COORDINACIÓN GENERAL DEL PROGRAMA DE …“n general del programa de inglÉs “progress”...
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COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRE SS” COORDINACIÓN DE INGLÉS EN SECUNDARIA “KEEP ON”
CRONODOSIFICACIÓN 2014 – 2015
School: _____________________________ Teacher: ___ ______________________________ FIRST GRADE
ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
U
NIT
1
Aug 18
to Sept 12
1.1. Give and
receive information for performing community service.
Acting-out a
dialogue
• Starting and leveling activities. 2
9
18
October 2,3
• Identifies topic, purpose and intended audience.
• Predicts the general meaning from words and expression similar to those of the mother tongue.
• 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.
1
• Recognizes the composition of expressions in oral exchanges.
• Distinguishes expressions in oral exchanges.
• Adjusts volume and speed when constructing oral texts.
• Produces expressions to provide information.
• Write sentences to give and receive information.
• Check that sentences are understood when spoken and listened to.
• Practice sentences. 4
• Distinguishes expressions in oral exchanges.
• Adjusts volume and speed when constructing oral texts.
• Perform the dialogue.
• Evaluation 2
Sept 15 to
Oct 1
1.2. Read classic
tales and write a short story based on them.
Big book
• Recognizes the general meaning from some details.
• Uses known comprehension strategies.
• Select and read a classic story.
• Determine which the key events are. 1
9
• Organizes sentences into a sequence of actions.
• Formulates and answers questions in order to locate specific information.
• Expresses personal reactions to literary texts, using known oral expressions.
• Write and arrange the sentences based on key events.
• Check that the sentences comply with grammar, spelling and punctuation conventions.
• Put together and illustrate the big book.
5
• Adjusts volume and speed when constructing oral texts.
• Rehearse the oral reading out loud of the text and practice pronunciation.
1
• Retells events using images. • Read the book out loud and donate it to students from basic education lower grades and evaluate.
1
• Evaluation 1
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
U
NIT
2
Oct 6
to Oct 30
2.1. Write
instructions to use a bilingual dictionary.
Instruction manual to
learn how to use
a bilingual dictionary
• Locates and reads the definitions of words both in English and Spanish.
• Select and explore bilingual dictionaries. 2
12
27
December 8,9
• Understands the use of upper case letters, lower case letters and abbreviations in a dictionary.
• Determine the words, definitions and abbreviations the instruction manual will refer to.
2
• Completes and writes sentences in order to organize them into a sequence, from a model.
• Write instructions.
• Order the sequence of instructions.
• Edit the instructions and make a clean copy as the final version of the instruction manual.
6
• Removes and/or adds information to edit an instructions manual.
• Display the instruction manuals on a visible place, so they can be read.
• Evaluation
2
Nov 3 to Dec
5
2.2. Exchange opinions regarding the contents of a radio program.
Plenary
• Identifies words used to link ideas.
• Detects speech register.
• Writes expressions to produce opinions.
• Select a radio program.
• Decide on the plenary length.
2
15
• Structure sentences to express opinions about the radio program.
• Check that sentences are understood when spoken and listened to.
6
• Answers questions to express opinions or points of view about the contents of an oral text.
• Establish turns and each participation length.
• Practice expressing opinions. 3
• Expands main ideas in an oral exchange.
• Carry out the plenary and pay attention to the participation of others.
• Formulate questions to obtain further information, ask for something to be repeated, clarified or said slower.
3
• Evaluation.
1
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
U
NIT
3
Dec 10
to Jan 14
3.1. Participate in
language games to recognize and comprehend future tense in forecasts.
Forecasts
• Recognizes future verb forms within sentences.
• 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. (e.g., Maria is now in secondary school, in the future she will study…, in a 15 year time she will be…)
2
11
23
February
11,12
• Compares sentences that express future situations to ones which express past and/or present situations.
• Write the current description. 3
• Classifies sentences by the types of future verb form found in them.
• Foretell the current description and write it in the future verb tense in order to write the forecast.
4
• Formulates and answers questions in order to understand forecasts.
