PLANNING FORMATSCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT: 1A First GradeHOURS: 15 hrs.Social Practice of the language: Understand and use information about goods and services

Period: From 18 Aug to 19 Sep

Environment: Familiar and community Specifie competency: Give and receive information for performing community service

Educational Materials: tape recorder, text book Product: Acting out a dialogue

Selected Achievements ContentsActivities EvaluationComments

-Identifies topic, purpose and intended audience -Predicts the general meaning from words and expressions similar to those of the mother tongue -Distinguishes expressions in oral exchanges -Produces expressions to provide information Listen and check a dialogue about the performance of community service

DOING

-Recognize topic and purpose.-Discriminate environment sounds and background noise.-Identify form of communication.-Establish the relationship between participants.-Identify words used to link ideas.-Find key words-Predict the general meaning.

-Write sentences to give and receive information.-Practice sentences.-Perform the dialogue.-choose the community service about which information is to be exchanged.Readings -Chapter 1 (reader)-Penguin readers (level 2)

Comprehension Strategies:-Skimming-Silent reading

K NOWING

-Connectors (e.g. if, the, and, because).-Verbs modals.-form of communication on-site distance.-Structure of dialogue, opening body, closure.-Composition of expressions.

BEING

-Participate appropriately during oral exchanges.

-Foster confidence within interpersonal relationship

PLANNING FORMATSCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT:1BFirst Grade HOURS: 14 hrs

Social Practice of the language: Read and understand different types of literary texts of English-speaking countries.

Period: From 22 sep to 24 Oct

Environment: Literary and ludic Specific competency: Read classic tales and write a short story based on them

Educational Materials: Reader, copiesProduct: Big book

Selected Achievements Contents Activities Evaluation Comments

-Uses known comprehension strategies-Recognizes the general meaning from some details -Retells events using images-Organizes sentences into a sequence of actions Select and check classic tales

DOING

-Identify the author.-Recognize graphic and text arrangement.-Use different comprehension strategies. -Establish forms that express continuous and past actions.-Recognize the general meaning.-Determine number and order of key events. -Select and read a classic story.-write and arrange the sentences based on key events.-Put together and illustrate the big book.-read the book out loud and donate it to students from basic education lower grades. Readings-Chapter 2 (reader)-penguin readers (level 2)ComprehensionStrategies:-Get the main idea.

KNOWING

-Verb tenses. Past, present.-Verb forms: progressive.-Adverbs of time and pronouns.-Repertoire of words necessary for this social practice of the language.-Differences between British and American variants (e.g.;-our/-or,-re/-er)

BEING

-Acknowledge reading as a recreational activity -Understand and appropriately contribute in discussions.-Foster respect towards other opinions.

PLANNING FORMATSCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT: 2A FIRST GRADE HOURS : 11hrs

Social Practice of the language: Understand and to use a bilingual dictionary.

Period: From: 27Oct to 21 Nov

Environment: Academic and educational.Specific competency: write instructions to use a bilingual dictionary.

Educational Materials: dictionary, text bookProduct: Inst Manuela to learn how to use a bilingual dictionary

Selected AchievementsContents Activities EvaluationComments

-Locates and reads the definitions of words both in.-English and Spanish-Completes and writes sentences in order to organize them into a sequence from a model-Remover and/or to edit an instructions manualSelect and check bilingual dictionaries

DORING

-Recognize graphic and text components.-Identify text organization.-Identify entries and subentries.-Locate words in English and in the mother tongue.-Read the definitions for words in English and in Spanish.-Select and explore bilingual dictionaries.-Determine the words, definitions and abbreviations the instruction manual will refer to. -write instructions-Edit the instructions and make a clean copy as the final version of the instruction manual. Readings-Chapter 3 (reader) -Penguin reader (level 2)Comprehension strategies: -Listening

KNOWING

-Abbreviations.-Arabic and roman numbers.-Articles, nouns, adverbs, adjectives and pronouns.-connectors (if, then, and, because)-Verb forms: imperative.

BEING

-show curiosity and interest in searehing and obtaining information.-Favor cooperation and integration in school work.

PLANNING FORMATSCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT : 2B First Grade HOURS: 8hrs

Social Practice of the language: interpret and express information publishes in diverse media.

Period: From 24 Nov to 12 Dec

Environment: Familiar and Community Specific competency: exchange opinions regarding the contents of a radio program

Educational Materials: Projector, lap topProduct: Plenary

Selected Achievements ContentsActivities EvaluationComments

-Identifies words used to link ideas.-defects speech register.-Write expressions to produce opinions.-Expands main ideas in an oral exchange Listen and check a radio program

DORING

-Differentiate voices, environment sounds and sound effects.-Identify forms of communication.-Identify the use of words to connect ideas.-Answer questions to express opinions-Structure, write and read opinions.-Structure sentences to express.-Opinions about the radio program.-Practice expressing opinions.-Formulate question to obtain information, ask for something to be repeated, clarified or said slower. Readings-chapter 4 (reader)-Penguins (level 2) ComprehensionStrategies: -Scanning-Silent reading

KNOWING

-Form of communication.-structure of radio programs.-Speaking turns.-Connectors (although) -Verbs: modals-Repertoire of words necessary for this social practice of the language.

