content chart there are

suggestions for actions to make a product.

H w , h h s h m hg s g s (f s , s

p m h g g ) s g s hp s s h g h m s f

y mp sh . th p p s f Achievement p s h

of each Unit h s h p p s f p -g h h w h f m g , s, s h h s

xp q , ss ss p g ss performance in the competencein English language.

F y, g h s y s sh g g m s s s

s h s, g w h h f p h s s w

sp k w m s f h e g sh g g , h s s f sample language h

Content organization


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s h app x h f h s m . i s mp hh s s mp sshould not rule the organiza -

tion and planning of work h ss m,s h y g h h

f h p p s s f h s y .

Cycle 3. Social practices of the language. Distribution by environment

ESSENTIAL BASES A2: 5th and 6 th grades Elementary school

Social practices of the language

Familiar and communityenvironment

Literary and ludicenvironment

Formation and academicenvironment

P p mm -s s. l s , , f -m f m s m . r w s s. F w g s g

p s.

r s s g s. P p g g g m s. r mp sp s f M x e g sh-sp k g

s.

P p f m mm s.

r f m s p m. r f m

s g q s s p s.

Speci c activities with the language. Distribution by environment and grade

Familiar and community environment

Social practicesof the language

Speci c activities with the language

5th grade Elementary school 6 th grade Elementary school

Participate in commercialtransactions.

r g z p s -- xp ss s ss -

ed ads.

c mp h pxp ss s h p h sf s ms.

Listen, read, and record

information from diversemedia.

i fy mp h hp g f ws f m .

r g z mp h hm ws p s f s h mm y.

Read and write notesand letters.

i p w s y y f .

c mp h sp s h gh s.

Follow and give directionsto go to places.

c mp h sk f -s w k f m p h .

F w g s fmm g s g p

sp .


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Literary and ludic environment




Read aloud stories and legends. r g s f s s -s s m y.

i p f sy s s x s m g .

Participate in language games. Identify and practice speci cs s g g g m s.

Discriminate stress in speci cw s g g g m s.

Read and compare aspectsof Mexico and English-speakingcountries.

r sh s y f - ( g s)

s sp s f speci c cultural expressions ine g sh-sp k g s.

i p h s h mp sp s f

M x e g sh-sp k gs.

Formation and academic environment




Participate in formalcommunicative events.

l k f s f m p f s m k

s s p xh .

c ss fy p f m - p f s

p s p .

Read and record informationto solve a problem.

i fy ss fy f m - f m s g

solve a speci c problem.

ch k s f m s p m f

s h s s.Read and record informationto design questionnaires andreports.

r f m p s g q s .

r f m m k p f s j

p .


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Social practices of the language: participate in commercial transactions


U n

i t 1

Speci c activities with the language: recognize and interprettransaction-related expressions in classi ed ads

Learning to do with the language Learning to know about the language

Explore classi ed ads of products for children with the teach -s g .

i fy h f , p p s , . r g z h p s f s m . d s g sh h s s f g ph s. d ff g ph x mp s. ex m g ph x s .

Read aloud the classi ed ads based on a model and with theh s h p.

i p h m ss g s x s p -s k w g .

i fy y m h p s h g s . F h m g f w w s ph s s s

h y s x s gs.

c ss fy s g h p h y s . r g z g h s s f p s. r p , ph m s, -m ss s

/ z p s. ch k h y y f s h gh q s-

s / s sw s. r g z h s p p f yp g phy p -

. i fy sp w s s xp ss h s s q s f p s.

i p s s g s h p . Write information of classi ed ads based on a model andw h h h s h p. d m k s f m s h s s f

p s.

W p s, ph m s, -m s, / z p s. Reorganize previously scrambled classi ed ads. c mp s s f m h f s. ch s g ph f m m k .

ch k w g s.

F s yp s f w x s.

t p , p p s , - f s m s.

G ph s mp s: m g s, y-p g phy, .

Textual components: text, gures, yp g ph sym s ( $,

p , , s @). Ph , sy , s m

m s f h x s. l s f w s s f h sp f h g g (m y

s, ms, .).

d ff s -s -sp s w h g

g g h m h g . a j s: q .

M h s f w g. c w g f w s. P : pp - s

x m m ks, p , m-m , hyph , sh.

a s ( Ave.-avenue; St.-street; Mo-M ss ; tX-t x s;uSa-u S s f am , .)

Unit


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U n i

t 1

Learning to be through the language

c s q s f h s f g g s p s. H s y mm s s.

Product: classi ed advertisement

Distribute among teams the actions to make classi ed ads of a product of interest to the students. S p m g h s s, p , d m yp g phy, s m g s f h s m s g

m ss g s m . es sh h p p f g ph x mp s. d s g h s m g f s m s. ch k h g ph x f m s mp , ,

d sp y h s s p h ss m.


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2

Social practices of the language: read aloud stories and legends


U n

i t 1

Speci c activities with the language: read legends of interestto students and stimulate creativity


exp h s g s w h h h s h p. a p s k w g p h p s

s w f m . i fy p p s . P h f g s s m g s s. ass g s w h p s xp s.

r g s s m w h s s h h s h p. S g s f s h s s. Distinguish and de ne new words and phrases to increase the

y s m g s, x s h s pp f g s.

F m s f g s. d m wh h , h m h , h

h s . M s gs h g . Compare differences and similarities of speci c conducts,

s, s gs e g sh sp k g s. c s h s w h p p / k w h s. c s h s g f g w h f m s gs. r g z m g j s sp k g w g. l h m s f m g j s. i fy h s s f m g j s h w s.

es sh sh ps w h sp k g w g f x mp s. c mp h s s f s f m g j s.

d s y w g h m g j s f g s m w h h h s h p. W h m s f m g j s. c mp w s s s p p s h -racteristics of magical objects ( ying, invisible, chants, etc.).

ch k w g s.

F s yp s f w x s.

S f g s: p , my, g.

t p , p p s , -.

t x mp s: , hs s, p g phs, .

G ph s mp s: m g s yp g phy.

e m s f g : s g,, m h , h

h s. Ph , sy , s m

m s f h x s. l s f w s s f h s p

f h g g . c sp w w

x s. v w s w h ff s s (a in appear, ame; e m , m ,

.). v s : p s p f (has

gone, have been , .). Connectors (so as; suchas; asas, etc.).

a j s: p ss ss (my , your ,his, her , its, our , their).

M h s f w g. c w g f w s. P : p , mm . upp - s s.


Legends as a re ection of emotions and experiences of people and their cultures. app j ym f y xp ss s - v f s e g sh sp k g s. i s h g f h s g s.