• Read the forecasts out loud and place them in a visible spot of the classroom.
• Evaluation
2
Jan 15
to Feb 10
3.2. Write notes to
describe the components of different human body systems in a chart.
Charts of
human body systems
• Organize terms and descriptions into a table.
• Select a system of the human body.
• Search and choose information of the selected human body system from various sources.
2
12
• Structures and writes sentences.
• Writes sentences in order to write notes.
• 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 to the notes.
4
• Verifies spelling conventions in order to edit notes.
• Edit the notes of the chart to write the final version. 4
• Answers questions in order to give a description.
• Display charts in a visible place in the classroom for exhibition.
• Evaluation.
2
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 4
Feb 13 to
Mar 6
4.1. Exchange likes
and dislikes in a dialogue.
Interview
• Recognize the speakers and listeners behavior that supports the construction of meaning.
• Select a leisure activity.
• Decide time, place, and length of the interview. 1
10
22
April 6, 7
• Requests clarifications.
• Write sentences.
• Structure questions about likes and dislikes.
• Check that the questions are appropriate regarding the topic, the purpose and intended audience.
3
• Invite the person or classmates to be interviewed.
• Assign the roles of interviewer and interviewee.
1
• Formulates questions to clarify doubts.
• Practice the formulation of questions and their answers.
3
• Anticipates the general meaning to start a dialogue.
• Carry out the interview.
• Evaluation
2
Mar 9
to Apr 1
4.2. Read and sing
songs in order to identify human values in English-speaking countries and Mexico.
Recital
• Recognize main ideas in songs.
• Compares Information using known expressions.
• Select the songs.
• Understand content of songs. 1
12
• Formulates and answers questions about the treatment of information.
• Locate key words in verses and chorus.
• Read lyrics along with the music.
3
• Sings verses and courses of songs.
• Detects rhythm, speed and intonation of songs.
• Listen to the song in order to follow rhythm.
• Intonate the song at the speed of music.
• Check intonation in English while singing.
• Determine place, date and audience for which the songs will be interpreted.
6
• Detects rhythm, speed and intonation of songs.
• Perform recital to the selected audience at the planned place and date.
• Evaluation
2
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* El maestro podrá hacer las adecuaciones pertinentes de acuerdo a necesidades de su contexto.
ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
U
NIT
5
Apr 8 to
May 22
5.1. Rewrite
information to explain a graphic exhibition.
Exhibition
about a Science
topic
• Identifies and distinguishes types of sentences that express main ideas within paragraphs, using previously
established goals.
• Choose a scientific topic to present a graphic exhibition.
• Read texts and classify the information. 1
15
30
July 1, 2
• Selects information in order to rewrite and paraphrase sentences.
• Rewrite the classified information to make notes for the presentation.
3
• Organizes sentences to make a paragraph.
• Produce posters with illustrations (photographs, maps, drawings, charts, etc.) to support the notes’ contents.
3
• Points out and clarifies doubts in order to edit notes.
• Edit the notes and rewrite them on a card taking into account the font size so the content can be easily read.
5
• Uses various strategies in order to point out relevant information.
• Points out and clarifies doubts in order to edit notes.
• Decide the order in which every chart will be presented with its respective informative card.
1
• Display the exhibition to a selected audience in a previously agreed place.
• Evaluation
2
May 25
to Jun 30
5.2. Understand
and express specific warnings of public places.
Oral warnings
• Indicates causes and effects of warning.
• Select a situation or event in which it is convenient to convey a warning to prevent a problem.
1
15
• Understand conditional and non-conditional warnings.
• Structure the sentences to convey warnings appropriate to the selected place.
4
• Requests information to confirm the understanding of
warnings.
• Organize sentences to state a warning.
• Create a notice with the warning. 3
• Associates warnings to particular situations.
• Practice the announcement of the notice. 4
• Adjust volume, tone and intonation to emphasize
warnings.
• Publish the announcement.
