program cycle 2

7/27/2019 Program Cycle 2

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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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2

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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


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


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


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


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, .


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.


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


Unit2

Specic activities with the language: follow the steps of an instruction manual to make an object


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.


lgg s ms f kg h xpsss. lgg s ms f ssfyg y.

Unit


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Unit2

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


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.


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


Unit3

Specic activities with the language: create language games to nd words throughcrossword puzzles


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


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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3

Social practices of the language: formulate and answer questions in

order to nd information about a specic topic


Unit3

Specic activities with the language: recognize and ask questions to look for information

about a specic topic


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.


c s s-

ps. Mhs f wg. c wg f ws. P: qs mk. upp-s s.


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


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


Unit4

Specic activities with the language: read childrens stories and appreciate culturalexpressions from English-speaking countries


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.


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


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


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).


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.


lgg s ms f ffg hp. bs ms f g : s k h ps spkg, sp s f -. K spf wh ffg hp.

Unit


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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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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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program cycle 2

Documents