BEING

-Recognize the influence of media in everyday life.-Foster respect and attention towards the opinion of others.

PLANNING FORMATSCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT: 3AFist GradeHOURS: 12 hrsSocial Practice of the language: Participate in language games work with specific linguistic aspects

Period: From 15 Dec- to 23 Jan

Environment: Literary and ludicSpecific competency: Participate in Lang games to recognize and comprehend future tense in forecasts.

Educational Materials: Text book, plans Product: Forecasts

Selected AchievementsContentsActivities Evaluation Comments

-Recognizes future forms within sentences.-compares sentences that express future situations to ones which express past and/or present situations-Formulates and answer questions in order to understand forecasts.Check writhen forecast examples understand characteristics of the future tense DORING

-Indentify sentences that express future situations and conditions and their composition.-complete sentences with words used in future situations and conditions.-Write words that express future tense-Choose a subject to write a current description: oneself, a class mate, the community, etc. e.d Maria is now in secondary u school, in the future she will study In a 15 year time she will be -Read the forecasts out loud and place them in a visible spot of the classroomReadings Chapter 5 (readers) Penguin (level 2) Comprehension Strategies -Listening reading

KNOWING

-Verb tenses: present, past, future (will, shall, be + going to).-Sentence types-Conventional writing of word.-Punctuation: apostrophe.

BEING

-Promoter feedback among classmates-Show a god attitude to auto-evaluate possibilities and capacities

PLANNING FORMATSCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT: 3B First GradeHOURS: 11 hrs

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

Period. From 26 Jan to 20 Feb

Environment: Academic and Educational

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

Educational Materials: Text book, projector Product: Charts of human body systems.

Selected AchievementsContentsActivitiesEvaluation Comments

-Answer questions to give a description.-write sentences in order to write notes.-Organize terms and descriptions into a table.Select and check charts of human body systemsDOING

-Reflect on the use of images and illustrations.-Identify new words.-Organize terms and descriptions on a table.-Rewrite simple sentences about descriptions.-write notes to explain the components of the human body system and include them in a chart.-Edit the notes of the chart to write the final version.-Display charts in a visible place in the classroom for exhibition.

ReadingsChapter 6 (readers) -Penguin (level 2) ComprehensionStrategies-silent reading -Scanning

KNOWING

-Verb tense: simple present.-determiners: demonstratives.-Nouns with/without determiner, compound, countable/uncountable.-Verb forms: passive, past participle.-adjectives: comparative and superlative.

BEING

-Reflect and act onOnes own and others physical well-being.-Promote respect and collaboration at work.

PLANNING FORMATSCHOOL : EST 14 TEACHERR NAME: Sandra Rendn Mrquez

UNIT: 4AFirst Grade HOURS: 11 hrs Social practice of the language: Understand and produce oral exchanges related to leisure situations.

Period: From 23 Feb to 20 Mar Specific competency: Exchange likes and dislikes in a dialogue.

Environment: Familiar and community

Educational Materials: Tape recorder/ ProjectorProduct: Interview

Selected Achievements Contents Activities EvaluationComments

-Request clarifications-Write sentences-Anticipates the general meaning to start a dialogue.Listen and checkLikes and dislikes Likes about Leisure activities

DOING

-Identify leisure activities by name.-Identify and compare forms for expressing likes and dislikes.-Include details un main ideas.-Express points of view in favor and against-write sentences.-Select a leisure activity.-Invite the person or class mate to be interviewed.-carry out the interview.

Readings-Chapter 7 (reader)-Penguins (level 2) ComprehensionStrategies:-Listening

KNOWING

-Connectors.-Question tags.-Repertoire of words necessary for this social practice of the language.-connectors.-Context clues.

BEING

-Use language to exchange common interests.-Promote interpersonal relationships

PLANNING FORMAT SCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT: 4BFirst GradeHOURS: 8hrs

Social Practice of the language: Understand and express differences and similarities between cultural aspects from Mexico and English- speaking countries.

Period: From 23 Mar to 24 Apr

Environment: Literary and Ludic Specific competency: Read and sing songs in order to indentify human valves in English-Speaking countries and Mexico

Educational Materials: Copies, Tape recorder Product: Recital

Selected Achievements Contents Activities Evaluation Comments

-Recognizes the main ideas in songs.-Formulates and answers questions about the treatment of information. -Sings verses and choruses of songs.