• Evaluation
2
5 Units 10 Competencies One product per competency 120 sessions (the last five are not considered)
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COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRE SS” COORDINACIÓN DE INGLÉS EN SECUNDARIA “KEEP ON”
CRONODOSIFICACIÓN 2014 – 2015
School: _____________________________ Teacher: ___ ______________________________SECOND GRADE
ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 1
Aug 18 to Sept
12
1.1. Offer and
understand suggestions in order to buy or sell a product.
Goods
catalogue
• Starting and leveling activities 2 9
18
October 2, 3
• Anticipates the general meaning and main ideas by listening to familiar expressions.
• Identifies main ideas in oral exchanges.
• Produces expressions to argue or to object.
• Select the goods to be included in the catalogue.
• Design the catalogue format and illustrate its products.
• Write suggestions about the products included in the catalogue.
• Check that the suggestions comply with grammar, spelling and punctuation conventions.
3
• Searches for confirmation in an oral exchange.
• Adjusts tone, rhythm, and intonation in producing oral texts.
• Practice the enunciation of suggestions, using the catalogue as a guide.
2
• Present the catalogue to a previously selected audience and evaluate.
2
Sept 15 to Oct 1
1.2. Read fantasy
literature and describe characters.
Comic strip
• Uses strategies to support the understanding of narratives.
• Anticipates the general meaning and the main ideas from details.
• Select and read a fantasy narrative.
• Determine the episode/s to be included in the comic strip.
• Design the format for the comic strip, defining spaces for dialogues and descriptions.
2
9
• Distinguishes explicit from implicit information.
• Describes characteristics and abilities.
• Formulates and answers questions to distinguish and verify specific information.
• Write brief descriptions for the characters and the events.
• Adjust the information to write the dialogues.
• Incorporate the dialogues and descriptions in the corresponding spaces of the comic book and illustrate them.
• Check that the writing of dialogues and descriptions comply with grammar, spelling and punctuation conventions.
• Practice the dramatized reading of comic books to check understanding.
5
• Perform a dramatized reading of the comic book.
• Evaluation 2
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 2
Oct 6 – Nov 7
2.1. Understand
and write instructions to
face an environmental emergency.
Instruction manual to
face an environmental
emergency
• Clarifies the meaning of unknown terms in order to broaden and refines vocabulary.
• Understands and points out the order of components, useful information and main ideas of an emergency manual.
• Read emergency instruction manuals.
• Choose an environmental emergency and look for information on how to face it.
• Write instructions on how to face an environmental emergency.
3
15
27
December 8,9
• Writes and classifies sentences in order to create sequences of instructions.
• Removes, add and/or changes information to edit an instruction manual.
• Order the sequence of instructions and illustrate them.
• Edit the instructions to write the final version of the instruction manual.
• Agree on a design to display the instruction manuals on a bulletin board.
10
• Set up a bulletin board to disseminate the manuals among the school community.
1
• Evaluation 1
Nov 10 to Dec
5
2.2. Write dialogues and interventions for a silent short film.
Script for the
dubbing of a silent short film
• Anticipates the general meaning and main ideas from previous knowledge and non- verbal language.
• Select a silent short film.
• Watch the scenes and choose one.
• Suggest and write dialogues and/or interventions for each character.
2
12
• Organize dialogues and/or interventions for the scene.
• Check that structure of dialogues and interventions comply with grammar, spelling and punctuation conventions.
3
• Exemplifies main ideas in an oral exchange.
• Writes expressions to produce oral exchanges.
• Check 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 short film scene.
• Associate the writing with dialogues and/or interventions.
• Practice the reading aloud of the script.
5
• Rephrases expressions produced during an oral exchange.
• Perform the dubbing. 1
• Evaluation
1
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
U
NIT
3
Dec 10 to
Jan 14
3.1. Participate in
language games in order to identify sentence rhythm, stress, and intonation.
Hangman
game • Identifies the stress of specific sentence parts.
• Determine number of teams, players, and turns of participation.
• Establish rules for the Hangman game using sentences.
2
11
23
February 11, 12
• Reads and writes sentences to practice rhythm, intonation, and stress.
• Propose and select, secretly within each team, a list of sentences with different rhythms, intonations, stress, and with/without contractions.
