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Page 1: Program Cycle 4
Page 2: Program Cycle 4

Secretaría de educación Pública

Alonso Lujambio Irazábal

SubSecretaría de educación báSica

José Fernando González Sánchez

dirección General de deSarrollo curricular

Leopoldo F. Rodríguez Gutiérrez

dirección General de deSarrollo de la GeStión e innovación educativa

Juan Martín Martínez Becerra

dirección General de MaterialeS educativoS

María Edith Bernáldez Reyes

dirección General de educación indíGena

Rosalinda Morales Garza

dirección General de ForMación continua de MaeStroS en Servicio

Leticia Gutiérrez Corona

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Page 4: Program Cycle 4
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Presentation 7

introduction 9

Purposes 13

teaching guidelines 15

assessment 17

content organization 18

1st grade Secondary school unit 1 25unit 2 29unit 3 33unit 4 36unit 5 40

2nd grade Secondary school unit 1 47unit 2 51unit 3 55unit 4 59unit 5 63

T•A•B•L•E of C•O•N•T•E•N•T•S

Page 6: Program Cycle 4

3rd grade Secondary school unit 1 69unit 2 73unit 3 77unit 4 81unit 5 85

Glossary 89

bibliography 96

appendix. Sample language 97

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Presentation

he regulating principles established by article three of the consti-tution, 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 Educación) have established the leading basis to provide direction and sense to the actions in public educa-tion 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 Educación), the Secretariat of Public education (Secretaría de Educación Pública) proposed as one of Prosedu’s 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 inglés en educación básica) 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 lan-

1 SEP (2007), Programa Sectorial de Educación, México, p. 11.2 Ibidem, p. 24.

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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 sys-tematic 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 learn-ing of different ways to read, study, and interpret texts, the writing and oral interacting, as well as the analysis of one’s 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 interpreta-tion of spoken and written texts in order to be part of society”.4

Secretariat of Public Education

3 SEP (2006), Reforma de la Educación Secundaria. Fundamentación curricular. Español, México, pp. 15-16. 4 SEP (2006), Reforma de la Educación Secundaria. Fundamentación curricular. Lengua Extranjera. In-

glés, México, p. 18.

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Introduction

I n the nePbe syllabuses, the learning of eng-l ish 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 de-finition 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 be-tween different cultures in the same country or across borders has brought about the need to communicate in a language different from one’s own. nowadays, the intense interactions between countries in polit ical, economical, and cultural contexts, as well as the bound less flow of information demand a certain level of bilingual ism or multilingualism. Mexico is no exception; despite being conceived as a ho-

1 sep (2006), Reforma de la Educación Secundaria. Fundamenta-ción curricular. Lengua Extranjera. Inglés, México, pp. 18-19.

2 Ibidem, pp. 9-10.

mogeneously monolingual country, there are different levels of bilingualism, particularly among those who have a native language di-fferent from Spanish.

there are two processes to achieve bilin-gualism to some degree: acquisition and lear n -ing. the former refers to an uncon scious pro-cess where the need for communication and the constant exposure to a specific language allow the learner to communicate in that lan-guage; this hap pens with people who migrate to another country and acquire the language in a similar way to that of their native lan-guage. Learning, on the other hand, refers to a conscious study of the target language, usu-a lly with fewer opportunities of exposure and in formal environments, like school.

For decades, the teaching of non-native lan-guages has sought ways to recreate the acquisi-tion process in the classroom and different met-hods 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.

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in this regard, diverse private institutions, particularly brit ish, australian, and american (best known as bana group)3 have created dif-ferent 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 develop ing ‘suitable methodologies’ for particular contexts.

nowadays, english language teaching, in this particular case english, as a component of Mexico’s public education system is compul-sory exclusively in secondary school. Howev-er 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 com-munication (listening and reading comprehen-

3 For further information about bana, refer to Holiday, A. (1997), Appropriate Methodology and Social Context, Cambridge, Cambridge University Press, p. 93.

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 deve l-opment of basic language abilities inclu ded in the syllabuses of this cycle, teacher’s inter-vention is fundamental and graded throughout the three years of secondary education; thus, allowing students to participate autonomous-ly in social practices of the language little by little.

For the above reasons, it is necessary that teachers in cycle 4 rec ognize 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 par-ticipate in real-life or life-like social prac tices 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 environ ments (fa-

miliar and community, literary and ludic,

forma tion and academic).

• understand appropriately the characteris-

tics of english.

• accept a bigger responsibility in their

learning process.

4 Certificado Nacional de Nivel de Idioma.

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Since english is not present in most of the students’ social environments, school is quite often the only space where they have a chan-ce to learn a non-native language. as a re-sult, it is fundamental that schools create the nece ssary condi tions to foster oral and writ-ten 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 re-sponsible for teaching eng lish in cycle 4 face the challenge of guaranteeing the use of suit-able teaching strategies that enable students to access and interact with the english language through “[…] the exercise of one’s commu-nicative language competence in a specific domain in processing (receptively and/or pro-ductively) 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 re-gard, it is impor tant to point out that:

The learner of a second or foreign lan-

guage and cul ture does not cease to be

competent in his or her moth er tongue

and the associated culture. Nor is the

new competence kept entirely sepa-

rate from the old. The learner does not

simply acquire two distinct, unrelat ed

5 Council of Europe (2001), Common European Framework for Languages: Learning, Teaching, Assessment, Strasbourg, Council for Cultural Cooperation-Education Committee-Language Policy Division, p. 9.

ways of acting and communicating.

The language learner becomes pluri-

lingual and develops intercul turality.

The linguistic and cultural compe-

tences in re spect of each language are

modified by knowledge of the other

and contribute to intercultural aware-

ness, skills and know-how.6

cycle 4, unlike previous cycles, focuses on a single communicative skill in each environ-ment. 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 lis tening) are emphasized in the familiar and commu-nity environment; reading comprehension is particularly practiced in the literary and ludic environment, while written production is ad-dressed particularly in the formation and aca-demic environment.

the aforementioned requires the construc-tion of learning social environments that in-clude, on one hand, the students’ interests, and on the other, the cultural interaction of a language, in this case, english. From this per- s pective, 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 characteris-tically 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.

6 Ídem, p. 43.

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For this reason, it is necessary that teachers make the classrooms attractive and interest-ing places for learning, so that all students can have the opportunity to share their experienc-es 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 similari-ties and differences between english and the native language.

communi cating successfully in speaking or writing involves a complex process, which implies using the language with different pur-poses in different social environments. From this point of view:

Reading is not decoding, it is giving

meaning, it is un derstanding; writing

is not copying or having good hand-

writing; writing is creating a text. Re-

stricting the creative and marvelous

experience that reading texts offers,

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 function al context for reading

and writing, for active partici pation

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, describ-

ing 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 incorpo-rated to cycle 4 Syllabuses, with the purpose of clarifying the meaning and use of certain terms and notions.

7 P. Pérez, Esteve y F. Zayas (2007), Competencias en comunica-ción lingüística, Madrid, Alianza Editorial, p. 154.

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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 en-glish speakers using specific activi ties with the language. this entails using activities that involve the production and interpretation of spoken and written texts –of familiar, acade-mic, 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 con-trary, it is necessary to have plenty individual and collective experiences that include differ-ent 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 com-munities with low literacy and with scarce or nonexistent contact with a non-native lan-guage– should provide the necessary condi-tions for students to participate in such expe-riences, to reach gradual autonomy in their intellectual work, and to be able to transfer what they have learnt in the classroom to out-of-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 proficien-cy in basic communicative situation and to be

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able to participate in activities derived from social practices of the language within va-rious communicative situations, thus unders-tanding 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 dif-

ferent text resources.

• Produce short and conventional texts that

respond to personal, creative, social and

academic purposes.

• adapt their language to unexpected com-

municative needs.

• recognize and respect differences bet-

ween 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 state-

ment or text.

• edit their own or their classmates’ wri-

tings.

• use grammar, spelling and punctuation

conventions.

• Participate in formal communicative si-

tuations.

• Keep communication flow, identify break-

downs and use strategies to repair it when

required.

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Teaching guidelines

C 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 lan-guage. However, given the fact that since cy-cle 2 achievement levels related to students english competence have been established, it is convenient to bear in mind the following con siderations:

• take students’ knowledge, experiences,

and interests in the social practices of

their native language as a basis.

