GN C3 Web

Programa Nacional de Ingls
en Educacin Bsica
Gua de nivelacin Ciclo 3

Fortalecimiento acadmico para profesores de Ingls
Fase de expansin
Secretara de Educacin Pblica
Alonso Lujambio Irazbal
Subsecretara de Educacin Bsica
Jos Fernando Gonzlez Snchez
Direccin General de Desarrollo Curricular
Leopoldo F. Rodrguez Gutirrez
Direccin General de Desarrollo de la Gestin e Innovacin Educativa
Juan Martn Martnez Becerra
Direccin General de Materiales Educativos
Mara Edith Bernldez Reyes
Direccin General de Educacin Indgena
Rosalinda Morales Garza
Direccin General de Formacin Continua de Maestros en Servicio
Leticia Gutirrez Corona
Programa Nacional de Ingls en Educacin Bsica. Gua de nivelacin. Ciclo 3. Fortalecimiento acadmico para profesores de Ingls. Fase de expansin fue elaborado por la Coordinacin Nacional de Ingls, adscrita a la Direccin General de Desarrollo Curricular, de la Subsecretara de Educacin Bsica de la Secretara de Educacin Pblica. La Secretara de Educacin Pblica agradece la asesora, en la redaccin de este documento, del Centro de Enseanza de Idiomas de la Secretara de Extensin Universitaria y Vinculacin Institucional de la Facultad de Estudios Superiores Acatln de la Universidad Nacional Autnoma de Mxico.
Coordinacin general
Leopoldo F. Rodrguez Gutirrez

coordinador del programa nacional de ingls en educacin bsica
Juan Manuel Martnez Garca
COLABORADORES Mara del Roco Vargas Ortega Israel Uristegui Figueroa Alejandro Velzquez Elizalde POR LA COORDINACIN NACIONAL DE INGLS Dora Luz Garca Torres Israel Saldaa Pacheco Micaela Molina
Coordinacin editorial Gisela L. Galicia cuidado de edicin Rubn Fischer Coordinacin de diseo Marisol G. Martnez Fernndez correccin de estilo Erika Lozano diseo Lourdes Salas Alexander Mauro F. Hernndez Luna Vctor Castaeda formacin Mauro F. Hernndez Luna
Primera edicin electrnica, 2011 D. R. Secretara de Educacin Pblica, 2011 Argentina 28, Centro, 06020, Mxico, D. F.
ISBN: 978-607-467-090-5
Hecho en Mxico MATERIAL GRATUITO/Prohibida su venta
NDICE
VERSIN en ESPAOL
Presentacin................................................................................................................................................. 8 Introduccin................................................................................................................................................. 10 Estructura de la Gua de nivelacin.................................................................................................. 11 Propsito de la enseanza del ingls para el Ciclo 3................................................... 13 Orientaciones didcticas............................................................................................................ 14 Contenidos bsicos de nivelacin de 5o de Primaria.................................................... 16 Contenidos bsicos de nivelacin de 6o de Primaria.................................................... 26 Introduccin al PNIEB.................................................................................................................... 37 Anexo. Formato de planeacin................................................................................................ 38
ENGLISH VERSION
Presentation.................................................................................................................................................. 40 Introduction.................................................................................................................................................. 42 Structure of the Leveling Guide.......................................................................................................... 43 Purpose of English Language Teaching for Cycle 3........................................................ 45 Teaching Guidelines...................................................................................................................... 46 Basic leveling contents of 5th grade Elementary school............................................... 48 Basic leveling contents of 6th grade Elementary school............................................... 58 Introduction to the NEPBE........................................................................................................... 69 Appendix. Planning format........................................................................................................ 70
Programa Nacional de Ingls

en Educacin Bsica
Gua de nivelacin Ciclo 3

Fortalecimiento acadmico para profesores de Ingls
Fase de expansin
En los materiales del Programa Nacional de Ingls en Educacin Bsica, la Secretara de Educacin Pblica emplear los trminos: nio(s), adolescentes, alumno(s), educadora(s) y docente(s), haciendo referencia a ambos gneros, con la finalidad de facilitar la lectura. Sin embargo, este criterio editorial no demerita los compromisos que la SEP asume en cada una de las acciones y los planteamientos curriculares encaminados a consolidar la equidad de gnero.
Presentacin
os principios normativos que establece el artculo tercero constitucional, la transformacin educativa que alienta el Plan Nacional de Desarrollo 2007-2012 y los objetivos sealados en el Programa Sectorial de Educacin 2007-2012 (Prosedu), han constituido la base rectora para dar sentido y ordenar las acciones de poltica pblica educativa en el Mxico de las prximas dcadas. En este marco, y con base en las atribuciones que le otorga la Ley General de Educacin, la Secretara de Educacin Pblica estableci como objetivo fundamental a alcanzar en el 2012: elevar la calidad de la educacin para que los estudiantes mejoren su nivel de logro educativo, cuenten con medios para tener acceso a un mayor bienestar y contribuyan al desarrollo nacional.1 Para conseguir este objetivo en la Educacin Bsica se dispone de una estrategia: realizar una Reforma Integral de la Educacin Bsica, centrada en la adopcin de un modelo educativo basado en competencias, que responda a las necesidades de desarrollo de Mxico en el siglo xxi,2 con miras a lograr mayor articulacin y eficiencia entre los niveles de preescolar, primaria y secundaria. En el Prosedu tambin se establece que los criterios de mejora de la calidad educativa deben aplicarse a la capacitacin de profesores, la actualizacin de programas de estudio y sus contenidos, los enfoques pedaggicos, mtodos de enseanza y recursos didcticos.3 A su vez, la Unesco4 seal que los sistemas educativos necesitan preparar a los alumnos para
1
SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11. Ibidem, p. 24. 3 Ibid., p. 11. 4 Delors, J. et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional sobre la Educacin para el siglo XXI, Madrid, Santillana/Ediciones Unesco, pp. 31 y ss.
2
enfrentar los nuevos retos de un mundo globalizado donde el contacto entre mltiples lenguas y culturas es cada vez ms comn. En este contexto, la educacin debe ayudar a los alumnos a comprender las diversas expresiones culturales existentes en Mxico y el mundo. Desde esta perspectiva, la Secretara de Educacin Pblica reconoce la necesidad de incorporar la asignatura de Ingls a los planes y programas de estudio de educacin preescolar y primaria, as como de realizar los ajustes pertinentes en los planes y programas de Ingls para secundaria, con el propsito de articular la enseanza de esta lengua en los tres niveles de la Educacin Bsica y lograr que, al concluir su educacin secundaria, los alumnos hayan desarrollado las competencias plurilinge y pluricultural que requieren para enfrentar con xito los desafos comunicativos del mundo globalizado, construir una visin amplia de la diversidad lingstica y cultural a nivel global, y respetar su propia cultura y la de los dems. Con el fin de instrumentar las diversas acciones que posibiliten la articulacin de la enseanza del ingls, la Secretara de Educacin Pblica puso en marcha el Programa Nacional de Ingls en Educacin Bsica (pnieb o nepbe: National English Program in Basic Education), del que se derivan programas de estudio para los tres niveles de Educacin Bsica, elaborados a partir de la alineacin y homologacin de estndares nacionales e internacionales, la determinacin de criterios para la formacin de docentes, adems del establecimiento de lineamientos para la elaboracin y evaluacin de materiales educativos y la certificacin del dominio del ingls. Una de las acciones previstas es el desarrollo de reuniones nacionales de fortalecimiento acadmico para docentes de Ingls, que tienen la finalidad de ofrecer informacin y asesora tcnico-pedaggica que coadyuve a las tareas necesarias para implementar y generalizar los programas de estudio correspondientes a los cuatro ciclos del Programa Nacional de Ingls en Educacin Bsica.
Secretara de Educacin Pblica
Introduccin
l Programa Nacional de Ingls en Educacin Bsica (PNIEB) incorpora a su fase de expansin del ciclo escolar 2011-2012, el 3 de Preescolar y los seis grados de la educacin Primaria, lo que permite que todos los alumnos, independientemente de su grado escolar, cursen la asignatura de Ingls. Esto representa un doble desafo para los docentes de primaria; por un lado, porque deben crear condiciones para que los programas de estudio del PNIEB operen con equidad y calidad en todas las escuelas del pas y, por otro, aseguren que sus alumnos, aun cuando no hayan cursado la asignatura de Ingls en el grado o los grados anteriores al que se incorporan en el periodo 2011-2012, logren los propsitos para cada ciclo del PNIEB y, en consecuencia, de los grados escolares. Por estas razones, como parte de los materiales que acompaan la implementacin del PNIEB en su fase de expansin, se elabo-
r la Gua de nivelacin para el Ciclo 3, con el propsito de ofrecer al docente:

