program cycle 2
TRANSCRIPT
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Secretara de educacin PblicaAlonso Lujambio Irazbal
SubSecretara de educacin bSica
Jos Fernando Gonzlez Snchez
direccin General de deSarrollo curricular
Leopoldo F. Rodrguez Gutirrez
direccin General de deSarrollo de la GeStin e innovacin educativa
Juan Martn Martnez Becerra
direccin General de MaterialeS educativoS
Mara Edith Bernldez Reyes
direccin General de educacin indGena
Rosalinda Morales Garza
direccin General de ForMacin continua de MaeStroS en Servicio
Leticia Gutirrez Corona
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TABLE of CONTENTS
Ps 7
i 9
Ppss 12
thg gs 14
assssm 16
c gz 17
3 g emy sh
u 1 23u 2 27u 3 31u 4 35u 5 39
4h g emy sh
u 1 45u 2 49u 3 53u 4 56u 5 60
appx. Smp gg 65
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h gg pps ssh y h of h oso, s
w s h o sfomo og y h 2007-2012 Na-
tional Development Plan (Plan Nacional de Desarrollo) h ojvs
o h 2007-2012 Education Sector Program (Prosedu: Programa Sectorial
de Educacin) hv ssh h g ss o pov o ss o
h os p o pos Mxo fo h omg s.
Wh hs fmwk, s h s g y h G
lw f e (Ley General de Educacin), h S f P e
(Secretara de Educacin Pblica) pps s f Pss fm -
js h y 2012 s h qy f s h ss
mp h f hm, h ms f ssg w-g hs, h pm.1 th m
sgy f g sh j s s y -
g fm s , fs h p f m
s mps h sps h pm s f Mx
h XXi y,2 envisaging a greater articulation and efciency among pre-
sh, my sy sh.
F hs ss, h n egsh Pgm bs e (neP-
be Pnieb: Programa Nacional de Ingls en Educacin Bsica) s s
pph whh ms fs p mm mp egsh s fg gg. ths ms fsg h hg f s
ps s, s f h fm kwg f h gs sysm
fm m psp fs; gg py h hg f s
ps s f h gg. ths ps ggm
g wg s, s w s xhgs whh mg-
1 SeP (2007), Programa Sectorial de Educacin, Mx, p. 11.2 Ibidem, p. 24.
Presentation
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PH
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f s wh h s s wh hs
express what is considered as relevant. In addition, language benets from the
systematic reection on the priority of texts and oral exchanges. Therefore, it is
ss - h egsh sj ws x-s gg p-
mphs f y f xs, h g f ff wys
, sy, p xs, h wg g, s w s hyss f s w wg spk p.3
Fm hs p f w, gg s g s mpx j y
ms f whh h ss h w ms p f s-
y; j h y ss mm ppss, s g
and reective ones [] using the language efciently means being able to in-
wh hs p p f spk w xs
p f sy.4
Secretariat of Public Education
3 SEP (2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Espaol, Mxo, pp. 15-16.4 SEP (2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Lengua Extranjera. Ingls,
Mx, p. 18.
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I cy 2 n egsh Pgm bs
e (nePbe), ss xp g-y q s mm mp,
so that they can successfully participate in specic
s wh h gg, whh sp s-
ps f h gg
wh w xs fm ss.
Reflections on English
language learning1
Kwg f g gg, s pps
h mh g, s m gz h
s gz. dff psss k mg-
, w ff s h
sm y ss s h gh
h mm gg
ff fm s w. nwys, h -
s s w s p-, m, xs, s w
s h ss fw f fm m
gs f gsm mg-
sm. Mx s xp; sp g
s hmgsy mg
1 SEP (2006), Reforma de la Educacin Secundaria. Fundamentacin Cu-
rricular. Lengua Extranjera. Ingls 2006, Mxico, pp. 9-10.
y, h ff gs f -
gsm, py mg hs wh h mh g ff fm Spsh.
th w psss y whh s ps-
s h gsm sm p:
acquisition learning. th fm fs
ss pss wh h f mm-
nication and the constant exposure to a specic
gg w h mm h
gg, g gg; hs hpps
wh pp wh mg h y acquire h gg sm wy h f
h mh g. lg, h h h,
s ss sy f h g gg, s-
y wh fw pps f xps
fm ms, k sh.
F s, - gg hg
hs sgh wys - h qs p-
ss h ssm, s mhs h
f h pps. ty w kw hhs mhs sssf y ss
wh h m h s h wh h
gg s sm g h h m hy
h wh h mh g. i xs
wh hs s f, s h-
pps Mx p sy shs, s
ssy k f ps pmz h -
language learningpss.