• based on the purposes, the social prac-

tices of the language and their content,

determine:

– Planning of communicative situations

(such as creating a product, reaching

a goal or solving a problem) which ar-

ticulate, in a sequenced manner, the

specific activities with the language

in each of the specific social practices

which represent a challenge to stu-

dents. 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 communi cative

situations, therefore, should be reward-

ing enough to foster a positive attitude

and hold the students’ interest.

– Type and amount of learning contents

(to“do” with, “know” about and “be”

through the language) which will

be co vered throughout communicati-

ve situations –specific and related to

the students’ experiences and inter-

ests– 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 communica tive situations, as

well as their requirements and outco-

me (or product).

• look for, select and if needed create the

necessary multimedia or printed mate-

rials. 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 lan-

guage during the stages of the communi-

cative situa tion or task.

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• Propose teaching strategies characterized

by their diversity in:

– Modalities in work organization: who-

le class, teamwork, work in pairs, in-

dividual work.

– Modalities in reading (out loud and/

or silently): modeled, guided, shared,

independent.

– Modalities in writing: modeled, guid-

ed, shared, and independent.

– degrees of teacher’s intervention: guid-

ance, coordination, supervision.

– teaching materials and resources: made

by the students them selves or pre-

viously prepared, such as long and

short titles, repeated titles, unique titles,

books graded by the lev el of difficulty,

multimedia resources (audio, video,

cds, computer softwa re, etc.).

• Model and play the roles of expert reader,

listener, speaker and producer of oral and

written texts.

• create opportunities for all students to en-

gage in oral exchanges and reading and

writing situations.

• Foster a positive attitude towards learning

another language and other cultures.

• Encourage a respectful and confident en-

vironment where mistakes, rather than be-

ing constantly sanc tioned and corrected,

are seen as opportunities to practice and

rehearse in the english language, as well

as to receive or offer positive feed back.

• encourage the contact of students to diffe-

rent variants of oral and written english,

without losing track of the variant that is

used in the classroom (american, british,

etc.).

in order to develop these guidelines suc-cessfully, 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. Pérez Gómez 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 per-ceiving and mediating reality”.8

8 A. Pérez Gómez (2008), “¿Competencias o pensamiento práctico? La construcción de los significados de represen-tación y de acción”, en G. Sacristán (comp.), Educar por com-petencias, ¿qué hay de nuevo?, Madrid, Morata, p. 98.

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Assessment

B esides the assessment parameters esta-blished in the document National Eng lish

Program in Basic Education. Second Langua-ge: English. Curricular Foundations. Preschool. Elementary school. Secondary school. Phase of expansion, it is con venient to consid er that the purpose of this cycle, just as in the pre-vious ones, is to record the level of progress attained in everyday school work, as well as the changes or adaptations re quired from any component of the teaching practice (teacher training, teaching resources, syllabuses, in-frastructure, etc.) in order to reach the goals established for the school year.

it is important to point out that the achieve-ments established in the units of the three school grades issue from the purposes esta-blished for cycle 4 (which correspond to the standards of the b1- achievement level, threshold); therefore, the teacher can monitor and continuously follow the students’ prog-ress 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 lan guage skills as a whole and

does not isolate or break them down into

fragments.

• Continuous. because it not only considers

the final prod uct but also the work and

performance students undertake through-

out the development of the different stages

of the communicative situation.

• Formative. because it is continuous and

it constantly col lects evidence and qua-

litative data on the students’ perfor mance;

that is, their strong and weak points, so that

posi tive and effective feedback among

students and among them and the teacher

is guaranteed.

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Content organization

I 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 gra-

des 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: fa-

miliar and community, literary and ludic

and formation and academic.

• the curriculum contents in the tables are

cha racterized by a “bullet” instead of a

number, since it is the teacher who de ter-

mines, 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

knowl edge 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 co-

vered since the elements in the tables

are only some of several possibilities and

proposals for teaching the contents. the

examples offered for each proposal bet-

ween 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 expe-

riences from other subjects, for example,

Science or civic and ethic. this is becau-

se although these subjects are not given in

the english language, they do provide a

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Transition and consolidation “B1”: 1st, 2nd and 3rd grades Secondary school

Social practices of the language

Familiar and community environment

Literary and ludic environment

Formation and academic 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.

• 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.

• understand and write instructions. • read and rewrite informative texts from a particular field. • Produce texts to participate in academic events.

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

profitable background for the teaching of

contents in the english subject.

• at the bottom of each table there are sug-

gestions for actions to make a product.

However, the teacher can use other meth-

odological strategies (for instance, solving

a problem or reaching a goal) as long as

the purposes and the learning achieve-

ments for this cycle are accomplished.

• the achievement proposal presented at

the end of each unit has the purpose of

providing the teacher with infor mation

about the development of language abili-

ties that the stu dents are expected to de-

velop, in order to assess their progress and

performance in the competence in eng-

lish 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

mod els of the english language, a sample

language list is included in the appendix

at the end of this document. it is impor-

tant to mention that these samples should

not rule the organization and planning of

work in the classroom, since they can not

guarantee the achievement of the purpo-

ses for this cycle.

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Social practices of the language

Specific activities with the language

1st grade Secondary school

2nd grade Secondary school

3rd grade Secondary school

Understand and express information related to goods and services.

Give and receive information for performing a community service.

offer and understand suggestions in order to buy or sell a product.

express oral complaints about a health service.

Interpret and express information published in diverse media.

exchange opinions regarding the contents of a radio program.

Write dialogues and interventions for a silent short film

Share emotions and reactions caused by a tv program.

Understand and produce oral exchanges related to leisure situations.

exchange likes and dislikes in a dialogue.

Share personal experiences in a conversation.

interpret and offer descriptions regarding unexpected situations in an oral exchange.

Interpret and express everyday life instructions.

understand and express specific warnings of public places.

understand and give instructions to perform everyday life activities.

understand and offer instructions to plan a field trip.

Specific activities with the language.

Distribution by environment and grade

Familiar and community environment

Literary and ludic environment

Social practices of the language

Specific activities with the language

1st grade Secondary school

2nd grade Secondary school

3rd grade Secondary school

Read and understand different types of literary texts of English-speaking countries.

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

read fantasy literature and describe characters.

read suspense literature and describe moods.

Participate in language games to work with specific linguistic features.

Participate in language games to recognize and comprehend future tense in forecasts.

Participate in language games in order to recognize rhythm, stress and intonation of sentences.

Participate in language games to comprehend and write irregular verb forms.

Understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries.

read and sing songs in order to identify human values in english-speaking countries and Mexico.

read short literary essays in order to compare cultural aspects from english-speaking countries and Mexico.

read plays in order to compare attitudes and behavior adopted by people from english-speaking countries and Mexico.

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Formation and academic environment

Social practices of the language

Specific activities with the language

1st grade Secondary school

2nd grade Secondary school

3rd grade Secondary school

Understand and write instructions.

Write instructions to use a bilingual dictionary.

understand and write instructions to face an environmental emergency.

interpret and write instructions to perform a simple experiment.

Read and rewrite informative texts from a particular field.

Write notes to describe the components of different human body systems in a chart.

rewrite information to explain how a machine or device works.

Write a short report about a historic event.

Produce texts to participate in academic events.

rewrite information to explain a graphic presentation.

Write points of view to participate in a round table.

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

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Familiar and community environment

Un

it 1

Specific activities with the language: give and receive information for performing community service

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

• check a dialogue about the performance of community ser-vice using context clues and the teacher’s guidance.

– listen to dialogues related to the performance of commu-nity 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 exam-ple, relatives, friends, etc.).

• understand general meaning and main ideas of information about the performance of community service in a dialogue with the teacher’s 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: descrip-tion, 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 unders-tand information.

– Start a dialogue with the help of written guidelines. – adjust volume and speed within dialogues.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– context clues: ambient sounds, background noise, place, rela-tionship between participants, at-titudes, etc.

– Form of communication: on-site, long distance.

– Structure of dialogue, opening, body, closure.

– Speech register. • Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– composition of expressions: gram-matical components of expressions and sentences.

– Similarities and differences bet-ween the native and english lan-guage.

– acoustic features: tone (courte ous, serious, etc.), intonation and pro-nunciation.