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U n

i t 1

Product: collage with illustrated descriptions of magical objects

d s m g ms h s m k h s p f m g j S m g j f m h g s s gg s . P h h s s f h m g j . d s h m g j y w g s m . ch k h h w g s mp mp s w h w g s. i s m g j s w h s p s.

r h s p f h m g j h ssm s.d sp y h s p s s p h ss m.

Achievement

a h f u 1, s s w :

Recognize and interpret transaction relatedexpressions in classi ed advertisements

Read legends of interest to the studentsto stimulate their creativity

i g s , h y: i fy f , p p s , -

. d s g sh g ph x mp s. r p s, ph m s, -m s,

/ z p s. d s m s h s s f p s. c mp s s f m h f s. Write classi ed ads.

i g s , h y: i fy p , m x, y, g. us x s g yto nd the meaning of words and phrases. d s g sh s g, , m pp g h s. ass m s f g s p s

s. c mp s s h s h p

s h s s f m g yw g.

r f h k w g spp .


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2

Social practices of the language: participate

in formal communicative events


U n

i t

2

Speci c activities with the language: look for and select information abouta topic of interest to make cards and set up an exhibition


exp f m s f m m s m xh p -s y m w h h h s h p.

d m f p p s f xh s.

P p , s p s k w g , , f -m w s. ex m h wh h h f m s p s . r g z h p s f f m x s. ex m h s f g ph s mp s.

l k f f m p s q s s w hh h s h p. S s p s f xh . i fy pp p s s s s . F m q s s p s m . Explore table of contents in various printed sources to nd

f m . r f m x s w h h h s h p s m .

c mp h h p g . F h m g f w s s g x s g y.

i fy h m s y sw g w q s-s ( . . wh , wh , why).

r g z f m h xp s, mp m s x-empli es the main idea of a paragraph.

Complete general and speci c information orally. r f m p s s mw h h h s h p. S g z f m . P ph s h m s h gh w g. W s s h xp , mp m , x mp fy

h m s. o g z s s p g ph w f m -

x . ch k w g s.

F s yp s f w x s.

S f f m x :

, y, s s. t p , p p s , -.

t x mp s: , m s pp g s p g phs,

f s. G ph s mp s: h s, -g ms, m ps.

Ph , sy , s m m s f x s. l s f w s s f h sp f h g g .

typ f s : g

. P p s s j s(but , however , because , due to ,and , as well as , .).

M h s f w g a s (m ., . ., .). P : k s, p , m-m , , q s m ks, sp

w w s. c w g f w s.


l g g s m s f g ss m g k w g . r sp f h p p s p s. l g g s m s f h g g m s.

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Product: museum exhibition cards

d s m g s s h s mp m s m xh s sf m . c m s h w p f h xh ( s s, p s, W m s m xh f h j h w sp y S gg s f h xh w w . Check, rst with students and then with the teachers help, that text on cards is complete and com -p s w h w g s.

es sh h f h xh j s h s, p h m i h ss s h xh .


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2

Social practices of the language: listen, read, and record

information from diverse media


U n

i t 2

Speci c activities with the language: identify and comprehend the topic

and general idea of news in audio formatLearning to do with the language Learning to know about the language

l s xp ws w h p s f s s s w h h h s h p. P p s p s k w g f mw s.

i fy f , p p s , . ex m h p s f ws.

r g z x s wh s g h ws. d s g sh wh h s s ys s wh hp p s p h ws.

F h m g f w s s g x s g y. i fy hy hm, sp , . d s g sh h s . d s g sh p s s h h g s f s. is w s h sp h g s . Distinguish words and sounds that function as llers.

u s ws f m s m w hh h s h p. i fy xp ss h m f s. r g z w s w h s m m gs (sy yms). a sw q s s y m s (wh , wh , why). Detect information which ampli es, complements or exem -pli es main ideas, and responds when, how, where, who,

why. S s f m s .

Write speci c information about previously heard newss m w h h h s h p.

c mp h w g f s s w h m s. a sw y w g q s s m h s, s,

h w h p h pp . Write sentences with general and speci c information tom k .

ch k w g s.

F s yp s f w x s.

S f ws: py m ( sw s wh , wh ,wh , wh , h w why q s-

s). t p , p p s , -

. S s s: p s s, s

ks, s ff s. Sp h g s . Ph , sy , s m

m s f x s. l s f w s s f h s p

f h g g : sy yms. a s h s s: hy hm

z , , ( , x , .).

F s. Q s w s (wh , wh ,wh ,why, h w, .).

M h s f w g. c w g f w s. P .


l g g s m s f sm g sh g f m . r y j y f ws m ss m . In uence of the media in the community.


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U n

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Product: illustrated notes for a mural paper

d s m g ms h s m k s s ws. l s s ws w s g f m w h m. F m q s s h sw wh , why, wh , h w, wh wh h W sw s h q s s. W h s mm z s h ws p p k f s ch k h h s mm z s h f h s, h h f m

m ss s s, mp s w h sp g s.d sp y h s s m .

Achievement

a h f u 2, s s w :

Look for and select information about a topic of interest to make cards and set up an exhibition

Identify and comprehend the topic and generalidea of news in audio format

i g s , h y: i fy f p p s . d s g sh , y, s s

f m x s. F m q s s k f f m a speci c topic. ch s f m s f m s s. F h m g f w s s g x

s g y. i fy m s pp g s p g ph. S g z f m m k s. W m s pp g s f m p -g ph.

i g s , h y: u s f p p s . d s g sh h s s f m d s g sh p s f h ws. r g z x s wh s

ws. c mp h m s pp g f m . r sp q s s h m s pp

g s. W s s m k .


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Unit

Social practices of the language: participate in language games


U n

i t 3

Speci c activities with the language: identify and practice speci c soundsin language games


exp x mp s f w g m s h s pspeci c phonetic aspects of English with the teachers help( . .,Hangman game ). i fy h w s h f m h m f h g m p wh h y ( . ., h g-m).

d s g sh h s f g ph x m-p s m h m .

i fy x mp s y m . r g z h f f g ph x mp -

s h m h s f g m s. u s h p p s f h g m .

u s h h s s f w s s h g m( . ., p w s -s / es, g s s mp p s -ed g s -ing ) w h h h s h p. Identify the sounds of words with a speci c ending. Suggest words with a speci c ending. c ss fy w s, sp k g w g, g h

g. Determine the function of speci c sounds in word pronun -.

Read aloud words with a speci c ending to practice theirp .

Discriminate sounds that form a speci c ending in someyp s f w s.

Spell words with a speci c ending. Compare word sounds with a speci c ending.

Write words with a speci c ending (i.e., plural words with - s / es,g s s mp p s -ed g s -ing ).

d w s sy s fy w s ss. d sp mp w s.

F s yp s f w x s.

i p p sf g g g m s: w g ss-

g, g, s g, p -g, .

t x mp s: s w s.

G ph s mp s: m g ,s, m s, .