Una lista de contenidos curriculares bsicos diseados para trabajarse como mnimo en dos meses, de manera que su estudio permita a los alumnos de 5 y 6 de Primaria alcanzar los aprendizajes esperados establecidos en los programas de estudio del PNIEB que no cursaron, as como iniciar lo antes posible el tratamiento de los contenidos del programa de estudio correspondiente al grado escolar que cursan, para garantizar que al finalizar el Ciclo 3 se cumplan los propsitos y niveles de logro. Un conjunto de orientaciones didcticas y consideraciones que el docente tome en cuenta para abordar dichos contenidos e inicie el trabajo regular con los programas de estudio del PNIEB.
10
Estructura de la Gua de nivelacin
a presente gua est organizada en cinco apartados: Propsitos de la enseanza del ingls para el Ciclo 3, Orientaciones didcticas, Contenidos bsicos de nivelacin de 5 de Primaria, Contenidos bsicos de nivelacin de 6 de Primaria e Introduccin al pnieb, adems de un Anexo que contiene un formato de planeacin para el docente. Los Propsitos de la enseanza del ingls para el Ciclo 3 son los mismos que los establecidos en los programas de estudio del ciclo correspondiente. Se incorporan para que el docente, con base en stos, su experiencia y las caractersticas particulares de su grupo, decida el orden y la profundidad con la que trabajar los contenidos bsicos de nivelacin que se establecen. Con ello se garantizar que los alumnos obtengan, durante los primeros dos meses (20 horas-clase) del ciclo escolar 2011-2012, los aprendizajes necesarios para trabajar con el programa de estudio del PNIEB de su grado de estudio y alcanzar, al concluir el 6 de Primaria, los niveles de logro correspondientes al Ciclo 3. Las Orientaciones didcticas buscan apoyar al docente en el desarrollo de los con-
tenidos bsicos de nivelacin y son un conjunto de estrategias metodolgicas no restrictivas que puede emplear, o bien utilizar otras que considere adecuadas de acuerdo con su experiencia y las necesidades, particularidades e intereses de sus alumnos. Los Contenidos bsicos de nivelacin de 5 de Primaria y Contenidos bsicos de nivelacin de 6 de Primaria se definieron conforme a los programas de estudio del Ciclo 3, de los ciclos precedentes y de los niveles de logro que establecen. Su propsito es alcanzar, en un periodo corto, los aprendizajes bsicos del o de los grados en que no trabajaron con el PNIEB. Por esta razn, a diferencia de los contenidos curriculares del PNIEB, que se distribuyen en distintas prcticas sociales del lenguaje, los de nivelacin se organizan de la siguiente manera:
Contenidos de comprensin auditiva y expresin oral: escuchar/hablar. Contenidos de comprensin de lectura y expresin escrita: leer/escribir. Temas de reflexin. Se clasifican en dos grupos: a) los especficos, que corresponden a conceptos, propiedades, caracte-
11
rsticas y elementos de la lengua oral y escrita propios de cada competencia especfica, y b) los generales, que comprenden conceptos y propiedades de los textos orales y escritos comunes a todos los contenidos bsicos de nivelacin de 5 y 6 de Primaria del Ciclo 3.
Los contenidos bsicos de nivelacin no se sitan en ningn ambiente social en particular, por lo que carecen de los aspectos dinmicos que son propios de las prcticas sociales del lenguaje. Por esta razn se ofrecen, a manera de sugerencia, ejemplos y tiempos para trabajar con ellos, mismos que el docente adaptar, cambiar,
simplificar o ampliar de acuerdo con su planeacin, las caractersticas de sus alumnos y las diversas variables y condiciones que inciden en la organizacin del trabajo en el aula. Asimismo se incluye un espacio para que escriba sus consideraciones metodolgicas y tiempos estimados. El apartado Introduccin al pnieb describe los contenidos de esta gua en relacin con el inicio del trabajo propio de los programas de estudio del Ciclo 3. Por ltimo, se presenta un Anexo, donde se incluye un formato que muestra una de las diferentes maneras de planear y organizar el trabajo con los contenidos de esta gua, y que el docente puede reproducir.
12
Propsito de la enseanza del ingls para el Ciclo 3
l propsito de la enseanza del ingls en el ciclo 3 de Educacin Bsica (5 y 6 de Primaria) es que los alumnos desarrollen competencias especficas, propias de prcticas sociales del lenguaje que les permitan, a travs de la interaccin con textos orales y escritos, comprender y usar el ingls para desarrollar tareas comunicativas simples y cotidianas sobre temas conocidos o habituales relacionados con los ambientes Familiar y comunitario, Acadmico y de formacin, o Literario y ldico. Al final de este ciclo se espera que los alumnos:
Comprendan y produzcan informacin cotidiana o rutinaria, y su significado general. Inicien o intervengan en algunas conversaciones o transacciones utilizando estrategias verbales y no verbales.
Reconozcan semejanzas y diferencias en la forma y el uso social que hay entre su lengua materna y el ingls. Empleen estrategias para la presentacin de informacin, la comprensin de textos acadmicos y la solucin de problemas concretos y cotidianos. Expresen opiniones y proporcionen descripciones breves. Produzcan mensajes comprensibles adecuando su seleccin de formas lingsticas y su pronunciacin. Utilicen estrategias para reconocer la forma y comprender el contenido de una variedad de textos literarios sencillos. Interacten con y a partir de textos orales y escritos para fines especficos. Socialicen mediante el uso de expresiones comunes.
13
Orientaciones didcticas
ara abordar los contenidos bsicos de esta gua se plantean las siguientes orientaciones:
Seleccionar el orden en que se abordarn los contenidos y el tiempo que se destinar a cada uno, considerando el total de horas destinado para la nivelacin y las necesidades del grupo. Revisar y analizar los ejemplos que se proporcionan para abordar los contenidos, partiendo de que representan slo una de muchas maneras en que pueden y deben tratarse. El docente debe tomar en cuenta que se disearon para regir la organizacin y planeacin del trabajo en el aula; sin embargo, pueden ampliarse o ajustarse en funcin de las necesidades de los alumnos. Debido a las limitaciones de espacio slo se incluyen fragmentos de textos literarios (canciones, cuentos, leyendas, etc.); no obstante, se sugiere que los alumnos lean textos completos. Dado que muchos de ellos tienen contacto escolar por primera vez con la lengua inglesa, el manejo de ejemplos ser, primero, mediante la va oral-auditiva, y despus por la escritura. Seleccionar de la lista de temas de reflexin especficos y permanentes slo
Conocer al grupo de alumnos con el fin de determinar sus intereses, sus conocimientos previos sobre el lenguaje en general, y sobre el ingls en particular, as como otras caractersticas que puedan incidir en su desempeo durante el desarrollo de las sesiones destinadas a la nivelacin. Revisar y comprender los programas de estudio del Ciclo 3, que corresponden a 5 y 6 de Primaria, con el propsito de darle continuidad al trabajo con esta gua y resolver las dudas que surjan sobre los contenidos y las sugerencias para abordarlos. Es conveniente examinar los aprendizajes esperados para que se reconozca lo que se pretende de la nivelacin respecto a los haceres y saberes que sus alumnos requieren cubrir o profundizar y alcancen con xito los propsitos del Ciclo 3, a pesar de no haber cursado la asignatura en los grados anteriores.
14
los que resultan pertinentes para cada contenido. Los temas de reflexin no sern el centro de atencin del trabajo de la nivelacin, puesto que, por s solos, no permiten la adquisicin de las competencias necesarias para alcanzar los objetivos del Ciclo 3 y sus niveles de logro. La gua no proporciona listas de vocabulario ni promueve estrategias centradas en las mismas, porque es dficil considerar todos los posibles textos que pueden emplearse para abordar los contenidos; adems, stas no favorecen
el desarrollo de las competencias implicadas en el objeto de estudio. Valorar si es conveniente adaptar las sugerencias para abordar los contenidos que no aparecen en un orden fijo y se pueden usar para trabajar una o varias competencias especficas. Evaluar el avance y los logros de los alumnos, as como los cambios o adaptaciones de los componentes de la prctica educativa. Si bien la evaluacin tiene carcter de promocin, su funcin, en esencia, es formativa.
15
Contenidos bsicos de nivelacin de 5o de Primaria
Escuchar/hablar
Interpretar y decir expresiones de saludo, despedida y cortesa. Identificar y seguir instrucciones de actividades cotidianas escolares y del hogar, al escucharlas. Formular y responder preguntas sobre el nombre, tamao y color de los objetos del aula y/o del hogar. Comprender y decir expresiones para pedir y ofrecer ayuda o lo que se requiera por medio de otros. Preguntar por el entorno inmediato y ofrecer datos del mismo (fechas, horarios, puntos de referencia).
Leer/escribir
Escribir expresiones de saludo, despedida y cortesa. Participar en la escritura de indicaciones de actividades cotidianas escolares y del hogar. Escribir preguntas y respuestas relacionadas con el nombre, tamao y color de los objetos del aula y/o del hogar. Participar en la escritura de expresiones para pedir y ofrecer ayuda o lo que se requiera por medio de otros. Escribir preguntas y respuestas para obtener datos sobre el entorno inmediato (fechas, horarios, puntos de referencia).
Temas de reflexin especficos

Aspectos fnicos, sintcticos y semnticos de los textos Tipo de enunciados (declarativos, interrogativos, etctera). Formas verbales: modales (shall, would, could, etc.), verbos frasales. Conceptos gramaticales: preposiciones (in, about, on, etc.), adjetivos posesivos (my, your, etc.), pronombres personales (I, you, me, her, us, etc.), palabras de pregunta (who, what, where, etctera).
Ejemplos sugeridos
Ejemplo 1 Good afternoon, children. Good afternoon, Ms. Hernndez. Lift up your chairs and arrange them. Now, Mariana, could you come to the blackboard and write the date? Certainly, what date is today? Today is Wednesday, March 24th. Ejemplo 2 Oh, Francisco, I am sorry to bother you, can you open the window next to your seat, please? Thank you, Francisco. Ejemplo 3 Irene and Alberto, could you help me distribute these color pencils among your classmates? Which ones? The red ones, please.
16
Ejemplo 4 Does everybody have a sheet of paper? No, I dont. Here you are, scar. Thanks.
Ejemplo 5 Everybody, draw a clock on your sheet of paper. Yes. Now, could someone tell me what time it is? Yes, teacher, its five oclock. Well, draw that on your clock.
Ejemplo 6 Beatriz, my pencil is unsharpened. May I borrow your sharpener? Of course, take it. Thank you, very much. Youre welcome.
Ejemplo 7 Well, class, thats all for today. Have a pleasant afternoon. Thank you, teacher. See you on Friday. Good bye, Ms. Hernndez.
Ejemplos del docente
Sugerencias para abordar los contenidos

Explorar y modelar dilogos breves en los que se siguen y dan indicaciones que regulan actividades propias de la vida cotidiana escolar y familiar; se identifica nombre, tamao y color de objetos del aula o del hogar; se reconocen y comprenden expresiones para obtener lo que se quiere o necesita por medio de otros; se dan y reciben datos sobre el entorno inmediato, con apoyo de recursos grficos y/o lenguaje no verbal. Participar en la lectura en voz alta de dilogos y reconocer expresiones de saludo, despedida y cortesa. Identificar expresiones con indicaciones propias de la vida cotidiana, expresiones usuales para sealar nombre, tamao y color de los objetos, y/o expresiones para obtener lo que se quiere o necesita. Representar los papeles de emisor y receptor, en un juego de roles. Escribir expresiones de saludo, despedida y cortesa en dilogos breves. Participar en la escritura de palabras y enunciados en dilogos en los que se ofrece y recibe informacin del entorno inmediato. Completar por escrito dilogos breves con expresiones usadas para dar indicaciones propias de la vida cotidiana. Completar por escrito dilogos breves para obtener lo que se quiere o necesita por medio de otros.
Sugerencias del docente
Tiempo mnimo sugerido: 4-5 horas
Tiempo estimado por el docente: _______ horas
17
Escuchar/hablar
Escuchar cuentos. Comprender y expresar estados de nimo, caractersticas fsicas, objetos, escenarios que se presentan en un cuento. Deletrear palabras de un cuento. Relatar la trama de un cuento, con apoyo de imgenes.
Leer/escribir
Participar en la escritura de preguntas y respuestas para encontrar informacin especfica en un cuento. Completar un cuento con la lista de palabras.