– Sentence types: declarative, af firm­a tive, interrogative, negative.

– connectives (e.g., if, then, and, because).

– verbs: modals (e.g., may, might, can).

Social practice of the language: understand and use information about goods and services

Unit

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STAGE

Un

it 1

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.

Product: the acting-out of a dialogue

distribute among classmates the necessary actions to act-out a dialogue to perform community ser-vice.

– 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.

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STAGE

Literary and ludic environment

Unit

1

Specific activities with the language: read classic tales and write a short story based on them

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

• check classic tales, with the teacher’s guidance. – Select classic tales based on graphic and text compo-nents.

– 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 teacher’s 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 teacher’s guidance.

– express reactions and personal opinions about events (e.g., I didn’t 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– Graphic components: illustra-tions, typography (e.g., bold, ita-lic, etc.), etc.

– text components: title, subtitles, etc.

– elements in narrative: characters, events, etc.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– verb tenses: past. – verb forms: progressive. – adverbs: of time (e.g., never, al-ways, 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).

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.

Social practice of the language: read and understand different types of literary texts of English-speaking countries

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STAGE

Achievement at the end of unit 1, students will be able to:

Give and receive information for performing a community service

Read classic tales and write a short story based on them

in doing so, they: • identify topic, purpose and intended audience. • Predict general meaning from words and expres-sions similar to those of the native tongue. • distinguish expressions during oral exchanges. • recognize the composition of expressions du-ring oral exchanges. • Produce expressions to provide information. • adjust volume and speed when constructing oral texts.

in doing so, they: • use known comprehension strategies. • recognize general meaning from some details. • Formulate and answer questions in order to lo-cate specific information. • express personal reactions to literary texts, using known oral expressions. • retell events using images. • organize sentences into a sequence of actions.

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STAGE

Formation and academic environment

Un

it 2

Specific activities with the language: write instructions to use a bilingual dictionary

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

• check bilingual dictionaries based from context clues and with the teacher’s 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 bi-lingual dictionaries from reading aloud and with the teacher’s 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 teacher’s 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 teacher’s guidance. – read to revise punctuation and spelling conventions. – Mark and solve questions. – remove and/or add information to improve a text. – Write final version.

• Features and types of oral and writ-ten 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 ele-ments of texts.

– Word list suitable for this practice of language.

– abbreviations. – determiners: articles. – nouns: common, proper, com-pound.

– adverbs. – Prepositions. – connectives. – adjectives. – Pronouns. – verb forms: imperative. – Sentence types.

• Mechanics of writing – upper and lower case letters. – Punctuation: period, diagonal, hyphen.

Social practice of the language: understand and write instructions

Unit

Page 30: Program Cycle 4

30

IN-CLASS

TESTING

STAGE

Un

it 2

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.

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.

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STAGE

Familiar and community environment

Un

it 2

Specific activities with the language: exchange opinions regarding the contents of a radio program

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

• check by listening, a radio program, using context clues and the teacher’s 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 pro-gram, with the teacher’s 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 me-aning construction (e.g., asking for clarifications, seeking confirmation, offering sufficient detail, etc.).

– Write sentences used by the presenter and/or the partici-pants to support comprehension.

– Define sequence of enunciation (e.g., description, instruc-tion, etc.).

• exchange opinions regarding the contents of a radio pro-gram, with the teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– context clues. – Form of communication. – radio program structure. – Speech register. – turns of speech.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– Similarities and differences bet-ween the native language and en-glish.

– acoustic features. – Sentence types. – connectives (e.g., so, either, when, while).

– verbs: modals (e.g., should, might, can).

– Syntactic differences between brit-ish and american varieties: pos-sessive constructions (e.g., Have you got a notebook?, Do you have a notebook?).

– Syntactic particularities of the eng-lish language: absence of relative pronoun (e.g., the house i lived in, the person i saw yesterday).

Social practice of the language: interpret and express information published in diverse media

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STAGE

Achievement at the end of unit 2, students will be able to:

Write instructions to use a bilingual dictionary

Exchange opinions regarding the contents of a radio program

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 orga-nize them into a sequence, from a model. • remove and/or add information to edit an in-struction manual.

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.

Un

it 2

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.

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STAGE

Literary and ludic environment

Un

it 3

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, sports, etc.), with the teacher’s guidance.

– identify situations in which forecasts are made. – recognize topic, purpose and intended audience. – distinguish graphic and text components.

• understand characteristics of the future tense, with the teacher’s guidance.

– listen to the reading aloud of forecasts containing verb forms in future tense.

– identify sentences that express future situations and condi-tions, and their composition.

– classify sentences according to the future verb form. – complete sentences with words used in future situations and conditions.

– compare sentences that express future situations to those that express past and/or present situations.

– answer questions formulated, to create forecasts, based on current situations.

• Write sentences that express future tenses, in order to write a forecast, with teacher’s 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 si-tuations.

– Write down sentences to write a forecast about a real or fictitious situation.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– text and graphic components. • Phonic, syntactic and semantic ele-ments of texts.

– verb tenses: present, past, future (will, shall, be + going to).

– Sentence types. • Mechanics of writing.

– non-frequent or absent letter groups found in native language. (e.g., sh, ll).

– conventional writing of words. – Punctuation: apostrophe (e.g., They’ll…, you aren’t going to…).

Learning to be through the language

• language as a means to: – Promote recreational activities. – Favor learning and feedback. – Self-evaluate one’s 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.

Social practice of the language: participate in language games to work with specific linguistic features

Unit

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STAGE

Formation and academic environmentU

nit

3

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 Learning to know about the language

• check charts of human body systems with the teacher’s guid-ance.

– 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 teacher’s 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 sys-tems on a chart with the teacher’s guidance.

– complete sentences in order to describe components. – organize terms and descriptions on a table. – rewrite simple sentences about descriptions in a conven-tional 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 teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– Graphic components: lines, arrows, images, etc.

– text components: titles, letter-heads, etc.

– Patterns of text arrangement. • Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practi-ce of language. (e.g., body parts, etc.).

– Sentence types. – verb tenses: simple present. – determiners: demonstratives. – nouns: with/without determiner, com pound, countable/uncountable.

– verb forms: passive, past participle. • Mechanics of writing.

– upper and lower case letters. – Punctuation: period, comma, quo-tation marks.

– Singular present. – comparative and superlative ad-jectives.

Learning to be through the language

• language as a means to: – Know about oneself and one’s surroundings. – Reflect and act on one’s own and others’ physical well­being. – Promote respect and collaboration at work.

Social practice of the language: read and rewrite informative texts from a particular field

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STAGE

Achievement at the end of unit 3, students will be able to:

Participate in language games to recognize and comprehend future tense in forecasts

Write notes to describe the components of different human body systems in a chart

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 situa-tions to ones which express past and/or present situations. • Formulate and answer questions in order to un-derstand forecasts.

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.

Un

it 3

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.

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STAGE

Familiar and community environment

Un

it 4

Specific activities with the language: exchange likes and dislikes in a dialogue

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

• check likes and dislikes in a dialogue, using context clues, with the teacher’s guidance.

– listen to likes and dislikes about leisure activities (e.g., hi-king, dancing, singing, painting, etc.) in a dialogue.

– observe and comprehend non-verbal communication. – identify topic, purpose and intended audience from pre-vious 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 teacher’s 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 teacher’s 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.

• Features and types of oral and writ-ten texts.

– context clues. – Speech register. – topic, purpose and intended au-dience.

– Structure of dialogues: opening, body and closure.

• Phonic, syntactic and semantic ele-ments of texts.

– acoustic features. – Sentence types. – Word list suitable for this practice of language.

– connectives. – Question tags. – Syntactic particularities of the eng-lish language: sentences using “like” (e.g., they like good weat h - er), stranded prepositions (e.g., this is the book that i told you about, this is the mountain we climbed up).

– Syntactic differences between brit-ish and american varieties: collec-tive nouns concordance (e.g., the committee is…, The committee are…).

Social practice of the language: understand and produce oral exchanges related to leisure situations

Unit

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IN-CLASS

TESTING

STAGE

Un

it 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.

Product: interview

distribute among teams the necessary actions to perform an interview about likes and dislikes regard ing 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.