4
• Contrasts the stress of words, both on their own and within sentences.
• Write the sentences.
• Revise that sentences comply with grammar, spelling, and punctuation conventions.
3
• Reads and writes sentences to practice rhythm, intonation, and stress.
• Play Hangman.
• Read the sentences aloud at the end of each round to practice their rhythm, stress, and intonation.
1
• Evaluation
1
Jan 15
to Feb 10
3.2. Rewrite
information to explain how a machine or device works.
Poster about
the operation of a
machine or device
• Selects and paraphrases sentences.
• Choose a machine or device.
• Search and select information from various sources. 3
12
• Organizes and links main ideas and the information explaining them, in a diagram
• Rewrites sentences in order to give explanations.
• Write explanations about its operation.
• Add illustrations to the explanations.
• Edit the explanations and write a clean copy on a poster.
• Ask for permission to display the posters in different places of the school and post them.
8
• Evaluation
1
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 4
Feb 13 to
Mar 6
4.1. Share personal
experiences in a conversation.
Auto
biographical anecdote
• Anticipates the general meaning and main ideas to keep a conversation going.
• Enunciates personal experiences spontaneously.
• Select some personal experiences.
• Write sentences to express the personal experiences.
2
10
22
April 6, 7
• Seeks confirmation.
• Organizes sentences in a sequence.
• Check that sentences are understood when said and heard.
• Organize sentences into a text to put together the autobiographical anecdote.
4
• Adapts verbal and non verbal patterns of behavior for a specific audience.
• Enunciates personal experiences spontaneously.
• Practice the enunciation of autobiographical anecdotes.
• Establish turns of participation.
2
• Uses direct and indirect speech to share personal experiences.
• Have a conversation about autobiographical anecdotes.
• Evaluation
2
Mar 9
to Apr 1
4.2. Read short
literary essays in order to compare cultural aspects from English-speaking countries and Mexico.
Comparative
chart
• Distinguishes between examples and explanations from main ideas.
• Formulates and answers questions about literary essays.
• Select a cultural aspect to compare between an English-speaking country and Mexico.
• Consult different literary essays and other sources to get information about the selected cultural aspect.
• Choose information about the selected cultural aspect for both countries.
3
12
• Compares information using antonyms.
• Writes sentences to describe cultural aspects.
• Compare differences and similarities about the cultural aspect from the selected information.
• Rewrite the information to complete the comparative chart.
• Make a comparative chart and include the information.
4
• Writes sentences to describe cultural aspects.
• Check that writing is complete and complies with grammar, spelling, and punctuation conventions.
3
• Display the comparative chart in an exhibition.
• Evaluation
2
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* El maestro podrá hacer las adecuaciones pertinentes de acuerdo a necesidades de su contexto.
ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 5
Apr 8
To May 22
5.1. Write points of
view to participate in a round table.
Round table
• Uses various strategies to point out information.
• Choose a Civic and Ethical topic to participate in a round table.
1
14
30
July 1,2
• Selects and organizes information to write sentences with personal opinions.
• Read texts from various sources
• Contrast different personal points of view with information from the text.
4
• Writes paragraphs that express individual points of view.
• Solves doubts and offers feedback to edit points of view.
• Write personal points of view.
• Edit personal points of view and make a clean version in a notebook or a card.
• Organize turns and times of participation.
• Decide the place and date the round table of each team will take place.
7
• Uses various strategies to point out information.
• Read the points of view to participate in the round table.
• Evaluation
2
May 25
to Jun 30
5.2. Understand
and give instructions to perform everyday life activities
Poster with instructions
to perform an everyday activity
• Understands and requests instructions to perform an activity.
• Writes sequences of enunciation to give instructions.
• Select an everyday activity.
• Prepare instructions for the selected activity.
• Write the instructions. 6
15
• Uses linguistics resources to ensure understanding of instructions.
• Adjusts volume, intonation, and tone to emphasize or alter instructions.
• Check that instructions are understood when said and heard.
• Practice the enunciation of instructions. 6
• Produces instructions spontaneously.