Propiedades y tipos de textos orales y escritos Elementos de relatos: trama, personajes, ambientes. Aspectos fnicos, sintcticos y semnticos de los textos Conceptos gramaticales: nexos (and, or, etc.), adverbios (here, there, calmly, etc.), determinantes (a, an, the). Tiempo verbal: pasado. Adjetivos: calificativos.
Ejemplos sugeridos
Ejemplo 1. The lady of the lake (fragment) There was once a young man who lived on a farm with his mother. He told his mother that it was time for him to find a wife, but he had no one in mind. One day, while he was sitting by the river, a beautiful young girl appeared from the water, combing her long blonde hair with a golden comb. He tried to persuade her to come to the shore by offering her a piece of his bread Who did the young man live with? What was the young man doing when the young girl appeared? Ejemplo 2. The nixie in the pond (fragment) Once upon a time there was a miller. He lived happily with his wife. They had money and land, and their prosperity increased from year to year. But misfortune came suddenly, and their wealth began to decrease from year to year, until finally, the miller barely owned the mill where he lived. He was in great distress, and when he went to bed after a days work, he found no rest, but tossed and turned in his bed, filled with worries. One morning he got up before daybreak and went outside, thinking that the fresh air would cheer him up. As he was walking across the mill dam, the first sunbeam was just appearing, and he heard something moving in the pond.
18

Explorar un cuento infantil, con apoyo de recursos grficos y lenguaje no verbal. Seguir la lectura en voz alta de un cuento infantil y reproducir las acciones de los personajes (vestirse, caminar, descansar, etctera). Distinguir y definir palabras y frases nuevas, con ayuda de diccionarios bilinges y/o del docente. Reconocer al narrador, al protagonista y a los personajes secundarios. Reconocer, por su nombre, escenarios de un cuento (vegetacin, clima, mobiliario, etctera). Decir enunciados que describen las acciones principales de un cuento (trama), a partir de un modelo y con apoyo de recursos grficos. Responder preguntas sobre las acciones del protagonista y de los personajes secundarios de un cuento. Completar enunciados de un cuento. Identificar partes o elementos bsicos que componen enunciados.
19
Escuchar/hablar
Escuchar la lectura de anuncios escritos.
Leer/escribir
Identificar informacin especfica en anuncios (nombre, fecha, lugar, etc.).

Aspectos fnicos, sintcticos y semnticos de los textos Comparacin entre palabras, sonidos y grafas de la lengua materna y la lengua meta.
Ejemplos sugeridos
Conference Music for children in the Century 21 March 26th, 7 pm. Sousa Auditorium, National Music and Arts School. 456 Spring St. and Leave Ave. Anyville. Free admission to seniors and children under 12. Ticket $5. What is the name of the conference? How much does the ticket cost? Where is the Sousa Auditorium?
20

Explorar un anuncio, de manera oral y por escrito. Identificar, por su nombre, el evento, acontecimiento o producto anunciado. Detectar y reconocer datos generales (nombre, fecha, lugar, etc.) y cualidades del evento, acontecimiento o producto anunciado. Aclarar el significado de palabras nuevas, con ayuda de diccionarios bilinges y/o del docente. Leer en voz alta datos generales de un evento, acontecimiento o producto.
Tiempo mnimo sugerido: 2.5 horas
21
Escuchar/hablar
Interpretar y expresar preguntas y respuestas para conocer datos (nombre, edad, oficio o actividades), preferencias personales (alimentos, colores, etc.) y aspecto fsico propios y de otros. Expresar expectativas, deseos, propsitos e intenciones sobre circunstancias familiares y/o escolares y preguntas para conocerlas. Expresar actividades rutinarias y preguntas para conocerlas. Preguntar y responder sobre experiencias personales.
Leer/escribir
Escribir preguntas y respuestas sobre datos, preferencias personales y aspecto fsico propios y de otros, con apoyo de recursos grficos. Participar en la escritura de preguntas y respuestas para conocer expectativas, deseos, propsitos e intenciones sobre circunstancias familiares y/o escolares. Escribir preguntas y respuestas para conocer actividades rutinarias y experiencias personales. Completar dilogos escritos sobre expectativas, actividades rutinarias o experiencias personales, con apoyo de recursos grficos.

Aspectos fnicos, sintcticos y semnticos de los textos Tiempo verbal: futuro. Conceptos gramaticales: pronombres personales (I, us, etc.), palabras de pregunta (who, what, where, etc.), verbos modales (would, may, etctera). Formas verbales: infinitivos (to read, to see, etc.), auxiliares (do, did, have, etc.), gerundios (running, making, etctera).
Ejemplos sugeridos
Ejemplo 1 What is your name? My name is Elsa. How old are you? I am 10 years old. Can you describe two of your physical features? Well, my hair is black and I have long fingers. What do your parents do? My mother is an engineer and my father is a graphic designer. What activities do you like, and which is your favorite food and color? I like to play football. My favorite food is oranges and I also like that color. Ejemplo 3 What do you usually do on Saturday mornings? I get up early to feed my dog, and then I help my father to make breakfast. I wake my little brother up and we water the plants. Ejemplo 2 What are your expectations for this school year? Well, I want to get good grades in every subject and I want to make new friends.
Ejemplo 4 What did you do last vacations? We went to a little town not far from here. We walked around and had a look at the clothes the villagers make. We saw the fireworks at night and we watched a popular dance.
22

Explorar un dilogo en el que se ofrezca y reciba informacin sobre datos y preferencias personales, actividades rutinarias, expectativas y propsitos escolares y familiares, as como experiencias personales, con apoyo de recursos grficos. Participar en la lectura en voz alta de las partes de un dilogo. Identificar expresiones sobre datos y preferencias personales, actividades rutinarias, expectativas y propsitos escolares y familiares, y experiencias personales. Representar los papeles de emisor y receptor, en un juego de roles. Completar, de manera oral, enunciados de dilogos sobre expectativas, actividades rutinarias y experiencias personales, a partir de un repertorio de palabras. Utilizar enunciados previamente escritos como modelo para expresar, de forma oral, expectativas, actividades rutinarias y experiencias. Completar, por escrito, enunciados que expresen expectativas, actividades rutinarias y experiencias, a partir de un modelo. Escribir preguntas y respuestas sobre datos, preferencias personales y aspecto fsico propios y de otros, a partir de un modelo.
Tiempo mnimo sugerido: 5 horas
23
Escuchar/hablar
Escuchar la lectura de informacin sobre un tema de ciencias (seres vivos, fenmenos y sitios naturales, etctera). Formular y responder preguntas para obtener informacin sobre un tema de ciencias. Encontrar informacin sobre un tema de ciencias en un grfico, al escucharla.
Leer/escribir
Participar en la escritura de preguntas y respuestas para obtener informacin sobre seres vivos y sitios naturales. Organizar informacin sobre seres vivos y sitios naturales en un grfico.

Propiedades y tipos de textos orales y escritos Componentes grficos: ttulo, texto e imgenes. Aspectos fnicos, sintcticos y semnticos de los textos Palabras de pregunta (how, what, which, etctera). Tiempo verbal: presente. Ortografa Escritura convencional de palabras (sin transposiciones, reemplazos, adiciones o supresiones).
Ejemplos sugeridos
Oasis An oasis is an isolated area of vegetation in a desert that typically surrounds a water source. An oasis is formed from underground rivers or by the accumulation of water where it can reach the surface naturally by pressure or by man-made wells. Occasional brief storms provide subterranean water to sustain natural oases. Layers of impermeable rock and stone can trap water and retain it in pockets; or on long ridges or volcanic dikes water can collect and filter to the surface. The water is then used by migrating birds that also drop seeds which will grow at the waters edge. Where can an oasis be found? How is an oasis formed? What do storms do to an oasis? According to the reading, which living beings use water in an oasis?
24

Explorar un texto ilustrado sobre un tema de ciencias. Sealar y nombrar el ttulo, los prrafos, las ilustraciones y los grficos. Identificar, al escuchar, los nombres y las caractersticas relativas al tema de ciencias que aparecen en el texto. Participar en la lectura de un texto ilustrado sobre un tema de ciencias. Aclarar el significado de palabras nuevas, con ayuda de diccionarios bilinges y/o del docente. Modelar preguntas y respuestas sobre el texto. Completar, de manera oral, enunciados interrogativos con palabras de pregunta. Segmentar preguntas en las palabras que las componen. Participar en la escritura de preguntas y respuestas, a partir de un texto ilustrado sobre un tema de ciencias. Relaciona la escritura de las palabras con su pronunciacin. Disear una tabla de dos columnas para clasificar elementos de un texto ilustrado sobre un tema de ciencias (animales, lugares, etctera). Completar la tabla por escrito.
25
Contenidos bsicos de nivelacin de 6o de Primaria
Escuchar/hablar
Interpretar y decir expresiones de saludo, despedida y cortesa. Interpretar y seguir instrucciones de actividades cotidianas escolares y del hogar al escucharlas. Formular y responder preguntas sobre el nombre, tamao y color de los objetos del aula y/o del hogar. Comprender y decir expresiones para pedir y ofrecer ayuda o lo que se requiere por medio de otros. Preguntar por el entorno inmediato y ofrecer datos del mismo (fechas, horarios, puntos de referencia, etctera).
Leer/escribir
Escribir expresiones de saludo, despedida y cortesa. Participar en la escritura de indicaciones de actividades cotidianas escolares y del hogar. Escribir preguntas y respuestas relacionadas con el nombre, tamao y color de objetos del aula y/o del hogar. Participar en la escritura de expresiones para pedir y ofrecer ayuda o lo que se requiere por medio de otros. Escribir preguntas y respuestas para obtener datos sobre el entorno inmediato (fechas, horarios, puntos de referencia).