Introduction
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0
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i hs ss, s p ss, p-
y bsh, as, am (kw
s h bana gp), h ff mhs
whh h sf h p -
x, s hpp Mx 1993 wh
h mpm f h mm pp-h sy shs. ths sf pss p-
ms h sy sy wh, sh
s h k f ss s f
wk sssfy; ss, gs h s
s f h x wh h mh
w pp, whh sg h y p-
s . thf, wys, h
egsh gg hg s fs
kg f mhs, pg s- mhgs f p xs.
o h h h, f h fm
references to dene content in the Syllabuses of
h nePbe whh w ssh h mmm
msy (hm ss) wh
whh h ss w g fm cys 2,
3, 4 s h Common European Framework
of Reference for Languages: learning, teaching,
assessment(ceFr), y h c f e-p. i hs ss, hy w s g-
z g h sps f h g
(b1 thsh h ceFr) y h f
s .
rgg h s f h Syss f cy-
2 m my sh 3 4h g
ss hs w sg kg
h Syss f cy 1 f h nepbe, h cefr
sps f a1 (bkhgh), s 2,3, and 4 established by the National Certication of
lgg l (c).2
F hs s, s ssy h hs
cy 2 gz wh h y kw
h gg wh h gg (f
2 For its initials in Spanish: Certifcacin Nacional de Nivel de Idioma.
s, x s, k gss, sgs,
f , ., ; gphy
y, . w x), s h hy
pp wh g -f f-k
s ps h egsh gg whh w
hm gz q h s :
Pp sssfy s h -
p p f
w xs h egsh gg wh f-
f s g ms (fm
mmy, y , fm
m).
us h hss f h g
gg pppy. ap gg spsy f h -
g pss.
S egsh s o ps my of h s-
s so voms, h shoo s q of
h oy sp wh hy hv h o
o-v gg. as s, s mpo
h h shoo s h ssy oos o
fos o w ommv sos
wh egsh s s fo m, so, y,
pposs.
o h h h, h hs sps
f hs sj cy 2 f h hg f
gg h s f s hg sgs
h ss ss wh h
English language by means of [] the exercise of
s mm gg mp
specic domain in processing (receptively and/orpy) m xs y
sk.3
th fomo vovs ssmg h h
ss hv kowg sks o w-
3 Council o Europe (2001), Common European Framework for Languages:
Learning, Teaching, Assessment, Strasbourg, Council or Cultural Coope-
ration-Education Committee-Language Policy Division, p. 10.
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gg h hy o om
gg ss; s of hs, s fm
h hs shoo hos hv hgh x-
pos o wh h ss hv -
g h o-v gg g poss. i
hs ss, s mpo o mo h:
The learner o a second or oreign language
and culture does not cease to be competent
in his or her mother tongue and the associa-
ted culture. Nor is the new competence kept
entirely separate rom the old. The learner
does not simply acquire two distinct, unre-
lated ways o acting and communicating.
The language learner becomes plurilingual
and develops interculturality. The linguistic
and cultural competences in respect o each
language are modifed by knowledge o the
other and contribute to intercultural aware-
ness, skills and know-how.4
th nePbe kowgs h omm-
ve competence is more than just decoding, nding
ospo w sos s o
w g wg of s (fo s,
wos ss) whh so w-
ho ox.
F hs s, s ssy h hs
mk h ssm sg ps f h s-
s, s h y h pps
4 Ibidem, p. 43.
sh h xps kwg
g, wg, xhgs h
mh g, f s h ss h ss w
k gz sps ss f h g-
ge; this will also enable them to nd similarities
ffs w h mh g h g gg. cmmg sssf-
y spkg wg s mpx
pss s h gg (kwg, sks,
s) wh ff ppss ff
s ms. Fm hs p f w:
Reading is not decoding, is giving meaning, is
understanding; writing is not copying or ha-
ving good handwriting; writing is creating a
text. Restricting the creative and marvelous
experience that reading texts gives, which gi-
ves birth to thought, eelings, emotions, is de-
priving children rom a unique lie experien-
ce[]. Acquisition and use are part o a unique
process that has permanent eedback. For this
reason there is always a unctional context
or reading and writing, or active participa-
tion in writing as a social practice, or instan-
ce, checking the students list to see who is ab-
sent, writing down the name o their avorite
games and some characteristics, preparing a
greeting card, re-writing a short story, descri-
bing an animal or completing a table to regis-
ter the growth o the plants in the classroom.5
5 P. Prez Esteve y F. Zayas (2007), Competencias en comunicacin lin-
gstica, Madrid, Alianza Editorial, p. 154.
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Purposes
General purpose of English
language teaching in basiceducation
th pps f egsh gg hg -
s s f ss g h ssy
kwg gg s ps wh w-
gg wh
- egsh spks y ms f specifc
activities with the language. ths s sg -
s h p pf spk w xs f fm, m
y s h ss w
ssfy s mm s ff -
yy, fm kw ss.
