Program Cycle 4

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
TABLE of CONTENTS
Presentation introduction Purposes teaching guidelines assessment content organization 1st grade Secondary school unit 1 unit 2 unit 3 unit 4 unit 5 2nd grade Secondary school unit 1 unit 2 unit 3 unit 4 unit 5
7 9 13 15 17 18
25 29 33 36 40
47 51 55 59 63
3rd grade Secondary school unit 1 unit 2 unit 3 unit 4 unit 5 Glossary bibliography appendix. Sample language
69 73 77 81 85 89 96 97
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 2007-2012 Education 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. For these reasons, the national english Program in basic education (nePbe or Pnieb: Programa nacional de ingls en educacin bsica) is based on an approach which aims to foster and develop communicative competence in english as a foreign language. this means focusing on the teaching of social practices and activities of the language, instead of the formal knowledge of the linguistic system from a normative perspective; giving priority to the teaching of social practices and activities of the lan1 2
I N C L A S S T E S T I N G S T A G E
SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11.
Ibidem, p. 24.
guage. these practices involve engagement in reading and writing acts, as well as varied oral exchanges which are meaningful to individuals when there is a need to understand what others utter or to express what is considered as relevant. In addition, language benefits from the systematic reflection on the priority of texts and oral exchanges. Therefore, it is essential to re-direct the english subject towards a context-based language production and comprehension of a variety of texts, the learning of different ways to read, study, and interpret texts, the writing and oral interacting, as well as the analysis of ones own writing and spoken production.3 From this point of view, language is regarded as a complex object by means of which the individual understands the world and becomes part of society; an object that not only serves communicative purposes, but also cognitive and reflective ones [] using the language efficiently means being able to interact with others via production and interpretation of spoken and written texts in order to be part of society.4
Secretariat of Public Education

3 4
SEP (2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Espaol, Mxico, pp. 15-16. SEP (2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Lengua Extranjera. In-
gls, Mxico, p. 18.
Introduction
n the nePbe syllabuses, the learning of english focuses on what the expert users of the language do when interpreting and producing oral and written texts, by sustaining the social function of those communicative actions. in other words, social practices of the language constitute the key reference in the content definition of the nePbe syllabuses.1
Reflection on English language learning2

Knowledge of a non-native language is more generalized than it is recognized. different processes such as migrations, contact between different cultures in the same country or across borders has brought about the need to communicate in a language different from ones own. nowadays, the intense interactions between countries in political, economical, and cultural contexts, as well as the boundless flow of information demand a certain level of bilingualism or multilingualism. Mexico is no exception; despite being conceived as a ho-
sep (2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Lengua Extranjera. Ingls, Mxico, pp. 18-19. Ibidem, pp. 9-10.
mogeneously monolingual country, there are different levels of bilingualism, particularly among those who have a native language different from Spanish. there are two processes to achieve bilingualism to some degree: acquisition and learning. the former refers to an unconscious process where the need for communication and the constant exposure to a specific language allow the learner to communicate in that language; this happens with people who migrate to another country and acquire the language in a similar way to that of their native language. Learning, on the other hand, refers to a conscious study of the target language, usually with fewer opportunities of exposure and in formal environments, like school. For decades, the teaching of non-native languages has sought ways to recreate the acquisition process in the classroom and different methods have been created for that purpose. today we know that these methods are successful only in situations where the time of exposure to the target language is similar or more extensive to the time of exposure with the native language. in contexts where those conditions do not exist, as in Mexican public secondary schools, it is necessary to look for options to optimize the non-native language learning process.
in this regard, diverse private institutions, particularly british, australian, and american (best known as bana group)3 have created different methods which have been transferred to the public education context, as happened in Mexico in 1993 with the implementation of the communicative approach in secondary schools. this transference is fraught with certain problems that are not usually easy to deal with, such as the lack of resources and conditions to successfully implement it; besides, it ignores the particular cultures and traditions, which are deeply rooted within the context more than any innovation, where the method will be applied. therefore, at present, the debate on non-native language teaching does not focus on looking for ideal methods, but on developing suitable methodologies for particular contexts. nowadays, english language teaching, in this particular case english, as a component of Mexicos public education system is compulsory exclusively in secondary school. However there is a large social demand for children to begin learning english since preschool. the contents of cycle 4 syllabuses of the nePbe, corresponding to the three grades of secondary school, were selected and organized based on the international standards in the Common European Framework of Reference for languages: Learning, Teaching, Assessment (ceFr); therefore, by the end of basic education, students are expected to reach a b1 (threshold) achievement level. this level implies actively participating in different contexts through the development, not merely of the receptive abilities of communication (listening and reading comprehen-
sion), which were the main focus of cycles 1, 2 and 3, but also of oral production and, to some extent, written production. For this reason, to acquire the corresponding achievement levels, it is expected that students will be able to rely on a repertoire of linguistic and metalinguistic strategies that allow them to act competently as more autonomous users of the language. it is important to point out that for the development of basic language abilities included in the syllabuses of this cycle, teachers intervention is fundamental and graded throughout the three years of secondary education; thus, allowing students to participate autonomously in social practices of the language little by little. For the above reasons, it is necessary that teachers in cycle 4 recognize what students already know about and do with the language after having studied 700 hours of english in Preschool and elementary school and after having reached an a2 level (Waystage) of the ceFr and 5, 6, and 7 levels of the Level of Language National Certificate (cenni4 by its acronym in Spanish), so they are able to participate in real-life or life-like social practices of the english language, which allow them to recognize and acquire tools to:
Participate successfully in interactions that involve production and interpretation of oral and written texts in english within different social learning environments (familiar and community, literary and ludic, formation and academic). understand appropriately the characteristics of english. accept a bigger responsibility in their learning process.
10
For further information about bana, refer to Holiday, A. (1997), Appropriate Methodology and Social Context, Cambridge, Cambridge University Press, p. 93.
Certificado Nacional de Nivel de Idioma.
Since english is not present in most of the students social environments, school is quite often the only space where they have a chance to learn a non-native language. as a result, it is fundamental that schools create the necessary conditions to foster oral and written communicative situations where english is used not solely for academic purposes, but for social, literary and ludic purposes as well. on the other hand, teachers who are responsible for teaching english in cycle 4 face the challenge of guaranteeing the use of suitable teaching strategies that enable students to access and interact with the english language through [] the exercise of ones communicative language competence in a specific domain in processing (receptively and/or productively) one or more texts in order to carry out a task.5 the aforementioned involves assuming that students have knowledge and skills in oral and written language and that they are able to become true english language users; therefore, it is fundamental that teachers and school authorities have high expectations about what students can achieve during the english language learning process. in this regard, it is important to point out that:
ways of acting and communicating. The language learner becomes plurilingual and develops interculturality. The linguistic and cultural competences in respect of each language are modified by knowledge of the other and contribute to intercultural awareness, skills and know-how.6
cycle 4, unlike previous cycles, focuses on a single communicative skill in each environment. this does not imply that the other skills are not included in the development of specific activities with the language. Moreover, skills related to oral language (speaking and listening) are emphasized in the familiar and community environment; reading comprehension is particularly practiced in the literary and ludic environment, while written production is addressed particularly in the formation and academic environment. the aforementioned requires the construction of learning social environments that include, on one hand, the students interests, and on the other, the cultural interaction of a language, in this case, english. From this perspective, contents are presented in a cyclic way in these environments, which guarantees their learning not only from the social context they are placed, but in a variety of contexts. at the same time, these contents are characteristically flexible since their use depends on the specific characteristic of the groups they are addressed to. therefore, the teacher has the freedom of deciding which contents to teach and to what extent in order to make students learning meaningful, focus on common goals and achieve the purposes of the cycle.
The learner of a second or foreign language and culture does not cease to be competent in his or her mother tongue and the associated culture. Nor is the new competence kept entirely separate from the old. The learner does not simply acquire two distinct, unrelated
Council of Europe (2001), Common European Framework for Languages: Learning, Teaching, Assessment, Strasbourg, Council for Cultural Cooperation-Education CommitteeLanguage Policy Division, p. 9.
11
6
dem, p. 43.
For this reason, it is necessary that teachers make the classrooms attractive and interesting places for learning, so that all students can have the opportunity to share their experiences and knowledge about reading, writing, and oral exchanges in english and their own. by doing so, they will recognize linguistic aspects and uses of the language, as well as similarities and differences between english and the native language. communicating successfully in speaking or writing involves a complex process, which implies using the language with different purposes in different social environments. From this point of view:
which induces thoughts, feelings and emotions, is depriving children from a unique life experience []. Acquisition and use are part of a unique process that has permanent feedback. There is always a functional context for reading and writing, for active participation in writing as social practice, such as checking the students list to see who is absent, writing down the name of their favorite games and some of their characteristics, preparing a greeting card, re-writing a short story, describing an animal or completing a table to register the growth of plants in the classroom.7
Finally, it is important to mention that, unlike the other cycles, a glossary has been incorporated to cycle 4 Syllabuses, with the purpose of clarifying the meaning and use of certain terms and notions.
Reading is not decoding, it is giving meaning, it is understanding; writing is not copying or having good handwriting; writing is creating a text. Restricting the creative and marvelous experience that reading texts offers,
12
P. Prez, Esteve y F. Zayas (2007), Competencias en comunicacin lingstica, Madrid, Alianza Editorial, p. 154.
Purposes
General purpose of English language teaching in basic education

the purpose of english language teaching in basic education is for students to acquire the necessary knowledge to engage in social practices with spoken and written language to interact with native and non-native english speakers using specific activities with the language. this entails using activities that involve the production and interpretation of spoken and written texts of familiar, academic, and literary nature so students will be able to satisfy basic communication needs in different every day, familiar, and well-known situations. Hence, it is necessary to learn how to use language to organize their thoughts and their speech, to analyze and solve problems, and to gain access to different cultural expressions from their own and other countries. besides, it is essential that they identify the role language plays in building up knowledge and cultural values, as well as in developing an analytical and responsible attitude to face the problems that affect our world.
competence in english language does not stem from mere exercise, exposure or from learning it for a very long time. on the contrary, it is necessary to have plenty individual and collective experiences that include different ways to participate in oral exchanges and in text reading and writing. the school whose responsibility is higher in the case of students that come from communities with low literacy and with scarce or nonexistent contact with a non-native language should provide the necessary conditions for students to participate in such experiences, to reach gradual autonomy in their intellectual work, and to be able to transfer what they have learnt in the classroom to outof-the-classroom communicative situations.
Purpose of English language teaching for Cycle 4

the purpose of english language teaching for cycle 4 in basic education (1st, 2nd and 3rd grades of Secondary school) is for students to consolidate their English language proficiency in basic communicative situation and to be
13
able to participate in activities derived from social practices of the language within various communicative situations, thus understanding and producing oral and written texts with different topics. at the end of this cycle, students should be able to:
identify the main idea and details from a variety of oral and written texts by using their knowledge of the world. understand and use information from different text resources. Produce short and conventional texts that respond to personal, creative, social and academic purposes. adapt their language to unexpected communicative needs. recognize and respect differences between their own and the foreign culture.
express some judgments and opinions about topics that are interesting to them or resemble their everyday reality. use appropriate register in a variety of communicative situations. identify cohesive devices to understand the relationship between the parts of a statement or text. edit their own or their classmates writings. use grammar, spelling and punctuation conventions. Participate in formal communicative situations. Keep communication flow, identify breakdowns and use strategies to repair it when required.
14
Teaching guidelines
ycle 4 is aimed at students who have had some contact with english since they have covered cycles 1, 2 and 3 of the nePbe and are, therefore, acquainted with some uses and linguistic aspects of the language. However, given the fact that since cycle 2 achievement levels related to students english competence have been established, it is convenient to bear in mind the following considerations:
take students knowledge, experiences, and interests in the social practices of their native language as a basis. based on the purposes, the social practices of the language and their content, determine: Planning of communicative situations (such as creating a product, reaching a goal or solving a problem) which articulate, in a sequenced manner, the specific activities with the language in each of the specific social practices which represent a challenge to students. therefore activities should be neither so easy they can be neglected nor so complex or difficult that they
may bring about disappointment or discouragement. the communicative situations, therefore, should be rewarding enough to foster a positive attitude and hold the students interest. Type and amount of learning contents (todo with, know about and be through the language) which will be covered throughout communicative situations specific and related to the students experiences and interests planned beforehand, so that they involve a sequenced and articulated performance of the specific activities with the language. Number of lessons devoted to the planned communicative situations, as well as their requirements and outcome (or product). look for, select and if needed create the necessary multimedia or printed materials. read and analyze them before using them with the students. bear in mind both, the social practice as well as the specific activity with the language during the stages of the communicative situation or task.
15
Propose teaching strategies characterized by their diversity in: Modalities in work organization: whole class, teamwork, work in pairs, individual work. Modalities in reading (out loud and/ or silently): modeled, guided, shared, independent. Modalities in writing: modeled, guided, shared, and independent. degrees of teachers intervention: guidance, coordination, supervision. teaching materials and resources: made by the students themselves or previously prepared, such as long and short titles, repeated titles, unique titles, books graded by the level of difficulty, multimedia resources (audio, video, cds, computer software, etc.).
Foster a positive attitude towards learning another language and other cultures. Encourage a respectful and confident environment where mistakes, rather than being constantly sanctioned and corrected, are seen as opportunities to practice and rehearse in the english language, as well as to receive or offer positive feedback. encourage the contact of students to different variants of oral and written english, without losing track of the variant that is used in the classroom (american, british, etc.).
Model and play the roles of expert reader, listener, speaker and producer of oral and written texts. create opportunities for all students to engage in oral exchanges and reading and writing situations.
in order to develop these guidelines successfully, teachers responsible for the grades in this cycle must be aware of the importance of incorporating contributions related to the teaching and learning of reading, writing and oral exchanges into the classroom activities, because as a. Prez Gmez states: the most important way of learning for the student and the teacher, and for human beings in general, is the development of different ways of perceiving and mediating reality.8
16
A. Prez Gmez (2008), Competencias o pensamiento prctico? La construccin de los significados de representacin y de accin, en G. Sacristn (comp.), Educar por competencias, qu hay de nuevo?, Madrid, Morata, p. 98.
Assessment
esides the assessment parameters established in the document National English Program in Basic Education. Second Language: English. Curricular Foundations. Preschool. Elementary school. Secondary school. Phase of expansion, it is convenient to consider that the purpose of this cycle, just as in the previous ones, is to record the level of progress attained in everyday school work, as well as the changes or adaptations required from any component of the teaching practice (teacher training, teaching resources, syllabuses, infrastructure, etc.) in order to reach the goals established for the school year. it is important to point out that the achievements established in the units of the three school grades issue from the purposes established for cycle 4 (which correspond to the standards of the b1- achievement level, threshold); therefore, the teacher can monitor and continuously follow the students progress and performance.
From this perspective, the assessment at each stage (understood as a period or school year) of cycle 4 includes promotion although its main function is formative and should be characterized by being:
Global. because it considers the students english language skills as a whole and does not isolate or break them down into fragments. Continuous. because it not only considers the final product but also the work and performance students undertake throughout the development of the different stages of the communicative situation. Formative. because it is continuous and it constantly collects evidence and qualitative data on the students performance; that is, their strong and weak points, so that positive and effective feedback among students and among them and the teacher is guaranteed.
17
Content organization
n order to cover the Social practices of the language in this cycle, it is necessary that teachers check and reflect on the content of the nePbe Curricular Foundation, because this document sets the principles that regulate the work in this subject and explains, among other aspects, the object of study, the approach, and the organization and distribution of contents in the four cycles of the english curriculum. apart from the aforementioned, the following is highlighted:
the object of study of the english subject corresponds to the social practices of the language, which articulate the school grades in each cycle of the nePbe. at the same time, the social practices and the specific activities that derive from the language are the ones that allow for gathering and sequencing contents of different nature: learning to do with, know about, and be through the language. the social practices of the language and specific activities with the language have been distributed and organized in three ample social learning environments: familiar and community, literary and ludic
the curriculum contents in the tables are characterized by a bullet instead of a number, since it is the teacher who determines, depending on their students needs and characteristics, which ones to use, to what extent, and in what order to plan their teaching and learning. besides, in order to help the teacher in the type of actions and knowledge expected to be covered with these contents, some of them are further explained and are marked with a hyphen to distinguish them. it is not expected for the actions with hyphens to be fully covered since the elements in the tables are only some of several possibilities and proposals for teaching the contents. the examples offered for each proposal between brackets are neither restrictive nor the only ones they are merely provided as orientation since they do not account the multiple oral and written texts that can be used. it is important to consider that some specific activities with the language include the use of knowledge and experiences from other subjects, for example, Science or civic and ethic. this is because although these subjects are not given in the english language, they do provide a
18
and formation and academic.
profitable background for the teaching of contents in the english subject. at the bottom of each table there are suggestions for actions to make a product. However, the teacher can use other methodological strategies (for instance, solving a problem or reaching a goal) as long as the purposes and the learning achievements for this cycle are accomplished. the achievement proposal presented at the end of each unit has the purpose of providing the teacher with information about the development of language abilities that the students are expected to develop, in order to assess their progress and
performance in the competence in english language. Finally, given the scarcity or absence of english language materials and resources in public schools, along with the need for teachers to be able to provide their students with real spoken and written models of the english language, a sample language list is included in the appendix at the end of this document. it is important to mention that these samples should not rule the organization and planning of work in the classroom, since they cannot guarantee the achievement of the purposes for this cycle.
Cycle 4. Social practices of the language. Distribution by environment