Aspectos fnicos, sintcticos y semnticos de los textos Tipo de enunciados (declarativos, interrogativos, etctera). Conceptos gramaticales: preposiciones (in, about, on, etc.), adjetivos posesivos (my, your, etc.), pronombres personales (I, you, me, her, us, etc.), palabras de pregunta (who, what, where, etctera). Formas verbales: modales (shall, would, could, etc.), verbos frasales.
Ejemplos sugeridos
Ejemplo 1 Good morning, children. Good morning, Mr. Trueba. Well, Lets start. First, write down the date: Today is Friday, January 9th. Ejemplo 2 Teacher, do you mind if we close the door? Its cold. Not at all, go ahead. Ejemplo 3 Well, turn to the classmate on your right and exchange your homework. Listen to their commentaries and note them down. After you have finished, bring your homework and leave it over my desk. Teacher, do we have much time for this activity? Dont worry. Ill make a signal when its time. And what time is it now? Its 8:30. Thank you, teacher.
26
Ejemplo 4 Oh, teacher, could you lend me your eraser, please? Yes, Fernanda. Here you are. Thanks. Youre welcome. Does anybody else need a pencil or an eraser? No, teacher. Thanks. Oh, I think I may need an eraser. Where can I take it? I have some on my desk and I have put one on this table.
Ejemplo 5 Well, class, thats all for today. Have a nice day. And the same to you. See you next Tuesday. Byebye. Good-bye, Mr. Trueba.

Explorar y modelar dilogos en los que se siguen y dan indicaciones que regulan actividades propias de la vida cotidiana escolar y familiar, en los que se identifica nombre, tamao y color de objetos del aula o del hogar, en los que se reconocen y comprenden expresiones para obtener lo que se quiere o necesita por medio de otros, y en los que se dan y reciben datos sobre el entorno inmediato, con apoyo de recursos grficos y/o lenguaje no verbal. Participar en la lectura en voz alta de dilogos. Comprender expresiones de saludo, despedida y cortesa. Reconocer expresiones con indicaciones propias de la vida cotidiana, expresiones usuales para sealar nombre, tamao y color de objetos, y/o expresiones para obtener lo que se quiere o necesita. Representar los papeles de emisor y receptor en un juego de roles. Escribir expresiones de saludo, despedida y cortesa en dilogos. Completar por escrito dilogos con expresiones usadas para dar indicaciones propias de la vida cotidiana. Completar por escrito dilogos para obtener lo que se quiere o necesita por medio de otros. Escribir preguntas y respuestas en las que se ofrece y recibe informacin del entorno inmediato.
27
Escuchar/hablar
Escuchar una leyenda. Reconocer expresiones que denotan estados de nimo, caractersticas fsicas, objetos y escenarios en una leyenda. Deletrear palabras en una leyenda. Relatar la trama de una leyenda con apoyo de imgenes.
Leer/escribir
Seleccionar ttulos para poner a una leyenda. Escribir preguntas y respuestas para encontrar informacin especfica en una leyenda. Completar una leyenda con palabras de un banco de palabras.

Propiedades y tipos de textos orales y escritos Elementos de relatos: trama, personajes, ambientes. Aspectos fnicos, sintcticos y semnticos de los textos Conceptos gramaticales: nexos (and, or, etc.), adverbios (here, there, calmly, etc.), determinantes (a, an, the). Tiempos verbales: presente, pasado. Adjetivos: calificativos.
Ejemplos sugeridos
Ejemplo 1. The leopard, the ram and the jackal (fragment) There once was a leopard that was friends with a jackal. One day the leopard was returning home from the hunt when he came upon a strange looking animal with huge horns on its head. The leopard had never seen such an animal before and was a bit intimidated by it. Cautiously he said, Hello. What is your name, stranger? The animal was a ram, and it replied, I am Ram. Who might you be, spotted one?, as he pounded his chest with his forefoot to show his strength and courage. I am Leopard, answered the leopard gently, and dashed away as quickly as he could. How did the leopard feel when he saw the ram? Who was friends with the jackal? Ejemplo 2. How Cuchulainn got his name (fragment) At the time of Cuchulainns birth, Conor Mac Nessa was the king of Ulster. He had a sister named Dechtir, who was about to be married to an Ulster group leader named Sualtam when she mysteriously fell into a deep sleep. The next morning, she was gone as were fifty of her attendants. No one had any idea where they had gone. Several years passed without word from any of them. One day, a large flock of birds landed at Emain Macha and ate everything in sight as the men in Ulster helplessly watched. Conor was so angry that he ordered his chariot and set off after the flock to hunt them down. Some members of his household joined him.
28

Explorar una leyenda, con apoyo de recursos grficos y lenguaje no verbal. Seguir la lectura en voz alta de una leyenda y reproducir las acciones de los personajes (vestirse, caminar, descansar, etctera). Distinguir y definir palabras y frases nuevas con ayuda de diccionarios bilinges y/o del docente. Reconocer al narrador, al protagonista y a los personajes secundarios. Identificar palabras, enunciados y expresiones que corresponden a estados de nimo, caractersticas de los personajes, objetos y escenarios de una leyenda (vegetacin, clima, mobiliario, etctera). Decir enunciados que describen las acciones principales de una leyenda (trama), a partir de un modelo y con apoyo de recursos grficos. Responder preguntas sobre las acciones del protagonista y los personajes secundarios de una leyenda. Reordenar enunciados de una leyenda en desorden. Escribir preguntas y respuestas sobre una leyenda, a partir de un modelo. Escribir una lista de ttulos posibles para una leyenda y leerla en voz alta. Completar enunciados de una leyenda. Identificar partes o elementos bsicos que componen enunciados.
29
Escuchar/hablar
Escuchar y completar mensajes en anuncios clasificados y sealizaciones.
Leer/escribir
Identificar informacin especfica en anuncios clasificados (nombre, fecha, lugar) y sealizaciones.

Aspectos fnicos, sintcticos y semnticos de los textos Comparacin entre palabras, sonidos y grafas de la lengua materna y la lengua meta. Ortografa Abreviaturas (Ave.-avenue, St.-street, etctera). Recursos tipogrficos (p. ej., @, , , $, entre otros).
Ejemplos sugeridos
Ejemplo 1 Warning: do not enter unsafe Keep your voice down people studying What are the people doing? 1 puzzle, 100 pieces, complete and resistant, 12 x 7 inches. 45. Contact John Doe. 555-111-2222. Anyville, Zip 11111. myaddreess@mail.com How many pieces does the puzzle have? How much does the puzzle cost?
30

Explorar anuncios clasificados y sealizaciones. Sealar el contexto: lugar, medio y/o circunstancia en la que estn los anuncios y las sealizaciones. Identificar, por su nombre, lo que anuncian, ofrecen, indican y/o advierten. Detectar y reconocer datos generales y cualidades del producto o servicio anunciado. Aclarar el significado de palabras nuevas, con ayuda de diccionarios bilinges y/o del docente. Leer en voz alta los datos generales de un producto o servicio y los enunciados de las sealizaciones. Proponer, de manera oral, preguntas y respuestas sobre informacin contenida en anuncios y sealizaciones, a partir de un modelo. Completar, de manera oral y por escrito, palabras y enunciados en el texto de anuncios clasificados y sealizaciones. Escribir preguntas y respuestas sobre informacin contenida en anuncios y sealizaciones.
Tiempo mnimo sugerido: 2.5-3 horas
31
Escuchar/hablar
Interpretar y expresar preguntas y respuestas para conocer datos (nombre, edad, oficio o actividades), preferencias personales (alimentos, colores, etc.) y aspecto fsico propios y de otros. Expresar expectativas, deseos, propsitos e intenciones sobre circunstancias familiares y/o escolares y preguntas para conocerlas. Expresar actividades rutinarias y preguntas para conocerlas. Preguntar por y responder sobre experiencias personales.
Leer/escribir
Escribir preguntas y respuestas sobre datos, preferencias personales y aspecto fsico propios y de otros, con apoyo de recursos grficos. Escribir preguntas y respuestas para conocer expectativas, deseos, propsitos e intenciones sobre circunstancias familiares y/o escolares. Escribir preguntas y respuestas para conocer actividades rutinarias y experiencias personales. Completar dilogos escritos sobre expectativas, actividades rutinarias o experiencias personales, con apoyo de recursos grficos.

Aspectos fnicos, sintcticos y semnticos de los textos Tiempo verbal: futuro. Conceptos gramaticales: pronombres personales (I, us, etc.), palabras de pregunta (who, what, where, etc.), verbos modales (would, may, etctera). Formas verbales: infinitivos (to read, to see, etc.), auxiliares (do, did, have, etc.), gerundios (running, making, etctera).
Ejemplos sugeridos
Ejemplo 1 What is your name? My name is Ulises. How old are you? I am 11 years old. Please, describe yourself. Well, Im tall. I have light brown hair, brown eyes and a round face. I think I am hardworking and happy. What do your parents do? My mother is a florist and my father is a toy maker. Ejemplo 2 What activities do you like, and which is your favorite food and color? I like to play basketball. My favorite food is Chinese and my favorite color is grey. What are your expectations for this school year? Well, I want to get good grades in English. I also want to make new friends. Id love to learn to play chess. What do you usually do on Sunday mornings? I get up to feed my rabbit. I help my parents to prepare the breakfast. We take a short walk by the park and when weve finished, we come home and play a table game. Ejemplo 3 What did you do last holidays? Id never gone to the beach, so my family and I went there. We spent a week swimming and playing volleyball. I learned a little bit of diving and I saw the fishermen fishing. We ate lots of seafood and I made a sand castle.
32

Explorar un dilogo en el que se ofrece y recibe informacin sobre datos y preferencias personales, actividades rutinarias, expectativas y propsitos escolares y familiares y experiencias personales, con apoyo de recursos grficos. Participar en la lectura en voz alta de un dilogo. Identificar expresiones sobre datos y preferencias personales, actividades rutinarias, expectativas y propsitos escolares y familiares y experiencias personales. Representar los papeles de emisor y receptor, en un juego de roles. Completar de manera oral enunciados de dilogos sobre expectativas, actividades rutinarias y experiencias personales, a partir de una lista de palabras. Utilizar enunciados, previamente escritos, como modelo para expresar de forma oral expectativas, actividades rutinarias y experiencias. Completar por escrito dilogos que expresen expectativas, actividades rutinarias y experiencias, a partir de un modelo. Escribir preguntas y respuestas sobre datos, preferencias personales y aspecto fsico propios y de otros, a partir de un modelo.
Tiempo mnimo sugerido: 4.5-5 horas
33
Escuchar/hablar
Seguir la lectura de informacin sobre un tema de ciencias (seres vivos, fenmenos y/o sitios naturales). Formular y responder preguntas para obtener informacin sobre un tema de ciencias. Encontrar informacin sobre un tema de ciencias, al escucharla.
Leer/escribir
Escribir preguntas y respuestas para obtener informacin de un tema de ciencias. Organizar informacin sobre un tema de ciencias en un grfico. Registrar diferencias en grficos con informacin sobre un mismo tema.