F hs s, h s
h gg gz h hghs h
sph, yz s pms,
g ss ff xpsss fm
h, h w h s. bss, sss h hy fy h gg pys
g p kwg s; h-
sh p y sps
f h pms h ff w.
cmp egsh gg s
sm fm m p xps ,
fm g f y g m. Ms m-
py, s ssy h m f -
xps h
ff wys pp xhgs g wg xs. thf, h
sh whs spsy s hgh h s
f ss h m fm mms wh w
y wh s -xs
wh - gg sh p h
ssy s f ss pp
sh xps, h g my
h wk, sf
wh hy h h ssm x -f-h-ssm mm ss.
Purpose of English language
teaching for Cycle 2
th pps f egsh gg hg f cy 2
s (3 4h gs emy
sh) s f h ss q h ssykwg s s h egsh -
gg gz, s, s mm
xpsss y ppg social practices of the
language specifc activities with the language,
p p f
w xs, h x f h fm, m-
, y ms. a h
f hs y, h ss xp :
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expss smp ps qss fm-
xs.
rgz s ss, fm
sgs.
ify s sps f p -
y s yy f xs.
us xpsss f ps sps
s.
rsp spk w gg
ff gs -gs wys.
us ff sgs s yy p-
ms, k f fm -
ps.
us fm kw -
ulary by means of specic strategies.
ify h ms sms -
ffs w h mh g h
g gg.
essh s s wh h -
gs p.
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Cycle 2 is aimed at students who after n-
shg cy 1 f h nePbe, h hsm wh egsh hf
q wh sm f s ss gs
sps. Hw, s h s f h
ss xp hm gg
mp ssh fm hs cy,
s k h fwg
ss:
th ss kwg, xps, ss g s ps h
mh g s sg p.
dm, g h ppss, h ps
h s:
Pg mm ss (sh s
g p, hg g s-
g pm) whh , s-
quenced manner, the specic activities with
the language in each of the specic social
ps whh ps hg h s-
s. th yg s h h
s sh h s sy hy
be neglected nor so complex or difcult
h hy my g sppm
sgm. th mm
ss, hf, sh wg
gh fs ps h
h ss s. Ks m f s gg
g wh, g kw
, g hgh h -
gg y h mm ss
specic and related to the students expe-
s ss-p fh,
s h hy sq -
culated performance of the specic activi-
s wh h gg. nm f sss h p
mm ss, s w s h
qms sggs p.
lk f, s, f ssy, h
ssy mm p ms,
yz hm f sg
hm wh h ss.
b m h s ps f h -gg g h pm f h mm-
ss.
c hg sgs hz y
h sy :
Ms h gz f wk:
wh ss, m wk, p wk, -
wk.
Teaching guidelines
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Ms g wg: m-
, g, sh, , s,
, .
dsy hg ms s-
s: m y h ss hmss p-
sy pp, sh s g sh s,
p s, q s, ks g
depending on the level of difculty, multime-
ss (, , cds, mp-
sfw, .).
M py h s f xp spk, s-
, p f spk w-
xs egsh.
c pps f h ss -gg xhgs g w-
g s.
Fs ps ws g
- gg h s.
Encourage a respectful and condent environ-
m wh msks, h h g -
sy s , s s
pps p hs h
egsh gg, s w s g ff ps-
fk.
F hs s, h hs sps f
h gs spg hs y ms
w f h f h y sssg s -
s, hg g s
psss h h wg pp
f h ss s ps f gg,whh h sm m, ws hm -
s f ssy, hg h w w.
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I h s ps f h -
gg hs y, s ssy h h-ers check and reect on the content of Curricu-
lar Foundations f h nePbe, h f h
hs m ss h pps h g h
wk hs sj xps, mg h s-
ps, h j f sy, h pph, h
gz s f s h
f ys f h pgm. ap fm h f-
m, h fwg s sss:
th j f sy f h sj sps
h social practices of the language whh
h sh gs h y f
h nePbe. a h sm m, h s p-
tices and the specic activities that derive from
h gg h s h w f gh-
g sqg s f ff -
: learning to do with, know about,
to be through h gg. th s ps f h gg sp-
cic activities with the language have been
s gz h mp s-
g ms: fm m-
my, y , fm
m.
th m s h hs h-
z y s f m,
s s h h wh ms, -
pg h ss s h-ss, whh s s, wh x,
wh p h hg
g. bss, hp h h
h yp f s kwg xp
wh hs s, sm f
hm fh xp mk
wh hyph sgsh hm.
a h m f h h h
sggss f s mk p.Hw, h h s h mh-
g sgs (f s, sg
pm hg g) s g s h p-
pss g hms f hs y
mpsh.
th pps fhm ps h
f h hs h pps f p-
g h h wh fm kw-
g, s, s s h hss xp q,
ssss h pgss pfm h
mp egsh gg.
