Program Cycle 1

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Secretara de educacin PblicaAlonso Lujambio Irazbal

SubSecretara de educacin bSicaJos Fernando Gonzlez Snchez

direccin General de deSarrollo curricular

Leopoldo F. Rodrguez Gutirrez

direccin General de deSarrollo de la GeStin e innovacin educativaJuan Martn Martnez Becerra

direccin General de MaterialeS educativoSMara Edith Bernldez Reyes

direccin General de educacin indGenaRosalinda Morales Garza

direccin General de ForMacin continua de MaeStroS en ServicioLeticia Gutirrez Corona


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2 g e m y s hu 1 57u 2 60u 3 63u 4 66u 5 69

app x. S mp g g 73


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Presentation

h g g p p s s sh y h f h s-, s w s h sf m g

y h 2007-2012 National Development Plan (Plan Nacional de Desarrollo ) h j s h 2 007-2012 EducationSector Program (Prosedu: Programa Sectorial de Educacin ) h s s-h h g s s p s s h s p -

p s M x f h m g s.W h h s f m w k, s h s g y h

G l w f e ( Ley General de Educacin ), h Sf P e ( Secretara de Educacin Pblica ) p p s s f P s s f m j s h y 2012 s hq y f s h s s mp h f h m , h m s f ss g w - g h s,

h pm . 1 th m s gy f gs h j s s y g f m s , f s h p f m s mp s h sp s h pm s f M x h XXi y, 2 envisaging a greater articulation and ef ciencym g p s h , m y s y s h .

F h s s s, h n e g sh P g m b s e(nePbe Pnieb: P g m n i g s e b s ) ss pp h wh h ms f s p mmmp e g sh s f g g g . th s m s f s g hh g f s p s s, s f h f m k w g

f h g s sys m f m m p sp f s; g g

1 SEP(2007), Programa Sectorial de Educacin , Mxico, p. 11.2 Ibidem, p. 24.


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p y h h g f s p s s f h g g .th s p s g g m g w g s, s ws x h g s wh h m gf s wh hs s wh h s xp ss wh s s

as relevant. In addition, language bene ts from the systematic re ection h p y f x s x h g s. th f , s ss -

h e g sh s j w s x - s g g p mp h s f y f x s, h g f ff w ys , s y, p x s, h w g g, s w s

h ys s f s w w g sp k p .3F m h s p f w, g g s g s mp x j

y m s f wh h h s s h w m sp f s y; j h y s s mm p p s s,but also cognitive and re ective ones [] using the language ef ciently

m s g w h h s p p - f sp k w x s p f s y. 4

Secretariat of Public Education

3 SEP(2006), Reforma de la Educacin Secundaria. Fundamentacin curricular. Espaol , Mxico, pp. 15-16.4 SEP(2006), Reforma de la Educacin Secundaria. Fundamentacin curricular . Lengua Extranjera . Ingls,

Mxico, p. 18.


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Th sy s s cy 1 f h n e g-sh P g m b s e ( nePbe)

g f s s wh h p -s k w g f e g sh wh h

rst grades of basic education (3 g P -s h , 1 s 2 g s e m y s h ).th s s sp h y s g f

y h s s m h g . th sm k s h h g p q m-p x h g s y h hm h g h g g g s sp s p ss; h f , p g g -

p ss s f h ss .S s wh y h g s

corres ponding to this rst cycle are known toh p s y s g h y

g f g g s. F h s s , smp h h s h g f h s j sk g g h g (e g sh, Sp sh

i g s l g g s) h ss m p f g f g g s

s, h s, g m g -- x h xp h

bene t of the students cultural and linguisticg.

Introduction

th s w y, h h k w g g hx s f g g s h ss m,

h m s y h g w k h h xp s k w gq g g , wh h sh

p g ss g w h h s q h g g s, s t sky s s:

Bilingual children pay attention par-ticular ly to phenomena such as lan-

guage and wri ting. Children usually ask whether the written form is inone language or another and whetherthe acoustic or graphic diffe rences belong to any of the languages spokenin the classroom; there are commentswhich explain the language usedfor wri ting. At first, children focusmore on diffe rences than on similari-

ties between both written forms, andthey also expect to use different let-ters for different languages. However,in the construction process of bothwritten forms, it is possible to discover the transcription and use forms


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of one single instrument for differentlanguages simultaneously. 1

F h s s , s f m f s m wh s s p m w h w g g w h e g sh

g g w g p h ss m.M f h , h ss m s w h y sp wh s s

with the target language and re ect on its uses s . F m h s p s p , sp y

s z f h p s w e g shs s ss , s h y h m f h -

pm f h p g m .e g sh g g g y g ,

m y h h sp s cy 1f h nePbe, can provide bene ts such as thef w g:

a) Bene ts related to the study of a non-na -tive language in addition to the studentsmother tongue. r s h pm -

psy h gy p s h s y g

- g g h s h p -ss f g pm ,

h f h s s -ed mental structure and to exible thin -king. Furthermore, it strengthens re ec -

h s s m h g s g s s f h w -

g s ks w h ss g s p ss w s h

s, s s s w ss h w h s s.th s p ss s p s s s w h

1 A. Teberosky (1988), Construccin de escrituras a travs de lainteraccin grupal, en E. Ferreiro y M. Gmez Palacio (comps.), Nuevas perspectivas sobre los procesos de la lectura y escritura , 6a ed., Mxico, Siglo XXI, p. 177.