Propiedades y tipos de textos orales y escritos Componentes grficos: ttulo, texto e imgenes. Aspectos fnicos, sintcticos y semnticos de los textos Entonacin de enunciados interrogativos. Palabras de pregunta (how, what, which, etctera). Tiempo verbal: presente. Ortografa Escritura convencional de palabras (sin transposiciones, reemplazos, adiciones o supresiones).
Ejemplos sugeridos
Gulf of Mexico The Gulf of Mexico is an ocean basin surrounded by the North American continent and the island of Cuba. It is surrounded in the southwest and south by Mexico. The first European exploration of the Gulf was made by Amerigo Vespucci in 1497. The Gulf Stream, a warm Atlantic Ocean current and one of the strongest ocean currents known, originates in the Gulf. A number of rivers empty into the Gulf, most notably the Mississippi River in the northern gulf, and the Grijalva and Usumacinta Rivers in the southern gulf. The gulfs warm water temperature can feed powerful Atlantic hurricanes. What is the Gulf Stream? Who made the first European exploration of the Gulf? Which rivers empty into the Gulf? What is the water temperature like in the Gulf?
34

Explorar un texto ilustrado sobre un tema de ciencias. Sealar y nombrar el ttulo, los prrafos, las ilustraciones y los grficos. Identificar, al escuchar, los nombres y las caractersticas relativas al tema de ciencias que aparecen en el texto. Participar en la lectura de un texto ilustrado sobre un tema de ciencias. Aclarar el significado de palabras nuevas, con ayuda de un diccionario bilinge y/o del docente. Modelar preguntas y respuestas sobre el texto. Completar, de manera oral, enunciados interrogativos con palabras de pregunta. Segmentar preguntas en las palabras que las componen. Diferenciar la entonacin de preguntas y respuestas. Participar en la escritura de preguntas y respuestas, a partir de un texto ilustrado sobre un tema de ciencias. Relacionar la escritura y la pronunciacin de palabras. Explorar dos grficos referidos al mismo tema de ciencias. Sealar semejanzas y diferencias en la informacin de dos grficos referidos al mismo tema de ciencias. Disear una tabla para presentar informacin obtenida de dos grficos referidos al mismo tema de ciencias. Completar una tabla con informacin obtenida de dos grficos referidos al mismo tema.
Tiempo mnimo sugerido: 5 horas
35
Adems de los temas de reflexin especficos que se refieren en las tablas, a continuacin se enlistan aquellos que deben articularse con los contenidos antes mencionados, ya que contribuyen a contextualizar las competencias es-
pecficas y a que cobren sentido. Por ejemplo, Estructura, tema, propsito y destinatario de los textos orales y escritos es un saber necesario que ayuda a Escuchar cuentos, o a Expresar actividades rutinarias y preguntas para conocerlas.
Temas de reflexin permanentes

Propiedades y tipos de textos orales y escritos Estructura, tema, propsito y destinatario de textos orales y escritos. Componentes grficos y textuales. Pistas contextuales: lenguaje no verbal (gestos, posturas del cuerpo, seas y movimientos, miradas, etctera). Aspectos fnicos, sintcticos y semnticos de los textos
Caractersticas acsticas: volumen, tono, ritmo, pronunciacin, entonacin, fluidez. Repertorio de palabras necesarias para esta prctica social del lenguaje. Diferencias en el valor sonoro de letras en lengua materna y lengua meta. Tipo de enunciados: declarativos, interrogativos. Tiempos verbales. Formas verbales: modales, verbos frasales, auxiliares.
Ortografa
Valor sonoro convencional de las letras. Escritura convencional de palabras: sin adiciones, transposiciones, reemplazos o supresiones. Maysculas y minsculas. Puntuacin.
36
Introduccin al pnieb
as prcticas sociales del lenguaje son las mismas para los dos grados del Ciclo 3; sin embargo, existen variaciones tanto en el grado de complejidad y de profundidad como en el tipo de contenidos programticos derivados de las Competencias especficas. Para trabajar estas variaciones, el docente puede iniciar en el bloque 2 con la prctica social del grado que elija; por ejemplo: la del ambiente Acadmico y de formacin Participar en eventos comunicativos formales, o la del ambiente Familiar y comunitario Escuchar, leer y registrar informacin de diversos medios de comunicacin. Respecto a las prcticas sociales del bloque 1, Participar en transacciones comerciales y Leer en voz alta cuentos y leyendas, los haceres y saberes que las constituyen se contemplan en esta gua para los dos grados, aunque con un matiz distinto de complejidad y profundidad. En consecuencia,
los alumnos abordarn todos los contenidos de las prcticas sociales del lenguaje del bloque 1, aun si el docente seleccion algunas al iniciar su proceso de enseanza; por tanto, una vez que empiecen el trabajo con el PNIEB, les ser familiar. Adems, y para facilitar la incorporacin de los alumnos a los programas de estudio, es conveniente considerar lo siguiente:
Atender el desarrollo de habilidades comunicativas de tipo receptivo en las prcticas sociales. Tomar en cuenta que los temas de reflexin son cclicos a lo largo de las competencias especficas, por lo que existen varias oportunidades para trabajarlos de manera contextualizada. Enfatizar en el desarrollo de los contenidos del ser (interculturalidad, actitudes, valores, trabajo colaborativo, etc.) que no se han abordado.
37
Anexo. Formato de planeacin
Escuchar/hablar Competencias especficas
Leer/escribir Competencias especficas
Temas de reflexin Especficos
Permanentes
Textos
38
National English Program