Fy, gv h sy o s of eg-
sh gg ms sos p
shoos, og wh h fo hs o
o pov h ss wh spok
w mos of h egsh gg, h
Content organization
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s s ofsmp gg h os
h appx h of hs om. i s
mpo o o h hs smps sho o
h ogzo pg of wok
h ssoom, s hy o g h
hvm of h pposs fo hs y.
Cycle 2. Social practice of the language. Distribution by environment
Access and aproximation A1: 3rd and 4th grades Elementary school
Social practices of the language
Familiar and communityenvironment
Literary and ludic environmentFormation and academic
environment
tk w pp yy gs. off fm s sf q-s. ls xpss mmp s. ip mssgs s-ms.
r sg sgs. Py wh ws, w f xpss sh- ppss. r xs g-z xpsss fmegsh-spkg s.
G ss mk js f-m. Fm sw qs-tions in order to nd informa-tion about a specic topic. r p fm- gph.
Cycle 2. Specic activities with the language. Distribution by environment and grade
Familiar and community environment
Social practices
of the language
Specic activities with the language
3rd grade Elementary school 4th grade Elementary school
Talk and write to participate ineveryday dialogues.
rgz xpsss ps xps f hsh y g.
ip g wh sh s.
Offer and receive informationabout ones self and acquain-tances.
us fm s sf hs ys.
off p fm ps xps.
Listen to and express immediatepractical needs.
rgz s x-psss g wh ws s fm hs.
ip p xps-ss ff hp.
Interpret messages in advertise-ments.
rgz s ms-sgs mmy s-ms.
ip mssgs s-ms f mm ps.
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Literary and ludic environment
Social practices
of the language
Specic activities with the language
3rd grade Elementary School 4th grade Elementary School
Read and sing songs. r sg
hs sg.
ip sg sgs f -
s h ss.
Play with words, and read andwrite for expressive and aesthe-tic purposes.
c gg gms nd words through crosswordpzzs.
r gg gms w g-wss.
Read narrative texts and recog-nize cultural expressions fromEnglish-speaking countries.
r hs ss pp xpsssfm egsh-spkg s.
r hs gs pp xpsssfm egsh-spkg s.
Formation and academic environment
Social practices
of the language
Specic activities with the language
3rd grade Elementary School 4th grade Elementary School
Give and receive instructionsto make objects and recordinformation.
Fw h sps f s- m mk j.
G ss p fm .
Formulate and answer ques-tions in order to nd informa-tion about a specic topic.
rgz sk qss k f fm specic topic.
Fm sw qss fm specic topic.
Record and interpret informa-tion in a graphic.
F p fm gph.
r p fm- gph.
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2
Social practices of the language: talk and write to participate in everyday dialogues
Familiar and community environment
Unit1
Specic activities with the language: recognize expressions related to personal expectationsfor the school year in a dialogue
Learning to do with the languageLearning to know about
the language
ls h g f gs h xpssh xps f gp f ss f h sh ywh h spp f s s h hs hp. P h g pps s - gg
ss. ify p, pps, . rgz spks sgsh h s. n , hyhm, pss, h s. ify h sq f g wh sg hpps .
rgz h s f g. cmph h f g wh h hshp. rgz ss h xpss h spks xp-s g wh sg.
us x s mph h mg f s-s.
us m y xpss ps xps.
Py h f spk p p -gs.
Pp h wg f xp xpsss wh hhs hp. F h mg f fm ws sg s- g y wh h hs hp.
cmp ps f ss. cmp ss sg p f ws s
f h x. r ss p h p
. W ss h xpss ps xps h sh y s m.
chk spg wg s wh h hshp.
Fs yps f w- xs. S f gs: pg,y, g.
tp, pps, - f gs.
cx s: n-gg (gss, y g-g, sgs, gs, .).
Ph, sy, smms f h xs. as hss: -m, (hp, ggssss,m, .), hyhm.
ls f ws s f hsp f h gg.
Verb tenses: future (will/going to). Ps ps (i, y, h, w,
.). c -s s-ps.
Mhs f wg. c wg f ws:wh s, sss msss.
upp w-s s. P: ps, pss, -
s, shs, xm mks.
Learning to be through the language
lgg s ms f xpssg xps, ss, ppss, s. rsp ws h s f hs. bs ms f g : s k h ps spkg, sp s f -.