s f h w ( s y,p y) h g s h f s sh k w g m f ff w ysf p s g z s, sw s sp f h s.

b) Bene ts of learning a non-native languageat an early age. F m h g s pf w, h h s -g g y g h s - m s y, p y s g m-

p h s p . H w ,y f, h s

p h s p ss; h s s s p , h gh, f h gf h . c g h f h -g p ss, h q pg g w ss h gh s s -y h f h h g g s s x s , h y p p s f g h w h h -

g g s. th f , f h m p -p s s f h s y s m h s -

s h w g ss h s

g g g s h h h wg w h h m f f s g p s

w s h g p ss h p p wh sp k h g g .

F h f m s s, s mp - p h s s s s;

h s m s k w g g s y f xp -s, s s, k w g h

m h g h g g s h y h h w h.One of these speci c needs is their lear -

g p , wh h h nePbe y s p -s g p s f m , h s wh h wsf gh m s sfy s w hspeci c problems which hinder the achieve -m f h j s s f h y .


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P y cy 1 f h nePbe s -ss y s , p f m h s s

g p , h y p ss h m -h g , h f h s, -

y, h m s mp sp f h ys g s s . n ss s y, sh m s mp mp h s j sk h s s m h g (Sp sh i g s l g g s).S h nePbe s ss m h -

g g q s s s p ss, g -g h g s g mm ff x s wh h sp k s .

This, instead of being a dif culty for English as

s j , p s s pp y k -g f h s p s f h g g ,

wh h xp h s j s ( f h y g g - ) xp s h p s h s f sf h g g f m mm -

s s wh h e g sh g g s . th s p s h w - f ms f h g g .F h s s , s s g s -s h e g sh g g , cy 1 s f -

s h g h y p ss. th s swhy h s mph s s s pp g s s h p h m q sk s k w g h sf f m g g -

h s h h s j s.e h gh h p p s s f h s s m e g sh, s mm -

h e g sh g g h s h ssp s f h g s s p g

cy 1 h f m h yp ss h m h g , wh h h s -

s g g h gh. b s h s f h gh , h x s s p s .

The initial literacy process 2

r s h h g s h s s ssh h w f g g k w -g f g w sh s f h p p . ch m k gff h x s h m: ks,p s s, w m s, s m s, m s-s g s, m gs h s. Wh s fh q s f w g sys m, hsk h ms s: Wh s f ? Wh h y p s ? Wh g ph s h p

s wh s w ? Wh s pp p w s m h g? th s m sh y g y s s -g wh w g p s s h w s -

p s .Wh h h h pp y

w , h y h s f w g h h y s h

s. th s s ps h p h m h p swh h s y .i s mp h h k k w h w w g w ks. b s f h s,

wh h s h m k s -g f h s s g h wf m, s k mp s ,f , sp k , wh h

h p fy h m g f h s. aschildren nd more opportunities to exploreh w f m f h g g , h y -

m m s s h x s wh -s pp .

2 SEP(2010), Programas de estudio 2009. Primer grado. Educacin b-sica. Primaria , Mxico, pp. 23-25. Tambin disponible en: www.sep.gob.mx/index.jsp


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Wh h s h w gw h h f h s, ,h y fy s g w f -m h m m m p s .th y p ss s s hh s h ph gf h sys m. n y s h s y mp -

h m , s hm ks hbeginning of new re ections on writing con -

s (sp s w w s, p ,p z , sp g, .).

S m y h y k p-p s w h h w f m f h g g p g ss h p-

z s h sys m h g s , s p m p s h s w h pp -

s f h w , -f g w y, s p p s wh h w f mf h g g (Sp sh e g sh) s p s - w h mm g .n y s y f h ph - p p , s s p s

p p s s, p g h g g w g h k w g f g ph s s h

s s h h sp s f hcommunicative ef ciency of writing (punctua -

, yp g ph s, x s p g , s g s s, sp g). as

s s h y s g h w h ffx s y s ( ks, m g z s, s g s, .),h s f m hyp h s s wh

h w g g s k ff yp sf x s s g sh w sp k w g g . W g g q sss m s h h s h hyp h -s s y w g, g mp g whh y w wh h p p w ( h s). d h s, f h g s f h s s p s sw h y f g w g s s s s s w y h ghh s h y . i s mp m hh s h k w g x s h g g s f w g, h s m

time they re ect on the writing system.

a ss w y h h h sdevelopment in this rst cycle is to offer asm y pp s s p ss f h m

w h ff k w g j s. J s s h s, k w g f h w -

g g f m s m q k y automatically, as it hap pens after much re ec-

. e y w p f k w g hh q h p ss f q gh w f m f h g g s y y mp x w k f ss s. th -

f , y s gh g - g; h m s m y s s q s wh h h ff s-

p s f h w g g ph m .e y p m h m s , h gh m gh s m h , p s s -ff g h g f h .