Transition and consolidation B1: 1st, 2nd and 3rd grades Secondary school
Social practices of the language Familiar and community environment understand and express information related to goods and services. interpret and express information published in diverse media. understand and produce oral exchanges related to leisure situations. interpret and express everyday life instructions. Literary and ludic environment read and understand different types of literary texts of english-speaking countries. Participate in language games to work with specific linguistic features. understand and express differences and similarities between cultural aspects from Mexico and english-speaking countries. Formation and academic environment understand and write instructions. read and rewrite informative texts from a particular field. Produce texts to participate in academic events.
19
Specific activities with the language. Distribution by environment and grade

Familiar and community environment Social practices of the language
Understand and express information related to goods and services. Interpret and express information published in diverse media.
Specific activities with the language

1st grade Secondary school 2nd grade Secondary school 3rd grade Secondary school
Give and receive information for performing a community service. exchange opinions regarding the contents of a radio program.
offer and understand suggestions in order to buy or sell a product. Write dialogues and interventions for a silent short film Share personal experiences in a conversation. understand and give instructions to perform everyday life activities.
express oral complaints about a health service. Share emotions and reactions caused by a tv program. interpret and offer descriptions regarding unexpected situations in an oral exchange. understand and offer instructions to plan a field trip.
exchange likes Understand and produce oral exchanges and dislikes in a dialogue. related to leisure situations. Interpret and express everyday life instructions.
understand and express specific warnings of public places.
Literary and ludic environment Social practices of the language

Read and understand different types of literary texts of English-speaking countries. Participate in language games to work with specific linguistic features. Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries.

read classic tales and write a short story based on them.
read fantasy read suspense literature literature and describe moods. and describe characters.
Participate in language games to recognize and comprehend future tense in forecasts. read and sing songs in order to identify human values in englishspeaking countries and Mexico.
Participate in language games in order to recognize rhythm, stress and intonation of sentences. read short literary essays in order to compare cultural aspects from englishspeaking countries and Mexico.
Participate in language games to comprehend and write irregular verb forms. read plays in order to compare attitudes and behavior adopted by people from english-speaking countries and Mexico.
20
Formation and academic environment Social practices of the language

Understand and write instructions.

Write instructions to use understand and write a bilingual dictionary. instructions to face an environmental emergency. Write notes to describe the components of different human body systems in a chart. rewrite information to explain a graphic presentation. rewrite information to explain how a machine or device works. Write points of view to participate in a round table.
interpret and write instructions to perform a simple experiment. Write a short report about a historic event.
Read and rewrite informative texts from a particular field.
Produce texts to participate in academic events.
Write arguments in favor or against a topic to participate in a debate.
21
Unit
Social practice of the language: understand and use information about goods and services
Familiar and community environment
Specific activities with the language: give and receive information for performing community service
Learning to do with the language check a dialogue about the performance of community service using context clues and the teachers guidance. listen to dialogues related to the performance of community service (e.g., Mail, library, etc.). recognize topic and purpose. discriminate ambient sounds and background noise. identify form of communication. differentiate speakers and turns of participation. distinguish between intonation and attitude. establish the relationship between participants (for example, relatives, friends, etc.). understand general meaning and main ideas of information about the performance of community service in a dialogue with the teachers guidance. clarify the meaning of words either by using a bilingual dictionary or from their context. activate previous knowledge. Predict general meaning from words and expressions that are known and/or similar to those in the native language. distinguish composition of expressions. identify words used to link ideas. locate key words (for example: send, ask, loan, etc.). recognize the behavior of speakers and listeners which support the meaning (for example: asking for clarifications, seeking confirmation, offering sufficient details, etc.). determine sequence of enunciation (for example: description, instruction, etc.). exchange information about the performance of community service, with the help of modeled writing. choose word repertoire relevant to an exchange. use appropriate speech register based on the addressee. Write sentences to give and receive information. read sentences to practice pronunciation. organize sentences to establish turns of participation. include relevant details and interesting information during an exchange. establish tone and intonation of sentences. Formulate and answer questions to acquire and understand information. Start a dialogue with the help of written guidelines. adjust volume and speed within dialogues. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues: ambient sounds, background noise, place, relationship between participants, attitudes, etc. Form of communication: on-site, long distance. Structure of dialogue, opening, body, closure. Speech register. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. composition of expressions: grammatical components of expressions and sentences. Similarities and differences between the native and english language. acoustic features: tone (courteous, serious, etc.), intonation and pronunciation. Sentence types: declarative, affirm ative, interrogative, negative. connectives (e.g., if, then, and, because). verbs: modals (e.g., may, might, can).
Unit 1
25
Learning to be through the language language as a means to: access a public service. Participate appropriately during oral exchanges. Foster confidence within interpersonal relationships.
Unit 1
Product: the acting-out of a dialogue distribute among classmates the necessary actions to act-out a dialogue to perform community service. choose a classmate to act-out a dialogue about providing services. choose the community service about which information is to be exchanged. decide roles and turns of participation. Write sentences to give and receive information. revise that sentences are understood when spoken and listened to. Practice enunciation. Perform the dialogue.
26
Social practice of the language: read and understand different types of literary texts of English-speaking countries
Literary and ludic environment
Specific activities with the language: read classic tales and write a short story based on them
Learning to do with the language check classic tales, with the teachers guidance. Select classic tales based on graphic and text components. recognize graphic and text arrangement. identify the author(s). activate previous knowledge. determine topic, purpose and intended audience. understand general meaning and main ideas of a classic tale from modelled reading and with the teachers guidance. Predict contents based on graphic and text components. read stories. use different comprehension strategies (e.g., skimming, scanning, adjusting speed and rhythm). detect sounds represented by different letters or their combination. establish forms that express continuous and past actions. Identify explicit information to find key events. recognize general meaning from key events. determine number and order of key events. recognize conventions and forms with which key events are written. rewrite key events of a classic tale to aid its comprehension, with the teachers guidance. express reactions and personal opinions about events (e.g., I didnt like). retell events from illustrations. rewrite sentences to conform key events. complete sentences with verb forms that express continuous and past actions, with the use of conventional writing. rewrite key events. arrange events in a sequence. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. Graphic components: illustrations, typography (e.g., bold, italic, etc.), etc. text components: title, subtitles, etc. elements in narrative: characters, events, etc. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. verb tenses: past. verb forms: progressive. adverbs: of time (e.g., never, always, sometimes, often, etc.). Pronouns (e.g., it, there, here). Mechanics of writing. non-frequent letter groups found in native language (e.g., ee, gh). Plurals nouns. verbs in progressive form. differences between british and american variants (e.g., -our/-or, -re/-er).
Unit 1
Learning to be through the language language and literature as a means to: Promote recreational activities. understand and appropriately contribute in discussions. Foster respect towards others opinions. Product: big book distribute among teams the necessary actions to create a big book for lower grade students, based on a classic tale. Select and read a classic story. determine which are the key events. Write and arrange the sentences based on key events. revise the sentences comply with grammar, spelling and punctuation conventions. Put together and illustrate the big book. rehearse the oral reading out loud of the text and practice pronunciation. read the book out loud and donate it to students from basic education lower grades.
27
Achievement
at the end of unit 1, students will be able to: Give and receive information for performing a community service
in doing so, they: identify topic, purpose and intended audience. Predict general meaning from words and expressions similar to those of the native tongue. distinguish expressions during oral exchanges. recognize the composition of expressions during oral exchanges. Produce expressions to provide information. adjust volume and speed when constructing oral texts.
Read classic tales and write a short story based on them

in doing so, they: use known comprehension strategies. recognize general meaning from some details. Formulate and answer questions in order to locate specific information. express personal reactions to literary texts, using known oral expressions. retell events using images. organize sentences into a sequence of actions.
28
Unit
Social practice of the language: understand and write instructions

Formation and academic environment
Specific activities with the language: write instructions to use a bilingual dictionary
Learning to do with the language check bilingual dictionaries based from context clues and with the teachers guidance. Select bilingual dictionaries. identify purpose and intended audience. recognize graphic & text components. identify text organization. Point out sections assigned to each language. locate and recognize the number of entries (word lists) and the way to designate them (e.g., bold typefaces). identify entries and subentries. examine numbers and special characters and determine their use. understand the use of the different textual components in bilingual dictionaries from reading aloud and with the teachers guidance. locate words in english and in the native language in a dictionary upon their reading aloud. Read the definitions for words in English and in the native language. understand the use that is given to lower and upper case letters. establish type of word from an abbreviation (e.g., adj=adjective; adv=adverb; art=article; prep=preposition; vb/v=verb, etc.). locate types of words in a dictionary. comprehend the instructions to use a bilingual dictionary. Write instructions to use a bilingual dictionary from a model with the teachers guidance. classify types of words in table. list abbreviations. Write a list of textual components. Write sentences that explain how to use abbreviations and textual components. establish the number of instructions or steps. arrange sentences in a logical sequence. edit instructions, with the teachers guidance. read to revise punctuation and spelling conventions. Mark and solve questions. remove and/or add information to improve a text. Write final version. Learning to know about the language Features and types of oral and written texts. Purpose and intended audience. text components: page margins, dashes, square brackets, etc. Graphic components: illustrations, typography, etc. Patterns of text arrangement: lists. typographic signs (e.g., &, /, , ~, etc.). arabic and roman numbers. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. abbreviations. determiners: articles. nouns: common, proper, compound. adverbs. Prepositions. connectives. adjectives. Pronouns. verb forms: imperative. Sentence types. Mechanics of writing upper and lower case letters. Punctuation: period, diagonal, hyphen.
Unit 2
29
Learning to be through the language language as a means to: Search and obtain information. Reflect upon language itself. Favor cooperation and integration in school work.
Unit 2
Product: instruction manual to learn how to use a bilingual dictionary distribute among teams the necessary actions to make an instruction manual. Select and explore bilingual dictionaries. Determine the words, definitions and abbreviations the instruction manual will refer to. Write the instructions. order the sequence of instructions. Edit the instructions and make a clean copy as the final version of the instruction manual. display the instruction manuals on a visible place, so they can be read.
30
Social practice of the language: interpret and express information published in diverse media
Specific activities with the language: exchange opinions regarding the contents of a radio program
Learning to do with the language check by listening, a radio program, using context clues and the teachers guidance. listen to a radio program. establish topic, purpose and intended audience. differentiate voices, ambient sounds and sound effects. discriminate advertisements from program contents. identify forms of communication. distinguish intonation and tone of presenter and other participants. identify rhythm and speed. understand general meaning and main ideas of a radio program, with the teachers guidance. Predict general meaning from words and expressions that are known or similar to those in the native language. differentiate parts of a program. recognize sentences and expressions used by presenter and/or other participants. identify words used to connect ideas. determine the relationship between sound effects and contents. detect speech register. distinguish behavior adopted by speakers to support meaning construction (e.g., asking for clarifications, seeking confirmation, offering sufficient detail, etc.). Write sentences used by the presenter and/or the participants to support comprehension. Define sequence of enunciation (e.g., description, instruction, etc.). exchange opinions regarding the contents of a radio program, with the teachers guidance. answer questions to express opinions. Write opinions to support their oral production. read opinions to practice intonation and tone. Formulate questions (e.g., What is it about? What happens in it? Who takes part in it?, etc.) about the contents of the program. include relevant details and interesting information in an opinion. determine tone and intonation of sentences. establish rules and turns of participation for an exchange of opinions. begin an exchange. use expressions and linguistic resources to ask for details and clarifications. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues. Form of communication. radio program structure. Speech register. turns of speech. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. Similarities and differences between the native language and english. acoustic features. Sentence types. connectives (e.g., so, either, when, while). verbs: modals (e.g., should, might, can). Syntactic differences between british and american varieties: possessive constructions (e.g., Have you got a notebook?, Do you have a notebook?). Syntactic particularities of the english language: absence of relative pronoun (e.g., the house i lived in, the person i saw yesterday).
Unit 2
31
Learning to be through the language language as a means to: transmit and spread information. Recognize the influence of media in everyday life. Foster respect and attention towards the opinions of others. Product: plenary distribute among teams the necessary actions to carry out a plenary. Select a radio program. decide on the plenary length. Write sentences to express opinions about the radio program. revise that sentences are understood when spoken and listened to. establish turns and each participation length. Practice expressing opinions. carry out the plenary. Pay attention to the participation of others. Formulate questions to obtain further information, ask for something to be repeated, clarified or said slower.
Achievement
at the end of unit 2, students will be able to:
Unit 2
Write instructions to use a bilingual dictionary