Unit
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Unit1
Product: illustrated dialogues
ds mg ps h s pp gs ps xps f h sh y. choos ssm how my ss h og w o. d o h s of vo. W o h s h ss h o h ospos o h . chk h h wg of ss s omp omps wh spg ovos.
P h og y g h ss o.Exchange cards with other pairs to nd out other classmates expectations and practice the pronuncia- f xpsss g.
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2
Social practices of the language: read and sing songs
Literary and ludic environment
Unit1
Specic activities with the language: read and sing a traditional childrens song
Learning to do with the languageLearning to know
about the language
ls h ys f s hs sgs wh hhs hp. r h sog o pso xps. rogz op, ppos, . P h op of sogs s o h mgs wh hsppo of vs s.
dsgsh ogzo s of sogs. ls fw h g f sg ys wh hhs hp. comph h mg of vss szs s o o-textual clues, using an illustrated bilingual dictionary and/or
wh h hs hp. Follow the rhythm of a song using physical and/or sound re-sos (ppss).
rogz os hss o om fm whpoo.
ify wos h hym. rp s hym vss o fy sos. rogz hgs oo wh sg o h sggof sog.
ify h wg f sg ys wh h hs hp. F ws sg s qss (Whh -gins/ends with? Where does it say? etc.).
Sy wos sog wh oso ss o s h
ss fq o s h v gg. r ys o, vs y vs. essh oshps w h w fom of sog ys h poo of s vss.
Sg sgs sm f h ps jy h xp.
Fs yps f w- xs. S f sg ys: szs,hs, ss.
tx mps: m f hh, .
tp, pps, - f sgs.
cx s. Ph, sy, smms f h xs.
Acoustic characteristics: pitch (high/w), , hym, hyhm,p, .
ls f ws s f hsp f h gg.
vs fm. P: fq -s s ss hmh g (w, ph, s, k, wh,.).
c -s s-ps.
Mhs f wg.
c wg f ws. upp w-s s. P: p.
Learning to be through the language
S s f sgs. Song lyrics as a reection of emotions and experiences. app f xpsss p h g gg. typ sgs f egsh-spkg s h s s.
Product: childrens song
ds mg ms h s pfm sg p. W h ys f sg ps. d h sg szs mg h ms hs h pfm. P h hs f h sg wh h ss. r h sg hs pfm p.
Ps h g pfm f h sg s y h ss h h.
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Achievement
a h f u 1, ss w :
Recognize expressions related to personalexpectations for the school year in a dialogue
Read and sing a traditional childrens song
i g s, hy: rgz p pps. ify spks g. n , hyhm, pss. us x s mph mgs.
i g s, hy: ify hyms p ss. dsgsh h gz s f sgs. r ss szs.
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2
Social practices of the language: give and receive instructionsto make objects and record information
Formation and academic environment
Unit2
Specic activities with the language: follow the steps of an instruction manual to make an object
Learning to do with the languageLearning to know
about the language
ls s ss sps mk smp j (, m, .) wh h spp f ss h hs hp. rgz p, pps, .
ass s wh mg wh sg. os h s f gph x mp-s f s m.
F h mg f ws s ps kw-g, h hs hp, h s f s -g y.
Pp h wg f s m mk j wh h hs hp. dm h m f ss sps. d h f ss. dsgsh ss fm s f ms. ify h ms f ms h qy f m-s.
Write names and gures that represent ordinal and cardi- ms.
d wh ws sm f h ps mp s.
ify hw ws w p h sm-s ffs (gg, sy mps, -s s, .).
r s m wh h spp f - gg, gphs h hs hp. ify sss ws. dsgsh s ss. dsgsh s ss sps. ass h g f ws h s whh w fm.
Practice uent reading of instructions or steps. ify hw m ss s wh js
h s m s.
Fs yps f w- xs. S f s m-: s f ms, sq
f ss. tp, pps, - f s ms.
S f x: , s,s f ms, s f sps ss.
Gphs mps: mgs,ms, s.
Ph, sy, smms f xs. ls f ws s f hsp f h gg (ms, fs, .).
W fm: , -uble letters, nal letter, endings,.
typs f ss: ,afrmative.
Semantic elds. as fq sss h gg.
Mhs f wg. c wg f ws(spg).
upp w-s s. P.
Learning to be through the language
lgg s ms f kg h xpsss. lgg s ms f ssfyg y.
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Product: instruction manuals
ds mg ms h s w s ms mk js. P h wg f h s m s s s: , s, s f ms, s-
q f sps ss gphs. W f f h s m s mps s m. chk h s m wh h mms f h m h h mk s h s
mp, h ss h , h mps h mhs f wg. Write the nal version of the instruction manual and include graphics that explain the steps to makeh j.
us h s m mk js.Mk js sh hm wh ssms.