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STAGE

Literary and ludic environment U

nit

4

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 Learning to know about the language

• check songs that are particular of english-speaking countries which evidence human values, with the teacher’s 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 teacher’s 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 in-formation (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 infor-mation (e.g., human values).

– compare how values are expressed in songs of english-speaking countries and Mexico.

• Sing songs to compare the values of english-speaking coun-tries and Mexico, with teacher’s guidance.

– listen to songs. – recognize combination of words and the sounds they re-present.

– 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and audience. – Graphic and text components. – text arrangement: verses, stanzas and chorus.

• Phonic, syntactic and semantic ele-ments 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.

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.

Social practice of the language: understand and express differences and similarities bet-ween cultural aspects from Mexico and English-speaking countries

Page 39: Program Cycle 4

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TESTING

STAGE

Achievement at the end of unit 4, students will be able to:

Exchange likes and dislikes in a dialogue

Read and sing songs in order to identify human values in English-speaking countries and Mexico

in doing so, they: • recognize the speakers and listeners behav ior that supports the construction of meaning. • request further information. • Write sentences. • Formulate questions to solve doubts. • anticipate general meaning to start a dialogue.

in doing so, they: • link main ideas in songs. • Formulate and answer questions about the treatment of information. • compare information using known expres-sions. • Sing verses and choruses of songs. • detect rhythm, speed and intonation of songs.

Un

it 4

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.

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TESTING

STAGE

Formation and academic environment

Un

it 5

Specific activities with the language: rewrite information to explain a graphic presentation

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

• check a Science topic through diverse sources, based on contextual clues and with the teacher’s 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 teacher’s 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 estab-lished 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 gra-phic presentation with the teacher’s 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 pa-ragraphs.

– 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 teacher’s guidance. – read to revise punctuation and spelling conventions. – Mark and solve doubts. – detect mistakes and correct them. – Write final version.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– text and graphic components. – Patterns of text arrangement.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– composition of expressions: gra-mmatical components of expres-sions 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, in-dentation.

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

Unit

Page 41: Program Cycle 4

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IN-CLASS

TESTING

STAGE

Un

it 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

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.

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STAGE

Familiar and community environmentU

nit

5

Specific activities with the language: understand and express specific warnings of public places

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

• check warnings relative to public places from context clues, with the teacher’s guidance.

– identify topic, purpose and intended audience from pre-vious 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 teacher’s guidance.

– listen to warnings particular to public places. – anticipate general meaning from known words and ex-pressions.

– 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 clarifi-cations and confirm comprehension.

– identify speech register. • express warnings particular to public places, with the teacher’s 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, ad-justing volume and/or speed, negotiating meaning, etc.)

– express causes and effects in warnings. – Paraphrase the message on warnings. – express warnings particular to public places.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– context clues. • Phonic, syntactic and semantic ele-ments 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 brit-ish and american variants (e.g., car park, parking lot; motorway, freeway).

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.

Social practice of the language: interpret and express everyday life instructions

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STAGE

Achievement

at the end of unit 5, students will be able to:

Rewrite information to explain a graphic presentation

Understand and express warnings particular to public places

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 rele-vant information. • Select information in order to rewrite and para-phrase sentences. • organize sentences to make a paragraph. • Point out and solve doubts in order to edit notes.

in doing so, they: • adjust volume, tone and intonation to emphasi-ze warnings. • understand conditional and non-conditional warnings. • Request information to confirm the under­standing of warnings. • indicate causes and effects on warnings. • associate warnings to particular situations.

Un

it 5

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.

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TESTING

STAGE

Familiar and community environment

Un

it 1

Specific activities with the language: offer and understand suggestions in order to buy or sell a product

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

• check suggestions to buy or sell a product, from context clues and the teacher’s guidance.

– listen to suggestions about the buying or selling of a pro-duct (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 teacher’s guidance.

– activate previous knowledge. – anticipate general meaning from words and expressions that are known or are similar to those in the native lan-guage.

– 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 sug-gestion (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, ins-truction, etc.).

• express suggestions within a dialogue to buy or sell a pro-duct, working from a script and with the teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– 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 ele-ments 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, compara-tive, compound (e.g., fifteen-minu-te process, two-wheel vehicle).

– Comparative structures (e.g., as… as…; like; more slowly, less quick-ly; the least…, the most quickly).

– adverbs: of degree (e.g., very, too, rather).

– Sentence types: declarative, inte-rrogative, imperative, exclamative.

Social practice of the language: understand and express information related to goods and services

Unit

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Un

it 1

– 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

• 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 catalogue’s 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.

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STAGE

Literary and ludic environment

Un

it 1

Specific activities with the language: read fantasy literature and describe characters

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

• check fantasy narratives with the teacher’s 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 teacher’s 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 en-hance comprehension, with the teacher’s guidance.

– express personal reactions about a text (e.g., i didn´t like…).

– listen to others’ opinions to recognize different interpre-tations.

– 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 cha-racteristics/qualities, using conventional writing.

– Form paragraphs from sentences. – describe physical characteristics, abilities and actions to discover characters.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– text components – colophon: publishing house, year, location, etc.

– elements in narrative: characters, events, narrator, etc.

– Patterns of text arrangement. • Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– adjectives: qualifying. – verb tenses: past and present per-fect.

– 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 en-dings 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).

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.

Social practice of the language: read and understand different types of literary texts of English-speaking countries

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TESTING

STAGE

Achievement

at the end of unit 1, students will be able to:

Offer and understand suggestions in order to buy or sell a product

Read fantasy literature and describe characters

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 wri-ting oral texts.

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 infor-mation. • Formulate and answer questions to distinguish and verify specific information. • describe characteristics and abilities.

Un

it 1

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 punctua-tion conventions.

– incorporate the dialogues and descriptions in the corresponding spaces of the comic book and il-lustrate them.

– rehearse the dramatized reading of comic books to revise comprehension.Perform a dramatized reading of the comic book.

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STAGE

Formation and academic environment

Un

it 2

Specific activities with the language: understand and write instructions to face an environmental emergency

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

• check emergency instructions based on contextual clues and with the teacher’s 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 emergen-cy from shared reading and with the teacher’s 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 environmen-tal 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 teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– Graphics: diagrams, ima ges, typo-graphy (e.g., bold, italics, underli-ning, etc.), symbology.

– text components: titles, margin notes, etc.

– Patterns of text arrangement: list of steps.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– Syntactic particularities of the en-glish 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, ex-clamation mark.

– Suffixes (e.g., ­able/­ible, ­ness) and prefixes (e.g., un­/in­, en­/em-).

Social practice of the language: understand and write instructions

Unit

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Un

it 2

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.

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.

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STAGE

Familiar and community environment

Un

it 2

Specific activities with the language: write dialogues and interventions for a silent short film

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

• Check while watching, a silent short film using context clues and the teacher’s 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, melodra-matic, tragic, etc.).

• understand general meaning and main ideas of a silent short film with the teacher’s 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, aspira-tions and/or ambitions.

• Produce dialogues and interventions for a silent short film, with the teacher’s guidance.

– Suggest sentences to write dialogues and interventions. – organize sentences into sequences. – Write dialogues and interventions. – include examples, relevant details and interesting infor-mation in a dialogue or intervention.

– use linguistic resources to link sentences (e.g., since, be-fore, as, so that, etc.) and/or reformulate expressions in a dialogue or intervention.

– read dialogues aloud in order to adjust verbal and non-verbal communication and according to a specific au-dience (e.g., younger, adult, etc.).

– adjust volume and speed. – Make dub dialogues and interventions.

• Features and types of oral and writ-ten texts.

– Genre, topic, purpose and intend-ed audience.

– context clues. – Speech register. – non-verbal communication.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– Similarities and differences bet-ween native and english language.

– acoustic features. – adverbs: sequence (e.g., after, firstly, next).

– Sentence types. – connectives. – verbs: modals (e.g., would, could, need to).

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.

Social practice of the language: interpret and express information published in diverse media

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STAGE

Achievement

at the end of unit 2, students will be able to:

Understand and write instructions to face an environmental emergency

Write dialogues and interventions for a silent short film

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 compo-nents, 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 ma-nual.

in doing so, they: • anticipate general meaning and main ideas from previous knowledge and non-verbal com-munication. • Write expressions to produce oral exchanges. • Provide examples to main ideas during an oral exchange. • rephrase expressions produced during an oral exchange.