Ph , sy , s m sp s f x s. l s f w s s f h s p

f h g g : m s f w s s s.

c -s sp s.

d ff s -s sp s w h g

g g h m h g . a s h s s: W s v s : p s (w h ed g). v f m: g . n s: p s (w h -s/-es g).

M h s f w g. c w g f w s.


l g g s m s g f m . l mp s f s h s. ex h g f s f mm s s s. l mp w h sp .


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Product: words game

d s m g ms h s p h H gm g m . S gg s , s w p w s w h-s/es/ies gs. S gg s s g s s mp p s w h-ed g g -ing . ch k h w sp g s . d s g g phs g h m f w s h w g ss .

i m p y h h gm g m w h w s p s y s .


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Social practices of the language: read and record information to solve a problem


U n

i t 3

Speci c activities with the language: identify and classify information from an illustrated guideto solve a speci c problem

Learning to do with the language Learning to know about the language exp f s g s, p s y y h

h , ss m j s m k s w k. i fy p p s . r g z s j s s y m . n m p s wh j s s s

s y. d x s wh f s g s s . n m j s wh h j s s s . ex m h wh h f m s p s w h

f s g s. d s m s m w s h s f m h m h g . d s g sh g ph x mp s. i p f m f m f s g s s

m w h h h s h p. i fy f s g s j

/ p m. i p s sh w g ph s mp s. F m q s s p m s ( . .,Why s w k? Wh s h s p g? .).

es sh h sh p w h g g s ps -s s.

F h m g f w s y s g - -g g g y.

c mp y m s s h s s ps f w.

P h p f s s h s s ps f w ss m m k w k.

W f m s f s g s s m w h h h s h p. W s s wh h s s ps f w. ass s s h m y s g s. o s s s m g s. M h s ps ss m j s m k w k w hs m m g s.

ch k w g s.

F s yp s f w x s.

P p s f f s g s.

G ph s mp s: s -s, sym s, yp g phy.

c x s: - g g .

Ph , sy , s m sp s f x s. l s f w s s f h sp f h g g . a s (s y, h , .).

typ f s : g s.

Q s w s. a x y s, p ss f ms. v s s: p s p s .

M h s f w g. c w g f w s. P .


l g g s m s f g f m . a q s f w k w g s p ms. c p p s p ms.


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Product: brief illustrated guide

d s m g ms h s m k f s g h sj h w m k w k. Select an object that needs to be assembled or a device to be xed. c mp m s s h s h s ps f w h p m. c s sh w h s ps s . M h s ps y s g s g h m s q . ch k h s s g , p s p ms, m k sw h w g s.

Make the nal version of the guide and add images.us h g s h p m s .

Achievement

a h f u 3, s s w :

Identify and practice speci c soundsin language games

Identify and classify information froman illustrated guide to solve a speci c problem

i g s , h y: identify speci c sounds in word pronunciation. r g z g p s w sp g. Sp w s. d w s.

i g s , h y: d s g sh g ph x mp F m q s s p m s M s ps f w f m g . i fy h f s ps f w s q . W s s h s s ps f


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Unit

Social practices of the language: read and write notes and letters


U n

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Speci c activities with the language: interpret and write notes about everyday life


exp m ss g s y y s p s y mw h h h s h p. P p s p s k w g f mw s.

d s g sh h p s f m ss g . i fy p p s , f , s , . r g z s s wh m ss g s s .

r p f m ss g s s m h h s h p. Use a bilingual dictionary to nd out new words or phrases. d s g sh s s p p . d sp h g s . i fy xp ss s h s xp f m hs ( . ., p f m y, m m m ,

mm w h s m , .). d s g sh h m f s q s h m ss g s

p s m . d s g sh m m s m s f h y wh h m -

s xp h pp . u s m j m m ss g fy h s f

h x . W m ss g s s m w h h h s h p.

d m h (s) xpf m h s .

a sw q s s h h w why f s xp - f m h .

c mp xp ss s h s s m . P h w g f h s / s m

h q y m ss g . W pp p g g, f w , sy xp s-s s.

W m ss g g f s p s s m . ch k h w g s mp mp s w h w gs.

F s yp s f w x s.

S f m ss g s: p gm ss g , s g.

t p , p p s -.

r g s s x . Ph , sy , s m sp s f x s. M s (w , , ,

.). typ f s : g . l s f w s s f h s p

f h g g ( , m.).

Verb form: in nitive. P s: p s (m , y , ,h m, h , h m, .).

M h s f w g. c w g f w s. P : p , mm , -

ps s, q s s x mm ks.


l g g s m s f m k g q s s. l g g s m s f f - -f s mm . c sy q s s.


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Product: message mailbox

d s m g ms h s w m ss g s y y S q s s m h g f m s m ; s h s s (m W f m , , m f m ss g . W f h m ss g s m s g g ch k h m ss g : m k s s h f m ; s w g s.

Send the nal version to the intended audience of the message.


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Social practices of the language: read and compare aspects

of Mexico and English-speaking countries


U n

i t 4

Speci c activities with the language: read a short story of travel literature (travelogues) in order

to discover aspects of nature and speci c cultural expressions in English-speaking countriesLearning to do with the language Learning to know about the language

exp s g s, wh h s xp s,sp s f e g sh- sp k g s

w h h h s h p. a p s k w g p h p f h

x s s w f m . P h f g s m g s s. r g s p s xp s. M s s s f h f g s.

r g w h h s pp f s s, hh s h p. Distinguish, de ne, and nd out new words and phrases to

s y y s g g s. r p p . i fy p p s . i fy h p g ph h sp s h g

, y, s . u s m p g phs f m j m g . P fy y m sp s f ( g ,w h , .) xp ss (s h s, m s ,

, ss g g s ff s,.) m h g .

i fy s p f m y h p p m hg m p m h y p f m .

a sw q s s h s q / s m yf actions (i.e. When did it happen? What happened before?What happened after? What happens at the same time?).

d s g sh m s m s ff s f - xp ss s w M x e g sh-

sp k g s. W s p ph s s s m . c mp g ph ( . ., , h , g m) w h s m -

s ff s f sp s f xp ss s.

r h f m g ph. ch k h f m g ph m k s

s q . ch k w g s.

F s yp s f w x s.

S f g s: , y, s .

P p s . t x mp s: h , p g phs.

G ph s mp s: m g s. e m s f g s: ,

s gs, s pp g h s. Ph , sy , s m sp s f x . l s f w s s f h sp f h g g .

c sp w w g g .

c s sp s.

v s s: p s , p s p f s mp p s .

M h s f w g. c w g f w s. P : p , mm , s m -

, sh s, s, q s s. upp - s s.


l g g s m s f s g h p p s. Travelogues as a re ection of emotions and experiences, as well as peoples values and cultures. app f xp ss s p h g g g . i s h g f g .