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f g g ff f m h w g h m q w h h g g gy p p g y social prac tices of

the language speci c activities with the lan - guage wh h p m m g s -

s sp k w x s ffs m s. th f , h s y ,s s xp :

r g z h x s f h s g g s.

F m h p s - w s h e g sh g g .

d p s mm sk s, s-p y h p s.

Re ect on how the writing system works. b m q w h ff yp s

f x s. S g g h w h h s -

. d p g s g s wh h

sf h s f k w g . us g s - g s s -

s g f m h ms s h s gs.


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Cy 1 sy s s s s fwh m e g sh s g g w h wh h

h y h . th f , s ss :

c s h k w g , xp s, s h h h s

p s f h m h g . d m , f m h p p s s, s

prac tices of the language, speci c activi -

s w h h g g , s f hp g m:

The planning of communicative si -tuations (s h s m k g p ,

h g g s g p m)wh h , s q m -ner, the speci c activities with thelanguage in each of the speci c social

p s wh h p s h g s s. th y g sh s sh h s syh y g s mp x

or dif cult that they may bring abouts pp m s g m .

th f , mm s s

Teaching guidelines

sh w g gh f s p s h h s -

s s . Kind and amount of learning con -

tents (learning to do with, learningto know about and learning to bethrough the language), wh h w h gh mm

situations speci c and related tos s xp s s s

p f h , s h h y s q

performance of the speci c activitiesw h h g g .

Number of lessons devoted to the planned communicative situations , sw s h q m s s gg s-

p .

l k f , s , f ss y, m m p m s,

yz h m f s g h mw h h s s.

b m h s p s f h -g g g h pm f h m -m s s.


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create tea hing strategies hara terizedby their diversity in:

M s h g z f w k:wh ss, m, p , w k.

M s g w g: m -, g , sh , , s ,, .

d s y m s s s: m y h s s h m-

s s p s y p p , s h sg sh s, p s, -

q s, ks g p g the level of dif culty, multimedia re -s s ( , , cds, mps f w , .).

M p y h s f xp sp k ,s , w e g sh.

c pp s f s s g g x h g s, g,

w g s. F s p s w s g

- g g s h s. Encourage a respectful and con dent en -

m wh m s k s, h hg s y s -, s s pp s p h s h e g sh g g , s

w s ff p s f -k.

i s ssf y p h s g -s, h s sp s f h g s

h s y m s w f h mp f p g h s f h h g

g f g w g, s w sh s f x h g s h g g g

h y y p .


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Ap f m h ss ssm p m s s -

sh h m National EnglishProgram in Basic Education. Second Language:English. Curricular Foundation. Preschool. Ele -mentary school. Secondary school. Phase ofexpansion s s h hp p s f h s y s s h g f p g ss y y ss w k y h g s p s q y ymp f h h g p ( h

g, s s, sy s s, -f s , .) h h g s s-

sh g h s h y .F m h s p sp , h ss ssm f

each stage in the rst cycle does not involve promotion , h f s f s -

h g p ss sh h -z y g:

Global , s s s h s sg g g sk s s wh s s k h m w f g-

m s. Continuous , s k s -

s w k p f m h gh h pm f h s g sf h mm s , y

the nal product. Formative , s s s p -

ss f p g h g f - q h s s

p f m ; h s, h s g w k p s, s h p s fff k m g s s h hs g .

Assessment


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I h s p s f hg g h s y , s ss y h

teachers check and re ect on the content of nePbe Curricular Foundation , h fh h s m s s h p p s h -g h w k h s s j xp s,m g h sp s, h j f s y,pp h, g z sf s h f y s f h p g m.a h s m m , h f w g s s ss :

th object of study f h e g sh s js p s h social practices of the

language wh h h s h g -s h y f h NEPBE . a h s m

time, the social practices and the speci cs h f m h g g

h s h w h g h g s q g f contents of different natu -re: g w h, k w

h gh h g g . th s p s f h g g

speci c activities with the language have s g z h

mp social learning environments : f -m mm y, y ,

f m m .

Content organization

th curriculum contents h h s s g y s f m ,s s h h wh m s, -p g h s s s h -

s s, which ones to use, to whatextent and in what order to plan their tea -ching and learning . b s s, h p h s h yp f s k w g xp w hh s s, s m f h m f h

xp s g w h hyph s g sh h m.