Un

it 2

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.

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STAGE

Literary and ludic environment

Un

it 3

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 Learning to know about the language

• check examples of language games suitable to practice rhythm, stress and intonation in predetermined sentences (e.g., Sentence Hangman), with the teacher’s 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., coordina-tor, players, etc.).

– determine the number of players and their turns to parti-cipate.

– 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 teacher’s coor dination.

– read a list of sentences out loud. – distinguish stress of pronouns and/or contractions in sen-tences.

– 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 in-tonation.

• Write sentences to participate in language games, with the teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic and intended audience. – Graphic and text components. – Purpose of language games: disco-ver sentences.

• Phonic, syntactic and semantic ele-ments of texts.

– acoustic features. – composition of expressions: gra-mmatical components of expres-sions and statements.

• Mechanics of writing. – conventional writing of words. – Punctuation: apostrophe (e.g., He didn’t, i’ve).

– upper and lower case letters. – diphthongs (e.g., oi, ou, au).

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.

Social practice of the language: participate in language games to work with specific linguistic aspects

Unit

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TESTING

STAGE

Un

it 3

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.

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STAGE

Formation and academic environment

Un

it 3

Specific activities with the language: rewrite information to explain how a machine or device works

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

• check illustrated processes about the operation of machines or devices with the teacher’s 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 teacher’s 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 teacher’s 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 teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– text and graphic components. – Patterns of text arrangement: com-parison and contrast, listing.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– comparatives (e.g., more slowly, less quickly, etc.), superlative ad-verbs (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 com-municate…).

• 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.

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.

Social practice of the language: read and rewrite informative texts from a particular field

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TESTING

STAGE

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

Rewrite information to explain how a machine or device works

in doing so, they: • Distinguish the stress of specific parts of sen-tences. • read and write sentences to practice rhythm, intonation and stress. • contrast the stress of words, both on their own and within sentences.

in doing so, they: • choose and paraphrase sentences. • organize and link main ideas and the informa-tion which explains them, in a diagram. • rewrite sentences in order to give explana-tions.

Un

it 3

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.

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TESTING

STAGE

Familiar and community environment

Un

it 4

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

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

• check personal experiences in a conversation based on con-text clues, with the teacher’s coordination.

– listen to personal experiences in a conversation (e.g., spe-cial 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 teacher’s 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 per-sonal experiences.

– determine sequences of enunciation. • Share personal experiences in a conversation, with the teacher’s coordination.

– Write sentences to share personal experiences. – organize sentences into a sequence. – include details to main ideas. – Formulate questions to clear any doubts, broaden informa-tion and confirm comprehension.

– use expressions and linguistic resources to restore com-munication.

– 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, ad-justing volume and/or speed, negotiating meaning, etc.).

– Start a conversation. – anticipate general meaning and main ideas to keep a con-versation.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– context clues. – Form of communication: on-site, long distance.

• Phonic, syntactic and semantic ele-ments 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., greet-ing, courtesy and farewell expres-sions).

– Word list suitable for this practice of language.

– direct and indirect speech. – Syntactic differences between brit-ish and american variants: use of prepositions (e.g., She went there on Friday, she went there Friday).

Learning to be through the language

• language as a means to: – Show empathy. – collaborate and communicate successfully with a speaker. – Share common experiences.

Social practice of the language: understand and produce oral exchanges related to leisure situations

Unit

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TESTING

STAGE

Un

it 4

Product: autobiographical anecdote

distribute among teams the necessary actions to work an autobiographical anecdote into a conversa-tion.

– 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.

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STAGE

Literary and ludic environment

Un

it 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 Learning to know about the language

• check short literary essays about a cultural aspect of english-speaking countries (e.g., dressing codes, food, etc.) with the teacher’s 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 teacher’s 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 coun-tries and Mexico.

• describe and compare cultural aspects, with the teacher’s co-ordination.

– 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, con-sult a dictionary, etc.).

• Features and types of oral and writ-ten texts.

– topic, purpose and audience. – text and graphics components. – Patterns of text arrangement.

• Phonic, syntactic and semantic ele-ments 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., good-looking, 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.

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.

Social practice of the language: understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries

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TESTING

STAGE

Achievement

at the end of unit 4, students will be able to:

Share personal experiences in a conversation

Read short literary essays in order to compare cultural aspects from English-speaking

countries and Mexico

in doing so, they: • Seek confirmation. • enunciate personal experiences spontaneously. • organize sentences in a sequence. • adapt verbal and non-verbal behavior to a spe-cific audience. • anticipate general meaning and main ideas to keep a conversation. • use direct and indirect speech while sharing personal experiences.

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.

Un

it 4

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.

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STAGE

Formation and academic environment

Un

it 5

Specific activities with the language: write points of view to participate in a round table

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

• check a civic and ethic Formation topic from different sour-ces based on contextual clues and with the teacher’s coordi-nation.

– Select texts about a topic of civic and ethic Formation from various sources (e.g., the rights and responsibilities of teen-agers.)

– 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 teacher’s 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 teacher’s guidance.

– Select information from a text to write sentences with per-sonal 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 partic-ipate in a round table based on a model.

• edit points of view with the teacher’s guidance. – read to revise punctuation and spelling conventions. – Solve doubts and provide feedback. – Write final version.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– text and graphic components. – Patterns of text arrangement: cau-se/effect, problem/solution, etc.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– Synonyms. – connectives (e.g., because, if, un-less, 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.

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

Unit

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TESTING

STAGE

Un

it 5

Learning to be through the language

• language as a means to: – learn to live in community. – Promote respect towards other’s opinions. – Foster cooperation and team work.

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.

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STAGE

Familiar and community environmentU

nit

5

Specific activities with the language: understand and give instructions to perform everyday life activities

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

• check instructions to perform everyday life activities based on context clues and with the teacher’s 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 teacher’s 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 teacher’s coordination.

– Write sentences to give instructions. – organize sentences into a sequence. – Formulate questions to clarify doubts and broaden infor-mation.

– 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– context clues. • Phonic, syntactic and semantic ele-ments 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 uncoun-table.

– 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 brit-ish and american variants.

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 acti-vities.

– 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.

Social practice of the language: interpret and express everyday life instructions

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STAGE

Achievement at the end of unit 5, students will be able to:

Write points of view to participate in a round table

Give and understand instructions to perform everyday life activities

in doing so, they: • use various strategies in order to point out in-formation with individual points of view. • Select and organize information in order to wri-te 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.

in doing so, they: • adjust volume, intonation and tone to emphasi-ze or alter instructions. • understand and request instruction to perform an activity. • Write sequences of enunciation to give in-structions. • use linguistic resources to ensure the compre-hension of instructions. • Produce instructions spontaneously.

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Page 69: Program Cycle 4

69

IN-CLASS

TESTING

STAGE

Familiar and community environment

Un

it 1

Specific activities with the language: express oral complaints about a health service

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

• check complaints about a health service, using context clues with the teacher’s 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 teacher’s coordination.

– listen to a complaint. – clarify meaning of words either by using an english dictio-nary 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 com-plements them.

– detect expressions to suggest solutions. – recognize strategies to emphasize meaning (e.g., rephras-ing, adjusting volume/speed, negotiate meaning, etc.).

• Write an oral complaint about a health service, with the teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– 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 ele-ments 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, comparati-ve and superlative.

– adverbs: of time, of degree. – connectives (e.g., furthermore, on one hand... on the other hand…, if... then...).

Social practice of the language: understand and express information related to goods and services

Unit

Page 70: Program Cycle 4

70

IN-CLASS

TESTING

STAGE

Un

it 1

Learning to be through the language

• language as a means to: – express a complaint. – Stand up for one’s rights. – raise awareness about one’s and others’ attitudes.

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.

Page 71: Program Cycle 4

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STAGE

Literary and ludic environment

Un

it 1

Specific activities with the language: read suspense literature and describe moods

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

• check suspense narratives, with the teacher’s 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 teacher’s supervision.

– read and re-read narratives. – use diverse comprehension strategies (e.g., self-questio-ning, vocabulary, text arrangement and structure, etc.).

– detect frequently used words. – Distinguish specific characteristics of language (e.g., con-nectives, 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 teacher’s coordination.