in doing so, they: Locate and read the definitions of words both in english and Spanish. understand the use of upper case letters, lower case letters and abbreviations in a dictionary. complete and write sentences in order to organize them into a sequence, from a model. remove and/or add information to edit an instruction manual.
Exchange opinions regarding the contents of a radio program

in doing so, they: identify word used to link ideas. detect speech register. Write expressions to produce opinions. answer questions to express opinions or points of view about the contents of an oral text. expand main ideas in an oral exchange.
32
Unit
Social practice of the language: participate in language games to work with specific linguistic features
Specific activities with the language: participate in language games to recognize and understand future tense in forecasts
Learning to do with the language Learning to know about the language check written forecast examples (e.g., horoscopes, weather, Features and types of oral and writsports, etc.), with the teachers guidance. ten texts. identify situations in which forecasts are made. topic, purpose and intended au recognize topic, purpose and intended audience. dience. distinguish graphic and text components. text and graphic components. understand characteristics of the future tense, with the Phonic, syntactic and semantic eleteachers guidance. ments of texts. listen to the reading aloud of forecasts containing verb verb tenses: present, past, future forms in future tense. (will, shall, be + going to). identify sentences that express future situations and condi Sentence types. tions, and their composition. Mechanics of writing. classify sentences according to the future verb form. non-frequent or absent letter complete sentences with words used in future situations groups found in native language. and conditions. (e.g., sh, ll). compare sentences that express future situations to those conventional writing of words. that express past and/or present situations. Punctuation: apostrophe (e.g., answer questions formulated, to create forecasts, based on Theyll, you arent going to). current situations. Write sentences that express future tenses, in order to write a forecast, with teachers guidance. Write words that express future tense. Write questions about future situations. complete sentences with the future verb form. arrange a sentence sequence expressing future situations. dictate sentences which answer questions about future situations. Write down sentences to write a forecast about a real or fictitious situation. Learning to be through the language language as a means to: Promote recreational activities. Favor learning and feedback. Self-evaluate ones possibilities and capacities. Product: forecasts distribute among teams the necessary actions to elaborate a forecast (e.g., today, she is in secondary school, tomorrow she will study..., 15 years from now she will be...). establish which kind of descriptions are allowed and which are not to write the forecast. choose a subject to write a current description: one-self, a classmate, the community, etc. Write the current description. Foretell the current description and write it in the future verb tense in order to write the forecast. read the forecasts out loud and place them in a visible spot of the classroom.
Unit 3
33
Social practice of the language: read and rewrite informative texts from a particular field
Specific activities with the language: write notes to describe the components of different human body systems in a chart
Learning to do with the language check charts of human body systems with the teachers guidance. Select charts (e.g.: respiratory system, circulatory system, etc.). examine distribution of graphic and text components. recognize text arrangement. Reflect on the use of images and/or illustrations. identify topic, purpose and intended audience. understand, information describing the components of a system in the human body from reading aloud and with the teachers guidance. Select information from various sources to write notes. recognize description of components. Identify new terms in order to refine and broaden vocabulary. Point out information (e.g.: by underlining, post-its, margin notes, etc.). answer questions to describe components. identify the graphic resources used to link components and descriptions. Write notes to describe the components of human body systems on a chart with the teachers guidance. complete sentences in order to describe components. organize terms and descriptions on a table. rewrite simple sentences about descriptions in a conventional manner. determine the number of descriptions necessary in relation to images. Write sentences from a model. choose graphic resources in order to link the text and images. Write sentences to write notes. edit charts, with the teachers guidance. read to revise punctuation and spelling conventions. Mark and solve doubts. add or remove information to improve a text. adjust language in accordance to intended audience and purpose. Write final version. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. Graphic components: lines, arrows, images, etc. text components: titles, letterheads, etc. Patterns of text arrangement. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. (e.g., body parts, etc.). Sentence types. verb tenses: simple present. determiners: demonstratives. nouns: with/without determiner, compound, countable/uncountable. verb forms: passive, past participle. Mechanics of writing. upper and lower case letters. Punctuation: period, comma, quotation marks. Singular present. comparative and superlative adjectives.
Unit 3
Learning to be through the language language as a means to: Know about oneself and ones surroundings. Reflect and act on ones own and others physical wellbeing. Promote respect and collaboration at work.
34
Product: charts of human body systems distribute among teams the necessary actions to create charts of human body systems. Select a system of the human body. Search and choose information of the selected human body system from various sources. Write notes to explain the components of the human body system and include them in a chart. use graphic resources in the chart to link the components and the notes. Edit the notes of the chart to write the final version. display charts in a visible place in the classroom for exhibition.
Achievement
at the end of unit 3, students will be able to: Participate in language games to recognize and comprehend future tense in forecasts
in doing so, they: recognize future verb forms within sentences. classify sentences by the types of future verb form found in them. compare sentences that express future situations to ones which express past and/or present situations. Formulate and answer questions in order to understand forecasts.
Unit 3
Write notes to describe the components of different human body systems in a chart
in doing so, they: answer questions in order to give a description. rewrite and write sentences. organize terms and descriptions into a table. Write sentences in order to write notes. verify spelling conventions in order to edit notes.
35
Unit
Social practice of the language: understand and produce oral exchanges related to leisure situations
Specific activities with the language: exchange likes and dislikes in a dialogue
Learning to do with the language check likes and dislikes in a dialogue, using context clues, with the teachers guidance. listen to likes and dislikes about leisure activities (e.g., hiking, dancing, singing, painting, etc.) in a dialogue. observe and comprehend non-verbal communication. identify topic, purpose and intended audience from previous knowledge. recognize situations in which likes and dislikes are shared. understand general meaning and main ideas of likes and dislikes in a dialogue, with the teachers guidance. anticipate the general meaning from known words and expressions. Reflect on ways to express likes and dislikes. establish structure of enunciation. identify words used to link ideas. recognize behavior adopted by speakers to give further detail and confirm comprehension. identify speech register. convey likes and dislikes in a dialogue with the teachers guidance. anticipate the general meaning to strike up dialogues. Write sentences to express likes and dislikes. organize sentences in a sequence. include details in main ideas. express points of view in favor and against. ask and answer questions to solve doubts. Use linguistic resources to confirm comprehension. use non-verbal communication. recognize the appropriate time to interrupt. Practice and follow rhythm, speed and pronunciation. Start a dialogue. Learning to know about the language Features and types of oral and written texts. context clues. Speech register. topic, purpose and intended audience. Structure of dialogues: opening, body and closure. Phonic, syntactic and semantic elements of texts. acoustic features. Sentence types. Word list suitable for this practice of language. connectives. Question tags. Syntactic particularities of the english language: sentences using like (e.g., they like good weather), stranded prepositions (e.g., this is the book that i told you about, this is the mountain we climbed up). Syntactic differences between british and american varieties: collective nouns concordance (e.g., the committee is, The committee are).
36
Unit 4
Learning to be through the language language as a means to: respect the rules of oral exchanges: paying attention, respecting turns of speech. Share common interests. Participate appropriately during oral exchanges. Socialize and foster interpersonal relationships.
Unit 4
Product: interview distribute among teams the necessary actions to perform an interview about likes and dislikes regarding leisurely activities. Select a leisure activity. decide time, place, and length of the interview. Write questions and answers about likes and dislikes. check that the sentences are understood when spoken and listened to. invite the person or classmates to be interviewed. assign the roles of interviewer and interviewee. Practice the formulation of questions and their answers. carry out the interview.
37
Social practice of the language: understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries
Specific activities with the language: read and sing songs in order to identify human values in English-speaking countries and Mexico
Learning to do with the language check songs that are particular of english-speaking countries which evidence human values, with the teachers guidance. Select songs based on key words (e.g., honesty, solidarity, etc.). recognize text arrangement of songs. determine topic and intended audience. understand general meaning and main ideas in songs from shared reading, with the teachers support. anticipate content, from frequently used or known words. read and re-read song lyrics. use diverse comprehension strategies (e.g., vocabulary, text distribution, etc.). clarify meaning of words using an english dictionary. Make links within the text using implicit and explicit information (e.g., main idea and details which broaden it; sequence of events, etc.). identify key words in stanzas and chorus. distinguish language features. Formulate and answer questions about dealing with information (e.g., human values). compare how values are expressed in songs of englishspeaking countries and Mexico. Sing songs to compare the values of english-speaking countries and Mexico, with teachers guidance. listen to songs. recognize combination of words and the sounds they represent. detect rhythm, speed and intonation. Follow the chorus and recite the lyrics. Write down verses and/or chorus. Sing songs with and without the help of written lyrics. Learning to know about the language Features and types of oral and written texts. topic, purpose and audience. Graphic and text components. text arrangement: verses, stanzas and chorus. Phonic, syntactic and semantic elements of texts. acoustic features. Word list suitable for this practice of language. Key words. verb tenses: progressive forms, past. verb forms: past participle antonyms nouns: singular/plural, compound. Mechanics of writing. Punctuation: semi-colon, colon, apostrophe, hyphen. upper and lower case letters.
Unit 4
Learning to be through the language language as a means to: Reflect cultures and ways of being. Know about other contexts and cultures. express emotions and feelings. Promote collective efforts in a cultural expression.
38
Product: recital distribute among teams the necessary actions to sing songs in front of an audience. Select the songs. understand content of songs. locate key words in verses and chorus. read lyrics along with the music. listen to the song in order to follow rhythm. intonate the song at the speed of music. revise intonation in english while singing. determine place, date and audience for which the songs will be interpreted. Perform recital to the selected audience at the planned place and date.
Achievement
at the end of unit 4, students will be able to: Exchange likes and dislikes in a dialogue
in doing so, they: recognize the speakers and listeners behavior that supports the construction of meaning. request further information. Write sentences. Formulate questions to solve doubts. anticipate general meaning to start a dialogue.
Unit 4
Read and sing songs in order to identify human values in English-speaking countries and Mexico
in doing so, they: link main ideas in songs. Formulate and answer questions about the treatment of information. compare information using known expressions. Sing verses and choruses of songs. detect rhythm, speed and intonation of songs.
39
Unit
Social practice of the language: produce texts to participate in academic events

Specific activities with the language: rewrite information to explain a graphic presentation
Learning to do with the language check a Science topic through diverse sources, based on contextual clues and with the teachers guidance. Select illustrated texts about a scientific topic from different sources (e.g.: rational use of natural resources). activate previous knowledge. identify topic, purpose and intended audience. examine graphic and text components. recognize textual organization. Understand the general meaning and main ideas in scientific texts from reading aloud and with the teachers guidance. read texts from diverse sources. anticipate general meaning through familiar words and graphic components. detect new words to expand vocabulary. identify main ideas in paragraphs, with previously established purposes (e.g., making a presentation card). distinguish the types of sentences used to express main ideas and back-up information. use diverse strategies to point out relevant information. Sort information based on purpose. Rewrite information about a scientific topic to make a graphic presentation with the teachers guidance. Select previously sorted information from a text in order to rewrite sentences. complete sentences with main ideas from a text. add information to key ideas of sentences to exemplify, support or enrich them. Formulate and write questions concerning the information in a text. order words to construct sentences that answer questions. Paraphrase sentences in order to rewrite them. rewrite information to write sentences, based on a model. order rewritten sentences to articulate them and form paragraphs. choose paragraphs with rewritten sentences in order to construct notes. Write notes to fillin cards. revise cards to make a graphic presentation. edit notes with the teachers guidance. read to revise punctuation and spelling conventions. Mark and solve doubts. detect mistakes and correct them. Write final version. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. text and graphic components. Patterns of text arrangement. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. composition of expressions: grammatical components of expressions and statements. Pronouns: relatives (e.g., who, that, which). connectives (e.g., because, as for, despite). verbs: modals, phrasal (e.g., wipe out, take away). verb forms: passive. Mechanics of writing. differences between british and american variants: -l-/-ll- (e.g., canceled, cancelled, etc.). upper and lower case letters. Punctuation: period, colon, indentation.
40
Unit 5
Learning to be through the language language as a means to: learn how to learn. reach common goals. take favorable decisions about our environment. Product: exhibition about a Science topic
Unit 5
distribute among teams the necessary actions to participate in an exhibition about a topic of Science. Choose a scientific topic to make an oral presentation. read and classify the information. rewrite the information to make notes for the presentation. Produce posters with illustrations (photographs, maps, drawings, charts, etc.) to aid the contents of the notes. edit the notes and rewrite them on a card taking into account the font size so the content can be easily read. decide the order in which every chart will be presented with its respective informative card. display the exhibition to a selected audience in a previously agreed place.
41
Social practice of the language: interpret and express everyday life instructions
Specific activities with the language: understand and express specific warnings of public places
Learning to do with the language check warnings relative to public places from context clues, with the teachers guidance. identify topic, purpose and intended audience from previous knowledge. recognize situations and public places in which warnings are communicated. distinguish speakers attitudes and turns of participation. identify volume, intonation and tone. understand general meaning and main ideas of warnings particular to public places, with the teachers guidance. listen to warnings particular to public places. anticipate general meaning from known words and expressions. establish the reason for some warnings. understand conditional and non-conditional warnings. recognize sentence composition. establish sequence of enunciation. link warnings to their written form while listening to them. Recognize behavior adopted by speakers to make clarifications and confirm comprehension. identify speech register. express warnings particular to public places, with the teachers guidance. Write sentences to express warnings in public places. Choose word list aimed at a specific audience. organize sentences into a sequence. use non-verbal communication to aid the elaboration of warnings. use strategies to emphasize meaning (e.g., rephrasing, adjusting volume and/or speed, negotiating meaning, etc.) express causes and effects in warnings. Paraphrase the message on warnings. express warnings particular to public places. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues. Phonic, syntactic and semantic elements of texts. acoustic features. conditionals (e.g., if there is an emergency, you must, If the alarm sounds, you are to). verb forms: imperative. connectives (e.g., if, in case, in case of). Sentence types. Word list suitable for this practice of language. lexical differences between british and american variants (e.g., car park, parking lot; motorway, freeway).
Unit 5
Learning to be through the language language as a means to: Prevent problems. respect social norms. assume responsibilities in society. recognize cultural differences in social norms. Show confidence and assertiveness in the use of English.
42
Product: oral announcement of warnings. distribute among teams the necessary actions to make an oral announcement of warnings. Select a public place. Write the sentences to convey warnings appropriate to the selected place. revise that sentences are understood when spoken and listened to. organize sentences to put together an announcement. Practice the enunciation of an announcement. Publish the announcement.
Achievement
at the end of unit 5, students will be able to: Rewrite information to explain a graphic presentation
in doing so, they: identify and distinguish types of sentences that express main ideas within paragraphs, using previously established goals. use various strategies in order to point out relevant information. Select information in order to rewrite and paraphrase sentences. organize sentences to make a paragraph. Point out and solve doubts in order to edit notes.
Unit 5
Understand and express warnings particular to public places