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Product: descriptive phrases to contrast similarities and differences

d s m g ms h s m k s h M x s.

im g p ( m g y ). W s p ph s s mp s sp s f

h p (p p , g , w h , h s, f , s ms, .) w Msp k g s.

ch k h h w g s mp mp s w h sp g s. i m g s s s p ph s s. M k h mp w h s p ph s s.

d sp y h h s s p h ss m.

Achievement

a h f u 4, s s w :

Interpret and write notesabout everyday life

Read a short story of travel literature(travelogues) in order to discover aspectsof nature and speci c cultural expressions

in English-speaking countries

i g s , h y: i fy p p s , f , s ,

. d s g sh h p s f m ss g . r p h . i fy xp ss s h sh w wh s xpf m h s . W s m s. W mp m ss g .

i g s , h y: d s g sh p , p p s ,

. i fy wh h p g phs sp h

, y, s f g F w w s ph s s s g

s. M sp s f xp

h g . a sw q s s h s q s m

y f s. c mp sp s f s s f M x e g sh-sp k g


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Social practices of the language: read and record information

to design questionnaires and reports


U n

i t 5

Speci c activities with the language: record information abouta topic to design a questionnaire


exp q s s w h ff yp s f q s s p f s s s s, p s y s g

y h h . i fy h p s f q s .

r g z p p s . M s s f q s s. d s g sh p q s s f m s q s s.

r q s s w h ff yp s f q s s s m w h h h s h p.

P p s s p s k w g , f m w s, g s.

i fy q s w s x s. d s g sh w s xp ss s: f s , m p

h , mp h s , p wh s g. ch k q s s s ff q s s. l k f h m g f f m w s ff q s-

s k w wh yp f sw s xp .

Ask oral questions about aspects of a speci c topic previouslys .

a sw s q s s. F p f m p f s

s g q s w h h h s h p. Activate previous knowledge about a speci c topic. i fy f m s s. Use table of contents, titles, and key words in sources to ndspeci c information.

P f m h x h gh x s k y w s.

i p s s h s pp f f m x . ch k h m g f w s s x s

g y. W q s s p f s s s y s g

f m p s y s m hh s h p.

H gh gh h m s f m p s y s g sh h m f m s pp g s.

c mp p w p s q s s h m s f p .

P p s f w S f q s : s

s s q f q s s. t p , p p s , -

. typ s f q s s: s ( f s , m p h )

p ( mp h s , p ). Ph , sy , s m sp s f x . a s h s s: . Q s s w s. c -s sp s.

v f ms: x s. v s s: p s p s .

M h s f w g. c w g f w s. P : q s m k.

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S f m f m s pp g s p wsw s M p h , c s q s s, t -F s

s m s. Classify open and closed questions about a speci c topic to

s g q s . ch k w g s.


l g g s m f g m f m . v sp q s s f m y h s. c p w k h s f p ms.

Product: questionnaire

d s m g ms h s s g q s p f S p f s sk q s s. d h w m y wh h q s s w h q s . F s s f f m sk q s s h p .

W p s q s s. d m h f q s s p h q s g h . ch k h h w g f q s s mp s w h w g s.

Make the nal draft of the questionnaire, exchange it with another team, and answer it.


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Social practice of the language: follow and give directions to go to places


U n

i t 5

Speci c activities with the language: comprehend and askfor directions to walk from one place to another


exp g s wh s w k f m p h g w h h h s h p. P f m p s k w g , -

g g , f m w s. d ff h m f h p h s

s wh s g. d s g sh wh g s s wh s h m. Recognize words used to con rm what the other lasts g ( g q s s).

d s mm s gs s p f f m . r g z h m s f p s sp k g

w g. i fy y m s p s f : k, f h,

f , gh . c mp s s s h p s f p s

f p m -m s . exp ss s s h wh p s s -

s m ss m . u s s w k f m p

h . d s g sh h s f w s h m m . r g z w s / ph s s h s p s f f . i fy w s h s

h p . ask q s s g p s q s w s.

P s m ff ps m w h h h s h p. i fy h p wh s s h p wh

s g g. r g z y m , p p s f f-erence (i.e., Government of ces, rivers, hills, train or

s s s, .). c mp s s g g s f w m f m p h .

W s g f m p hs m w h h h s h p. ch s h y w g y k g h p

s p f f . c mp m s s w k f m p -

h . t m p sk h fy h h -

s .

P p s f w P p s f g g s.

d g s : y, s .

G ph s: m ps, sk h s. Sp h g s .

Ph , sy , s m sp s f x . a s h s s: p

m , p . S m s ff s w h m h g h

f g g g . Tag questions (., do you?; ,

y ? , .). typ f s s: g l s f w s s f h sp f h g g ( s-

s). a s f p : h , ss,

, . M h s f w g.

c w g f w s. P . a s: m m., ff ., m m ., .


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l g g s m s f q s g ff g h p. Assertiveness and con dence in the use of a non-native language. l g g s m s f s sh g sh ps. c sy sp q s s f h p. r s f g x h g : sp k , sp s f

Product: quick guide to give direction to walk from one place to another

d s m g ms h s g s w k f m p P m p f h mm y. S s y w g , s g h s h s p f f ch k f s m -m s s h s s p sm p.

t g f m h s h h s h m p. W s s w h s f w g f m p ch k h s ff h sh s , h mpw h w g s.

P p q k g w h s h ss h ss s m

Achievement

a h f u 5, s s w :

Record information about a topicto design a questionnaire

Comprehend and ask for directions to walkfrom one place to another

i g s , h y: r g z p p s fq s s. i fy p s f q s s. d ff p f m s q s s. Ask questions orally about a speci c topic. Locate and discriminate sources for nding infor -m . us f s, s, k yw s s s f m . c mp p s q s s hm s f p . W q s .

i g s , h y: i fy wh g s wh s r g z h m s f p s p s f f s y w g F m q s s sk f f m p h . c mp s s s p s s

s p f f . u s g w g f m p h .


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Social practices of the language: participate in commercial transactions


U n

i t 1

Speci c activities with the language: comprehend and produce expressionsabout the purchasing of basic needs items


l s h g f g s hp h s g f s s ms w h h s pp f x -

s, s s h h s h p. P h g f g s p sk w g f m w s.

d s g sh sp k s h w y h y ss h h . r g z y m , h p p s wh h h p -

h s g- -s g f p s s . P h ff s , p s , f

h sp k s s s . d s g sh h sp k s h h y f w h

g . Wh s g, mp h h xp ss s s y sp k-

s g s h p h s g f mm msw h h s pp f x s, s s h

h s h p. i fy s s h sp k s s . c mp f h xp ss s. d s m xp ss s sk f p s

h s s f ms s x s / g y.

d ff q s s f m sw s s . r g z p s s h s p f h h -

s s. M xp ss s y p s s m . ass m f h sp k s p h p -

g s. W xp ss s f g y s s s

ms s m w h h h s h p. S xp ss s s sk f s p s

h p s. es sh sh ps w w xp ss s. W q s s f m h h -

s s p s f p s. W xp ss s s sk f ff f m

ff p s. c mp s s s s s . Write speci c sentences used to close transactions.

r s s s f h p h s g f p s w hh h s h p.