in Basic Education
Leveling Guide Cycle 3

Academic support for English language teachers
Phase of expansion
Presentation
he regulating principles established by article three of the Constitution, as well as the educational transformation encouraged by the 2007-2012 National Development Plan (Plan Nacional de Desarrollo) and the objectives outlined in the 2007-2012Education Sector Program (Prosedu: Programa Sectorial de Educacin) have established the leading basis to provide direction and sense to the actions in public education policies in Mexico for the coming decades. Within this framework, and based on the attributions granted by the General Law of Education (Ley General de Educacin), the Secretariat of Public Education(Secretara de Educacin Pblica) proposed as one of Prosedus fundamental objectives to be achieved by 2012 to raise the quality of education so that students improve their level of educational achievement, have a means of accessing to a better well-being and thus, contribute to the national development.1 The main strategy for attaining such objective in Basic Education is to carry out an Integral Reform in Basic Education, focused on the adoption of an educational model based on competencies that corresponds to the developmental needs of Mexico in the XXI century,2 envisaging a greater articulation and efficiency among preschool, elementary and secondary school. Prosedu has also established that the criteria for quality improvement in education must be applied to teacher training, the updating of curricula and syllabus contents, pedagogical approaches, teaching methods, and didactic resources.3 Simultaneously, Unesco4 has indicated thateducational
1
SEP, Programa Sectorial de Educacin, Mxico, p. 11. Ibidem, p. 24. 3 Ibid., p. 11. 4 Delors, J. et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional sobre la Educacin para el siglo XXI, Madrid, Santillana/Ediciones Unesco, pp. 31 y ss.
2
40
systems are to prepare students in order to face the new challenges of a globalized world, in which the contact among multiple languages and cultures becomes more and more common every day. In this context, the educational system is compelledto help students understand the diverse cultural expressions in Mexico and the world. It is from this perspective that the Secretariat of Public Education acknowledges the necessity to incorporate English as a subject to the curricula of preschool and elementary education, as well as to make suitable adjustments to the English subject curricula in secondary school, with the purpose of articulating the teaching of this foreign language in the three levels of Basic Education. By means of this articulation, it is expected that by the time students complete their secondary education, they will have developed the necessary plurilingual and pluricultural competences to successfully face the communicative challenges of a globalized world, build a broader vision of the linguistic and cultural diversity at a global level, and thus, respect their own culture as well as that of others. In order to carry out the actions that enable the articulation of English teaching, the Secretariat of Public Education has implemented the National English Program in Basic Education (NEPBE or PNIEB: Programa Nacional de Ingls en Educacin Bsica) from which syllabuses for the three levels of Basic Education are derived. Such syllabuses are devised based on the alignment and standardization of national and international standards, the selection of criteria for teacher training, the establishment of guidelines for the design and evaluation of educational materials, as well as the certification of English language proficiency. One of the above actions is to organize national academic meetings to strengthen English teachers, in order to provide them with information and technical-pedagogical instructions, aiming at contributing to the necessary measures to be taken for the implementation and generalization of the corresponding four-cycle syllabuses in the National English Program in Basic Education.
Secretariat of Public Education
41
Introduction
he National English Program in Basic Education1 (NEPBE) integrates 3th grade of Preschool as well as the six grades of Elementary school in its phase of expansion 20102011. This means that all students, regardless of the grade in which they incorporate to, will attend the English subject with the NEPBE. This situation represents two different challenges for elementary school teachers. Firstly, they have to generate the proper conditions to operate the NEPBE Syllabuses with equity and quality in all schools in the country. Secondly, they have to make sure that students achieve the purposes of each of the cycles of the NEPBE and the achievement levels established in each grade, despite not having attended the English language subject in the grade(s) prior to the 2010-2011 school period. For the above reasons this leveling guide for Cycle 3 was developed as part of the ma-
terials that accompany the implementation of the NEPBE in its in-class testing stage, and it is intended to provide teachers with:
A list of basic contents designed to work in a minimum of a two-month period, so that it allows 5th and 6th grade students to achieve the expected levels set in the NEPBE Syllabuses. It also seeks an earlier in-
troduction to the contents of the syllabus of the students grade, in order to guarantee that when finishing Cycle 3 students will have reached the purposes and levels of achievement set. A set of teaching guidelines and considerations that teachers should take into account when beginning with the teaching of the nepbe Syllabuses.
Programa Nacional de Ingls en Educacin Bsica (PNIEB).
42
Structure of the Leveling Guide
his guide is organized in five sections: Purpose of English Language Teaching for Cycle 3, Teaching Guidelines, Basic leveling contents of 5th grade Elementary school, Basic leveling contents of 6th grade Elementary school, Introduction to the NEPBE Syllabuses, and an Appendix wich includes a Planning format. The Purpose of English Language Teaching for Cycle 3 reported that are here to presented correspond to those set in the syllabuses of Cycle 3 of the NEPBE. Their incorporation has the objective of giving teachers basic foundations, which along with their experience and characteristics of their class, they can decide the order and extent in which contents must be taught. Thus, it is guaranteed that during the first two months (20 hours of class) students will get the necessary know ledge to work the contents of the grade they are in, and consequently reach the achievement levels for Cycle 3 at the end of sixth grade elementary school. The Teaching Guidelines are intended to support the teacher in the teaching of leveling contents through a set of meth-odological
strategies characterized for being unrestrictive. Therefore, teachers can use these or the methodology they consider most appropriate, based on the needs, characteristics, and interests of their students. The Basic leveling contents of 5th grade of Elementary school and Basic leveling contents of 6th grade of Elementary school were defined based on the Syllabus of Cycle 3, the previous and subsequent cycles, and levels of achievement. As it is aforementioned, its purpose is to teach in a short period of time (20 hours/two months) the contents of the NEPBE not studied in previous grades. Thus, unlike the contents of the NEPBE distributed in social practices of the language, the leveling contents are organized as follows:
Contents of listening comprehension and oral production: listening/speaking. Content of reading comprehension and written production: reading/writing. Topics for reflection. These contents are classified into two groups: a) Specific, which correspond to concepts, features, characteristics, and elements
43
of oral and written language of each specific competency and b) General, which include concepts and characteristics of oral and written texts, common to all Cycle 3 leveling contents.
The leveling contents lack the dynamic aspects of the social practices of the language, since they do not belong to any particular learning environment. Therefore, examples and teaching hours to approach the contents of this guide are presented as suggestions; nevertheless, teachers must adapt, change, simplify or expand them according
to their planning, characteristics of their students, different variables and conditions that affect the organization of work in class. As a result, this guide offers a space for teachers to write their own methodological considerations and estimated teaching hours to work with the leveling contents. Finally, the contents regarding the work done with the Program of Cycle 3 are presented in the Introduction to the NEPBE; also, a printable planning format is included in the Appendix to show a way to plan and organize the class work and contents of this guide.
44
Purpose of English Language Teaching for Cycle 3
he purpose of English language teaching for Cycle 3 in basic education (5th and 6th grades Elementary school) is for students to develop specific competencies particular to social practices of the lenguage that enable them, through the interaction with oral and written texts, to understand and use English to carry out simple, averyday communicative activities about familiar topics or situations pertaining to the Familiar and community, Literary and ludic, and Academic and educational enviroments. At the end of this cycle, students are expected to:
Understand and produce everyday or routine information and its general meaning. Begin or participate in conversations or transactions using verbal and non-verbal strategies.
Recognize similarities and differences in form and social use between their mother tongue and English. Use strategies to present information, understand academic texts, and solve specific everyday problems. Express opinions and provide short descriptions. Produce comprehensible messages by adapting linguistic forms and pronunciation. Use strategies to recognize form and understand content in a variety of simple literary texts. Interact with and use oral and written texts for specific purposes. Socialize using common expressions.
45
Teaching Guidelines
o use this guide, the following guidelines are suggested:
ggested for each one; bear in mind both, the total of hours suggested for leveling and the needs of the group. Review and analyze the examples provided in this guide for the teaching of contents. Take into account that these only represent one of the many ways in which they can or should be addressed. Therefore, teachers should be aware that they are not designed to rule the organization and planning of class work, so it may be necessary to make any adjustments depending on the needs of students. It is important to mention that in the case of literary texts (songs, stories, legends, etc.), it was only possible to present sample texts; however, it is expected that students participate in the reading of complete texts. Since it is the first time students are in contact with the English language at school, texts should be presented mainly orally, and later on, through written texts. Choose from the list of permanent and specific topics for reflection in this guide, only those which are relevant to the contents. It is important to highlight that
Know the group of students, in order to determine their interests, previous language knowledge, particularly English, as well as other characteristics that may affect their performance during the leveling sessions. Check and comprehend the Program of Cycle 3 (5
th
and 6
th
grades Elementary
school) in order to keep the sequence of this guide. The Syllabuses are a reference for solving doubts about the contents and teaching suggestions included in this guide. It is also convenient to examine the achievements in order to identify what is expected from these leveling sessions, as well as the doing with the language and knowing about the language that students need to review or study in depth considering the grades where English was not taught. Based on the previous information, select the order in which the contents will be taught as well as the teaching hours su-
46
the topics of reflection in the leveling sessions should not be the focus of attention, since they do not promote the acquisition of the necessary skills to achieve the objectives of Cycle 3. This guide does not include lists of vocabulary nor strategies since it is impossible to consider all texts in which vocabulary can be taught. Consider the convenience of adopting the suggestions to address the contents. These
do not appear in any specific order and can be used to teach one or more of the specific competencies. Assess the progress and achievements of students, as well as changes or adjustments to the components of the teaching practice. Assessment does not involve students promotion as its main function is formative.
47
Basic leveling contents of 5th grade Elementary school
Listening/speaking
Interpret and produce greeting, farewell, and courtesy expressions. Identify and follow while listening, instructions of every day school and home activities. Formulate and answer to questions about name, size and color of classroom and/or home objects. Understand and produce expressions to ask and offer help or to get what is wanted or needed from others. Ask for and give information about the immediate surrounding (dates, schedules, object locations, etc.).
Reading/writing
Write greeting, farewell, and courtesy expressions. Participate in the writing of instructions of everyday school and home activities. Write questions and answers about name, size and color of classroom and/or home objects. Participate in the writing of expressions to ask and offer help or to get what is wanted or needed from others. Write questions and answers to get information about the immediate surrounding (dates, schedules, object locations and others).
Specific topics for reflection
Phonic, syntactic and semantic elements of texts Type of sentences (statements, questions, etc.). Verb forms: modals (shall, would, could, etc.), phrasal verbs. Grammar: prepositions (in, about, on, etc.), possessive adjectives (my, your, etc.), personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.).
Suggested examples
Example 1 Good afternoon, children. Good afternoon, Ms. Hernndez. Lift up your chairs and arrange them. Now, Mariana, could you come to the blackboard and write the date? Certainly, what date is today? Today is Wednesday, March 24th.
Example 2 Oh, Francisco, I am sorry to bother you, can you open the window next to your seat, please? Thank you, Francisco.
Example 3 Irene and Alberto, could you help me distribute these color pencils among your classmates? Which ones? The red ones, please.
48
Example 4 Does everybody have a sheet of paper? No, I dont. Here you are, scar. Thanks.
Example 5 Everybody, draw a clock on your sheet of paper. Yes Now, could someone tell me what time it is? Yes, teacher, its five oclock. Well, draw that on your clock.
Example 6 Beatriz, my pencil is unsharpened. May I borrow your sharpener? Of course, take it. Thank you, very much. Youre welcome.
Example 7 Well, class, thats all for today. Have a pleasant afternoon. Thank you, teacher. See you on Friday. Good bye, Ms. Hernndez
Teachers examples
Teaching suggestions
Explore and model short dialogues in which instructions of every day school and home activities are followed and given; name, size and color of home or school objects are identified; expressions to get what is wanted or needed are identified and understood; and information about the immediate surrounding is given and received, with the help of visual aids and/or non-verbal language. Participate in the reading aloud of dialogues and identify greeting, farewell, and courtesy expressions. Identify expressions with every day instructions, to identify name, size and color of objects, and/or to get what is wanted or needed. Play transmitter and intended audiences roles. Write greeting, farewell, and courtesy expressions in short dialogues. Participate in the writing of words and sentences in dialogues in which information about the immediate surrounding is given and received. Complete short dialogues by writing expressions to give instructions about every day activities. Complete short dialogues by writing information to get what is wanted or needed from others.
Teachers suggestions
Minimum time suggested: 4-5 hours
Time suggested by the teacher: _____ hours
49
Listening/speaking
Listen to stories. Understand and express moods, physical appearance, objects, setting in a story. Spell words from a story. Narrate the plot of a story, with the help of visual aids.
Reading/writing
Participate in the writing of questions and answers to get specific information from a story. Complete a story with words that come from a repertoire of words.
Features and types of oral and written texts Elements of a story: plot, characters, setting. Phonic, syntactic and semantic elements of texts Grammar concepts: connectors (and, or, etc.), adverbs (here, there, calmly, etc.), articles (a, an, the). Verb tense: past. Adjectives: qualitative.
Suggested examples
Example 1. The lady of the lake (fragment) There was once a young man who lived on a farm with his mother. He told his mother that it was time for him to find a wife, but he had no one in mind. One day, while he was sitting by the river, a beautiful young girl appeared from the water, combing her long blonde hair with a golden comb. He tried to persuade her to come to the shore by offering her a piece of his bread Who did the young man live with? What was the young man doing when the young girl appeared?
Example 2. The nixie in the pond (fragment) Once upon a time there was a miller. He lived happily with his wife. They had money and land, and their prosperity increased from year to year. But misfortune came suddenly, and their wealth began to decrease from year to year, until finally, the miller barely owned the mill where he lived. He was in great distress, and when he went to bed after a days work, he found no rest, but tossed and turned in his bed, filled with worries. One morning he got up before daybreak and went outside, thinking that the fresh air would cheer him up. As he was walking across the mill dam, the first sunbeam was just appearing, and he heard something moving in the pond.
Teachers examples
50
Explore a childrens story, with the help of visual aids and non-verbal language. Follow the reading aloud of a childrens story and perform characters actions (get dressed, walk, rest, etc.). Identify and define new words and phrases with bilingual dictionaries and with teachers help. Identify narrator, leading and supporting characters. Identify story settings by name (vegetation, weather, furniture, etc.). Mention sentences that describe the main actions in a story (plot), based on a model and with the help of visual aids. Answer to questions about the leading and supporting characters of a story. Complete sentences of a story. Identify parts or basic elements of sentences.
51
Listening/speaking
Listen to the reading of written advertisements.
Reading/writing
Identify specific information of advertisements (name, date, place, etc.).
Phonic, syntactic and semantic elements of texts Comparison between words, sounds and graphics of the mother tongue and target language.
Suggested examples
Conference Music for children in the 21st century March 26th, 7 pm. Sousa Auditorium, National Music and Arts School. 456 Spring St. and Leave Ave. Anyville. Free admission to seniors and under 12s Ticket $5. What is the name of the conference? How much does the ticket cost? Where is the Sousa Auditorium?
Teachers examples
52
Explore an advertisement by speaking and writing. Identify the event, fact or product advertised by its name. Find and identify general information (name, date, place, etc.) as well as characteristics of the advertised event, fact or product. Find the meaning of new words in bilingual dictionaries and/or with teachers help. Read aloud general information of an event, fact or product.
Minimum time suggested: 2.5 hours
53
Listening/speaking
Interpret and ask questions and answers to get personal information (name, age, occupation or activities), preferences (food, colors, etc.) and ones own and others physical appearance. Express and ask about expectations, wishes, purposes and intentions about familial/or school situations. Express and ask about routines. Ask and answer information about personal experiences.
Reading/writing
Write questions and answers about personal information, preferences, and ones own and others physical appearance, with the help of visual aids. Participate in the writing of questions and answers to find out familial and/or school expectations, wishes, purposes and intentions. Write questions and answers about routines and personal experiences. Complete written dialogues about expectations, routines and personal experiences, with the help of visual aids.