in doing so, they: adjust volume, tone and intonation to emphasize warnings. understand conditional and non-conditional warnings. Request information to confirm the under standing of warnings. indicate causes and effects on warnings. associate warnings to particular situations.
43
Unit
Social practice of the language: understand and express information related to goods and services
Specific activities with the language: offer and understand suggestions in order to buy or sell a product
Learning to do with the language check suggestions to buy or sell a product, from context clues and the teachers guidance. listen to suggestions about the buying or selling of a product (e.g., clothing, toys, appliances, etc.). recognize topic and purpose. Distinguish sounds which allow the identification of the place where a dialogue occurs. distinguish attitudes of speakers and relationship between them. detect rhythm, speed and intonation. understand general meaning and main ideas of suggestions about purchasing or selling a product in a dialogue, with the teachers guidance. activate previous knowledge. anticipate general meaning from words and expressions that are known or are similar to those in the native language. locate and comprehend information. differentiate between terms similar to those in the native language. distinguish forms of expressing suggestions. establish linguistic resources to link the sentences in a suggestion (e.g., and, or, because, although, etc.). detect expressions to argue or object (e.g., this is a good product because...; i suggest you do this, but..., etc.). identify function of pauses, rhythm and intonation. recognize strategies to emphasize meaning (e.g., rephrasing, adjusting volume or speed, negotiating meaning, etc.). Formulate questions and answers to understand a dialogue. determine sequence of enunciation (e.g., description, instruction, etc.). express suggestions within a dialogue to buy or sell a product, working from a script and with the teachers guidance. choose the topic and purpose of a suggestion. choose words relevant to a suggestion. Produce expressions to argue or object about the buying or selling of products. Select and adjust verbal and non-verbal behavior targeted at a specific audience. include relevant details and interesting information in a suggestion. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues: sounds, turns of participation, relationship between participants, attitudes, etc. Structure of dialogue: opening, body and closure. Speech register. non-verbal communication. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. verbs: modals (e.g., should, shall). verb forms: subjunctive: (e.g., she suggests he buy). acoustic features: tone (e.g., courteous, serious, etc.), rhythm, speed, intonation, pauses. connectives. adjectives: qualifying, comparative, compound (e.g., fifteen-minute process, two-wheel vehicle). Comparative structures (e.g., as as; like; more slowly, less quickly; the least, the most quickly). adverbs: of degree (e.g., very, too, rather). Sentence types: declarative, interrogative, imperative, exclamative.
Unit 1
47
use cohesive devices to link sentences in a suggestion. use strategies to emphasize meaning. construct expressions to offer alternatives to suggestions. take on a speaker role to enact a dialogue with help of a script. Seek the confirmation of information in a dialogue. Learning to be through the language
Unit 1
language as a means to: Formulate, accept or reject suggestions. Show assertiveness during decision-making. Foster courtesy within interpersonal relationships. Product: catalogue of goods distribute among teams the necessary actions to design an illustrated catalogue of goods. Select the goods which will be included in the catalogue. design the catalogues format and illustrate its products. Write suggestions about the products included in the catalogue. revise the suggestions comply with grammar, spelling and punctuation conventions. Practice the enunciation of suggestions, using the catalogue as a guide. Present the catalogue to a previously selected audience.
48
Specific activities with the language: read fantasy literature and describe characters
Learning to do with the language check fantasy narratives with the teachers coordination. Select fantasy narratives from diverse sources. recognize text arrangement. identify publishing data. activate previous knowledge. determine topic, purpose and intended audience. understand general meaning main ideas and some details of fantasy narratives from shared reading and with the teachers guidance. read fantasy narratives. use different comprehension strategies (e.g., re-reading, self-questioning, vocabulary, text arrangement, etc.). clarify meaning of words with the use of a bilingual or english dictionary. recognize actions used as names or as characteristics/ qualities (e.g., flying on a broomstick was wonderful, He carries a lighted candle). distinguish implicit and explicit information. anticipate general meaning from main ideas. recognize events in paragraphs. detect words and expressions used to describe characters physical features. Formulate and answer questions to determine characters abilities and actions. describe characters from a fantasy narrative in order to enhance comprehension, with the teachers guidance. express personal reactions about a text (e.g., i didnt like). listen to others opinions to recognize different interpretations. complete sentences based on the characters actions. Write sentences based on one or more characters abilities. complete sentences with verbs used as names or as characteristics/qualities, using conventional writing. Form paragraphs from sentences. describe physical characteristics, abilities and actions to discover characters. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. text components colophon: publishing house, year, location, etc. elements in narrative: characters, events, narrator, etc. Patterns of text arrangement. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. adjectives: qualifying. verb tenses: past and present perfect. adverbs: of time (e.g., yet, already). verb forms: gerund, past participle. Conditionals (e.g., if she were, she would). direct and indirect speech. Mechanics of writing. letter groups in beginnings and endings of words (e.g., sp, st, ank, xt). Homophones (e.g., peace, piece, bear/bare). differences between british and american variants (e.g., ise/-ize, -ogue/-og).
Unit 1
Learning to be through the language language and literature as a means to: represent reality. recognize creativity and imagination in the perception of reality. Stimulate pleasure and enjoyment towards reading.
49
Product: comic book distribute among teams, the necessary actions to make a comic book, based on a fantasy narrative. Select and read a fantasy narrative. determine the episode(s) to be related in the comic book. Design a format for the comic book, defining spaces for dialogues and descriptions. adjust the information to write the dialogues. Write brief descriptions for the characters and the events. revise that the writing of dialogues and descriptions comply with grammar, spelling and punctuation conventions. incorporate the dialogues and descriptions in the corresponding spaces of the comic book and illustrate them. rehearse the dramatized reading of comic books to revise comprehension. Perform a dramatized reading of the comic book.
Achievement
at the end of unit 1, students will be able to: Offer and understand suggestions in order to buy or sell a product
in doing so, they: anticipate general meaning and main ideas from known oral expressions. distinguish main ideas within oral exchanges. Seek confirmation in an oral exchange. Produce expressions to argue or object. adjust tone, rhythm and intonation when writing oral texts.
Unit 1
Read fantasy literature and describe characters

in doing so, they: use strategies to support the comprehension of narratives. anticipate general meaning and main ideas from some details. distinguish between explicit and implicit information. Formulate and answer questions to distinguish and verify specific information. describe characteristics and abilities.
50
Unit

Specific activities with the language: understand and write instructions to face an environmental emergency
Learning to do with the language check emergency instructions based on contextual clues and with the teachers coordination. Select emergency manuals based on their graphic and text components (e.g., what to do in case of a fire or earthquake; what to do in case of an insect sting, etc.). identify purpose and intended audience. observe the arrangement of text components. Predict contents from graphic components. Reflect on the use of images and/or illustrations. recognize text organization. understand instructions to face an environmental emergency from shared reading and with the teachers coordination. read emergency manuals. identify abbreviations and clarify the meaning of unknown terms to refine vocabulary. anticipate the general meaning based on the topic and activating previous knowledge. recognize steps and their descriptions that explain or exemplify them. Identify specific language that is used to describe the steps to follow. Draw instructions to confirm understanding. Write instructions to make a manual in case of environmental emergencies. Write sentences. enlist words that determine the sequence of steps (e.g., first, next, after, etc.). Write steps in simple and complex sentences. broaden, explain and/or exemplify steps. arrange steps in a sequence according to the order of the procedure. Form instruction manuals based on the distribution of text and graphic components. edit instruction manuals to face environmental emergencies with the teachers coordination. read to revise punctuation and spelling conventions. verify the order in the sequence of sentences. Mark and solve questions. remove, add and/or change information to improve a text Write final version. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. Graphics: diagrams, images, typography (e.g., bold, italics, underlining, etc.), symbology. text components: titles, margin notes, etc. Patterns of text arrangement: list of steps. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. Syntactic particularities of the english language: it (e.g., It is raining, It is likely). Sentence types: imperatives. adverbs: of time (e.g., for, since), of sequence (e.g., after, firstly, next). abbreviations (e.g., aSaP, S.o.S.). Pronouns (e.g., who, whom, etc.) and relative adverbs (how, why, when, where). Prepositions (e.g., by, about, for, in, into) and prepositive phrases (e.g., at the end of, in front of). Mechanics of writing. Punctuation: period, comma, exclamation mark. Suffixes (e.g., able/ible, ness) and prefixes (e.g., un/in, en/ em-).
Unit 2
51
Learning to be through the language language as a means to: Prevent and face problems. Protect and safeguard physical integrity. act in a supportive and responsible way with the group and community.
Unit 2
Product: instructions to face an environmental emergency distribute among teams the necessary actions to make an instruction manual. choose and read instruction manuals. choose an environmental emergency and look for information on how to face it. Write instructions to face an environmental emergency. order the sequence of instructions and illustrate them. Edit instructions to write the final version of the instruction manual. agree on a design to display the instruction manuals in a bulletin board. Set a bulletin board to show the manuals to the school community.
52
Specific activities with the language: write dialogues and interventions for a silent short film
Learning to do with the language Check while watching, a silent short film using context clues and the teachers supervision. recognize topic, purpose and intended audience. establish setting(s) where the action takes place. distinguish different characters. recognize non-verbal communication. identify the relationship between scenarios, actions and sound effects. determine the intention of actions (e.g., comic, melodramatic, tragic, etc.). understand general meaning and main ideas of a silent short film with the teachers guidance. anticipate general meaning and main ideas from previous knowledge and non-verbal communication. recognize structure. clarify the name of unknown objects, actions or concepts with the help of a bilingual dictionary. establish genre (e.g., comedy, melodrama, suspense, etc.) Formulate and write questions and answers to understand the contents. answer questions to describe motivations, hopes, aspirations and/or ambitions. Produce dialogues and interventions for a silent short film, with the teachers guidance. Suggest sentences to write dialogues and interventions. organize sentences into sequences. Write dialogues and interventions. include examples, relevant details and interesting information in a dialogue or intervention. use linguistic resources to link sentences (e.g., since, before, as, so that, etc.) and/or reformulate expressions in a dialogue or intervention. read dialogues aloud in order to adjust verbal and nonverbal communication and according to a specific audience (e.g., younger, adult, etc.). adjust volume and speed. Make dub dialogues and interventions. Learning to know about the language Features and types of oral and written texts. Genre, topic, purpose and intended audience. context clues. Speech register. non-verbal communication. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. Similarities and differences between native and english language. acoustic features. adverbs: sequence (e.g., after, firstly, next). Sentence types. connectives. verbs: modals (e.g., would, could, need to).
Unit 2
Learning to be through the language language as a means to: Show emotions and experiences of people and their cultures. appreciate cultural expressions particular to english language. Know particular values and behavior of people from english-speaking countries.
53
Product: script for the dubbing of a silent short film distribute among teams the necessary actions for the writing of a script. Select a silent short film. observe the scenes and choose one. Suggest and write dialogues and/or interventions for each character. organize dialogues and/or interventions of the scene in a text. revise that structure of dialogues and interventions comply with grammar, spelling and punctuation conventions. Put together a script which contains dialogues and/or interventions corresponding to the scene of the short film. associate the writing with dialogues and/or interventions. Practice the reading aloud of the script. Perform the dubbing.
Achievement
at the end of unit 2, students will be able to: Understand and write instructions to face an environmental emergency
in doing so, they: clarify the meaning of unknown terms in order to broaden and refine their vocabulary. understand and point out the order of components, useful information and main ideas of an emergency manual. Write and classify sentences in order to create instruction sequences. remove, add and/or edit an instruction manual.
Unit 2
Write dialogues and interventions for a silent short film