F s yp s f w x s.

S f g s: p gy, s .

t p , p p s , -.

c x s: - s. Sp h g s .

Ph , sy , s m m s f h x s. a s h s s: (p , mph , .).

i f q s s. l s f w s s f h s p -

f h g g ( s s ,m s , m m, m ss, ., w gh

m s, .). typ f s s: g

. Adverbs (yes/no, neithernor, etc.).

M h s f w g. c w g f w s. P : p , mm , q s-

m k, sh, .

Unit


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b s ms f h g x h g : s ; k h p s k g sp s f l g g s m s f p g m s. H s y mm s s. c ff s y mm s .

Product: bullet point sheet for buying- and- selling transactions of basic needs items

d s m g ms h s m k -p sh f s S h f m f h -p sh . De ne the consistent parts of questions and answers to purchase a product. Determine and write xed patterns of questions and answers. ch k h s q f q s s sw s m k s h y mp y w h sp

ex h g h -p sh s s h m s m h y g s


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Social practices of the language: read aloud stories and legends


U n

i t 1

Speci c activities with the language: interpret fantasystories and exercise imagination


exp f sy s s w h h h s h p. a p s k w g p p f h

s g ph w f m . i f h f h s s m g s, s,

h g ph x mp s. r p s xp s.

P p g g f f sy s s. P h p s p s k w g , ,

m g s. i fy p p s .

Distinguish and de ne new phrases and words to increasey s m g s, x s, w h hs pp f g s.

e m p g phs m wh h p f hs y h y sp .

l p s f h . i fy , m s pp g h s. r g z h s f g s w h m s p-p g h s s .

d s g sh h s f p g s. d ff f m sp h.

F p m s f g s w h h s pp f s x s h h s h p.

d m wh h , m s pp g h -s . r g z y m , h s gs f h s sp -ci c textual information (i.e., vegetation, climate, furnish -

g, .) s s. c mp s m s ff s , s, s gs p f e g sh-sp k g s. r sp q s s f m y f sh p -sh ps m g h s.

es sh s m s f m s gs w -s s f h h s h , p p h y

k w, h w . d m ff s w h s gs f m -

s gs.

F s yp s f w x s.

S f f sy s s: pcon ict, body, and ending.

t p , p p s , -.

e m s f : p , m s pp g h s,s gs.

Ph , sy , s m

m s f h x s. l s f w s s f h sp f h g g .

c sp w w g g .

v w s w h ff s s (i w , w ;o h p , , .).

v s : p s p f (hg , h , .).

n s: p ss ss (f x mp : J h s f h , f m ys gh , .).


P : p , mm .


Stories as a re ection of emotions, personal experiences, and cultures. r f f sy s s ff s. app j ym f y xp ss s h g g g . i s h g f .


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Product: fantastic-family tree

d s m g ms h s m k f sy-f m y ( sf sh p sh ps w h h s f ).

P w s p f h f m y f sh p sh ps h s f h f sy s y.

d s g s m g y f m y s ss. c mp h f sy f m y w h h g f m . ch k h w g s mp mp s w h sp g s.

d sp y h f sy f m y s p h ss m.

Achievement

a h f u 1, s s w :

Comprehend and produce expressionsabout the purchasing of basic needs items

Interpret fantasy storiesand exercise imagination

i g s , h y: P h g s s f s g

s p s k w g f m w s. i fy p p p s . d s g sh wh m s h s s h -

f ws h g . d ff q s s f m sw s. i fy s s h s y sp k s. P y f h sp k s . W xp ss s s g . r s s s f h p h s g f

ms.

i g s , h y: i fy p , p p s , . Distinguish plot, con ict, body, and ending. d ff , m s pp

s. r g z y m , h s gs f . r sp q s s f m y f

sh ps. es sh s m s ff s

s s f h h s p p h y k w, h w .


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Social practices of the language: participate in formal communicative events


U n

i t 2

Speci c activities with the language: classify and interpretinformation about a topic of interest to present a report


exp p s p f s w h h h s h p. P h p s p s k w g , , f m -

w s ph s s. r g z p s f h x s g z . d m f , p p s , .

Look for speci c information about a topic to make a reportw h h h s h p. S p s f m p s y m s . F m q s s f m . r g z s f m s s. us f s, s, k y w s f m s s

nd information. r f m s s w h h h s h p.

F h m g f w s s g x s g y.

i fy m s y sw g h q s s wh , wh , why.

Distinguish in paragraphs information that ampli es, comple -ments, exempli es, or argues the main idea. S f m h sw s p s y f m q s-

s. c ss fy f m m s pp g s. es sh h sp w m s pp g

f m y s g s f m p s y m s . o g z f m p m ps.

M k p p f s s p s f -m m w h h h s h p. c mp s s y p ph s g m s. Add information that complements, ampli es, or exempli esm s.

M k p g phs w h m s pp g s. W s s s m . S s s f h p f m s . c mp g ph s f m s s s m .

ch k w g s.

F s yp s f w x s.

S f p : y, s s.

t p , p p s , -

. t x mp s: , m s pp g s p g phs.

Ph , sy , s m m s f x s. l s f w s s f h sp f h g g .

typ s f s s: g c s ( , h w , .). v f m: p ss .

M h s f w g. c w g f w s. P : p , mm , .

a ( . ., .).


l g g s m s f g w k w g . r sp f h p p s p . c p m g s s. r y f f m s s.

Unit


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U n

i t 2

Product: report

d s m g ms h s w p p f s l k f f m s s ss fy s m . o g z h f m y s g p m ps. W h p y p ph s g m s f s x s g f m .

Check that the report is complete and spelling is conventional, rst among the students and thenw h h h s h p.

Write a nal version of the report, include illustrations or appropriate images for the topic.Sh w p s f m .


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Social practices of the language: listen, read, and record

information from diverse media


U n

i t 2

Speci c activities with the language: recognize and comprehendthe main idea on news reports of interest to the community


exp h f ws p s h s f s h mm y w h h h s h p.

P h p f ws s h h hs wh s .

i fy p p s . r g z h p s f ws p s: h , m p ,

m g s. ex m g ph x mp s. r g z h s wh h h y . d m h mp s h

h g sp w h h wsp p . d s g sh f m s s s g yp g ph-

s s. c mp h h p m f ws p s w h

h h s h p s m . F h m g f w s s x s

g y. r g z h wh h p s f h ws p -s .