At the bottom of each content chart thereare suggestions for actions to make a pro -duct. H w , h h s hm h g s g s (f s ,s g p m h g g ) s

g s h p p s s g h -m s f h s y mp sh .

th p p s f Achievement p s h of each unit h s h p p sf p g h h w h f m

k w g , s, sh s s xp q ,

assess h progress and perfor -mance in the competence in the Englishlanguage.


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F y, g h s y s f e g sh g g m s s s p s h s, g w h h fh s p h s -s w sp k w m s

f h e g sh g g , h s s f sample language h s

h app x h f h s -m . i s mp h h ss mp s should not rule the organizationand planning of work h ss m,s h y g h h -m f h p p s s f h s y .

Contact and familiarization: 3 rd grade Preschool, 1 st and 2 nd grades Elementary school

Social practices of the language

Familiar and communityenvironment

Literary and ludicenvironment

Formation and academicenvironment

u s s y yg g, sy, f wxp ss s.

F w g s s y y s gs.

G f m s s f h s.

d s sh f m h p wh

s.

P p h g w g f hym s s s s .

P p g g g m sw h xp ss s hp p s s. P p h g f

y s shp s xp s.

F w s ps sm m k p . F m q s s speci c topic. Sh f m h ghg ph s.

Cycle 1. Social practices of the language. Distribution by environment


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Social practicesof the language

Speci c activities with the language

3rd gradePreschool

1st gradeElementary school

2nd gradeElementary school

Understand and useeveryday greeting,courtesy, and farewellexpressions.

exp sp g g, sy, f w

xp ss s.

u s sp g g,

sy, f wxp ss s.

i p pg g, sy,

f wxp ss s.

Follow and giveinstructions ineveryday settings.

F w s s y

s h ss m h s h .

u s f w s s y y y h m

s.

F w gs sh g

y y s hs.

Give and receiveinformation aboutonesself and others.

i fy f m s w

h s physpp .

G f m s w h sk s, p f s,

p s .

F w gs sh g y ys h s.

Describe and shareinformation about theplace where one lives.

r g z f m pp s,s s, s

s h m .

d s p f m p p h

mm y h

s.

u s f m

s h pwh s.

Speci c activities with the language. Distribution by environment and grade

Familiar and community environment

Literary and ludic environment



3rd gradePreschool



Participate in the

reading and writingof rhymes and storiesin verse.

l s hym s

s s s .

u s hym s

s s s .

r hym s s s

s .

Participate in languagegames with expressiveand aesthetic purposes.

d s w s h s s g.

c mp w s h s s y.

ch g s s h s p m.

Participate in thereading of literarynarrations and sharepersonal experiences.

l s s s s ss h m w h

p s f gs.

u s s s s ss

h m w h p sxp s.

r s s s ss h m w h

p s xp s.


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3rd gradePreschool



Follow steps in aninstruction manualin order to make aproduct.

F w s psf m sp .

r ss m s ss m j .

F w s s y s mps -xp m .

Formulatequestions abouta speci c topic.

u s q s s fy f m

j s hss m.

F m q s s f m

pf .

W q s s f m

p sf m h ys .

Share informationthroughgraphics.

r s f mabout a speci cg g phy pw h h s pp f g ph .

i p sf m g g phy ps g ph .

r sf m g g phy pw h h s pp f g ph .

Formation and academic environment


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Speci c activities with the language: explore and respond to greeting, courtesy,and farewell expressions

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

exp y y mm s s wh h g g sy xp ss s s w h h s pp f ss, - g g , h h s h p.

i fy p p s .

r g z s . r g z w s g g, sy, f w xp s-s s s s y y mm . d s m s ff s m g w s.

d s g sh h w f m f g g sy xp s-s s. o s w g y.

F s yp s f w - x s.

P p s p p s hmm s .

n - g g (g s s,y g g , s g s, g s,.).

K w g f h w g sys m s m h s f w g.

d ff s s m s w s: g g, g, m-

yp f s. W g y: f gh ,

p m. l s f w s s f h s p -

f h g g : g g (h ,g m g, h w y , .),

f w (g y , s y , .) sy ( h k y , y w -m , p s , .).

Learning to be through the language

a h s . c s y f - g g . c mp s f xp ss s h g g g h m h g . us f g g, sy, f w xp ss s y y mm .

Product: poster with courtesy expressions

d s m g ms h s m k p s w h sy xp ss s:

d w h s s. c h m g s h p s . W sy xp ss s s m . r xp ss s h p s .

d sp y h p s s p wh s s sy xp ss s h gh h s h y .

Social practices of the language: understand and use everyday greeting,courtesy, and farewell expressions

Unit


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U n

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Speci c activities with the language: listen to rhymes and stories in verse


exp hym s s s s w h h s pp f -s s, - g g , h h s h p. r g z p , p p s , . i fy g ph s.

l s h g g f hym s s s -s w h h s pp f s s. d s g sh w s h hym wh s g hym

s y s . i w h s m , pp s h phys

s, w s h hym wh s g hym s y s .

F h m g f w s w h h s pp f ss.