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2
Social practices of the language: offer and receive information
about ones self and acquaintances
Familiar and community environment
Unit2
Specic activities with the language: understand information about ones self and othersdaily routines
Learning to do with the language Learning to knowabout the language
ls ps gs f qs ys wh h spp f - gg hhs hp. P yps f y s s - g-g kw ws.
iy p pps, . F h mg f ws s y -s x s, h s f s gdictimary and/or the teachers help.
d y xpsss p g
(wake up/get up/eat breakfast, etc.). Pfm s f y s wh sg. rgz h ms f ps f h y (mg, f-, g) wh y s k p.
cmp ss s p y s (i wkup in the, At night it) while listening with the supportf s s.
Pp h wg f ss s p ys wh h spp f s s. exp h s f gs.
d ws h fm ss ps gsf y s.
r ss s m.
dsgsh h f ws s. rgz h ms f s ss wh g. cmp ss p h sms ffs.
cssfy s g h yp f ws s h (smp phs).
W ss p s y s s m. o ss g h p f h y wh hs k p
ls ss chk spg wg s wh h hshp.
Fs yps f w- xs. tp, pps, - f ps gs.
S f gs: h-g sq f s.
typgph ss: shs s.
cx s. Ph, sy, sm
ms f xs. ls f ws s f hs p- f h gg (phs s:wk p, g , .).
as sgm f ws. typs f ss: ,afrmative.
c -s s-ps.
Mhs f wg. c wg f ws(spg).
upp w-s s.
P.
Learning to be through the language
lgg s ms f g y f s. dffs sms w y s Mx egsh-spkg s. ig ss f gg s gp hgh sh s. a f ss h s y.
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Achievement
a h f u 2, ss w :
Follow the steps of an instruction manual tomake an object
Understand information about themselvesand others daily routines
i g s, hy: rgz pps, . ify mps f s m. cmp ss. rgz h f ss sq. F sms ffs mg ws. W h ms f ms.
i g s, hy: rogz wos h s y os oy wg. cmph sy ms. Fw g ss y y -s. ify sms ffs h wg ofy os.
d ws.
Unit2
Product: report
ds mg ms h s w ps y s. P h wg f ss f h ps sg h m f ss hgsq.
W s f ss s g h hg sq g-phs s hm.
Check that sentences are complete and comply with writing conventions, rst in pairs, and thenwh h hs hp.
Ps ps s y h ss h h.
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Social practices of the language: play with words, and read and
write for expressive and aesthetic purposes
Literary and ludic environment
Unit3
Specic activities with the language: create language games to nd words throughcrossword puzzles
Learning to do with the languageLearning to know
about the language
exp hs hm ssws (ms, fs, -hs, .) wh h hs g. rgz h w ws h m f hs gm: crossword.
ds s pps. dsgsh gph x mps. d wg y f ws ssws (f gh, p m, .).
ify h wg f x mps wh h hshp. Sy h ms f h gph mps f ssw.
essh shps w h m f s ms h gph.
Recognize information in clues to nd words that com-p h gph (ps f w, hss f pp,animals or things, actions, denitions, etc.).
F h mg f w ws s ysg s g s wh h hshp.
Read aloud clues and nd words that are not in the cros-sws wh h hs hp. Sp ws h f. c h m f s ws h f. l h fm h s h ps f ws gph.
F ms ws gph s w s h m f
xs h sp h m f s h wsh f.
W ws h ms ws f ssw. S s mp ssw.
P h spg f h ws h s ssw.
Fs yps f w- xs. tx mps f ss-ws: ss, ss f s, ms.
Gph mps: ms,s, ms.
Specic writing directionality ofws ssw.
Pps f ssws: py whws; gz s h fmws, .
Ph, sy, sm s-
ps f xs. rp f ws s fhs p f h gg (-ms f h s, m-s, .).
W fm. dphhgs (, s, .). dffs h w-s spsw egsh h mhg.
Mhs f wg. c wg f ws.
Unit
Learning to be through the language
lgg s ms f g. app f sm xpsss Mx egsh-spkg s.
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Unit3
Product: crossword
ds mg ms h s mk hm ssw pzz. S h ps hs h ws h w f h ssw.
Suggest and write clues to nd words in crosswords based on a model. chk h h wg f s mps wh wg s.
Write the nal version of the clues and make the graphic for the crossword considering the appro-p m f ms, ws, xs f h s s f h ws.
Make sure that the letters of the words correspond to the answers of clues and that they t exactly h xs sg.
S h ssw y y spg h ws h f.Sh h ssws wh h sss.