Complete orally and in writing, general and speci c infor -m s s f w s h s.

l f m h sp s q s s: wh ,

wh , wh , wh , h w why. i fy h sh p w p s w s h yp .

r g z w s (H s, im, , .).

i fy h m h f m wh h mp -ments, ampli es, or exempli es it.

P ph s h m y w g. W ws ws s m w h h h s h p.

exp p s y w s s h xp ss ws -ws.

i fy h p f s ss h h s p s s h xp ss p s.

c mp p s y w s s h xp ss wsws. ch k sp g w g s.

F s yp s f w x s.

S f ws: pym ( sw s h q

s wh , wh , wh , wh ,h w, why).

t p , p p s , - f ws.

t x mp s f ws:h , p s, .

G ph s mp s ws:ph g phs, g phs, yp g phy,

. Ph , sy , s m

m s f x s. l s f w s s f h sp f g g .

c s (h s, h y , .). typ s f s s: g P s p s.


P : q , x m, q s m ks, p s -ph .


l g g s m s f sm g sh g f m . c y m ss m . In uence of the media in the community. o j y ws.


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U n

i t 2

Product: news reviews

d s m g ms h s ws ws h S y p sh p f ws f s . r sp q s s wh , wh , wh , wh , why, h w. i fy h p f h ws. c mp p h p f ws s m s . W h ws ws y s g h f m s m Check, rst with team members and then with the teacher, that the headline summarizes the news,

f m mp s w h sp g s, s mp sh ws s s s.

Decide on the format of the news (poster, bulletin, etc.) and make a nal version of the textual infor -m s , p y g s pp p p p

d sp y h ws p p m .

Achievement

a h f u 2, s s w :Classify and interpret information about

a topic of interest to present a reportRecognize and comprehend the main

idea on news of interest to the community

i g s , h y: d m f , p p s , -

f p s. F m q s s s p . app y s f m s s. us f s, s, k y w s sources to nd information. F h m g f w s s g x

s g y. i fy m s pp g s. o g z f m p m ps. W p g phs w h m s pp g s

m k p .

i g s , h y: i fy p , p p s ,

h ws. r g z h p s f h ws. c mp h h g f h ws. P ph s h m y w g. l f m h sp s qwh , wh , wh , wh , h w, why. W s s xp ss ws ws.


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Social practices of the language: participate in language games


U n

i t 3

Speci c activities with the language: discriminate stressin speci c words in language games


exp , ss, x mp s f s w g m s f p -ticing word stress and pronunciation of speci c words ine g sh ( . . sp g ). i fy h g m y s m . a p s k w g p p p s .

d s g sh h m f w s . i fy p p s h s h y p y ( . . -, p y s).

d m h m f p y s h s p -p .

d s g sh h s ps h p y s f w. u s h s s f h w s h g m w h h

h s h p. r s f w s p s y s y h h . Sp w s w h ff m f sy s. i fy w s w h w , h , m sy s. c ss fy w s g h m f sy s. P sy s f ff w s wh g. d w s sy s fy s ss p s. i fy h s ss sy h w . i fy s ss ff yp s f w s. i w h p h s ss s g w s. Sp , p , s ss w s p s y s .

P p w g m p h s ss p - f w s p s y s .

d m h s s f h w s. S g m s p .

F s yp s f w x s.

P p s f w g m .

G ph x mp s.

Ph , sy , s m sp s f x s. a s h s s: w s c -s sp s.

l s f w s s f h sp f g g ( m f

s, .). d ff s s w

g g g h m hg .



l g g s m s g f g. ex h g s f mm s s s. l mp w h sp .

Product: word game

d s m g ms h s g z sp g . d m h y m f h s s w s h m h g s f p es sh wh h yp f w s w wh h . S s f p p m h s f h s .

o g z h s s s f m h g ps p p .

Unit


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4

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ION

Social practices of the language: read and record

information to solve a problem


U n

i t 3

Speci c activities with the language: check and select information

in order to solve a problem of interest to the studentsLearning to do with the language Learning to know about the language

i fy s h - p ms f s s s (phys- / y g m g s s .) w h

s s h h s h p. n m s h - p ms. S p m h s h .

F m q s s s h - p m ss s m w h h h s h p. exp w q s s s h s: Why s p m? Wh

s p m ? Wh s s q s? H w h

p m ? H w s ? l s fy h p f q s s p m.

i fy h w s s sk q s s (wh , wh , wh ,why, h w, .).

F m q s s p m h w s . W q s s p m s s s m h h s h p. ex m h w f m f q s s. i fy w w s s sk q s s. r h q s s h p m ss .

l k f f m h sw s q s s p s y f -

m y ff s s. Use a table of contents and titles from sources to nd informa -.

r s f m . F h m gs f w s y s g x s

g y. r h h f m h sp s q s s

s g p m. l k f s s p m s q s s p -

s y m f m . c ss fy f m wh h s p m s -

. r h f m h sp s q s s s g p m.

r q s s sw s p p .

F s yp s f w x s.

S f f m x s: , y, s s.

t p , p p s , .

t x mp s: s, f s, .

G ph s mp s: h s.

Ph , sy , s mp s f x s. a s h s s: c -s sp s.

typ f s s: g Q s w s. v f m: x s. v s s: p s p s .

M h s f w g. c w g f w P : q s m k.


l g g s m s f s g p ms. l g g s m s f g m f m . r sp h s p p s. c p p s p ms.


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U n

i t 3

Product: posters

d s m g ms h s m k p s s. S , s p s f m , ph s s h f m h p s s h - p m.

d s g h p s s wh sp s w p . W f m p s s.

d sp y p s s s p h s h .

Achievement

a h f u 3, s s w :

Discriminate stress in speci c wordsin language games

Check and select information in order to solvea problem of interest to the students

i g s , h y: r s f w s p s y s . Sp w s w h ff m s f sy s. c ss fy w s s sy m . d w s sy s fy s ss. i fy s ss ff yp s f w s wh s-

g. Sp , p , s ss w s p s y s -

.

i g s , h y: i fy m s h - p ms. S p m. F m q s s. us q s s sp m. l k f f m h sp s q sp s y f m . a sw q s s y w g. r q s s sw s.

i


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ION

Social practices of the language: read and write notes and letters


U n

i t 4

Speci c activities with the language: comprehend and respond to invitations through letters


exp p s y w s g s m g , p y w g w h h h s h p.

i f p p s f h s w s ph s s. d s g sh h p s f : p ,

, , s g s s m . u s m wh s p s h p s ys m . i fy h w h h g g.

r g z s s wh h s s . i p s s w h h h s h p.

i fy g s y yz g ph s s w s. d m h f h (h ppy, s , p p ,p , p , f , .) s h f m -

. c ss fy s s h f m y f m y f

h . a sw q s s h s . c mp s s s h , m , p f

h . us g y fy y s.

r sp s h gh s s m w hh h s h p. i fy m s wh h p y s xp ( . ., -

rm attendance, bring something to it, select what it is re -q s , .).