Complete a text by lling in gaps using words that rhyme. ch k w g y. d s p s f h w s.

P h p sp g f w s h hym .

F s yp s f w - x s.

t p , p p s , -.

n - g g . G ph s. M s m s f y -g g : hym s, p f s s.

K w g f h w g sys m s m h s f w g. l s f w s s f h s p -

f h g g . W f m ( g g g). W g y (b g g

f h x : Wh i g -g?, e f : Wh i

g? e f h x :Wh s ?).


i s s g h g g g . app j ym f y xp ss s h g g g . i s sp w s h s .

Product: poster with childrens rhymesd s m g ms h s m k p s w h hym s s s s f s hs s h h :

i s h p s . W h x x s s m . ch k h p s .

d sp y h p s s p s s h ss m.

Social practices of the language: participate in the reading and writingof rhymes and stories in verse

Achievement a h f u 1, s s w :

Explore and respond to greeting, courtesy,and farewell expressions

Listen to rhymesand stories in verse

i g s , h y: i fy h s . n g g, sy, f w w s.

us - g g g gs f -w s.

r g z h g g / g f w s.

i g s , h y: d s g sh w s h hym . r p w s h hym . i fy h x s f m f gh f m m.

F w h g wh s m s s p -g h x .


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Speci c activities with the language: follow steps from an illustrated recipe


exp g z p s w h h s pp f s s h h s h p. t p , p p s , . c mp g ph s. r g z h p s p : , g s, s ps.

l s h g f p s w h h s pp f ss h h s h p. i fy h p p s s ss ps.

d s g sh m s q s f g s. Identify gures and letters that represent numbers. r g z h f s ps p . i fy s f g s p . F w h s ps p wh s .

P h p f w s.

F s yp s f w - x s.

G ph s f p s. t p (wh ?), p p s (whf ?), (whs f ?) f p .

G ph x mp s:m g s, m s, s, x .

K w g f h w g sys m s m h s f w g. W f m p s f w s( g g g).

W g y. l s f w s s f h s p -

f h g g : m-s.


S s f p s. c h p h h s s h g g g . c mp s f g s ms h s ff s.

Product: poster with an illustrated recipe

d s m g ms h s m k p s w h s p p :

ch s p . G h g s. F w h s ps m k p . M k s h h g s .

e h p f h p .d sp y h p s w h h s p s p h ss m.

Social practices of the language: follow steps in an instruction manualin order to make a product

Unit


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U n i

t 2

Speci c activities with the language: follow oral instructions to carry out activitiesin the classroom and in the school


exp s s (s p, s w , .) wh s m - s s f w g h m w h h s pp f j s, ss, - g g , h h s h p.

i fy p p s . ch k g ph s.

P f m s f w g s s w h h s pp f - g g h h s h p.

P s s f h s p f m .

ch s f m g p f w gs h h p s sh s g g .

F w s s wh s g. Explore the written form of speci c instructions with the sup- p f s s h h s h p. c mp w s w h h p s h m ss g ( g -

g, g, .). r g z w g y f w s ( f gh ). F s m s ff s m g w w s( g w s, sh w s, w s g g gwith etc.).

F s yp s f w - x s.

P p s f s s.

n - g g . G ph s.

K w g f h w g sys m s m h s f w g. W f m . c sp w w

g g . l s f w s s f h s p -

f h g g .


a s . app p sp s s s. c mp s f w ys f g g s s h ff ff s.

Product: cards with illustrated instructions

d s m g ms h s m k s w h s s s: M h w s s h m g s.

P s h w s s h sp g s s. P y w h h s.

ch s p h ss m k p h s s h m f f h s s.

Social practices of the language: follow and give instructions in everyday settings

Achievement

a h f u 2, h s s w :

Follow steps froman illustrated recipe

Follow oral instructions to carry out activitiesin the classroom and in the school

i g s , h y: d s g sh wh ( x ) wh

( m g s). i fy f w h f s ps -

p . r g z h m f f p s.

i g s , h y: i fy p p s . c mp w s y y w g. c mp s m s ff s m gw s. F w s s s g - g g .


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Speci c activities with the language: discover words in a childrens song


exp fy h p f s gs w h h s pp f s s, - g g , h h s h p. r g z p , p p s , . o s g ph s f s gs.

l s h g s g g f s gs.

M k w s h hym s g y pp g m k gh s s. r p w s s g p h p . r g z h m f j s, m s, p s s, .

S m h w m s h m g . P y h y s f s g f w h g

w h h h s h p. S m s m h h w f m m g .

d w g y. es sh sp w w -g g .

i fy p s f w m s ( g g g) mp h m.

P s g h f m w s. ch s f m g p f w s h m h sp s s .

F s yp s f w - x s.

G ph s f s gs. t p , p p s , -

.

M s m s f y -g g : hym , p s s. n - g g .


f h g g . W f m . c sp w w

p s f h g g . W g y.


app f xp ss s p h g g g . us s f s gs f m ff s.