in doing so, they: anticipate general meaning and main ideas from previous knowledge and non-verbal communication. Write expressions to produce oral exchanges. Provide examples to main ideas during an oral exchange. rephrase expressions produced during an oral exchange.
54
Unit
Social practice of the language: participate in language games to work with specific linguistic aspects
Specific activities with the language: participate in language games in order to recognize rhythm, stress and intonation of sentences
Learning to do with the language check examples of language games suitable to practice rhythm, stress and intonation in predetermined sentences (e.g., Sentence Hangman), with the teachers coordination. identify games by their name. recognize topic, purpose and intended audience. determine which elements make up the language game. recognize the function of graphic and text components. Define the number of words used on each sentence. identify participants and the role they play (e.g., coordinator, players, etc.). determine the number of players and their turns to participate. recognize steps taken by a player and detect the order to follow. understand rhythm, stress and intonation characteristics in words and sentences involved in the game, with the teachers coordination. read a list of sentences out loud. distinguish stress of pronouns and/or contractions in sentences. recognize rhythm, stress and intonation in sentences. Guess, infer and discover sentences to practice rhythm, stress and intonation. read sentences out loud to practice rhythm, stress and intonation. Write sentences to participate in language games, with the teachers coordination. Suggest and complete sentences. Write sentences. break up sentences to observe the difference in word stress, when forming a sentence and when isolated. dictate sentences. Learning to know about the language Features and types of oral and written texts. topic and intended audience. Graphic and text components. Purpose of language games: discover sentences. Phonic, syntactic and semantic elements of texts. acoustic features. composition of expressions: grammatical components of expressions and statements. Mechanics of writing. conventional writing of words. Punctuation: apostrophe (e.g., He didnt, ive). upper and lower case letters. diphthongs (e.g., oi, ou, au).
Unit 3
Learning to be through the language language as a means to: Foster the enjoyment of schoolwork. Participate in activities of common interest among students. compete with effort and respect.
55
Product: hangman game distribute among teams the necessary actions to organize the Hangman game by using sentences. determine number of teams, players and turns of participation. establish rules for the Hangman game. Propose and select, secretly among the teams, a list of sentences with different rhythms, intonation, stress, and with/without contractions. Write the sentences. revise that sentences comply with grammar, spelling and punctuation conventions. Play Hangman. read the sentences out loud at the end of each round to practice their intonation, rhythm and stress.
56
Unit 3
Formation and academic environment Specific activities with the language: rewrite information to explain how a machine or device works
Learning to do with the language check illustrated processes about the operation of machines or devices with the teachers coordination. choose illustrated processes (e.g., juicer, telephone, lamp, etc.). recognize text organization. Reflect on the use of images and/or illustrations. identify purpose and intended audience. understand information that explains how a machine or a device works upon a guided reading and with the teachers coordination. Select information from various sources. read texts. clarify technical terms with the use of a bilingual dictionary. Point out main ideas and information that broadens them. Answer questions to confirm understanding (e.g., what is it? What is it for?, etc.). identify graphic resources used to explain the operation of a machine or device (e.g., numbers, panels, etc.). Write information to explain how a machine or a device works, with the teachers coordination. Select information to explain how things work. Paraphrase information to explain how things work (using, for example: be able to). Use a flow chart to order and link ideas and explanations. Write main ideas. Complete a flow chart with notes that explain main ideas. use comparisons as writing strategies. use graphic organizers to link illustrations and text. edit texts with the teachers coordination. read to revise punctuation and spelling conventions. verify the order of sentence sequence. add, remove and/or change information. adjust language in accordance to intended audience and purpose. Write final version. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. text and graphic components. Patterns of text arrangement: comparison and contrast, listing. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. comparatives (e.g., more slowly, less quickly, etc.), superlative adverbs (e.g., the least, the most quickly, etc.). verb forms: modals (e.g., can, could). connectives (e.g., in order to, so that, so/such that). verbs: phrasal verbs (e.g., set upon, get about, etc.). adverbs: of the sentence (e.g., too, either, etc.). Syntactic features of the english language: split infinitive [to + word(s) + verb] (e.g., This machine is intended to not do harm, This is a great device to once again communicate). Mechanics of writing. differences between british and american varieties (e.g., -ogue/oge, -ce/-se). Punctuation: comma, semi-colon, parentheses, apostrophe, dash. consistency in the use of a variant.
Unit 3
Learning to be through the language language as a means to: Have access to scientific and technologic information. Appreciate the usefulness, benefits and risks of scientific and technologic progress. Promote feedback as a fundamental aspect of the learning process.
57
Product: poster about the operation of a machine or device distribute among teams the necessary actions to create posters about how a machine or a device works. choose a machine or device. Search and select information from various sources. Write explanations about its operation. add illustrations to the explanations. edit the explanations and write a clean copy on a poster. ask permission to display the posters in different places of the school.
Achievement
at the end of unit 3, students will be able to: Participate in language games in order to recognize rhythm, stress and intonation of sentences
in doing so, they: Distinguish the stress of specific parts of sentences. read and write sentences to practice rhythm, intonation and stress. contrast the stress of words, both on their own and within sentences.
Unit 3
Rewrite information to explain how a machine or device works

in doing so, they: choose and paraphrase sentences. organize and link main ideas and the information which explains them, in a diagram. rewrite sentences in order to give explanations.
58
Unit
Specific activities with the language: share personal experiences in a conversation

Learning to do with the language check personal experiences in a conversation based on context clues, with the teachers coordination. listen to personal experiences in a conversation (e.g., special occasions: anniversaries, birthdays, etc.). recognize non-verbal communication. identify form of communication. detect rhythm, speed and intonation. understand general meaning, main ideas and some details regarding personal experiences in a conversation, with the teachers guidance. listen to experiences. clarify meaning of words from their context or by using an english dictionary. anticipate general meaning and main ideas. recognize words used to link ideas. distinguish composition of expressions used to share personal experiences. determine sequences of enunciation. Share personal experiences in a conversation, with the teachers coordination. Write sentences to share personal experiences. organize sentences into a sequence. include details to main ideas. Formulate questions to clear any doubts, broaden information and confirm comprehension. use expressions and linguistic resources to restore communication. convey personal experiences using direct and indirect speech. enunciate personal experiences spontaneously. use expressions to offer turns of speech. use strategies to emphasize meaning (e.g., rephrasing, adjusting volume and/or speed, negotiating meaning, etc.). Start a conversation. anticipate general meaning and main ideas to keep a conversation. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues. Form of communication: on-site, long distance. Phonic, syntactic and semantic elements of texts. acoustic features. Sentence types. verbs: modals (e.g., would, used to), causative (have/get). adverbs: of time. connectives (e.g., so, nor). language formulae (e.g., greeting, courtesy and farewell expressions). Word list suitable for this practice of language. direct and indirect speech. Syntactic differences between british and american variants: use of prepositions (e.g., She went there on Friday, she went there Friday).
Unit 4
Learning to be through the language language as a means to: Show empathy. collaborate and communicate successfully with a speaker. Share common experiences.
59
Product: autobiographical anecdote distribute among teams the necessary actions to work an autobiographical anecdote into a conversation. Select some personal experiences. Write sentences to express the personal experiences. check that sentences are understood when spoken and listened to. organize sentences into a text to put together an autobiographical event. Practice enunciation of the autobiographical anecdotes. establish turns of participation. Have conversations about autobiographical anecdotes.
60
Unit 4
Specific activities with the language: read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico
Learning to do with the language check short literary essays about a cultural aspect of englishspeaking countries (e.g., dressing codes, food, etc.) with the teachers supervision. Select texts from their index. recognize text organization. identify publishing data. determine topic, purpose and intended audience. establish links between cultural aspects from illustrations and key words. understand general meaning, main ideas and some details in a short literary essay, upon guided reading and with the teachers coordination. read short literary essays about a cultural aspect. use different comprehension strategies. detect frequently used words. Formulate and answer questions. identify sentences used to describe a cultural aspect. differentiate examples and explanations from main ideas. use antonyms to establish comparisons between cultural aspects from english-speaking countries and Mexico (e.g., dressing codes or food). compare cultural aspects between english-speaking countries and Mexico. describe and compare cultural aspects, with the teachers coordination. Make a list of characteristics about a cultural aspect (e.g., ingredients on a traditional dish; clothing for a gala event, a trip, etc.). Propose titles for a description. Write sentences to describe cultural aspects. arrange sentences in paragraphs. use different strategies to write non-frequent words (e.g., use parts of a word to form new ones, say it out loud, consult a dictionary, etc.). Learning to know about the language Features and types of oral and written texts. topic, purpose and audience. text and graphics components. Patterns of text arrangement. Phonic, syntactic and semantic elements of texts. acoustic features. Word list suitable for this practice of language. Sentence type. Key words. antonyms. verb tenses: progressive forms, past, present. adjectives: compound (e.g., goodlooking, well-dressed). adverbs: of time (e.g., never, always, sometimes, often). Nouns: irregular plurals (e.g., fish, sheep, goose-geese, mouse-mice, cactus-cacti). Mechanics of writing. Punctuation: apostrophe, hyphen. Homophones. upper and lower case letters.
Unit 4
Learning to be through the language language as a means to: acknowledge and respect differences between cultures. appreciate cultural expressions particular to different countries. Develop flexibility and value different people and cultures.
61
Product: comparative chart distribute among teams the necessary actions to elaborate a comparative chart about cultural aspects in english-speaking countries and Mexico. Select a cultural aspect to compare between english-speaking countries and Mexico. consult different sources to get information about the selected cultural aspect. choose information about the selected cultural aspect for both countries. compare similarities and differences about the cultural aspect from the selected information. rewrite the information to complete the comparative chart. Make a comparative chart and include the information. check that writing be complete and comply with grammar, spelling and punctuation conventions. display the comparative chart in an exhibition.
Achievement
at the end of unit 4, students will be able to: Share personal experiences in a conversation
in doing so, they: Seek confirmation. enunciate personal experiences spontaneously. organize sentences in a sequence. adapt verbal and non-verbal behavior to a specific audience. anticipate general meaning and main ideas to keep a conversation. use direct and indirect speech while sharing personal experiences.
Unit 4
Read short literary essays in order to compare cultural aspects from English-speaking countries and Mexico
in doing so, they: differentiate examples and explanations from main ideas. Formulate and answer questions about literary essays. compare information using antonyms. Write sentences to describe cultural aspects.
62
Unit

Specific activities with the language: write points of view to participate in a round table
Learning to do with the language check a civic and ethic Formation topic from different sources based on contextual clues and with the teachers coordination. Select texts about a topic of civic and ethic Formation from various sources (e.g., the rights and responsibilities of teenagers.) identify purpose and intended audience. Predict topic based on graphic components. understand the general meaning and main ideas of a text about civic and ethic Formation upon reading aloud and with the teachers coordination. anticipate the general meaning through familiar words and graphic components. identify text organization. compare personal points of view with main ideas of a text (using, for example: be/get used to). identify synonyms used by the author to express the same idea. recognize sentences used by the author to write personal points of view. establish connections between personal points of view, and information that enriches, exemplifies and/or explains them. use strategies to point out information in accordance with personal points of view. Write points of view about a civic or ethic Formation topic to participate in a round table, with the teachers guidance. Select information from a text to write sentences with personal opinions. organize main ideas of a text on a graph and contrast them with a personal opinion. rewrite main ideas to write opinions; using synonyms. complete sentences to write personal opinions. Write simple and complex sentences based on personal opinions. extend or emphasize ideas using linguistic resources. Write a paragraph that expresses points of view to participate in a round table based on a model. edit points of view with the teachers guidance. read to revise punctuation and spelling conventions. Solve doubts and provide feedback. Write final version. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. text and graphic components. Patterns of text arrangement: cause/effect, problem/solution, etc. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. Synonyms. connectives (e.g., because, if, unless, although, in spite of). Conditionals (e.g., If we were, we would; If they do, they will). Mechanics of writing. Punctuation: period, comma, apostrophe, parenthesis, hyphen, dash. Suffixes (e.g.: tion, sion) and prefixes (e.g.: im, in). digraphs and trigraphs.
Unit 5
63
Learning to be through the language language as a means to: learn to live in community. Promote respect towards others opinions. Foster cooperation and team work.
Unit 5
Product: round table distribute among teams the necessary actions to participate in a round table. choose a civic and ethic Formation topic to participate in a round table. read texts from various sources. contrast different personal points of view with information from the text. Write personal points of view. edit personal points of view and make a clean version in a notebook or a card. organize turns and time of participation for each team. decide the place and date the round table of each team will take place. read the points of view to participate in the round table.
64
Specific activities with the language: understand and give instructions to perform everyday life activities
Learning to do with the language check instructions to perform everyday life activities based on context clues and with the teachers supervision. listen to instructions to perform activities (e.g., grooming, nourishment, etc.). identify topic, purpose and intended audience. recognize moods from non-verbal communication. distinguish speakers attitudes and turns of participation. detect volume, tone, rhythm, speed and intonation. recognize represented values. understand general meaning, main ideas and some details regarding instructions to perform everyday life activities, with the teachers supervision. listen to instructions particular to everyday life. anticipate meaning from explicit information. recognize words which link ideas (and, or, because, although, etc.). establish sequence of enunciation. identify words and expressions that point out orders. Identify words that convey undefined quantities. recognize strategies used to rephrase ideas, adjust volume and speed and negotiate meaning. Provide instructions to carry out activities, with the teachers coordination. Write sentences to give instructions. organize sentences into a sequence. Formulate questions to clarify doubts and broaden information. use non-verbal communication. use strategies to emphasize, clarify and negotiate meaning. ask for instructions to carry out an activity. Give instructions spontaneously to perform an everyday life activity . Paraphrase instructions to ensure comprehension. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues. Phonic, syntactic and semantic elements of texts. acoustic features. Word list suitable for this practice of the language. Determiners: quantifiers (e.g., some, any, few) , articles (a, an, the). nouns: countable and uncountable. verb tense: simple present. verbs: modals (e.g., should, must). adverbs: manner. verb forms: imperative. connectives. Prepositions (e.g., in, to, at, on). lexical differences between british and american variants.
Unit 5
Learning to be through the language language as a means to: Plan and organize. convey respect and courtesy when providing orders and instructions. examine the need to follow instructions. Product: poster with instructions to perform everyday life activities distribute among teams the necessary actions to make a poster with instructions for everyday life activities. Select an everyday life activity. Prepare instructions for the selected activity. Write the instructions. revise that instructions are understood when spoken and listened to. Practice the enunciation of instructions. display the poster on a visible place to use it whenever instructions need to be given.
65
Achievement
at the end of unit 5, students will be able to: Write points of view to participate in a round table
in doing so, they: use various strategies in order to point out information with individual points of view. Select and organize information in order to write sentences with individual points of view. Write paragraphs that express individual points of view. Solve doubts and provide feedback in order to edit individual points of view.
Give and understand instructions to perform everyday life activities