P h w g f s p s. S s f . b p s s sp s s hw s h y f m w h.

S h m s s s g f m f f m s . ch k h sp s h w g f s -

mp . W p h s

f m . r p s wp .

F s yp s f w x s.

S f : g gs g , s g.

P p s , , f f s.

t x mp s f p , , s g , .

r g s f x . Ph , sy , s mp s f x . l s f w s s f hp f h g g .

v s : f . M s ( , , w

.). n s: p ss ss f ms ( f

f m , p f y s, Quanti ers (all, few, many, little,m h, .).

M h s f w g. P : mm . a s (uK-u K

m, M .-m s , J .-j ,


l g g s m s f s gg s g g. c sy q s s.

Unit


57/71

U n

i t 4

Product: invitation letter

d s m g ms h s w . S p p . P h w g f h y s g h ss y mp s f h

, , p , m , s, s , .). W h s m s g g s. ch k h h s mp , h m ss g s h mp s w

s.S h s h .


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ION

Social practices of the language: read and compare aspects

of Mexico and English-speaking countries


U n

i t 4

Speci c activities with the language: interpret historical chronicles

to compare cultural aspects of Mexico and English-speaking countriesLearning to do with the language Learning to know about the language

exp f h s p s y s y h h . a p s k w g p h p f h x

s s w f m . M s s wh h h s .

r h s, s m w h h h s h p. i fy p , , p p s f h s. Identify, de ne, and understand new vocabulary by using

g s s y. r p p .

i fy h p g ph(s) h sp h -, y s f h s. Recognize aspects of nature ( ora, fauna, climate, etc.) and

xp ss s (s h s, m s , , ss-g, g s ff s, .) f m h h s-

p m h s y. c mp sp s f xp ss s f

h s mp y s f m M x e g sh-sp k g s.

i fy p p s s m h s -s h m w h mp y s.

r sp y w f ms, q s s sw s ff sp s m h s s

m w h h h s h p. W q s s sw s h h s p ,s g, p p , g , w h , ss g g

s, s m s, ., wh h s h . r q s s sw s mp

f m . i fy xp ss s m s ff s f h s

sp s w M x e g sh-sp k gs.

W h , sp s f s w s h s y wh h m gf h s y.

a p M x s x , sp s f s w s h s-y f h .

r p f m . ch k h p f m m k s s q .

ch k w g p s.

F s yp s f w x s.

S f h s: , y s .

t p , p p s , .

t x mp s: h , x .

G ph s mp s: m g s.

e m s f h s: m s pp g hs gs.

Ph , sy , s mp s f x . r p f w s s

h s p f g g . c sp w w

g g . c s sp s.

v f m: g g v s s: p s , p s p fp s p f . M h s f w g.

c w g f w P : p , mm s wh

s g, sh, , q m ks.


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U n

i t 4


ch s s m f m s xp s, s w s p p s s app f h e g sh g g xp ss s. v s h e g sh-sp k g s.

Product: a comic

d s m g ms h s m k m s p s m m p h x f M x .

Select aspects of nature as well as historical and cultural events relevant to a chronicle to nd similarities ff s w h h p s s f M x e g sh-sp k g

W p s w h h sp (s) s s m . ch k w g p s. r h p s . t h p m s p.

ex h g h m w h h ms.

Achievement

a h f u 4, s s w :

Comprehend and respondto invitations through letters

Interpret historical chroniclesto compare cultural aspects of Mexico

and English-speaking countries

i g s , h y: i fy p p s , f , s . d s g sh h p s f . r sp q s s h s

h . u s w y ph s s y s g

g s. b p s s p y

h gh w g. W p y .

i g s , h y: i fy p , p p s , . i fy h p g ph(s) h sp

, y s f h r p g phs f h . d s sp s f xpf m h s p h h c mp sp s f xp s

f h mp y s f m M e g sh-sp k g s.

W q s s sw s ffp s s h . r q s s sw s.


60/71

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ION

Social practices of the language: read and record information

to design questionnaires and reports


U n

i t 5

Speci c activities with the language: record informationto make a report about of activities about a job or occupation


exp s q f s m g s j (f m ,s ms ss, s w k ) p f s s s w h h h s h p.

a p s k w g h m h g p - h f h m g s. r g z s q f s s s s s. i fy p p s .

c f m s f j ps f m x s p s y p p s

w h h h s h p. n m j s p s. ask sw q s s s p s m g s

s m . r f m f f m x s h s -

s f j s p s. r f m s f j p f ss p -

s s q f m g s. P h f f m x s s s s s.

d s g sh m f m s pp g s p g ph. u h m s p g phs f p s y p p

x y h h . exp p s s w h h h s h p.

M s s wh h p f s m . i fy h p s f p . r h p h . i fy h m s h wh h h y p s .

d s g sh h w m s h -s s .

W f m j s p s m k -p s m w h h h s h p. c ss fy f m p s y . c mp m s s w h k w f m

s f j s p s ( . ., S ms ss s m k p -s f h h s; F m s h , .).

o s s s s q f m g s. ch s s s ss s s. W s f p s f j s p s.

ch k w g p s.

F s yp s f w x s.

S f p s:

y, s s. t p , p p s , f p s.

t x mp s: , pg phs.

G ph s mp s: ss.

Ph , sy , s mp s f x s. r p f w s

h s p f g g . c s sp s.

typ s f s s: g v s s: p s p s . v f ms: p ss .

M h s f w g. c w g f w P : p h s s.

Unit


61/71

U n

i t 5


l g g s m f m . r sp h s j s p s. S s f g g g mm y s.

Product: illustrated report

d s m g ms h s m k s p . S j , p , p s y w p f s. W f m f m s s s. W s s h s s, s m . us s k s s h m s q . ch k h h w g s mp mp s w h w g s. W h s s p s s.

P s h p h s f h g p.


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ION

Social practices of the language: follow and give directions to go to places


U n

i t 5

Speci c activities with the language: follow and givedirections for commuting using public transport


exp p mph s sh w g h w g p y psp w h h h s h p.

d s g sh p p s . d s g sh s s wh h s (sk h s, m ps). i f s k w s s. d s m wh s g g, h m , p ,

m s f sp h s s. i p m h s.

i fy m s f s s m s. r p m s.

d s h mm x s p f f m . exp ss y h p s s s m s sp f f .

c mp w s s h f p mm y.

u s s m f m p h s-g p sp s m w h h h s

h p. d s m f m h s h w s h m m .

r g z xp ss s h h s m s f sp g p wh s g.

i fy h w m y wh m s f sp m s used to get to the nal destination. F m q s s sk h w g p whp sp h ( s s p, s m ,

/s w y s , p , .). ask f h p f s . i fy w g, h s h sh g s .

off s s p sp s m w h h h s h p. i fy h p wh y w g . r g z h m s f p s f p . c mp s s h ff f m g gf m p h y p sp .