Check songs that reflect human values DOING

-Recognize text distribution of songs.-Identify explicit and implicit information.-Follow the chorus and recite the lyrics.-Sing songs with and without the help of written lyrics Read lyrics along with the music.-Intonate the song at the speed of music.-Check intonation in English while singing Readings -Chapter 8 (reader).-PenguinComprehensionStrategies:-Listening-get the main idea.

KNOWING

-Text distribution: verses, stanzas and chorus.-Verb tenses: progressive forms, past.-Verb forms: past participle.-Antonyms -Nouns: singular/plural compound

BEING

-appreciate songs as a reflection of emotions, feelings of emotions, feelings and nature.-Show interest in other people and cultures

PLANNING FORMATSCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT: 5 AFirst GradeHOURS: 15 hrs

Social Practice of the language: Produce texts to participate in Academic events.

Period: From 27 Apr to 5 Jun

Environment: Academic and Educational Specific competency: Rewrite information to explain a graphic exhibition.

Educational Materials: books, copiesProduct: Exhibition about a science topic

Selected Achievements Contents Activities Evaluation Comments

-Uses various strategies in order to point information.-Organizes sentences to make a paragraphCheck a science topic in diverse sources

DOING

-complete sentences with key ideas from a text.-add information to key ideas of sentences to exemplify support or enrich them.-Order sentences to articulate them and form paragraphs.-choose paragraphs to construct notes.-Write notes to fill-in cards.-check cards to present a graphic exhibition.-choose a scientific topic to present a graphic exhibition.-Produce posters with illustrations (photo graphs maps, drawings, charts, etc) to support the notes contents.Readings -Chapter 9 (reader) -penguinComprehensionStrategies-SilentReading

KNOWING

-text organization patterns.-Relative pronouns (e. g, who, that, which).-connectives (e. g, because, as for, despite).-Verbs: Modals, phrasal.-Verb forms: passive-Punctuation: period, colon, indentation.

BEING

-Make efforts and dialogue to reach common goals.-Take action and favorable decisions about our environ ment.

PLANNING FORMATSCHOOL: EST 14 TEACHERS NAME: Sandra Rendn Mrquez

UNIT:5 B First Grade HOURS 13 hrs Social Practice of the language: Interpret and express everyday life instructions

Period: From 8 Jun to 14 Jul

Environment: Familiar and CommunitySpecific Competency: Understand and express specific warnings of public places.

Educational Materials: Projector, laptopProduct: Oral warnings

Selected Achievements Contents Activities Evaluation Comments

-Requests information to confirm the understanding of warnings-Indicates causes and effects of warnings.-Associates warnings to particular situations.-Adjust volume, tone and intonation to emphasize warnings. Check warnings relative to public placesDORING

-Recognize situations and republic places in which warnings are communicated.-Establish the reason for some warnings.-Use strategies to emphasize meaning.-Express causes and effects of warnings.-Organize sentences to state a warning.-Create a notice with the warning.-Publish the announce ment.Readings-chapter 10 (reader)-Penguin

ComprehensionStrategies:-Oral reading out loud.-Scanning

KNOWING

-Conditionals (e.d. if there is an emergency you must..) -Verb forms: imperative.-connector-Repertoire of words necessary for this social practice of the language.

BEING

-Use language to prevent problems and respect social norms.-Assume responsibilities in society.-Recognize cultural differences in social norms.

EXAMEN DIAGNOSTICOPRIMER GRADOANALISIS CUALITATIVO

El examen se aplico a los grupos 1A, B, C, D, E y F, el cual cuenta de 20 preguntas. En este se pone a prueba la habilidad del alumno para utilizar la forma correcta del verbo to be, as como el tiempo presente progresivo.Tambin se incluyen preguntas sobre datos personales y oraciones en pasado simple.Los resultados que arrojo el anlisis es cualitativo fueron las siguientes: Un gran nmero de alumnos no conocen la utilizacin del verbo to be en tiempo presente. Les cuesta trabajo conjugar los verbos en tiempo presente continuo progresivo, as como contestar algunas preguntas bsicas sobre datos persnales. No conocen la regla para conjugar los verbos en tiempo pasado simple.Debido a esto se dar un programa de estandarizacin para establecer una plataforma de conocimientos generales. Este programa incluye ejercicios orales y escritos para que los alumnos conozcan y en algunos casos refuercen las conjugaciones; tales como presente simple, present continuo, pasado simple, as como saludos, nmeros, verbo to be, pronombres demostrativos, adjetivos, colores.Posteriormente los alumnos podrn iniciar el programa de pnieb y conjuntamente desarrollar habilidades para obtener una certificacin de acuerdo al Marco comn Europeo. Se anexa muestra del examen sin contestar y un examen resuelto por cada grupo.

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