in doing so, they: adjust volume, intonation and tone to emphasize or alter instructions. understand and request instruction to perform an activity. Write sequences of enunciation to give instructions. use linguistic resources to ensure the comprehension of instructions. Produce instructions spontaneously.
66
Unit
Social practice of the language: understand and express information related to goods and services
Specific activities with the language: express oral complaints about a health service
Learning to do with the language check complaints about a health service, using context clues with the teachers coordination. listen to oral complaints (e.g., through the phone or the internet, etc.) about a health service. recognize topic and purpose. establish form of communication. determine place or target of a complaint. recognize the attitudes of speakers. detect ways to adjust the actions of speaking and listening (e.g., pauses, rhythm, tone, etc.). interpret general meaning, main ideas and some details about a telephone complaint with the teachers coordination. listen to a complaint. clarify meaning of words either by using an english dictionary or from their context. activate previous knowledge. infer general meaning. detect and interpret technical or specialized information. establish motive or reason for a complaint. identify main ideas and information that explains or complements them. detect expressions to suggest solutions. recognize strategies to emphasize meaning (e.g., rephrasing, adjusting volume/speed, negotiate meaning, etc.). Write an oral complaint about a health service, with the teachers coordination. choose word repertoire relevant to a complaint. use and adapt an appropriate speech register based on the addressee. express motive or reason. Write expressions to suggest solutions. use strategies to modify meaning (e.g., volume, tone, rhythm, amount of details, etc.). use linguistic resources to articulate complete ideas in a complaint. use strategies to repair failed communication (e.g., seek feedback, clarify meaning, rephrasing, etc.). express complaints and make adjustments to improve fluency. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues: sounds, turns of participation, relationship between participants, attitude, etc. Speech register. Structure of complaints: opening, body and closure. Form of communication: on-site, long distance. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. verbs: modal (e.g., can, would). acoustic features. conditionals (e.g., if we had been..., we might have done). verb tenses: simple present, past and future. adjectives: qualifying, comparative and superlative. adverbs: of time, of degree. connectives (e.g., furthermore, on one hand... on the other hand, if... then...).
Unit 1
69
Learning to be through the language language as a means to: express a complaint. Stand up for ones rights. raise awareness about ones and others attitudes.
Unit 1
Product: telephone complaint voice mail distribute among teams the necessary actions to write telephone complaints. consult and select information to write a complaint. Select topic or purpose for the complaint. Write sentences to express the complaint. revise that the complaint is understood when spoken and listened to. Practice the enunciation of a complaint. Perform the telephone complaint.
70
Specific activities with the language: read suspense literature and describe moods
Learning to do with the language check suspense narratives, with the teachers supervision. Select suspense narratives based on publishing data. identify text arrangement. determine topic. recognize purpose (e.g., persuade, fright, etc.). detect intended audience from explicit information. understand general meaning, main ideas and some details of a suspense narrative from independent reading, with the teachers supervision. read and re-read narratives. use diverse comprehension strategies (e.g., self-questioning, vocabulary, text arrangement and structure, etc.). detect frequently used words. Distinguish specific characteristics of language (e.g., connectives, determinants, adverbs, etc.). Make links in texts using explicit and implicit information (e.g., main idea and details that enhance it, sequence of key events, etc.). infer main ideas from details. answer questions to infer characters moods from explicit information. Relate moods to specific moments in a narrative. describe characters moods in a suspense narrative to aid comprehension, with the teachers coordination. express and justify personal impressions towards a text. (e.g., I didnt like because, It was interesting but, etc.). Listen to others opinions and justifications to recognize different interpretations. relate moods to characters. Make sentences from words that express moods. complete sentences to express moods. organize paragraphs to form texts. describe characters moods. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. Patterns of text arrangement. elements in narrative: narrator, characters, events, etc. colophon: publishing house, year, location, etc. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. connectives. Sentence types: declarative, interrogative, imperative, exclamatory. adjectives: comparative, superlative. Pronouns: reflexive (e.g., myself, ourselves), relative. conditionals. Mechanics of writing. Homophones (e.g., too, two). upper and lower case letters. Word separation.
Unit 1
Learning to be through the language language as a means to: Foster respect towards others opinions Stimulate an aesthetic pleasure in literature. develop empathy towards different moods.
71
Product: emotionary (inventory of emotions) distribute among teams, the necessary actions to make an emotionary. Select from various sources a suspense narrative. read the selected narrative in silence. choose and make a list of emotions based on the narrative. Propose and write examples of the situations that describe the emotions. revise, through independent reading, that the examples comply with grammar, spelling and punctuation conventions. organize an event to read and present the emotionary.
Achievement
at the end of unit 1, students will be able to: Express oral complaints about a health service
in doing so, they: establish the motive or purpose of an oral text. infer general meaning from explicit information. distinguish main ideas and some details within oral texts. detect specialized information within oral texts. use strategies in order to convey the meaning of an oral text.
Unit 1
Read suspense literature and describe moods

in doing so, they: use various strategies to comprehend narratives. infer general meaning and main ideas from details. Formulate and answer questions in order to infer information. Write opinions regarding moods. organize paragraphs in order to create texts.
72
Unit

Specific activities with the language: interpret and write instructions to perform a simple experiment
Learning to do with the language check instruction manuals to perform experiments based on contextual clues, with the teachers supervision. Select instruction manuals to perform experiments based on topic and purpose (e.g., liquid filtration, carbon dioxide, etc.). examine distribution and function of text and graphic components. recognize text arrangement. identify purpose and intended audience. interpret instructions to perform an experiment from independent reading and with the teachers coordination. read instruction manuals. clarify meaning of words. anticipate general meaning through self-questioning. Go through procedure components (e.g., steps, descriptions, activities, times, etc.). distinguish details that describe steps. identify use of punctuation. Follow instructions to confirm understanding. recognize instruction order. Write instructions to perform a simple experiment, with the teachers guidance. determine procedure components. Make questions about the procedures to complete sentences. establish number of steps. use bullets, ordinary numbers or words that indicate sequence to point out steps. Write simple and complex sentences. complete sentences with the descriptions of steps and activities. arrange sentences in a certain procedures sequence. Give support to sentences with illustrations. edit instruction manuals to perform an experiment, with the teachers coordination. read to revise punctuation and spelling conventions. verify the arrangement of the sequence in sentences. remove, add, change and/or rearrange information to improve a text. Write final version. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. text components: titles, subtitles, etc. Graphic components: illustrations, images, typography, etc. Patterns of text arrangement. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. adverbs: of sequence (e.g., after, firstly, next), frequency (e.g., twice, often, never). verb forms: imperative, gerund and infinitive. verb tenses: simple present. Sentence types. Prepositive phrases (e.g., instead of, at last). Mechanics of writing. Punctuation: period, semicolon, apostrophe. Homographs (e.g., lead, live).
Unit 2
73
Learning to be through the language language as a means to: learn about our surroundings. construct and consolidate knowledge. Promote creative and proactive attitudes during collaborative work.
Unit 2
Product: instruction album distribute among teams the necessary actions to make an instruction album. choose an experiment and search information about it. Write down the instructions to perform the experiment. arrange the sequence of instructions and illustrate them. Edit instructions to write the final version of the instruction manual. agree on a design to display the instruction manual in an album. Make an index. Put the album together and place it in the classrooms library.
74
Specific activities with the language: share emotions and reactions caused by a TV program
Learning to do with the language check a tv program, based on context clues, with the teachers supervision. establish genre, topic, purpose and intended audience. identify speakers non-verbal communication and attitudes. recognize adjustments made by participants when speaking and listening. distinguish setting(s) or place(s) where actions take place. determine roles of participants. distinguish visual and sound effects. interpret general meaning and some details of a tv program, with the teachers supervision. clarify meaning of words. Reflect on the relationship between actions, images, dialogues and sound effects. infer general meaning. identify the function of pauses, rhythm and intonation. interpret technical or specialized information. differentiate main ideas and information that enhances, exemplifies or explains them. recognize strategies to rephrase, adjust volume/speed, negotiate meaning, etc. Point out speech register. Share emotions and reactions caused by a tv program, with the teachers coordination. Formulate questions about emotions and reactions caused by a tv program. answer questions about contents of a tv program. Write expressions to share emotions. include the explanation of main ideas during an exchange. exchange emotions or reactions. use strategies to repair a failed conversation. Learning to know about the language Features and types of oral and written texts. Genre, topic, purpose and intended audience. context clues: voices, behavior, setting, place, role. visual resources: marquee, subtitles, etc. Sound resources: soundtrack, sound effects, etc. Speech register. non verbal communication. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. Similarities and differences between native and english language. acoustic features. consistency in the use of a variant. Syntactic differences between british and american variants: modal verb need (e.g., You neednt do it, You dont need to do it). Syntactic particularities of the english language: lack of gender in nouns and adjectives.
Unit 2
Learning to be through the language language as a means to: convey and spread information. value the credibility of mass media. Recognize the influence of media in everyday life.
75
Product: oral presentation distribute among teams the necessary actions to participate in an oral presentation about a tv program. Select a tv program. decide on the presentation length. Write sentences to express emotions and reactions about a tv program. revise that sentences are understood when spoken and listened to. establish turns and extension for each participation. Practice the enunciation of emotions and reactions. Make the oral presentation. Pay attention to the participation of others. Formulate questions to obtain further information and ask for something to be repeated, clarified or said slower.
Achievement
at the end of unit 2, students will be able to: Interpret and write instructions to perform a simple experiment
in doing so, they: understand and interpret order and sequence of instruction elements to perform an experiment. Write and classify simple and complex sentences in order to create instruction sequences. remove, add, change and/or rearrange information to edit an instruction manual.
Unit 2
Share emotions and reactions caused by a TV program

in doing so, they: anticipate main ideas and information that explains or supports them. clarify the meaning of words. Formulate and answer questions to share emotions and reactions. explain main ideas within an oral exchange.
76
Unit
Social practice of the language: participate in language games to work with specific linguistic features
Specific activities with the language: participate in language games to comprehend and write irregular verb forms
Learning to do with the language check suitable word games to work with irregular verb forms (e.g., memory game, lottery, etc.), with the teachers supervision. identify games by name. recognize topic, purpose and intended audience. determine elements that construct a word game. recognize function of graphic and text components. establish number of words involved in the game. identify participants and role they play (e.g., coordinator, players, etc.). determine number of players and participation turns. recognize steps taken by a player to participate in a game. understand the characteristics of irregular verb forms, with the teachers coordination. locate sentences with irregular verb forms in diverse texts. compare sentences with and without irregular verb forms. determine simple past, present perfect, past perfect and future perfect in sentences. classify sentences in simple past, present perfect, past perfect and future perfect. complete sentences with irregular verb forms. compare differences and similarities in the composition of irregular verb forms. organize irregular verb form groups. Write sentences with irregular verb forms. Write sentences with irregular verb forms to create a language game, with the teachers coordination. dictate and enlist sentences with irregular verb forms. complete irregular verb forms based on one of their parts (e.g., first or last letter). order letters and words to write irregular forms. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. Graphic and text components. Phonic, syntactic and semantic elements of texts. verb tenses: perfect present, past and future; simple past. verb forms: past, participle. Similarities between words. Mechanics of writing. differences between letters and sounds (e.g., bite, bit; ride, ridden). digraphs (e.g., tw, lt). verbs in past and past participle.
Unit 3
Learning to be through the language language and language games as means to: Promote recreational activities. Foster patience in tasks performance. develop an environment that fosters participation in ludic activities.
77
Product: memory game distribute among teams, the necessary actions to elaborate a memory game. recognize irregular verbs in simple past, present perfect, past perfect and future perfect. Propose and select sentences based on the chosen verbs. Write down irregular verbs on a set of cards and sentences on another set. revise that verbs and sentences comply with grammar, spelling and punctuation conventions. determine number of players in each team and their participation turns. establish rules for the memory game. Play the memory game. read verbs and sentences out loud each time a pair is found.
78
Unit 3
Specific activities with the language: write a short report about a historic event
Learning to do with the language check descriptions of historic events, with the teachers coordination. Select descriptions of historic events. activate previous knowledge. Predict content based on graphic and text components. recognize text organization. identify topic and intended audience. understand the content of a historic text, based on independent reading, with the teachers coordination. read history texts. identify new terms to broaden vocabulary. anticipate topic from familiar words or phrases. Point out information about key events. ask questions to distinguish main ideas from secondary ideas. recognize order and meaning of a text. identify chronological order. Write a short report about a historic event, with the teachers guidance. Write simple and complex sentences paraphrasing main ideas. Complete flow charts with information that broadens main ideas. rewrite sentences to include information that broadens main ideas. emphasize and clarify ideas in a text. determine the order of key events in a timeline. Group sentences which give similar information to form paragraphs. Write a short report, based on a model. edit report, with the teachers supervision. read to revise punctuation and spelling conventions. add, remove, change and/or reorganize information. adjust language in accordance to the intended audience and purpose. Write final version. Learning to know about the language Features and types of oral and written texts. topic and intended audience. Graphic and text components. Patterns of text arrangement. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. Syntactic features of the english language: use of auxiliaries in declarative, negative and interrogative sentences (e.g., that did not happen, Does he take a hard decision?). double genitive (e.g., an employee ofhers). verb tenses: simple past, past progressive, past perfect, past perfect progressive. adverbs: of time, sequence, frequency. connectives (e.g., when, while, etc.). Mechanics of writing. abbreviations. conventional writing of words. verbs in simple past tense and past participle.
Unit 3
Learning to be through the language language as a means to: Know about history and appreciate it. Generate unity, harmony and reject prejudice. Promote respect for others work by using information sources.
79
Product: anthology of historic event reports distribute among teams the necessary actions to create an anthology of historic event reports. choose a historic event. read the texts and select the information. choose a scheme to organize information. Write the report. Edit the report to create the final version. agree on the design for an anthology. create an index. integrate the reports to the anthology and donate it to the school library.
Achievement
at the end of unit 3, students will be able to: Participate in language games to comprehend and write irregular verb forms
in doing so, they: compare sentences with and without irregular verb forms. classify sentences according to their verb tense. use perfect verb tenses and simple past in sentences and texts. Write and dictate sentences with irregular verb tenses.
Unit 3
Write a short report about a historic event