W s g f m p h s g p - sp s m w h h h s h p. d m s y w g s p sp g s f .

W s s m f m p h . r g z ff p s wh p sp s ( s s, s s ps, .) h m m p.

t m p fy h s . r s p p .

ch k w g s.

F s yp s f w x s.

t p , p p s , f p sp

p mph s. G ph s mp s: m ps,sk h s, h s.

t x mp s: m s fp s, w s, s s, s,

Sp h g s s.

Ph , sy , s mp s f x s. a s h s s: -

s, m , . d ff s w h m h

g h g g g-s sp s

l s f w s s f hp f h g g :

m s, m s s f g h.

typ s f s s: g s. a j s: m s s (

h , h s , h s ). a s (h , h , .). M h s f w g.

a s s g s ($, m.-m , lHc- l H h-

w, .).


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U n

i t 5


l g g s m s f ff g sk g f h p. Assertiveness and con dence in the use of the English language. c sy sp pp s q s s f h p. r s f g x h g : sp k , sp w s s f

Product: brochure of means of transport use

d s m g ms h s m k h s w h s g f ms g p sp k g h s h s s g p .

S sk f s g h . M k s w h s q g p : w ys f sp , s . W h s s g h p s s m . ch k g y h w s mp y w h w g sp g ch k h h s s h h y k y h p y w Write the nal version of the instructions on the brochure and illustrate it with a sketch or map.

d sp y h h s p h ss m.

Achievement

a h f u 5, s s w :

Record information to make a report of activities about a job or occupation

Follow and give directionsfor commuting using public transport

i g s , h y: S y h m s f j s p s. F m sw q s s j s

p s. r f m x h s s -s f j p f ss .

d ff m f m s pp g s p g phs. r g z , y, s s. W f m j s p s

m k p .

i g s , h y: i fy p p s . d s m m s f p s m s f

p wh s g g. i fy m s f s s h s.

r m s f p s s. c mp w s s h

f p w . c mp h s m f m p

h s g p sp . F m q s s sk h w g pwh y k p sp s s . W s g f m p

s g p sp .


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T h f w g s ff s m x mp s f s g s1 ss f y -m . i s y g s w y s gg s ,s h y k h y m

sp s f h s wh h h - f h s s m s f s h w

1 Council o Europe (2001),Common European Framework for Languages: Learning, Teaching, Assessment , Strasbourg, Council or Cultural Coo-peration-Education Committee-Language Policy Division, pp. 48-49http://www.coe.int/T/DG4/Linguistic/Source/Framework_EN.pd .

p h m, s g h m. th ss s x s y , x sw , h. F s s f sp , y f gm s f g x s . H w ,

xp h s s p p h f f x s.


Commercialtransactions

Informationfrom diverse media

Messagesand letters Directions

Situationalcategories

t ys, m

q pm , m s, ys, p yms,

mms s.

c m s,

, p yms,m , m s,f - m s.

F - m s,

f m y, m , m s, h s,m m s.

P sp

h s, p yms,s h s,m m s,

m s.

Examples

1 p zz , 50 p s,mp s s-

, 10 x 5 h s.85.c J h d .555-111-2222.a y , Z p 11111.my ss@m .m

2000; WorldCelebrates Joyously

th Y 2000 f g s sym f h sf w s gw h j y f y w s f ma k l

W sh g n w Y k. o

gh g,m h 300 000people lled theM sp s ym s s. (a pf mThe WashingtonPost , S y, J y 1s 2000)

Sh w g M s h yp y g h ? Mym m w k s

h w p k p

s 8. W y s gy 1 pm. r g

m h s f my ph

(555- 666- 7778888) f 7:30 pm h m m

k w.

r g s f m l

(K gs c ss l p S )

c m g . thf s s c m gc s s s

f m K gsc ss s p k 50

m s, g yp g :15

:45 m s f hh .


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8

PH

A SE

o

EX PA NS

ION

Familiar and community environment Now its your turn

Commercialtransactions

Informationfrom diverse media

Messagesand letters Directions


Examples


69/71

6


Stories and legends Language games Short stories of travelliterature and chronicles


a m s, p yms,m s, s s s, s,

m s, s, s.

v s w h - , - g gs;s w h -s/- s gs.

t p yms, s,p s.

Examples

The Happy Princey os W

One night there ew overh y Sw w. H s

f s h g w y egyp s x w ks f , h h s y h , f hw s w h h m s

f r . H h mh y h sp g s hwas ying down the river

f g y w m h, h s y hs w s h h hs pp k h .

r - gh -w / p y - sh - , . c s- gs-g ss s/ j k s- s- sh s, . l s g- g-w h g, .

American Notesy ch s d k s

i h ps shm s f am ,h m s sy p s

M s f d p m s s s p f s

mp m h s sp , h c s m-h s h s w w

k x mp f m hu S s

s f s m wh ss s ff s f g s.

Literary and ludic environment Now its your turn

Stories and legends Language games Short stories of travelliterature and chronicles


Examples


70/71

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PH

A SE

o

EX PA NS

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Formalcommunicative events

Reading informationto solve one problem

Questionnairesand reports


e h g ps, sp -, p s, ,

p yms, s.

e m q pm ,ss m g s,

h s h pp s.

o p s, p f ss s,j s, m s, s h s,p sp .

Examples

Polynesian canoe

P y s s s wmm s y sk

s q ymp sh g s

wh gdistances across the Paci co s g s.

th s s f h s m

s g f s h gh e pfrom the eastern Paci c[] It was collected atn k k h t mis s h p g J1767 y c p S mW s, j s f c p

James Cooks rst Paci cy g . (Power and Taboo:

sacred objects from thePaci c. b sh M s m).

Radio users guide

1. P s y s f s .

2. i s h m s.

3. c h.

4. i s h p w f y

h tv p w.

5. c h p w p g h

p w .6. Sw h s p

h .

Report train conductors

th y h gf m s. th y

h sh w. th y s h h

sp s y k p f h f h j ys. o m y, h y

m h s 600 k m s 8-h sh f s.

th y m s h h gh k w g f h

m h sp s f h sp

g y s s m h gh f m

th ks h m, sp ss sp p p

g s s y s f y.


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Formation and academic environment Now its your turn

Formalcommunicative events

Reading informationto solve one problem

Questionnairesand reports


Examples

Program Cycle 3

Documents