Phonic, syntactic and semantic elements of texts Verb tense: future. Grammar concepts: personal pronouns (I, us, etc.), question words (who, what, where, etc.), modal verbs (would, may, etc.). Verb forms: infinitive (to read, to see, etc.), auxiliary (do, did, have, etc.), gerund (running, making, etc.).
Suggested examples
Example 1 What is your name? My name is Elsa. How old are you? I am 10 years old. Can you describe two of your physical features? Well, my hair is black and I have long fingers. What do your parents do? My mother is an engineer and my father is a graphic designer. What activities do you like, and which is your favorite food and color? I like to play football. My favorite food is oranges and I also like that color. Example 3 What do you usually do on Saturday mornings? I get up early to feed my dog, and then I help my father to make breakfast. I wake my little brother up and we water the plants.
Example 2 What are your expectations for this school year? Well, I want to get good grades in every subject and I want to make new friends.
Example 4 What did you do last vacations? We went to a little town not far from here. We walked around and had a look at the clothes the villagers make. We saw the fireworks at night and we watched a popular dance.
Teachers examples
54
Explore a dialogue in which personal information, preferences, routines, familial and school purposes and expectations, and personal experiences is offered and received, with the help of visual aids. Participate in the reading aloud of parts in a dialogue. Identify expressions about personal information and preferences, routines, familial and school expectations and purposes, as well as personal experiences. Play transmitter and intended audiences roles. Complete orally sentences in a dialogue about expectations, routines and personal experiences, based on a repertoire of words. Use previously written sentences to express orally, expectations, routines, and experiences. Complete by writing, sentences to express expectations, routines, and experiences, based on a model. Write questions and answers about personal information, preferences, and ones own and others physical appearance, based on a model.
Minimum time suggested: 5 hours
55
Listening/speaking
Listen the reading of information about a sciencerelated topic (living beings, phenomena and natural sites, etc.). Formulate and respond to questions to get information about a science-related topic. Find information about a science-related topic in a graph while listening to it.
Reading/writing
Participate in the writing of questions and answers to get information about living beings and natural sites. Organize information about living beings and natural sites in a graph.
Features and types of oral and written texts Graphics: title, text and images. Phonic, syntactic and semantic elements of texts Questions words (how, what, which, etc.). Verb tense: present. Mechanics of writing Conventional writing of words (no substitutions, additions or omissions).
Suggested examples
Oasis An oasis is an isolated area of vegetation in a desert that typically surrounds a water source. An oasis is formed from underground rivers or by the accumulation of water where it can reach the surface naturally by pressure or by man-made wells. Occasional brief storms provide subterranean water to sustain natural oases. Layers of impermeable rock and stone can trap water and retain it in pockets; or on long ridges or volcanic dikes water can collect and filter to the surface. The water is then used by migrating birds that also drop seeds which will grow at the waters edge. Where can an oasis be found? How is an oasis formed? What do storms do to an oasis? According to the reading, which living beings use water in an oasis?
Teachers examples
56
Explore an illustrated text about a science-related topic. Identify and name title, paragraphs, illustrations and graphics. Identify while listening, names and characteristics of a science-related topic. Participate in the reading of an illustrated text of a science-related topic. Find out the meaning of new words in bilingual dictionaries and/or with teachers help. Model questions and answers about a text. Complete questions orally with question words. Divide questions into the words that form them. Participate in the writing of questions and answers, based on an illustrated science-related topic. Match writing of words to their corresponding pronunciation. Design a double column chart to classify elements of an illustrated science-related topic (animals, places, etc.). Complete the double column chart.
57
Basic leveling contents of 6th grade Elementary school
Listening/speaking
Interpret and produce greeting, farewell, and courtesy expressions. Interpret and follow instructions of everyday school and home activities while listening to them. Formulate and respond to questions about name, size, and color of classroom and/or home objects. Understand and produce expressions to ask for and offer help or to ask for what is wanted or needed from others. Ask for and give information about the immediate surrounding (dates, schedules, objects positions, etc.).
Reading/writing
Write greeting, farewell, and courtesy expressions. Participate in the writing of everyday school and home activities. Write questions and answers about name, size and color of school and/or home objects. Participate in the writing of expressions to ask and offer help or to ask for what is wanted or needed from others. Write questions and answers to get information about the immediate surrounding (dates, schedules, objects positions, etc.).
Phonic, syntactic and semantic elements of texts Types of sentences (statements, questions, etc.). Grammar concepts: prepositions (in, about, on, etc.), possessive adjectives (my, your, etc.), personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.). Verb forms: modals (shall, would, could, etc.), phrasal verbs.
Suggested examples
Example 1 Good morning, children. Good morning, Mr. Trueba. Well, Lets start. First, write down the date: Today is Friday, January 9th.
Example 2 Teacher, do you mind if we close the door? Its cold. Not at all, go ahead.
Example 3 Well, turn to the classmate on your right and exchange your homework. Listen to their commentaries and note them down. After you have finished, bring your homework and leave it over my desk. Teacher, do we have much time for this activity? Dont worry. Ill make a signal when its time. And what time is it now? Its 8:30. Thank you, teacher.
58
Example 4 Oh, teacher, could you lend me your eraser, please? Yes, Fernanda. Here you are. Thanks. Youre welcome. Does anybody else need a pencil or an eraser? No, teacher. Thanks. Oh, I think I may need an eraser. Where can I take it? I have some on my desk and I have put one on this table.
Example 5 Well, class, thats all for today. Have a nice day. And the same to you. See you next Tuesday. Bye-bye. Good-bye, Mr. Trueba.
Teachers examples
Explore and model dialogues where instructions of everyday school and familial life are followed and given; name, size, and color of school or home objects are identified; expressions to get what is wanted or needed from others are identified and understood; and information about the immediate surrounding is given and received, with the help of visual aids and/or non-verbal language. Participate in the reading aloud of dialogues. Understand greeting, farewell, and courtesy expressions. Identify expressions of everyday life instructions, common expressions to identify name, size and color of objects, and/or to get what is wanted or needed. Play transmitter and intended audiences roles. Write greeting, farewell, and courtesy expressions in dialogues. Complete dialogues with expressions to give everyday life instructions. Complete dialogues to get what is wanted or needed from others. Write questions and answers to offer and receive information about the immediate surroundings.
59
Listening/speaking
Listen to a legend. Identify words that express mood, physical appearance, objects and settings in a legend. Spell words in a legend. Narrate a legends plot, with the help of visual aids.
Reading/writing
Select titles for a legend. Write questions and answers to find specific information of a legend. Complete a legend with a repertoire of words.
Features and types of oral and written texts Elements of legends: plot, characters, environments. Phonic, syntactic and semantic elements of texts Grammar concepts: connectors (and, or, etc.), adverbs (here, there, calmly, etc.), articles (a, an, the). Verb tenses: present, past. Adjectives: qualitative.
Suggested examples
Example 1. The leopard, the ram and the jackal (fragment) There once was a leopard that was friends with a jackal. One day the leopard was returning home from the hunt when he came upon a strange looking animal with huge horns on its head. The leopard had never seen such an animal before and was a bit intimidated by it. Cautiously he said, Hello. What is your name, stranger? The animal was a ram, and it replied, I am Ram. Who might you be, spotted one?, as he pounded his chest with his forefoot to show his strength and courage. I am Leopard, answered the leopard gently, and dashed away as quickly as he could. How did the leopard feel when he saw the ram? Who was friends with the jackal?
Example 2. How Cuchulainn got his name (fragment) At the time of Cuchulainns birth, Conor Mac Nessa was the king of Ulster. He had a sister named Dechtir, who was about to be married to an Ulster group leader named Sualtam when she mysteriously fell into a deep sleep. The next morning, she was gone as were fifty of her attendants. No one had any idea where they had gone. Several years passed without word from any of them. One day, a large flock of birds landed at Emain Macha and ate everything in sight as the men in Ulster helplessly watched. Conor was so angry that he ordered his chariot and set off after the flock to hunt them down. Some members of his household joined him.
Teachers examples
60
Explore a legend, with the help of visual aids and non-verbal language. Follow the reading aloud of a legend and perform characters actions (get dressed, walk, rest, etc.). Identify and define new words and phrases with bilingual dictionaries and/or with teachers help. Identify narrator, leading and supporting characters. Identify words, sentences and expressions of mood, characters features, objects and settings of a legend (vegetation, weather, furniture, etc.). Produce sentences that describe the main actions of a legend (plot), based on a model and with the help of visual aids. Respond to questions about the leading and supporting characters in a legend. Order scrambled sentences of a legend. Write questions and answers about a legend, based on a model. Write and read aloud a list of possible titles of a legend. Complete sentences of a legend. Identify parts or basic elements of sentences.
61
Listening/speaking
Listen and complete messages in advertisements and signs.
Reading/writing
Identify specific information in advertisements (name, date, place, etc.) and signs.
Phonic, syntactic and semantic elements of the texts Comparison between words, sounds and graphics of the mother tongue and target language. Mechanics of writing Abbreviations (Ave.-avenue, St.-street, etc.). Typographic resources (e. g. @, , , $, etc.).
Suggested examples
Example 1 Warning: do not enter unsafe Keep your voice down people studying What are the people doing? 1 puzzle, 100 pieces, complete and resistant, 12 x 7 inches. 45. Contact John Doe. 555-111-2222. How many pieces does the puzzle have? How much does the puzzle cost?
Teachers examples
62
Explore advertisements and signs. Identify context: place, mean/or circumstance where advertisements and signs are displayed. Identify and name what is announced, offered, and/or warned. Find and identify general information and characteristics of an announced product or service. Find out the meaning of new words in bilingual dictionaries and/or with teachers help. Read aloud general information of a product or service and the sentences of signs. Suggest questions and answers orally about information in advertisements and signs, based on a model. Complete by speaking and writing, words and sentences in an advertisement and signs. Write questions and answers about information in advertisements and signs.
Minimum time suggested: 2.5-3 hours
63
Listening/speaking
Interpret and elaborate questions and answers to find out personal information (name, age, occupation or activities), preferences (food, colors, etc.) and ones own and others physical appearance. Express and ask questions about expectations, wishes, purposes and intentions about school and/or familial situations. Express and ask questions about routines. Ask and respond about personal experiences.
Reading/writing
Write questions and answers about personal information, preferences, and ones own and others physical appearance, with the help of visual aids. Write questions and answers to find out about expectations, wishes, purposes and intentions of school and/or familial situations. Write questions and answers to find out about routines and personal experiences. Complete written dialogues about expectations, routines or personal experiences, with the help of visual aids.
Phonic, syntactic and semantic elements of texts Verb tense: future. Grammar concepts: personal pronouns (I, us, etc.), question words (who, what, where, etc.), modal verbs (would, may, etc.). Verb forms: infinitives (to read, to see, etc.), auxiliary (do, did, have, etc.), gerunds (running, making, etc.).
Suggested examples
Example 1 What is your name? My name is Ulises. How old are you? I am 11 years old. Please, describe yourself. Well, Im tall. I have light brown hair, brown eyes and a round face. I think I am hardworking and happy. What do your parents do? My mother is a florist and my father is a toy maker.
Example 2 What activities do you like, and which is your favorite food and color? I like to play basketball. My favorite food is Chinese and my favorite color is grey. What are your expectations for this school year? Well, I want to get good grades in English. I also want to make new friends. Id love to learn to play chess. What do you usually do on Sunday mornings? I get up to feed my rabbit. I help my parents to prepare the breakfast. We take a short walk by the park and when weve finished, we come home and play a table game.
Example 3 What did you do last holidays? Id never gone to the beach, so my family and I went there. We spent a week swimming and playing volleyball. I learned a little bit of diving and I saw the fishermen fishing. We ate lots of seafood and I made a sand castle.
Teachers examples
64
Explore a dialogue in which personal information and preferences, routines, school and familial expectations and purposes are offered and received, with the help of visual aids. Participate in the reading aloud of a dialogue. Identify expressions about personal information and preferences, routines, school and familial expectations and purposes, as well as personal experiences. Play transmitter and intended audiences roles. Complete sentences of dialogues about expectations, routines and personal experiences, based on a list of words. Use sentences previously written to express expectations, routines and experiences orally. Fill in dialogues that express expectations, routines and experiences, based on a model. Write questions and answers about personal information, preferences, and ones own and others physical appearance, based on a model.
Minimum time suggested: 4.5-5 hours
65
Listening/speaking
Follow the reading of information about a science-related topic (living beings, phenomena and/or natural sites). Formulate and respond to questions to get information about a science-related topic. Find information about a science-related topic while listening.
Reading/writing
Write questions and answers to get information about a science-related topic. Organize information about a science-related topic from a graph. Record differences in graphs with information of the same topic.
Features and types of oral and written texts Graphic components: title, text and images. Phonic, syntactic and semantic elements of texts Intonation of questions. Question words (how, what, which, etc.). Verb tense: present. Mechanics of writing Conventional writing of words (no substitutions, additions or omissions).
Suggested examples
Gulf of Mexico The Gulf of Mexico is an ocean basin surrounded by the North American continent and the island of Cuba. It is surrounded in the southwest and south by Mexico. The first European exploration of the Gulf was made by Amerigo Vespucci in 1497. The Gulf Stream, a warm Atlantic Ocean current and one of the strongest ocean currents known, originates in the Gulf. A number of rivers empty into the Gulf, most notably the Mississippi River in the northern gulf, and the Grijalva and Usumacinta Rivers in the southern gulf. The gulfs warm water temperature can feed powerful Atlantic hurricanes. What is the Gulf Stream? Who made the first European exploration of the Gulf? Which rivers empty into the Gulf? What is the water temperature like in the Gulf?
Teachers examples
66
Explore an illustrated text about a science-related topic. Identify and name title, paragraphs, illustrations and graphs. Identify while listening to a text, names and characteristics about a science-related topic. Participate in the reading of an illustrated text of a science-related topic. Find out the meaning of new words with a bilingual dictionary and/or with teachers help. Model questions and answers about the text. Complete orally question with question words. Divide questions into the words that from them. Differentiate intonation of questions and answers. Participate in the writing of questions and answers, based on an illustrated science-related text. Match writing of words to their correspondent pronunciation. Explore two graphs with the same science-related topic. Identify similarities and differences in the two graphs with the same science-related topic. Design a chart to show information from the two graphs with the same science-related topic. Complete chart with information from the two graphs with the same science-related topic.
Minimum time suggested: 5 hours
67
In addition to the specific topics of reflection suggested, the ones listed below are expected to be included in the contents since they help to contextualize and give meaning to the specific competencies. For example, Purpose and intended audience of oral and written texts is a necessary knowledge that helps to Identify
and follow school instructions of school activities while listening, with the support of visual aids and non-verbal language, or Follow the reading aloud of a text with information about the world of nature (animals, vegetation, ecosystems, etc.).
Permanent topics for reflection
Features and types of oral and written texts Purpose and intended audience of oral and written texts. Graphic and textual components. Graphic distribution of texts. Knowledge of the writing system
Repertoire of words necessary for this social practice of the language. Word formation (beginning/ending, variety and number of letters). Writing directionality. Correspondence between parts of writing and speaking. Correspondence between text and images. Differences between numbers and letters.
68
Introduction to the nepbe
he social practices of the language are the same for all three grades in Cycle 3; however, there are variations in depth and complexity of contents derived from the Specific competencies. Thus, teachers may select the social practice of the language in Unit 1 of the grade they are teaching: Familiar and community environment Understand and use every day greeting, courtesy, and farewell expressions or Literary and ludic environment Participate in the reading and writing of rhymes and stories in verse. The Doing with the language and Knowing about the language of these practices are included in this guide for the two school grades, but the level of complexity is what differentiates one from the other. Consequently, regardless of the practice of the language chosen to start teaching, students will be working with all contents of the unit; therefore, working with the NEPBE will be a
familiar practice. However, when teaching the contents of the NEPBE, it is necessary to consider the following:
Pay attention to the development of receptive communicative skills in the social practices. Take into account that topics for reflection are cyclical throughout the specific competencies; therefore, there are several opportunities to work with them in context. Emphasize the development of Being through the language contents that havent been taught (interculturality, attitudes, values, cooperative work, etc.). Consider the students literacy stage in order to develop contents related to reading and writing included in the specific competencies.
69
Appendix. Planning format
Listening/Speaking Specific competencies
Reading/Writing Specific competencies
Topics for reflection Specific
General
Texts
Suggestions to approach the contents
Time suggested by the teacher: ____hours
70