in doing so, they: Formulate questions in order to distinguish main from secondary ideas. Write simple and complex sentences. link sentences in order to make paragraphs. Write a short report from a model. check spelling conventions and adjust language according to intended audience and purpose to edit reports.
80
Unit
Specific activities with the language: interpret and offer descriptions regarding unexpected situations in an oral exchange
Learning to do with the language check descriptions regarding unexpected situations shared in an oral exchange, based on context clues, with the teachers supervision. listen to descriptions of unexpected situations (e.g., during cultural or sporting events, etc.). identify topic, purpose and intended audience. observe and understand non-verbal communication in an oral exchange. distinguish attitudes and emotions. Establish speakers profiles (e.g., occupation, age, status, etc.). determine the place where an exchange occurs. interpret general meaning, main ideas and some details in descriptions of unexpected situations shared in an oral exchange, with the teachers supervision. listen to descriptions of unexpected situations shared in an oral exchange. clarify meaning of words. recognize ways to describe an unexpected situation. infer general meaning from explicit information. identify main ideas and information that enhances, exemplifies or explains them. recognize strategies used to rephrase ideas, adjust volume and speed, and negotiate meaning. determine sequence of enunciation. Formulate questions to understand a description. notice english variant. describe unexpected occurrences in an oral exchange with the teachers supervision. Write sentences to describe unexpected situations. include details to main ideas. use non-verbal communication. change direct speech into indirect speech and vice versa. adjust speed, rhythm, diction and intonation. rephrase ideas. use strategies to add meaning. use strategies to repair a failed conversation. Produce descriptions of unexpected situations spontaneously. Maintain an oral exchange. anticipate general meaning and main ideas to carry out a conversation. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues. Speech register. Phonic, syntactic and semantic elements of texts. direct and indirect speech. acoustic features. Word list suitable for this practice of language. Sentence types: interrogatives. adjectives: qualifying, superlative. adverbs: of time, of quantity. Paraphrasing. language formulae (e.g., greeting, courtesy and farewell expressions). Syntactic particularities of the english language: lack of double negative (e.g., they didnt go anywhere, they had no time to lose).
Unit 4
81
Learning to be through the language language as a means to: describe ones surroundings. Show confidence and assertiveness in the use of English. Promote constructive dialogues. appreciate credibility and objectivity in descriptions.
Unit 4
Product: testimonial distribute among teams the necessary actions to give a testimony about unexpected situations in an oral exchange. Select an unexpected situation. Write sentences to describe an unexpected situation. revise that sentences are understood when spoken and listened to. organize sentences into a text to put together a testimony. Practice the enunciation of testimonies. establish turns of participation. Participate in an exchange of testimonies.
82
Specific activities with the language: read plays in order to compare attitudes and behavior adopted by people from English-speaking countries and Mexico
Learning to do with the language check short plays suitable for a young audience from their oral reading, with the teachers supervision. Select plays based on graphic and text components. recognize text arrangement. identify author(s). determine topic, purpose and intended audience. understand general meaning, main ideas and details in a short play suitable for a young audience from shared reading, with the teachers supervision. read a short play. distinguish stage directions. use diverse comprehension strategies. recognize leading, secondary and/or incidental character(s). Point out details (e.g., attitudes and behaviours, time and setting in which the actions occur, etc.). Point out genre of a short play (e.g., tragedy, comedy, farce, etc.). clarify meaning of words. determine current actions, which continue to exist nowadays and/or begin in the past and conclude in the present. recognize general meaning. Formulate and answer questions to explain and describe attitudes and behaviours. Participate in the dramatized reading of a short play to aid its comprehension, with the teachers supervision. read dialogues from a play to practice pronunciation. relate rhythm, speed, intonation and volume with the meaning of dialogues. link non-verbal communication with the meaning of dialogues. Perform a dramatized reading of a short play. Learning to know about the language Features and types of oral and written texts. Genre, topic, purpose and audience. text and graphics components. text arrangement: stage directions, dialogues, etc. colophon: publishing house, year, location, etc. Phonic, syntactic and semantic elements of texts. acoustic features. Word list suitable for this practice of language. adverbs: of time, of place. verb forms: imperative. verb tenses: present (simple, progressive, perfect), past. Mechanics of writing. Punctuation: dash, parentheses, squared brackets, etc.
Unit 4
Learning to be through the language language as a means to: value attitudes and behavior. Participate in community cultural expressions. be aware of ones own and other peoples ideas and emotions.
83
Product: short play performance distribute among teams the necessary actions to perform a short play. Select a short play for a young audience. read the selected play aloud. determine who will interpret leading, secondary, and/or incidental character(s). identify stage directions in each case. determine date and time for each teams performance. rehearse the reading of dialogues. Have a general rehearsal. Perform the play in the previously chosen date and time.
Achievement
at the end of unit 4, students will be able to: Interpret and offer descriptions regarding unexpected situations in an oral exchange
in doing so, they: determine the function of pauses, rhythm and intonation. degotiate meaning. negotiate ideas. use strategies to repair a failed conversation. anticipate general meaning, main ideas and some details in order to produce an oral text.
Unit 4
Read plays in order to compare attitudes and behavior adopted by people from English-speaking countries and Mexico
in doing so, they: use various comprehension strategies. Formulate and answer questions about the attitude and behavior of people. link non-verbal communication with the dialogues sense. read short plays.
84
Unit

Specific activities with the language: write arguments in favor or against a topic to participate in a debate
Learning to do with the language check a topic of interest from various sources based on contextual clues, with the teachers supervision. choose texts about a topic of interest in various sources. determine purpose and intended audience. identify function of graphic components. Predict topic from previous knowledge. interpret general meaning, main ideas and some details from texts about a topic of interest, upon modeled reading, with the teachers supervision. read texts. anticipate general meaning from explicit information. clarify meaning of words. identify main ideas in agreement or disagreement with a personal stance. establish connections between a personal stance and information in agreement or disagreement with it. recognize expressions used by the author to express opinions in agreement and/or disagreement about a topic. distinguish a link between different parts of texts. use strategies to point out information in agreement and/or disagreement with a personal stance. Write agreeing and/or disagreeing arguments about a topic of interest to participate in a debate, with the teachers coordination. Search information from various sources. Select information to write agreeing and disagreeing arguments. organize information in agreement or in disagreement with a personal stance on a graph. Write sentences to express agreeing and/or disagreeing arguments. Paraphrase information to broaden, exemplify and explain sentences that express agreements and disagreements. emphasize or clarify agreements and/or disagreements. use words and punctuation marks to link sentences in a paragraph. Write a short text that expresses agreements and/or disagreements. edit agreements and or disagreements, with the teachers supervision. read to revise punctuation and spelling conventions. Solve doubts and promote feedback. Write a final version. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. text and graphic components. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. Synonyms. verb forms: passive. connectives (e.g., but, while, however, yet). Possessive genitive (e.g., worlds diversity, humans features). Pronouns: personal, reflexive. Mechanics of writing. differences between british and american variants: regular and irregular verbs (e.g., burned, burnt; spelled, spelt). Word endings (e.g., -y, -ie, -e). Punctuation: period, semicolon, parenthesis, hyphen, etc.
Unit 5
85
Learning to be through the language language as a means to: Solve conflicts, propose foundations for collective work and promote cooperation. Foster understanding and respect. Provide constructive criticism. Product: debate
Unit 5
distribute among teams the necessary actions to participate in a debate about a topic of interest. choose a topic of interest. read texts from different sources. take a personal stance regarding the information read. Write agreements or disagreements depending on the personal stance each one has adopted. Write a short text with the agreements and/or disagreements. edit the text and make a clean version in a notebook or a sheet, card, etc. decide the place and date each teams debate will take place in. Choose a moderator and define times and turns for presentation and reply. Present the agreements and/or disagreements in the debate, using the text to support the participation.
86
Specific activities with the language: understand and give instructions to plan a field trip
Learning to do with the language Check instructions to plan a field trip, based on context clues and with the teachers supervision. Listen to instructions to plan a field trip. recognize place and medium. identify intentions. distinguish volume, tone, rhythm, speed and intonation. interpret general meaning, main ideas and some details of instructions to plan a visit or field trip, with the teachers supervision. Listen to instructions to plan a field trip or visit. infer meaning from explicit information. recognize composition of sentences. establish sequence of enunciation. Recognize general information regarding a field trip plan (e.g., when it will be?, where to?, with whom?, how?, what for? etc.). Offer instructions for the planning of a field trip, with the teachers supervision. Write instructions. include non-verbal communication. determine speech register. rephrase ideas. use words and expressions to link ideas. Use strategies to influence, establish or negotiate mean ing. use strategies to repair a failed conversation. offer instructions. Give further explanations to clarify instructions. Rephrase instructions to confirm comprehension. Judge the relevance of instructions. Learning to know about the language Features and types of oral and written texts. topic, purpose and intended audience. context clues. Phonic, syntactic and semantic elements of texts. Word list suitable for this practice of language. acoustic features. verbs: modals (e.g., need to, ought to, may, might). verb tenses: future. verb forms: imperative. consistency in the use of a variant. Syntactic differences between british and american variants: future tense verb forms (e.g., We shall leave, We will leave).
Unit 5
Learning to be through the language language as a means to: Foster group interaction. Plan and organize. Strengthen interpersonal connections. being aware of mutual responsibility between oneself and the group. Product: activity schedule distribute among teams the necessary actions to create an activity schedule meant for the organization of a field trip. Select the field trip destination. Set dates, time and activities. Write instructions for activities. revise that instructions are understood when spoken and listened to. organize the instructions to put together an activity schedule. Practice the enunciation of the schedule. Present the schedule.
87
Achievement
at the end of unit 5, students will be able to: Write arguments in favor or against a topic to participate in a debate
in doing so, they: detect and establish links between a personal stance and information which agrees or disagrees with it. emphasize or clarify agreements and/or disagreements. Write short texts which express agreement or disagreement. Solve doubts and encourage feedback in order to edit agreements and/or disagreements.
Understand and offer instructions to plan a field trip

in doing so, they: adjust volume, intonation and tone to emphasize or clarify instructions. offer explanations to clarify instructions. Rephrase instructions to confirm comprehension. Write instructions. appraise the pertinence of following or not instructions.
88
GLOSSARY
Acoustic features
(See tone, rhythm, speed, intonation, pauses, volume and pronunciation).
Anticipate
text (oral and written) comprehension strategy in which, on one hand, previous information about the theme, the interlocutors (in oral exchanges), the language used, etc., is activated. on the other hand, the continuation of a discourse is foreseen based on what has been read or heard.
Attitude
(See tone).
Comparative structures
linguistic structures which work to establish an asymmetrical o equalitarian relationship between two or more ideas. For example He is taller than him; She as good as me.
Connectives
linking words or phrases, used to relate elements or discursive constructions. For example, but, and, because, when, whilst, also, as well as, despite, however, therefore, thats why, that is, lastly, on the whole, finally, on the other hand, etc.
Contextual clues
references, marks or features that allow the anticipation and comprehension of the content in oral and written texts. in the case of the former, it refers to, for example: ambient sounds, participation turns, relationship among speakers, attitude, acoustic elements, etc.; in the case of the latter, it refers, for example, to textual and graphic components and key words.
Digraphs
Group of two letters which represent a single sound, for example, sh, th, etc.
89
Direct speech
enunciation mode in which what is said or thought is quoted literally. For example, She said: Im going to the cinema.
Exchange
dialogue or conversation between two or more persons. can be oral or written.
Fluency
Speakers capacity to express him/herself with assurance, security, congruence speed and rhythm appropriate to a practice of language.
Forms of communication
Ways in which communication is developed through spatial and instrumental means: on-site or long distance communication.
Graphic components
Marks, symbols or features within a text which offer information about it, for example, illustrations, images, tables, charts, typography, etc.
Guided reading
Strategy in which the teacher encourages and supports and group of students with similar reading needs, while they acknowledge certain doings and learning with the language, attitudes and values involved in the reading process.
Guided writing
Strategy in which the teacher encourages and supports a group of students with similar writing needs, while they acknowledge certain doings and learning with the language, attitudes and values involved in the writing process.
Homographs
Words with different meanings and equal writing form, for example, bear: animal, to support.
Independent reading
Strategy in which the students autonomously apply the doings and learning with the language, attitudes and values required to select and read texts.
Independent writing
90
Strategy in which the students autonomously apply the doings and learning with the language, attitudes and values which are required to write their own texts.
Indirect speech
Enunciation mode in which what is said or thought is transmitted modified and without a literal quotation, since it refers to other peoples discourse, for example, She said she was going to the cinema.
Infer
comprehension strategy that allows the extraction of implicit out of explicit information. in the case of oral texts, inference can happen, for example, based on the communicative context and interpreting non-verbal codes. in the case of written texts, inference can happen based on key concepts and graphic and textual components.
Interpret
comprehension strategy through which the content of the discourse (oral or written) is recognized, identifying intentions, purpose, global meaning and main ideas.
Intonation
tone variation to speech, in which meaning is added to the linguistic expression, such as irony, surprise, questioning, etc.
Key events
in the case of narrative, it refers to the events that conform the main plot of the oral or written discourse, meaning, the essential circumstances which construct the storyline.
Key words
Words used to link ideas, describe the theme or main motif in the content of a text and help the reader distinguish the pattern of text organization implied by the author. in the case of internet, it corresponds to the term with which a search is made, and through which several pages are linked because of its inclusion in them.
Modal verbs
verbal category through which the capacity, possibility, necessity or other condition of the main verb is expressed. For example, Peter must deliver his homework today, John can play the piano.
91
Modelled reading
Strategy in which the teacher expertly demonstrates and explicitly verbalizes certain doings and learning with the language, attitudes and values involved with the reading process.
Modelled writing
Strategy in which the teacher expertly demonstrates and explicitly verbalizes certain doings and learning with the language, attitudes and values involved in the writing process.
Negotiation of meaning
Process in which the participants of an oral or written discourse specify and agree on its meaning. For example, clarify the main idea and/or details in a text, assess the comprehension of content, etc.
Non-verbal communication
communicative components which exist beyond linguistic emission and clarify emphasize or provide information. Such is the case of gestures, body posture, eye-contact, spatial proximity between speakers, etc.
Patterns of text organization

Structure or arrangement of ideas in a text: comparison and contrast, cause and effect, chronological order, problem and solution, logically organized lists or as a collection of details, etc.
Pauses
Spaces in which sound can be present or absent within the discourse flow. Their function can be, on the one hand, to point out the beginning or ending of an expressive unit and, on the other hand, reformulate or hesitate during enunciation.
Phrasal verbs
refers, in the english language, to the combination of a verb with a preposition or an adverb, acquiring a single meaning. For example, get on, look up, figure out, etc.
Phonic elements
(See acoustic characteristics.)
92
Pronunciation
Ways to articulate sounds in a language, linked to the characteristics of emission particular to native speakers of a certain linguistic variant.
Question tags
Brief words or phrases placed at the end of a sentence to confirm or deny their content, for example, You will come tomorrow, wont you?
Reading and writing modalities