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Social practices of the language: formulate and answer questions in
order to nd information about a specic topic
Formation and academic environment
Unit3
Specic activities with the language: recognize and ask questions to look for information
about a specic topic
Learning to do with the languageLearning to know
about the language
exp ss (phgphs, mgs wgs) specic science-related topics with the teachers help. cmp sms ffs ss. cssfy ss g h p (hgy,s, hh, .).
ify pps, . P m h f ss h hp
fy h p.
rgz sps f p fm qss s mgs. ls s qss fmfm ss f ss ff sps f ps m wh h hs hp. cmp g ss wh qs ws. rgz qss. d qss h ws h fm hm.
Pp h wg f qss fms m. ify h w fm f qss h ps. rgz ws h s g ss. d h f ws qss.
ify ws h wk s xs g s-s.
Fm qss y. cmp g ss sg qs ws. d qss k f fm. P h p f qss y g hm.
chk spg wg s wh h hshp.
Fs yps f w- xs. top, ppos, - of qsos.
cx s: wk. Ph, sy, sm s-ps f xs. as hss: -
f g ss. Qs ws (wh, wh, wh-, .).
v fms: xs, p- s.
typs f ss: gs. v ss: ps. Semantic elds of words. W sgm h s- h.
ls f ws s f hsp f h gg.
c s s-
ps. Mhs f wg. c wg f ws. P: qs mk. upp-s s.
Learning to be through the language
lgg s m f g fm.
is w kwg. rsp ws hs ppss.
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Achievement
a h f u 3, ss w :
Create language games to nd words throughcrossword puzzles
Recognize and ask questions to lookfor information about a specic topic
i g s, hy: rogz h wg oy (op o oom) osswos.
r w ws. Use an illustrated bilingual dictionary to nd outh mg f ws.
cmp w fm. Sp ws.
i g s, hy: ify ps hgh ss. us qss fm. cmp g ss wh qsws. rgz qs fm.
ify h f ws qs. S ws sk qss.
Product: guide of curious questions
ds mg ms h s mk g f s qss. chs mgs f s- p. d s h mgs wh sps f h p w sk fm. W qss h sps f h p s m. chk h qss s, fw h f ws qss, mpy wh
wg s. Write the nal version of the questions on white sheets of paper in the form of a guide and includemgs.
exhg h qss mg ms p h g f qss.
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Unit4
Learning to be through the language
lgg s ms f xpssg ss s. bs ms f g : s k h ps spkg, sp s f -.
K spf xpss s ss ps s hs.
Product: best wishes cards
ds mg ms h s mk s wshs s m ssms. d h m f ssms h w . W ss xpssg s wshs s m.
chk h h wg f h ss s mp s ps msss, p-ms, s.
Write the nal version of the sentences on a card, illustrate it and write the name of the classmateh w .
r h mssg f h p p.G h s h ps hy w w f.
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Social practices of the language: read narrative texts and recognize
cultural expressions from English-speaking countries
Literary and ludic environment
Unit4
Specic activities with the language: read childrens stories and appreciate culturalexpressions from English-speaking countries
Learning to do with the languageLearning to know
about the language
exp hs ss wh h hs g. a ps kwg p h p s
s w fm. P h f ss s mgs s. ify p, pps, . chk h s f ss. r ss ps xps.
r sy wh h spp f s s hhs hp.
Distinguish and dene new words and sentences to in-s y sg x s sg s.
Recognize settings of a story by name based on specicfm (g, wh, f, .).
asw qss h hs s sys m wh h hs hp.
S fom gop of wos hos h s fs ofh h.
rogz o, g sppog hs so ox s h hs hp.
essh sms ffs w g s-ppog hs.
dff o fom hs. comp sms ffs hvo, vs, s-gs, . sos wh h sppo of vs s hhs hp.
os spg wg s psy sy wh hs hp.
Fs yps f w- xs. S f hs ss: -gg, y, g.
tx mps: h, . Gphs mps: wk. tp, pps, - f hs ss.
ems f hs ss:
, g sppghs, sgs.
Ph, sy, sm s-ps f xs. ls f ws s f hsp f h gg.
csp w spk-g wg.
v ss: ps ps. Poos: pso v(whos, whh, .).
ajvs: qv. Mhs f wg. covo wg of wos. upp ow-s s. Po: shs, oos, qo-o mks, po, omms.
Learning to be through the language
S s f hs ss. Childrens stories as a reection of emotions and experiences of the characters and their cultures. is h g f hs ss.
Product: audio story/Radio reading
ds mg ss h s pp sy g. ds h s f hs f hs. Pp h s ffs f h g. r h p f h sy s ms.
ts s ffs g h g .r h sy.Sh wh h sss.