• Display the poster on a visible place to use it whenever it is necessary to give and receive instructions.
1
• Evaluation 2
5 Units 10 Competencies One product per competency 119 sessions (the last five are not considered)
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COORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS “PROGRE SS” COORDINACIÓN DE INGLÉS EN SECUNDARIA “KEEP ON”
CRONODOSIFICACIÓN 2014 – 2015
School: _____________________________ Teacher: ___ ______________________________ THIRD GRADE
ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
U
NIT
1
Aug 18
to Sept 12
1.1 Express oral
complaints about a health
service.
Telephonic complaint voice mail
• Starting and leveling activities 2
9
18
October 2,3
• Establishes the motive or reason for a complaint.
• Selects the suitable information to make a complaint.
• Infers the general meaning from explicit information.
• Distinguishes between main ideas and some details.
• Produces statements to express the complaint.
• Select and consult information to make a complaint.
• Determine the topic or reason to make a complaint.
• Create the statements to express the complaint.
3
• Produces statements to express the complaint.
• Uses strategies to influence on meaning.
• Produce telephonic complaints.
• Check that the complaint is understood when said and heard.
• Practice the enunciation of the complaint.
2
• Make the complaint.
• Evaluation 2
Sept 15 to
Oct 1
1.2. Read
suspense literature and
describe moods.
Emotionary (inventory
of emotions)
• Writes opinions regarding moods.
• Formulates and answers questions in order to infer information.
• Uses various strategies to understand narratives.
• Select, from a number of sources, a suspense narrative.
• Propose and write examples of the situations that describe the emotions.
• Read the selected narrative in silence.
• Choose and make a list of emotions that the narrative presents or provokes.
3
9
• Check that the examples comply with grammar, spelling, and punctuation conventions.
4
• Organizes paragraphs in order to create texts.
• Organize an event to present and read the emotionary.
1
• Evaluation
1
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 2
Oct 6
to Nov 7
2.1. Interpret and
write instructions to
perform a simple
experiment.
Set of
instructions album
• Understands and interprets order and sequence of instruction elements to perform an experiment.
• Make a set of instructions album.
• Choose an experiment and search for information about it.
3
15
27
December 8, 9
• Writes and classifies simple and complex sentences in order to create instruction
sequences.
• Removes, add, changes and/or rearranges information to edit a set of instructions.
• Write the instructions to perform the experiment.
• Arrange the instructions in a sequence and illustrate them.
• Edit instructions to write the final version of the set of instructions.
• Agree on a design to present the set of instructions in an album format.
• Make an index.
10
• Put the album together and place it in the classroom’s library.
1
• Evaluation 1
Nov 10
to Dec 5
2.2. Share emotions and reactions caused by a TV program.
Oral
presentation
• Anticipates main ideas and the information that explains or supports them.
• Select a TV program.
• Decide on the length of the presentation. 1
12
• Formulates and answers questions to share emotions and reactions.
• Clarifies the meaning of some words.
• Write sentences to express emotions and reactions about a program.
2
• Clarifies the meaning of some words.
• Check that the sentences are understood when said and heard.
• Define turns of participation, and their length.
• Practice the enunciation of emotions and reactions.
6
• Formulates and answers questions to share emotions and reactions.
• Explains main ideas through an oral exchange.
• Make the oral presentation.
• Pay attention to the participations of others.
• Formulate questions to obtain further information and ask for something to be repeated, clarified or said slower.
2
• Evaluation
1
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 3
Dec 10 to
Jan 13
3.1. Participate in
language games to comprehend and write irregular verb forms.
Memory game
• Classifies sentences according to their verb tense.
• Uses perfect tenses and simple past in sentences and texts.
• Compares sentences with and without irregular verb forms.
• Writes and dictates sentences with irregular verb tenses.
• Identify irregular verbs in past simple, present perfect, past perfect, and future perfect.
1
10
23
February 11,12
• Suggest and select sentences based on the chosen verbs.
• Write down irregular verbs on a set of cards and sentences on another set.
• Check that verbs and sentences comply with grammar, spelling, and punctuation conventions.