GN C3 Web

Caricato da

Informazioni sul documento

Titolo originale

Copyright

Formati disponibili

Condividi questo documento

Condividi o incorpora il documento

Opzioni di condivisione

Hai trovato utile questo documento?

Questo contenuto è inappropriato?

Copyright:

Formati disponibili

GN C3 Web

Caricato da

Copyright:

Formati disponibili

Programa Nacional de Ingls

Gua de nivelacin Ciclo 3

Secretara de Educacin Pblica

Alonso Lujambio Irazbal

Subsecretara de Educacin Bsica

Jos Fernando Gonzlez Snchez

Direccin General de Desarrollo Curricular

Leopoldo F. Rodrguez Gutirrez

Direccin General de Desarrollo de la Gestin e Innovacin Educativa

Juan Martn Martnez Becerra

Direccin General de Materiales Educativos

Mara Edith Bernldez Reyes

Direccin General de Educacin Indgena

Rosalinda Morales Garza

Direccin General de Formacin Continua de Maestros en Servicio

Leticia Gutirrez Corona

Leopoldo F. Rodrguez Gutirrez

Juan Manuel Martnez Garca

Hecho en Mxico MATERIAL GRATUITO/Prohibida su venta

Programa Nacional de Ingls

Gua de nivelacin Ciclo 3

Secretara de Educacin Pblica

r la Gua de nivelacin para el Ciclo 3, con el propsito de ofrecer al docente:

Estructura de la Gua de nivelacin

Propsito de la enseanza del ingls para el Ciclo 3

Contenidos bsicos de nivelacin de 5o de Primaria

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 4-5 horas

Tiempo estimado por el docente: _______ horas

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 4-5 horas

Tiempo estimado por el docente: _______ horas

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 2.5 horas

Tiempo estimado por el docente: _______ horas

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 5 horas

Tiempo estimado por el docente: _______ horas

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 4-5 horas

Tiempo estimado por el docente: _______ horas

Contenidos bsicos de nivelacin de 6o de Primaria

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 4-5 horas

Tiempo estimado por el docente: _______ horas