– express and justify personal impressions towards a text. (e.g., I didn’t like… because…, It was interesting… but…, etc.).

– Listen to other’s 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– Patterns of text arrangement. – elements in narrative: narrator, characters, events, etc.

– colophon: publishing house, year, location, etc.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– connectives. – Sentence types: declarative, in-terrogative, imperative, exclama-tory.

– adjectives: comparative, superla-tive.

– Pronouns: reflexive (e.g., myself, ourselves), relative.

– conditionals. • Mechanics of writing.

– Homophones (e.g., too, two). – upper and lower case letters. – Word separation.

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.

Social practice of the language: read and understand different types of literary texts of English-speaking countries

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TESTING

STAGE

Achievement at the end of unit 1, students will be able to:

Express oral complaints about a health service

Read suspense literature and describe moods

in doing so, they: • establish the motive or purpose of an oral text. • infer general meaning from explicit informa-tion. • distinguish main ideas and some details within oral texts. • detect specialized information within oral texts. • use strategies in order to convey the mean ing of an oral text.

in doing so, they: • use various strategies to comprehend nar-ratives. • infer general meaning and main ideas from de-tails. • Formulate and answer questions in order to in-fer information. • Write opinions regarding moods. • organize paragraphs in order to create texts.

Un

it 1

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.

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TESTING

STAGE

Formation and academic environment

Un

it 2

Specific activities with the language: interpret and write instructions to perform a simple experiment

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

• check instruction manuals to perform experiments based on contextual clues, with the teacher’s supervision.

– Select instruction manuals to perform experiments based on topic and purpose (e.g., liquid filtration, carbon dioxi-de, 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 inde-pendent reading and with the teacher’s coordination.

– read instruction manuals. – clarify meaning of words. – anticipate general meaning through self-questioning. – Go through procedure components (e.g., steps, descrip-tions, 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 teacher’s guidance.

– determine procedure components. – Make questions about the procedures to complete sen-tences.

– establish number of steps. – use bullets, ordinary numbers or words that indicate se-quence to point out steps.

– Write simple and complex sentences. – complete sentences with the descriptions of steps and ac-tivities.

– arrange sentences in a certain procedure’s sequence. – Give support to sentences with illustrations.

• edit instruction manuals to perform an experiment, with the teacher´s coordination.

– read to revise punctuation and spelling conventions. – verify the arrangement of the sequence in sentences. – remove, add, change and/or rearrange information to im-prove a text.

– Write final version.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– text components: titles, subtitles, etc.

– Graphic components: illustrations, images, typography, etc.

– Patterns of text arrangement. • Phonic, syntactic and semantic ele-ments 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).

Social practice of the language: understand and write instructions

Unit

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IN-CLASS

TESTING

STAGE

Un

it 2

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.

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 classroom’s library.

Page 75: Program Cycle 4

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TESTING

STAGE

Familiar and community environment

Un

it 2

Specific activities with the language: share emotions and reactions caused by a TV program

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

• check a tv program, based on context clues, with the teacher’s supervision.

– establish genre, topic, purpose and intended audience. – identify speakers’ non-verbal communication and atti-tudes.

– recognize adjustments made by participants when speak-ing 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 teacher’s supervision.

– clarify meaning of words. – Reflect on the relationship between actions, images, dia-logues 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, ne-gotiate meaning, etc.

– Point out speech register. • Share emotions and reactions caused by a tv program, with the teacher’s 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.

• Features and types of oral and writ-ten texts.

– Genre, topic, purpose and inten-ded audience.

– context clues: voices, behavior, setting, place, role.

– visual resources: marquee, subtit-les, etc.

– Sound resources: soundtrack, sound effects, etc.

– Speech register. – non verbal communication.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– Similarities and differences bet-ween native and english language.

– acoustic features. – consistency in the use of a va-riant.

– Syntactic differences between brit-ish and american variants: modal verb need (e.g., You needn’t do it, You don’t need to do it).

– Syntactic particularities of the eng-lish language: lack of gender in nouns and adjectives.

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.

Social practice of the language: interpret and express information published in diverse media

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STAGE

Achievement at the end of unit 2, students will be able to:

Interpret and write instructions to perform a simple experiment

Share emotions and reactions caused by a TV program

in doing so, they: • understand and interpret order and sequence of instruction elements to perform an experiment. • Write and classify simple and complex senten-ces in order to create instruction sequences. • remove, add, change and/or rearrange informa-tion to edit an instruction manual.

in doing so, they: • anticipate main ideas and information that ex-plains or supports them. • clarify the meaning of words. • Formulate and answer questions to share emo-tions and reactions. • explain main ideas within an oral exchange.

Un

it 2

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.

Page 77: Program Cycle 4

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TESTING

STAGE

Literary and ludic environment

Un

it 3

Specific activities with the language: participate in language games to comprehend and write irregular verb forms

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

• check suitable word games to work with irregular verb forms (e.g., memory game, lottery, etc.), with the teacher’s 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 teacher’s 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 per-fect 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 lan-guage game, with the teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– Graphic and text components. • Phonic, syntactic and semantic ele-ments 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.

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.

Social practice of the language: participate in language games to work with specific linguistic features

Unit

Page 78: Program Cycle 4

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TESTING

STAGE

Un

it 3

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.

Page 79: Program Cycle 4

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TESTING

STAGE

Formation and academic environmentU

nit

3

Specific activities with the language: write a short report about a historic event

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

• check descriptions of historic events, with the teacher’s co-ordination.

– 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 independ-ent reading, with the teacher’s 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 teacher’s 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 teacher’s 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.

• Features and types of oral and writ-ten texts.

– topic and intended audience. – Graphic and text components. – Patterns of text arrangement.

• Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– Syntactic features of the english language: use of auxiliaries in de-clarative, negative and interroga-tive sentences (e.g., that did not happen, Does he take a hard de-cision?).

– double genitive (e.g., an emplo-yee ofhers).

– verb tenses: simple past, past pro-gressive, past perfect, past perfect progressive.

– adverbs: of time, sequence, fre-quency.

– connectives (e.g., when, while, etc.).

• Mechanics of writing. – abbreviations. – conventional writing of words. – verbs in simple past tense and past participle.

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 other’s work by using information sources.

Social practice of the language: read and rewrite informative texts from a particular field

Page 80: Program Cycle 4

80

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TESTING

STAGE

Achievement at the end of unit 3, students will be able to:

Participate in language games to comprehend and write irregular verb forms

Write a short report about a historic event

in doing so, they: • compare sentences with and without irreg ular verb forms. • classify sentences according to their verb tense. • use perfect verb tenses and simple past in sen-tences and texts. • Write and dictate sentences with irregular verb tenses.

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 langua-ge according to intended audience and purpose to edit reports.

Un

it 3

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.

Page 81: Program Cycle 4

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TESTING

STAGE

Familiar and community environment

Un

it 4

Specific activities with the language: interpret and offer descriptions regarding unexpected situations in an oral exchange

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

• check descriptions regarding unexpected situations sha-red in an oral exchange, based on context clues, with the teacher’s supervision.

– listen to descriptions of unexpected situations (e.g., du-ring 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 ex-change, with the teacher’s 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, exem-plifies or explains them.

– recognize strategies used to rephrase ideas, adjust volu-me 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 teacher’s 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 sponta-neously.

– Maintain an oral exchange. – anticipate general meaning and main ideas to carry out a conversation.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– context clues. – Speech register.

• Phonic, syntactic and semantic ele-ments 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 expres-sions).

– Syntactic particularities of the en-glish language: lack of double ne-gative (e.g., they didn’t go anywhe-re, they had no time to lose).

Social practice of the language: understand and produce oral exchanges related to leisure situations

Unit

Page 82: Program Cycle 4

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IN-CLASS

TESTING

STAGE

Un

it 4

Learning to be through the language

• language as a means to: – describe one’s surroundings. – Show confidence and assertiveness in the use of English. – Promote constructive dialogues. – appreciate credibility and objectivity in descriptions.

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.

Page 83: Program Cycle 4

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STAGE

Literary and ludic environment

Un

it 4

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 Learning to know about the language

• check short plays suitable for a young audience from their oral reading, with the teacher’s 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 teacher’s 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 teacher’s supervision.