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Achievement
a h f u 4, ss w :
Recognize and understand expressionsto get what one wants or needs from others
Read childrens stories and appreciate culturalexpressions from English-speaking countries
i g s, hy: us - gg gz s -qss, xpss y hs. W xpsss sh ss. r xpsss . rgz ws h shw s ss.
i g s, hy: ify gph x mps syks. rgz h f sy hgh s mgs. asw qss hs f sy. S ws xpss ps xps. cmp sms ffs -h,, sgs.
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Unit2
Learning to be through the language
S s f g ps xps. lgg s ms f shg xps.
n s ms f g fm hs. us f h gg s ms f xs s . is wh h pp sy.
Product: card game to create dialogues
ds mg h ms h s pp gm gs. W ff gg xpsss. W ff fw xpsss. W s ss xpssg ff ps xps. chk h h wg f ss, gg, fw xpsss s mp mpswith spelling conventions, rst in teams, and then with the teachers help.
Write the nal version of the sentences, greeting, and farewell expressions on the cards and formh ks: f ggs, f fws, f ps xps, fm ff gs.
us h h ks f s fm ff gs hm .Sh h gm wh h sss.
Achievement
a h f u 2, ss w :
Give and receive instructions to interpretand record information on a calendar
Offer and interpret information about personalexperiences
i g s, hy: ify h ff ss g s.
Sy w h ms f h mhs ys. r s s. W ws wy.
i g s, hy: us h m f g. assm h s s g. d mp ss ws. rsp s f g.
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Unit3
Product: a questionnaire with questions about a topic of study
ds mg ms h s mk qs s sy g. S p f sy m h sps h w fm h qss. Fm qss y hk h hy h fm . W qss s m. chk h h qss s, mp mpy spg s. Write the nal version of the questions on a sheet of paper to make a questionnaire. exhg h qss wh h ms p g h qss .
rqs pmss sk ss hgh gs sw h qs.
Achievement
a h f u 3, ss w :
Recreate language games to recite and writetongue-twisters
Formulate and answer questions toobtain information about a specic topic
i g s, hy: dm h m f ws g-ws. Sp ws. d w ws. r g-wss.
i g s, hy: us h pps f qss. ify h f qss. Fm qss fm. ify xs qss. us h s f qs mks. W qss fm.
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Social practices of the language: listen to and express immediate practical needsFamiliar and community environment
Unit4
Specic language activities: interpret and produce expressions to offer help
Learning to do with the languageLearning to know
about the language
ls h g f gs whhxpsss ff sk f hp s wh h s-pp f s s h hs g. ify s, , spkg s.
dsgsh - gg. P h f gs s x s ps kwg.
ify fm s f ss yy f ss whh s s ssy ff hp.
rgz ss s ff hp wh h hsg wh sg. us x s s h mg f h x-
psss. F h mg f fm ws sg s-ted bilingual dictionary and/or the teachers help.
Identify questions to offer help (Can I help you? Do youneed anything? etc.).
Py g s sms p p .
us psy w ss s ms sk ff hp y.
Pp h wg f xpsss s ff skf hp s m. d mp ss ws. cmp h f h ss. rgz p sps w ws. r ss wh h hs hp.
chk wg spg s wh h hshp.
Fs yps f w- xs. S f gs: pg,
y g.
ify p, pps, p-ps h mms.
cx s: -gg (gss, y gg,sgs, gs, .).
Ph, sy, sm s-ps f xs. as hss: m, (sy, kss, m, .)and uency (rhythm and speed).
ls f ws s f hsp f h gg.
v fms: ms (sh, w,.).
Ps: ps (i, y, h,we etc.).
cs ss. Mhs f wg.
c wg f ws. upp w-s s. P: p, qssmks, shs.
Learning to be through the language
lgg s ms f ffg hp. bs ms f g : s k h ps spkg, sp s f -. K spf wh ffg hp.
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Familiar and community environment Now its your turn
Express worriesand expectations
Information aboutoneself and others
Expressimmediate needs
Advertisements
Situational
categories
Examples
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Formation and academic environment
Instructions tomake objects
Questions to obtaininformation
Information in graphics
Situational
categories
ts h hs, -js, s mkjs.
chss, f-m, qs.
ems, phm, sps.
Examples
bgMaterials and toolsFSsssnMhg hcmm ps
Steps1. d o sg
fo yo g.
2. c h fsg p fh ps.
3. assm hps.
4. P h sms h h f s p.
5. S h sms,swg hmgh.
Hw my pss h S Sysmhave?
Wh h msof the planets?
Whh s h ggsp f h SSystem?
Whh s h smsp f h SSystem?
Whh p hsrings?
Whh s h hsp f h SSystem?
W pps. Water inltrates intoh g.
ug wrells water storagess (ks, ss).
W ps. W ss fm s.
Formation and academic environment Now its your turn
Instructions tomake objects
Questions to obtaininformation
Information in graphics
Situational
categories
Examples
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