Product: memory game

d s m g ms h s m k m m y g m : S m g s f j s, p p , m s f m m y g m . M k w s s f s: f m s f s s. F p s f s: w h m s w h s s.

S sp h ss m k p h g m s f f h s s.

Social practices of the language: participate in language games withexpressive and aesthetic purposes

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Speci c activities with the language: understand questions to identify informationabout objects in the classroom


Explore and listen to questions to nd out the name, size, and f j s h ss m w h h h s h p.

i fy p j s h ss m wh s -g h m , , s z .

c mp y h m , , s z f j s hss m.

r sp q s s j s h ss m s g- g g .

d s g sh ff s w q s s sw s.

ch k h w f m f m , s z , f j sw h h s pp f s s h h s h p. M h j s h ss m h w m , ,

s z . r sp y q s s w m s s m .

r g z h w f m f q s s. c mp y w g h m , s z , f j s h ss m s m .

F s yp s f w - x s.

P p s f h x . K w g f h w g sys m

s m h s f w g. W f m : yp s m-

f s. r w w -


f h g g .


S s f q s s. us f h g g s sfy s w s y h w . c mp s f w q s s h g g g h m h g .

Product: die with questions

d s m g ms h s m k w h q s s: P g h g . c py q s s h s s f h . ch k h w f m f h q s s fy h y mp .

us h w h q s s f m j s h ss m.

Social practices of the language: formulate questions about a speci c topic


Discover wordsin a childrens song

Understand questions to identify informationabout objects in the classroom

i g s , h y: r p w s s g wh s g.

i fy h m f j s, m s, p p ,.

ass h w f m f m s w h hm g s.

P s g h f m w s.

i g s , h y: r sp q s s s g - g g(sh k g h h , g, s g h sh -

s). M h j s h w m , , s z . i fy h m f s w s. d s g sh h s m s w .


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i t 4

Speci c activities with the language: identify information about ones own and others physicalappearance


exp sw q s s y s w h p p s phys pp s m w hh s pp f s s. ass s w h p p s s p s f h

y wh s g. d s g sh ff s w q s s

sw s. c mp mp w w s f p s f h y

s h m s h f m w s w h h h sh p. i fy mp w s s w phys

pp w q s s. P mp s w h ssm sp s f h y s h w f m s m f h h s s.

W h m s f p s f h y w g s m .

ch k h w f m f m s fy h h y -

s , mp , g .

F s yp s f w - x s.

t p f h x . d ff s wq s s sw s.


f h g g ( m s f p sf h y, q j s,.).

W f m . c sp w w

p s f h g g .


S s f q s s. r sp f p p s phys ff s. app p p , h s, g g s g ss f h phys pp .

Product: human-body posters

d s m g ms h s m k h m - y p s s: d w s w h s s h s p s . i m g s f p s f h y h w s s s g sh p s h s s ( . .

y s, s , m h, s , gs, .). a h w m s f h p s f h y. d h p s .

d sp y h p s s s h ss m.

Social practices of the language: give and receive information about one s self and others


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U n

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Speci c activities with the language: listen to stories or narrations and associatethem with personal feelings

Learning to do with the language Learning to know about the language exp s y ks w h h s pp f s s h

h s h p. r g z p s f s y k h m s sp g s.

ch s s y s g k s, p f s, -s s.

i fy h s y wh ( x ) wh - ( m g s).

r g z p , p p s , . i fy h g m s h p g s f h s y ( x ,

s s, p g m ).

P h f h x s s m g s s-s h s w h h g . l s f w h g f x w h h s p-p f s s h h s h p. r g z w s h m h s m s. r p s w h m g s h m s f

h s m s. r y h s s s m s.

r g z h w m s f m s s m . W s s m s s h m.

F s yp s f w - x s.

r g y. G ph s mp s: i s -

s, m g s. t x mp s: , h ,

x . K w g f h w g sys m

s m h s f w g. c sp w w

g g .

W f m . l s f w s s f h s p - f h g g (m s, .).

W g y.


S s f s s. Literature as a re ection of emotions, personal experiences, and cultures. app f xp ss s p h g g g .

Product: one-week mood states calendar

d s m g ms h s m k -w k m s s : W h m s f h ys f h w k s m . W h m s f h s s s m . W h s s m s h f h ss s s m , h m g s h

p s h m g h y f h w k.d sp y h s p h ss m s s h m s h f h ss.

Social practices of the language: participate in the reading of literary narrationsand share personal experiences


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Identify information about their own and othersphysical appearance

Listen to stories or narrationsand associate them with personal feelings

i g s , h y: r g z h m p s f h y wh s-g.

d s g sh q s s sw s wh s -g.

c py m s f p s f h y. r g z h w m y wh s hw m s h .

i g s , h y: d s g sh s m f h p s f h sk.

i fy p , p p s , s m g s.

r w w s h m m s. r g z h w m y wh h s h -m s f s h s h .