Ways in which several oral or written discursive activities are carried out with a certain degree of intervention from the teacher. through their use comprehension and composition (both oral and written) strategies are acquired (See modelled reading, guided reading, shared reading, independent reading, modelled writing, guided writing, shared writing and independent writing.)
Rhythm
Perception or emission of a periodic succession linked to the stress patterns of verbal expression.
Sequence of enunciation
Way in which a text is structured, according to different patterns of text organization, in order to fulfil different purposes (e.g., entertain, narrate, socialize, inquire, describe, persuade, etc.). different sequences of enunciation are exposition, narration, argumentation, instruction, prediction, etc.
Shared reading
Strategy in which the teacher models reading with the purpose of consolidating, delving and/or increasing different ways of reading a texts, while the students observe and participate in activities aimed to comment and reflect specific characteristics.
Shared writing
Strategy in which the teacher writes and structures a text with the feedback/input of students as if he were a secretary or scribe.
Speech register
determined situational discourse, meaning, the characteristic speaking manner of a specific group of people. Some examples of speech register are: improvised, casual, formal, etc.
93
Speed
relative velocity with which and oral exchange occurs, it can be linked with the attitudes assumed by the speakers.
Stress
Pronunciation feature related to a linguistic variation. emphasized vocal intensity of a syllable within a word.
Teachers guidance
degree of intervention which requires less involvement than coordination and supervision in which the teacher seeks for the student to depend less on him/ her, thus participating with more independence in specific activities with the language. Guidance, in this case, implies the demonstration and explanation of strategies, encouraging the students to express their thoughts (see teachers coordination and teachers supervision).
Teachers coordination
intermediate degree of intervention between guidance and supervision, in which the teacher seeks for the student to depend less on him/her, thus, participating with more independence in the specific activities with the language. Coordinating, in this case, implies the demonstration and use of strategies, while the students contribute with ideas and information to carry them out (see teachers guidance and teachers supervision).
Teachers supervision
Higher degree of intervention than guidance and coordination, in which the teacher seeks for the student to be less dependent of him/her, thus participating with more independence in the specific activities with the language. Supervision, in this case, implies providing support and feedback to students while utilizing several strategies, while they work with their and other students help (see teachers guidance and teachers coordination).
Text organization
Way in which the text components are arranged (for example: paragraphs, sections, blank spaces, enumerations, panels, etc.) in a written composition.
Textual components
elements in the text, such as titles, subtitles, headlines, examples, index, appendix, glossary, etc.
94
Tone
vocal feature that can be linked to the emotional message conveyed by a speaker while adopting a given attitude, for example, respect, courtesy, anger, etc.
Trigraphs
Group of three letters that represent a single sound, for example, tch, ght, etc.
Variant
regional variation of a language, for example, british english, american, australian, etc.
Volume
vocal intensity (high or low). its variation depends on the communicative context and the speakers demeanours.
95
BIBLIOGRAPHY
Arnega, S. (selecc.) (2006), Las lenguas extranjeras en el aula. Reflexiones y propuestas, Barcelona, Gra. Bjrk, L. y I. Blomstand (2005), La escritura en la enseanza secundaria. Los procesos del pensar y del escribir, Barcelona, Gra. Cassany, D. (comp.) (2009), Para ser letrados. Voces y miradas sobre la lectura, Barcelona, Paids. Darns, A. (selecc.) (2005), Comprensin lectora. El uso de la lengua como procedimiento, Barcelona, Gra. Department of Education and Training, Western Australia, First Steps Series. Second Edition. Adressing Current Literacy Challenges, Port Melbourne, Rugby Heinemann. Gimeno Sacristn, J. (2007), El currculum: una reflexin sobre la prctica, Madrid, Morata. Hannock, M. (2006), English Pronunciation in Use, Cambridge, Cambridge University Press. Holiday, A. (1997), Appropriate Methodology and Social Context, Cambridge, Cambridge University Press. Huddleston, R. y G. K. Pullum (2008), The Cambridge Grammar of the English Language, Cambridge, Cambridge University Press. Martin, E. y A. Moreno (2007), Competencia para aprender a aprender, Madrid, Alianza. Prez Gmez, A. (2008), Competencias o pensamiento prctico? La construccin de los significados de representacin y de accin, en G. Sacristn (comp.), Educar por competencias, qu hay de nuevo?, Madrid, Morata. Quintero, N. P. Cortando et al. (1995), A la hora de leer y escribir textos, Buenos Aires, Aique. Vidal i Altadill, C. (2008), El juego como estrategia didctica, Barcelona, Gra. Wray, D. y M. Lewis (2005), Aprender a leer y escribir textos de informacin, Madrid, Morata.
96
97
he following tables offer some examples of situational categories1 classified by environment. these examples are only provided as suggestions since it is expected that students can engage in social practices of the language. this condition can only be achieved if these examples, or those suggested by the teacher,
are used within real-life o life-like social situations, wherein communication enables interaction among participants. thus, they can be used in speaking, in writing or in both forms. due to space constraints, only fragments of long texts are included. However, it is expected that students work with full texts.

Oral complaints about a health service Situational categories Work activities, public health, ailments and symptoms, public services, dates, hours.
Opinions regarding the contents of a radio program

entertainment, art, professions, likes, emotions, arguments.
Descriptions regarding unexpected situations leisure activities, professions, special occasions, incidents, encounters, reactions. And then, suddenly, the lead singers mother appeared onstage and gave her a big hug. it was her birthday, you see! then the singer began to cry in earnest. Sobbing, she thanked her mother for the birthday surprise. Her fellow band members took the microphone and shouted congratulations. they began to play a sweet version of Happy birthday and all the people in the concert venue sang along. the show managers produced an enormous cake out of nowhere and it was so big that everyone got a slice of it.
Warnings particular to public places

accidents, professions, personal items, reactions, movement, actions. this is the town hall public address system. If a fire starts, do not panic. an alarm will sound to signal the evacuation of the facilities. Follow the orders of the security personnel and proceed quickly and in an orderly manner to the nearest exit. do not take your personal belongings with you. do not push others on your way out. if you have any problem, please contact a supervisor once you have left the building. We remind our visitors to leave the exit pathways free from objects in case an evacuation is called.
Examples
i would like to express What do you think about the radio my complaint against theater piece we dr. John doe for his just listened to? inaccurate treatment of my ailment. i made Well, it was pretty interesting. the an appointment to see romantic plot was him yesterday because well done and the i had a terrible headsound effects were ache and dizziness. clear. However, i When i arrived to his didnt like the main office, he seemed to actress voice. it was be in a hurry so he rather hoarse. just checked my vitals and told me to buy an oh, but youre just criticizing the analgesic. However, technical aspects. i turned out to be althe narration was lergic to the brand of well developed and analgesic he recomthere were plenty mended me and now of memorable lines. i have a rash. due by the way, i liked to this, i needed to the soundtrack and contact another docthe ending theme. tor who did diagnose and dont forget the correctly my problem. comedy moments, due to dr. John does like, when the main blatant medical error, character tried to i ask for a total refund open the door with of the fee i paid him a hairpin and got for his professional hit when his wife services. opened it for him.
Council of Europe (2001), Common European Framework for Languages: Learning, Teaching, Assessment, Strasbourg, Council for Cultural Cooperation-Education Committee-Language Policy Division, pp. 50-51.
99

Oral complaints about a health service Opinions regarding the contents of a radio program
Now its your turn

Descriptions regarding unexpected situations Warnings particular to public places
Situational categories
Examples
100

Fantasy literature
nationalities, journeys, transport, toponyms, movement actions, emotions.
Forecasts
Weather, cardinal points, predictions, moments of the day, movement actions, natural phenomena.
Literary essay
Kinship and hierarchy, advice, education, tradition, speech acts, moments of the day, animals, habits. Advice to youth by Mark Twain being told i would be expected to talk here, i inquired what sort of talk i ought to make. they said it should be something suitable to youth something didactic, instructive, or something in the nature of good advice. very well. i have a few things in my mind which i have often longed to say for the instruction of the young; for it is in ones tender early years that such things will best take root and be most enduring and most valuable. First, then. i will say to you my young friends and i say it beseechingly, urgingly. always obey your parents, when they are present. this is the best policy in the long run, because if you dont, they will make you. Most parents think they know better than you do, and you can generally make more by humoring that superstition than you can by acting on your own better judgment. be respectful to your superiors, if you have any, also to strangers, and sometimes to others. if a person offend you, and you are in doubt as to whether it was intentional or not, do not resort to extreme measures [] Yes, always avoid violence; in this age of charity and kindliness, the time has gone by for such things. Go to bed early, get up early-this is wise. Some authorities say get up with the sun; some say get up with one thing, others with another. but a lark is really the best thing to get up with. it gives you a splendid reputation with everybody to know that you get up with the lark; and if you get the right kind of lark, and work at him right, you can easily train him to get up at half past nine, every time its no trick at all.
Examples
fashioned, for of course i wanted to see all i could of the ways of the country. i was evidently expected, for when i got near the door i faced a cheery-looking elderly woman in the usual peasant dress-white undergarment with a long double apron, front, and back, of coloured stuff fitting almost too tight for modesty. When i came close she bowed, and said, the Herr englishman? Yes, i said, Jonathan Harker. She smiled, and gave some message to an elderly man in white shirt-sleeves, who had followed her to the door. He went, but immediately returned with a letter: My Friend. Welcome to the carpathians. i am anxiously expecting you. Sleep well tonight. at three tomorrow the diligence will start for bukovina; a place on it is kept for you. at the borgo Pass my carriage will await you and will bring you to me. i trust that your journey from london has been a happy one, and that you will enjoy your stay in my beautiful land. Your friend, DRACULA
Heavy rain will continue Dracula by Bram Stoker northeastwards across the remainder of the country, it was on the dark side of twilight reaching southern regions when we got to bistritz, which by dawn, but clearing is a very interesting old place. southwest overnight. by being practically on the frontier tomorrow, the north will for the borgo Pass leads from it remain wet throughout, into bukovina it has had a very stormy existence, and it certainly but the most northern regions should stay shows marks of it. Fifty years ago largely dry and windy. on a series of great fires took place, which made terrible havoc on five tuesday, it is expected that rain spread across separate occasions. at the very beginning of the seventeenth cen- the remainder of northern tury it underwent a siege of three regions during the day, weeks and lost 13,000 people, and eventually ease from the casualties of war proper being the south of the country assisted by famine and disease. during the afternoon. count dracula had directed Sharp showers, sunny me to go to the Golden Krone intervals and lighter winds Hotel, which i found, to my great are expected elsewhere. delight, to be thoroughly old-
101

Fantasy literature Forecasts
Now its your turn

Literary essay
Examples
102

Science text
environment, economic and industrial activities, natural processes, climate, toponyms, time units.
Deforestation deforestation is the loss or destruction of forests, by logging or burning. this activity can occur for many reasons such as cutting trees for fuel or as a commodity, clearing lands for agriculture or livestock grazing, mining operations, oil extraction, dam building, or buildings constructed as a result of urban expansion. deforestation has a reshaping effect on climate and geography. For example, it contributes to global warming. the water cycle is also disrupted by deforestation, because the loss of trees gives as a result a drier climate, thus causing erosion and desertification. deforestation can also have a devastating effect on biodiversity. tropical rainforests contain as much as 80% of worlds biodiversity. deforestation in those regions wipes out critical habitat, which, in turn, leads to the extinction of many plant and animal species. it is estimated that the biodiversity rate loss due to deforestation of tropical rainforests is approximately 50 000 species every year. the most endangered zones are indonesia, the congo and brazil. at the current rate of deforestation, it has been predicted that the tropical rainforests of these countries could disappear in less than 100 years. not only deforestation has a pernicious effect on the ecological level, but it also has socio-economic repercussions. in countries in which there has been an over-exploitation of forest resources, the short-term economic benefits have been overcome by the reduction in biological productivity. therefore, it is necessary to foster reforestation programs as well as landscape restoration. actions implemented by the society can have a tremendous impact in reversing the rate of deforestation.
Emergency instructions
climate, everyday materials, fabrics, colours, clothes, food, illnesses.
Enduring a heat wave 1. Prepare your home in case there is a heat wave: a) Put temporary window reflectors, such as aluminum foilcovered cardboard. these will reflect heat outside. b) cover windows that receive sun. use drapes or shades. 2. dress appropriately for indoors. Wear: a) Loosefitting, lightweight, light colored clothing. b) natural fabrics (cotton, linen, etc.). c) avoid wearing polyester and flannel, because these fabrics will retain sweat, causing you discomfort due to the humid air. 3. dress appropriately for outdoors. When outdoors, it is important to cover up. Still adhering to the loosefitting, lightweight and natural clothing suggested, cover up as much skin as possible to avoid sunburn. a) Protect your head and face by wearing a wide and big hat. b) avoid using dark-colored clothes as these absorb the heat. it is better to use light-colored because the heat will be reflected from them. 4. Stay indoors as much as you can. Keeping out of the sun is the best way to reduce your exposure to the heat. 5. Be sure to drink plenty of fluids, especially water. also: a) avoid or reduce the consumption of carbonated and caffeinated beverages, as these can dehydrate you. b) drink more than you think you need. You need to replenish the liquid lost by sweating and sweating is a vital part of keeping you cool. 6. be on the watch for signs of heat stress and exhaustion in all members of your family, others close to you and yourself. 7. check on neighbors, family, and friends, especially those who are elderly, sick, or not able to take care of themselves without assistance and those who live alone. 8. understand what heat related illnesses are and how to identify their symptoms
Machine or device working process

electronic devices, media, device components, communication actions, technology, physical concepts.
Mobile phones a mobile phone (or cell phone) is a portable electronic device used to make and receive calls to and from the public telephone network (this includes other mobile phones and fixed lines), by connecting the mobile (essentially a two-way radio) to a cellular network. the key feature of this network is that it enables telephone calls even if the user is moving via a process called handover. When a call is in process, the cell phone communicates with a network of low powered radio transceivers called base station. each base station has coverage over a small geographic area, called in technological jargon cell, and cells are interlinked to create a cellular network. as a mobile phone can communicate with many different base stations during a single call, they can pass the signal as you move (the handover process), which makes it possible to continue a call while on the move. a mobile phone has a microprocessor that handles the input via the keyboard or the touch screen and its output on the screen. it also has a flash memory, which is used to store the operating system and the data such as messages, phone numbers, ringtones, etcetera. other components of a mobile include a battery (usually made from lithiumion), speakers (which, as any other speaker, works with an electromagnet), and the antenna, which receives the radio-frequency signal. nowadays, mobile phones use a SiM card, which stores the information necessary to identify a subscriber of a certain mobile phone service operator. the SiM card allows a person to change phones by simply removing it from one mobile phone and inserting it into another one.
Examples
103

Science text
Now its your turn

Machine or device working process
Emergency instructions
Ejemplos
104

Program Cycle 4

Caricato da

Informazioni sul documento

Descrizione 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

Program Cycle 4

Caricato da

Copyright:

Formati disponibili

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

SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11.

Secretariat of Public Education

gls, Mxico, p. 18.

Reflection on English language learning2

Certificado Nacional de Nivel de Idioma.

General purpose of English language teaching in basic education

Purpose of English language teaching for Cycle 4

and formation and academic.

Cycle 4. Social practices of the language. Distribution by environment

Specific activities with the language. Distribution by environment and grade

Specific activities with the language

understand and express specific warnings of public places.

Literary and ludic environment Social practices of the language

Specific activities with the language

read classic tales and write a short story based on them.

Formation and academic environment Social practices of the language

Specific activities with the language

Read and rewrite informative texts from a particular field.

Produce texts to participate in academic events.

Write arguments in favor or against a topic to participate in a debate.

Read classic tales and write a short story based on them

Social practice of the language: understand and write instructions

Write instructions to use a bilingual dictionary

Exchange opinions regarding the contents of a radio program

Social practice of the language: produce texts to participate in academic events

Understand and express warnings particular to public places

Read fantasy literature and describe characters

Social practice of the language: understand and write instructions

Write dialogues and interventions for a silent short film

Rewrite information to explain how a machine or device works

Specific activities with the language: share personal experiences in a conversation

Social practice of the language: produce texts to participate in academic events

Give and understand instructions to perform everyday life activities

Read suspense literature and describe moods

Social practice of the language: understand and write instructions

Share emotions and reactions caused by a TV program

Write a short report about a historic event

Social practice of the language: produce texts to participate in academic events

Understand and offer instructions to plan a field trip

Patterns of text organization

Reading and writing modalities

Familiar and community environment

Opinions regarding the contents of a radio program

Warnings particular to public places

Familiar and community environment

Now its your turn

Literary and ludic environment

Literary and ludic environment

Now its your turn