– read dialogues from a play to practice pronunciation. – relate rhythm, speed, intonation and volume with the mean-ing of dialogues.

– link non-verbal communication with the meaning of dia-logues.

– Perform a dramatized reading of a short play.

• Features and types of oral and writ-ten texts.

– Genre, topic, purpose and au-dience.

– text and graphics components. – text arrangement: stage directions, dialogues, etc.

– colophon: publishing house, year, location, etc.

• Phonic, syntactic and semantic ele-ments of texts.

– acoustic features. – Word list suitable for this practice of language.

– adverbs: of time, of place. – verb forms: imperative. – verb tenses: present (simple, pro-gressive, perfect), past.

• Mechanics of writing. – Punctuation: dash, parentheses, squared brackets, etc.

Learning to be through the language

• language as a means to: – value attitudes and behavior. – Participate in community cultural expressions. – be aware of one’s own and other people’s ideas and emotions.

Social practice of the language: understand and express differences and similarities between cultural aspects from Mexico and English-speaking countries

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Achievement at the end of unit 4, students will be able to:

Interpret and offer descriptions regarding unexpected situations in an oral exchange

Read plays in order to compare attitudes and behavior adopted by people from English-speaking countries and Mexico

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.

in doing so, they: • use various comprehension strategies. • Formulate and answer questions about the atti-tude and behavior of people. • link non-verbal communication with the dialo-gue’s sense. • read short plays.

Un

it 4

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 team’s performance. – rehearse the reading of dialogues. – Have a general rehearsal.

Perform the play in the previously chosen date and time.

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Formation and academic environment

Un

it 5

Specific activities with the language: write arguments in favor or against a topic to participate in a debate

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

• check a topic of interest from various sources based on con-textual clues, with the teacher’s 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 teacher’s 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 in-formation in agreement or disagreement with it.

– recognize expressions used by the author to express opin-ions 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 teacher’s co-ordination.

– Search information from various sources. – Select information to write agreeing and disagreeing ar-guments.

– organize information in agreement or in disagreement with a personal stance on a graph.

– Write sentences to express agreeing and/or disagreeing ar-guments.

– 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 disa-greements.

• edit agreements and or disagreements, with the teacher’s su-pervision.

– read to revise punctuation and spelling conventions. – Solve doubts and promote feedback. – Write a final version.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– text and graphic components. • Phonic, syntactic and semantic ele-ments of texts.

– Word list suitable for this practice of language.

– Synonyms. – verb forms: passive. – connectives (e.g., but, while, how-ever, yet).

– Possessive genitive (e.g., world’s diversity, human’s features).

– Pronouns: personal, reflexive. • Mechanics of writing.

– differences between british and american variants: regular and irre-gular verbs (e.g., burned, burnt; spe-lled, spelt).

– Word endings (e.g., -y, -ie, -e). – Punctuation: period, semicolon, parenthesis, hyphen, etc.

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

Unit

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Un

it 5

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

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 team’s 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.

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Familiar and community environmentU

nit

5

Specific activities with the language: understand and give instructions to plan a field trip

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

• Check instructions to plan a field trip, based on context clues and with the teacher’s 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 teacher’s 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 teacher’s 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 mea n­ing.

– 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.

• Features and types of oral and writ-ten texts.

– topic, purpose and intended au-dience.

– context clues. • Phonic, syntactic and semantic ele-ments 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 bri t -ish and american variants: future tense verb forms (e.g., We shall leave, We will leave).

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.

Social practice of the language: interpret and express everyday life instructions

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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

Understand and offer instructions to plan a field trip

in doing so, they: • detect and establish links between a personal stance and information which agrees or disa-grees with it. • emphasize or clarify agreements and/or disa-greements. • Write short texts which express agreement or disagreement. • Solve doubts and encourage feedback in order to edit agreements and/or disagreements.

in doing so, they: • adjust volume, intonation and tone to emphasi-ze or clarify instructions. • offer explanations to clarify instructions. • Rephrase instructions to confirm comprehen-sion. • Write instructions. • appraise the pertinence of following or not ins-tructions.

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G•L•O•S•S•A•R•Y

Acoustic features(See tone, rhythm, speed, intonation, pauses, volume and pronunciation).

Anticipatetext (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 fore-seen based on what has been read or heard.

Attitude(See tone).

Comparative structureslinguistic structures which work to establish an asymmetrical o equalitarian re-lationship between two or more ideas. For example He is taller than him; She as good as me.

Connectiveslinking words or phrases, used to relate elements or discursive constructions. For example, but, and, because, when, whilst, also, as well as, despite, however, the-refore, that’s why, that is, lastly, on the whole, finally, on the other hand, etc.

Contextual cluesreferences, 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, at-titude, acoustic elements, etc.; in the case of the latter, it refers, for example, to textual and graphic components and key words.

DigraphsGroup of two letters which represent a single sound, for example, sh, th, etc.

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Direct speechenunciation mode in which what is said or thought is quoted literally. For exam-ple, She said: “I’m going to the cinema.”

Exchangedialogue or conversation between two or more persons. can be oral or written.

FluencySpeaker’s capacity to express him/herself with assurance, security, congruence speed and rhythm appropriate to a practice of language.

Forms of communicationWays in which communication is developed through spatial and instrumental means: on-site or long distance communication.

Graphic componentsMarks, symbols or features within a text which offer information about it, for example, illustrations, images, tables, charts, typography, etc.

Guided readingStrategy 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 writingStrategy 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.

HomographsWords with different meanings and equal writing form, for example, bear: animal, to support.

Independent readingStrategy in which the students autonomously apply the doings and learning with the language, attitudes and values required to select and read texts.

Independent writingStrategy in which the students autonomously apply the doings and learning with the language, attitudes and values which are required to write their own texts.

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Indirect speechEnunciation mode in which what is said or thought is transmitted modified and without a literal quotation, since it refers to other people’s discourse, for example, She said she was going to the cinema.

Infercomprehension strategy that allows the extraction of implicit out of explicit in-formation. 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.

Interpretcomprehension strategy through which the content of the discourse (oral or written) is recognized, identifying intentions, purpose, global meaning and main ideas.

Intonationtone variation to speech, in which meaning is added to the linguistic expression, such as irony, surprise, questioning, etc.

Key eventsin 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 wordsWords 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 verbsverbal category through which the capacity, possibility, necessity or other condi-tion of the main verb is expressed. For example, Peter must deliver his homework today, John can play the piano.

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Modelled readingStrategy in which the teacher expertly demonstrates and explicitly verbalizes cer-tain doings and learning with the language, attitudes and values involved with the reading process.

Modelled writingStrategy in which the teacher expertly demonstrates and explicitly verbalizes cer-tain doings and learning with the language, attitudes and values involved in the writing process.

Negotiation of meaningProcess 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 communicationcommunicative 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 organizationStructure 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.

PausesSpaces 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 ex-pressive unit and, on the other hand, reformulate or hesitate during enunciation.

Phrasal verbsrefers, 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.)

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PronunciationWays to articulate sounds in a language, linked to the characteristics of emission particular to native speakers of a certain linguistic variant.

Question tagsBrief words or phrases placed at the end of a sentence to confirm or deny their content, for example, You will come tomorrow, won’t you?

Reading and writing modalitiesWays 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.)

RhythmPerception or emission of a periodic succession linked to the stress patterns of verbal expression.

Sequence of enunciationWay in which a text is structured, according to different patterns of text organiza-tion, in order to fulfil different purposes (e.g., entertain, narrate, socialize, inquire, describe, persuade, etc.). different sequences of enunciation are exposition, nar-ration, argumentation, instruction, prediction, etc.

Shared readingStrategy 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 cha-racteristics.

Shared writingStrategy in which the teacher writes and structures a text with the feedback/input of students as if he were a secretary or scribe.

Speech registerdetermined situational discourse, meaning, the characteristic speaking manner of a specific group of people. Some examples of speech register are: improvised, casual, formal, etc.

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Speedrelative velocity with which and oral exchange occurs, it can be linked with the attitudes assumed by the speakers.

StressPronunciation feature related to a linguistic variation. emphasized vocal intensity of a syllable within a word.

Teacher’s guidancedegree 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 teacher’s coor-dination and teacher’s supervision).