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Speci c activities with the language: read basic information about a speci cgeography topic with the support of a graphic


exp p s y p p s m sabout a speci c topic related to the world of nature in Mexico( m s, g , .) w h h h s h p. i fy s s s g sh h m f m w

x s. r g z h p s , s s, p -

s k w g . l s h g f f m w h h s pp f

s s. ass m s m g s f h w f w h h

h s h p. S y h m s f h s m s s m .

exp h w f m f m s s s m s w h h h s h p. Compare the written form of names ( rst or last letter, num -

f p s/ s, s s w m , .). S s m s h w f p

h m m p f M x .

F s m s ff s w m s ( g,short, beginning, ending with, etc.). r w g y.

F s yp s f w - x s.

t p . G ph s mp s: h s, m ps,

s s, . G ph s f f m -

x s. K w g f h w g sys m

s m h s f w g. l s f w s s f h s p -

f h g g . c sp w x

m g s. W f m : yp m-

f s. l -s sp .


us f g g s m s f sh g f m . us f g g pp M x h w s m .

Product: large map of the world of nature in Mexico

d s m g ms h s m k g m p h w f M x : d w m p f M x . i w gs m g s f p s y s m s.

a f m .d sp y h m p s s h ss m.

Social practices of the language: share information through graphics

Unit


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Speci c activities with the language: recognize information about appliances,utensils, and tools used at home

Learning to do with the language Learning to do with the language exp p s y p p s m sw h f m pp s, s s, s s h m . d s g sh g ph s mp s. i fy , , m f p g s, m g s. i fy wh h f m wh h . d s g sh h m s f pp s, s s, s

s h m wh s g. ass h m s f pp s, s s, s s

h m w h h m g . P p h g f m s s s f pp s,

s s, s w h h s pp f s s hh s h p.

i fy w g y ( f gh , p m). P m g s f s s s wh s g h

m s. exp h w f m f w s w h h s pp f s

s h h s h p. G p w s y s m s ff s h w g

g g, s, sy s, m f s, m f s m / ff s, .).

c mp w s y w g h m ss g s ( g -g, g, .).

F s yp s f w - x s.

G ph s mp s: w gs,ph g phs, h s, .

t x mp s: , x ,p g m , .

P p s . K w g f h w g sys m

s m h s f w g. W f m . c sp w w

p s f h g g . l s f w s s f h s p -

f h g g . c mp s f w s e g sh

h m h g .

Learning to be through the language app f xp ss s p h g g g . c s y s h g g g . us f g g s m s f p m g g q y.

Product: illustrated home inventory

d s m g ms h s m k s h m y: d w h . a w g p s s f h pp s, s s, s h p . W h m s f h pp s, s s, s h w gs s s s

m . ch k h h w f m f m s s g h sp s s w g s .

d sp y h y s p h ss m / h s h .

Social practices of the language: describe and share information about the place where one lives


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Achievement


Read basic information about a speci cgeography topic with the support of a graphic

Recognize information about appliances, utensils,and tools used at home

i g s , h y: n m s m s f h w f s m .

F s m s ff s m g wm s.

r g z m s s m p f M x .

i g s , h y: i fy h m s f s pp s, -s s, s.

G p w w s g h s m -s ff s.

c mp h w f m f m s f pp -s, s s, s.


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Speci c activities with the language: understand rhymes and stories in verse


exp hym s s s s w h h s pp f ss h h s h p.

a p s k w g p p s m g s.

d s g sh p p s . o s g ph x mp s. l s h g f hym s s s s . F h m g f w s w h h s pp f s

s h h s h p. i fy w s h hym s y s hym . c mp y w w s h hym w h h h sh p.

r g z hym hy hm w x s y pp g m k g h s s. i fy h g s w s h hym . r p w s h hym p h p .

exp h w f m f hym s s s s w hh s pp f s s h h s h p. r g z w g y ( f gh , p

m). c mp s m s ff s m g w s h

hym w s h . c mp h w f m f w s h hym .

F s yp s f w - x s.

t p , p p s , -.

G ph x mp s:s s, , x .

M s m s: hy hm, hym ,p s s.


c sp w w p s f x s.

W f m p s f w s( g g g) -s.

l s f w s s f h s p - f h g g .

W g y.


i s s g h g g g . r sp w s wh h s w h k w h g g g . app j ym f y xp ss s h g g g .

Product: le holder with words that rhyme

Distribute among teams the actions to make an illustrated le holder with words that rhyme: W s w s h hym s m . i s h s. Organize the cards in a le holder. ch k h w s w h s.

Play with the cards, invite another class to play, and nd a place in the classroom to keep the le holder.

Social practices of the language: participate in the reading and writingof rhymes and stories in verse


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Achievement


Understand and respond to greeting,courtesy, and farewell expressions

Understand rhymesand stories in verse

i g s , h y: i fy s . d s g sh f m - g g . r sp g g, sy, f w x-p ss s s g - g g . c mp w s y w g.

i g s , h y: i fy h x s f m f gh f m p m. i fy g ph s x . d w s h hym . r g z h m g f s w s wh

s g. Sp w s.