5
• Make a memory game.
• Determine number of players in each team and their turns of participation.
• Establish rules for the memory game.
2
• Play the memory game.
• Read verbs and sentences aloud each time a pair is found.
1
• Evaluation 1
Jan 14
to Feb 10
3.2. Write a short
report about a historical event.
Report
anthology of historical events
• Formulates questions in order to distinguish between main and secondary ideas.
• Choose a historical event.
• Read the texts and select the information. 3
13
• Writes simple and complex sentences.
• Links sentences together in
order to make paragraphs.
• Writes a short report, based on a model.
• Checks spelling conventions and adjusts language according to intended audience and purpose, to edit reports.
• Choose a graphic resource to organize information.
• Write the report.
• Edit the report to create a final version.
• Agree on a design for the anthology.
• Create an index.
8
• Integrate the reports to the anthology and donate it to the school library.
1
• Evaluation
1
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ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 4
Feb 13
to Mar 6
4.1. Interpret and
offer descriptions regarding unexpected situations in an oral exchange.
Testimony
• Anticipates general sense, main ideas, and some details in order to produce an oral text.
• Select an unexpected situation.
• Write sentences to describe an unexpected situation.
2
10
22
April 6,7
• Rephrases ideas
• Negotiates meaning.
• Uses strategies to restore a failed conversation.
• Determines the function of pauses, rhythm, and intonation.
• Check that sentences are understood when said and heard.
• Organize sentences into a text to put together a testimony.
• Practice the enunciation of testimonies.
• Establish turns of participation.
4
• Participate in an exchange of testimonies. 3
• Evaluation
1
Mar 9
to Apr 1
4.2. Read plays in
order to compare attitudes and patterns of behavior adopted by people from English-speaking countries and Mexico.
Performance
of a short play
• Uses various comprehension strategies.
• Select a short play for a young audience.
• Read the selected play aloud. 2
12
• Formulates and answers questions about the attitude and behavior of characters.
• Determine who will interpret leading, secondary, and/or incidental characters.
• Identify stage directions in each case.
• Determine date and time for the performance of each team.
4
• Reads short plays.
• Rehearse the reading of dialogues.
• Have a general rehearsal.
4
• Links non verbal communication to the dialogue’s sense.
• Perform the play on the previously chosen date and time. 1
• Evaluation
1
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* El maestro podrá hacer las adecuaciones pertinentes de acuerdo a necesidades de su contexto.
ESTIMATED
TIME SPECIFIC
COMPETENCY PRODUCT ACHIEVEMENTS
STEPS OF THE PRODUCT
NUMBER OF SESSIONS BIMONTHLY
EVALUATION PER STEPS
PER COMPETENCY
PER UNIT
UN
IT 5
Apr 8
to May 22
5.1. Write arguments in favor or against a topic to participate in a debate.
Debate
• Detects and establishes links between a personal stance and information which agrees or disagrees with it.
• Emphasizes or clarifies agreements and/or disagreements.
• Choose a topic of interest.
• Read texts from different sources.
• Take a personal stance regarding the information read. 4
15
30
July 1,2
• Writes short texts which express agreement or disagreement.
• Solves doubts and encourages feedback in order to edit agreements and/or disagreements.
• 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 for the debate of each team.
7
• Solves doubts and encourages feedback in order to edit agreements and/or disagreements.
• 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 participation.
3
• Evaluation
1
May 25
to Jun 30
5.2. Understand
and give instructions to plan a field trip.
Activity
schedule
• Select the field trip destination.
1
15
• Writes instructions.
• Offers explanations to clarify instructions.
• Rephrases instructions to confirm understanding.
• Appraises the pertinence of following instructions or not.
• Set dates, time and activities.
• Write instructions for activities.
• Check that instructions are understood when said and heard.
• Organize the instructions to put together an activity schedule.
10
• Adjusts volume, intonation, and tone to emphasize or clarify instructions.
• Practice the enunciation of the schedule. 2
• Present the schedule.
1
• Evaluation 1
5 Units 10 Competencies One product per competency 120 sessions (the last five are not considered)