Teacher’s coordinationintermediate 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. Coordi-nating, in this case, implies the demonstration and use of strategies, while the students contribute with ideas and information to carry them out (see teacher’s guidance and teacher’s supervision).

Teacher’s supervisionHigher degree of intervention than guidance and coordination, in which the tea-cher 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 se-veral strategies, while they work with their and other students’ help (see teacher’s guidance and teacher’s coordination).

Text organizationWay in which the text components are arranged (for example: paragraphs, sec-tions, blank spaces, enumerations, panels, etc.) in a written composition.

Textual componentselements in the text, such as titles, subtitles, headlines, examples, index, appen-dix, glossary, etc.

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Tonevocal feature that can be linked to the emotional message conveyed by a speaker while adopting a given attitude, for example, respect, courtesy, anger, etc.

TrigraphsGroup of three letters that represent a single sound, for example, tch, ght, etc.

Variantregional variation of a language, for example, british english, american, austra-lian, etc.

Volumevocal intensity (high or low). its variation depends on the communicative context and the speaker’s demeanours.

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B•I•B•L•I•O•G•R•A•P•H•Y

Aránega, S. (selecc.) (2006), Las lenguas extranjeras en el aula. Reflexiones y propuestas, Barce-

lona, Graó.

Björk, L. y I. Blomstand (2005), La escritura en la enseñanza secundaria. Los procesos del pen-

sar y del escribir, Barcelona, Graó.

Cassany, D. (comp.) (2009), Para ser letrados. Voces y miradas sobre la lectura, Barcelona, Paidós.

Darnés, A. (selecc.) (2005), Comprensión lectora. El uso de la lengua como procedimiento, Bar-

celona, Graó.

Department of Education and Training, Western Australia, First Steps Series. Second Edi-

tion. Adressing Current Literacy Challenges, Port Melbourne, Rugby Heinemann.

Gimeno Sacristán, J. (2007), El currículum: una reflexión sobre la práctica, Madrid, Morata.

Hannock, M. (2006), English Pronunciation in Use, Cambridge, Cambridge University

Press.

Holiday, A. (1997), Appropriate Methodology and Social Context, Cambridge, Cambridge Uni-

versity Press.

Huddleston, R. y G. K. Pullum (2008), The Cambridge Grammar of the English Language, Cam-

bridge, Cambridge University Press.

Martin, E. y A. Moreno (2007), Competencia para aprender a aprender, Madrid, Alianza.

Pérez Gómez, A. (2008), “¿Competencias o pensamiento práctico? La construcción de

los significados de representación y de acción”, en G. Sacristán (comp.), Educar por

competencias, ¿qué 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 didáctica, Barcelona, Graó.

Wray, D. y M. Lewis (2005), Aprender a leer y escribir textos de información, Madrid, Morata.

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Familiar and community environment

1 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.

T he following tables offer some examples of situational catego ries1 classified by en-

vironment. 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 situa-tions, wherein communication enables inte-raction 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 expec-ted that students work with full texts.

Oral complaints about a health

service

Opinions regarding the contents of a radio program

Descriptions regarding unexpected

situations

Warnings particular to public

places

Situational categories

Work activities, public health, ailments and symptoms, public ser-vices, dates, hours.

entertainment, art, professions, likes, emotions, arguments.

leisure activities, professions, special occasions, incidents, encounters, reactions.

accidents, profes-sions, personal items, reactions, movement, actions.

Examples

i would like to express my complaint against dr. John doe for his inaccurate treatment of my ailment. i made an appointment to see him yesterday because i had a terrible head-ache and dizziness. When i arrived to his office, he seemed to be in a hurry so he just checked my vitals and told me to buy an analgesic. However, i turned out to be al-lergic to the brand of analgesic he recom-mended me and now i have a rash. due to this, i needed to contact another doc-tor who did diagnose correctly my problem. due to dr. John doe’s blatant medical error, i ask for a total refund of the fee i paid him for his professional services.

– What do you think about the radio theater piece we just listened to?

– Well, it was pretty interesting. the romantic plot was well done and the sound effects were clear. However, i didn’t like the main actress voice. it was rather hoarse.

– oh, but you’re just criticizing the technical aspects. the narration was well developed and there were plenty of memorable lines. by the way, i liked the soundtrack and the ending theme. and don’t forget the comedy moments, like, when the main character tried to open the door with a hairpin and got hit when his wife opened it for him.

… And then, sud-denly, the lead singer’s mother appeared onstage and gave her a big hug. it was her birthday, you see! then the singer began to cry in earnest. Sob-bing, she thanked her mother for the birthday surprise. Her fellow band members took the microphone and shouted “congratula-tions”. 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.

this is the town hall public address sys-tem. If a fire starts, do not panic. an alarm will sound to signal the evacuation of the facilities. Follow the orders of the secu-rity 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 prob-lem, please contact a supervisor once you have left the building. We remind our visi-tors to leave the exit pathways free from objects in case an evacuation is called.

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Familiar and community environment Now it’s your turn

Oral complaints about a health

service

Opinions regarding the contents of a radio

program

Descriptions regarding unexpected

situations

Warnings particular to public

places

Situational categories

Examples

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Literary and ludic environment

Fantasy literature Forecasts Literary essay

Situational categories

nationalities, journeys, transport, toponyms, movement actions, emotions.

Weather, cardinal points, predictions, moments of the day, movement actions, natural phenomena.

Kinship and hierarchy, advice, education, tradition, speech acts, moments of the day, animals, habits.

Examples

Draculaby Bram Stoker

it was on the dark side of twilight when we got to bistritz, which is a very interesting old place. being practically on the frontier –for the borgo Pass leads from it into bukovina– it has had a very stormy existence, and it certainly shows marks of it. Fifty years ago a series of great fires took place, which made terrible havoc on five separate occasions. at the very beginning of the seventeenth cen-tury it underwent a siege of three weeks and lost 13,000 people, the casualties of war proper being assisted by famine and disease. count dracula had directed me to go to the Golden Krone Hotel, which i found, to my great delight, to be thoroughly old-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 col-oured stuff fitting almost too tight for modesty. When i came close she bowed, and said, “the Herr englishman?” “Yes,” i said, “Jona-than 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 bukov-ina; 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 northeastwards across the remainder of the country, reaching southern regions by dawn, but clearing southwest overnight. by tomorrow, the north will remain wet throughout, but the most northern regions should stay largely dry and windy. on tuesday, it is expected that rain spread across the remainder of northern regions during the day, and eventually ease from the south of the country during the afternoon. Sharp showers, sunny intervals and lighter winds are expected elsewhere.

Advice to youthby 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 one’s 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 don’t, 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 an-other. but a lark is really the best thing to get up with. it gives you a splendid reputation with every-body 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 –it’s no trick at all.

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Literary and ludic environment Now it’s your turn

Fantasy literature Forecasts Literary essay

Situational categories

Examples

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Science text Emergency instructions Machine or device working process

Situational categories

environment, economic and industrial activities, natural processes, climate, toponyms, time units.

climate, everyday materials, fabrics, colours, clothes, food, illnesses.

electronic devices, media, device components, communication actions, technology, physical concepts.

Examples

Deforestationdeforestation 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 extrac-tion, 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 deforesta-tion, because the loss of trees gives as a result a drier climate, thus causing erosion and deser-tification.

deforestation can also have a devastating effect on biodiver-sity. tropical rainforests contain as much as 80% of world’s 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 tropi-cal rainforests is approximately 50 000 species every year. the most endangered zones are in-donesia, the congo and brazil. at the current rate of deforesta-tion, 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.

Enduring a heat wave1. Prepare your home in case there is a heat wave: a) Put temporary window reflec-

tors, such as aluminum foil-covered 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 loose-fitting, lightweight and natural cloth-ing 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 be-cause 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 consump-

tion of carbonated and caffein-ated 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 keep-ing you cool.

6. be on the watch for signs of heat stress and exhaustion in all mem-bers of your family, others close to you and yourself.7. check on neighbors, family, and friends, especially those who are el-derly, sick, or not able to take care of themselves without assistance and those who live alone.8. understand what heat related ill-nesses are and how to identify their symptoms

Mobile phonesa 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 connect-ing 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 pow-ered radio transceivers called base station. each base station has coverage over a small geo-graphic area, called in tech-nological 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 lithium-ion), 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.

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