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Speci c activities with the language: read illustrated instruction manualsin order to assemble an object


exp p s y p p s m -s.

r g z p , p p s , . F g ph x mp s.

d ff s s s ps f m s f m s. P p h g s m w hh s pp f s s h h s h p. F h m g f w s s g p y. r g z m s f m s. c s ps s s. d s g sh h f s s s ps s q .

P p h w g f s m s s m , w h h s pp f s s h h sh p. c mp h w f m f w s ( . . g g, -

g, m f s, .). l k f f m s ff w s ( . . h s hs s m s). S w s mp s s.

o s s s ps s q . es sh sp w h w g g

f w s.

F s yp s f w - x s.

t p , p p s , - f s m s.

G ph s mp s: m g s, g-s, . t x mp s: , s -

s, s f m s. K w g f h w g sys m

s m h s f w g. W f m . l s f w s s f h s p -

f h g g . Names and gures that represent

m s.


S s f s m s. a g. c mp s f w s h g g g h m h g .

Product: illustrated instruction manual to make an object (kite, origami, masks)

d s m g s s h s f w h s ps s s m : ch s s m p g h j . i fy h s s h s f m s. F w h s ps h s m m k j .

us h j .


Unit


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Speci c activities with the language: understand and follow instructions to carryout everyday home activities


exp s s y y h m s w h hs pp f s s, - g g , h h sh p. i fy p p s . l s s s, s m g s h s h m,

p f m h m. F w h g f w s w h h s pp f s

s h h s h p. Point at speci c words while listening. d s g sh s s. Identify new vocabulary and nd out its meaning. Match names of areas or speci c places at home (bed-

m, g m, .) h m g . c ss fy s s s g h speci c place at home where they are performed.

P p h m w g f s s m sf p s h m . c mp s m s ff s h w f m f w s (h w m y wh s h y h ).

c mp h w g f w s. r g z w g y.

F s yp s f w - x s.

P p s f s s. n - g g .


W s f m . c sp w w

p s f h g g . l s f w s s f h s p -

f h g g ( s, .). t x m g sp .

W g y.


app p sp s s s. a h s . W g ss s s g s s h g g g .

Product: labeled model of the house

d s m g ms h s m k m f h h s : W h s s s m s f s h m s m . P g h m w h s j s h m . ch k h m fy h s p y.

Sh w h m h ss h s h mm y.

Social practices of the language: follow and give instructions in everyday settings


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Speci c activities with the language: compare words in a childrens story


exp s s w h s s s w h h s g . i fy wh ( x ) wh ( m g s). r g z w g y ( f gh , p

m). d ff s f m m s p .

l s h g f s s w h h s pp f ss h h s h p. a p s k w g fy h s, j s,

p s. ass h g f m s f h s, j s, p s w h h w g.

ch k h w x f s y w h h s pp f ss h h s h p. c ss fy m s g wh h y f : j s;

h s, m s. c mp h w f m f w s s h g -

g, g, m yp s f s ( . . w s w hw m s m s).

G p ff s m w s s h wf m. r g z h w f m f w s wh g s

. Sp w s p h p .

F s yp s f w - x s.

P p s f h s s s. G ph s mp s: s s. t x mp s: p -

g phs. e m s f s y: h s,

j s, p s. K w g f h w g sys m


f h g g . W f m .


r g s s f m . app f xp ss s p h g g g . i s h g f s s.

Product: interactive illustrated story

d s m g ms h s p p s y:

ch s h s f m s y s w s h p p , m s, j s h w p p . d w h s s m s. c h p s p s h m m h m s h y s w h

g . W sh f p p h m s f h m s s m . c h m s p s h m m h m s h y s w h g

. P h m s h m s ff p s m k h s . o h s s m k s y wh h s s h m s m . M k s h m s m s m h y.

Ask for permission to share the interactive story with other classes and nd the place where it will besp y h ss m.

Social practices of the language: participate in language games with expressiveand aesthetic purposes

Unit


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Speci c activities with the language: formulate questions to obtain informationabout a topic of nature


exp p s y ss m s m -s g gs.

a p s k w g fy h p . i fy phys h s s f g gs (s z , ,p s f h y) wh s g w h h s pp f s s.

P p h f m f q s s g -gs w h h s pp f s s h h s h p. d ff q s s s h . F h m g f w s s g p y. r sp q s s h m s f g gs -s s s f p s.

c mp q s s s g m w s. P m g s h sp q s s p

h s s f g gs ( g, sm , , sh , .). exp h w f m f q s s sw s -

g gs. d s g sh w g y ( f gh , p

m). i fy w s h f m q s s. es sh sp w h w g g

f w s.

F s yp s f w - x s.

G ph s f h s:ws m s.

t x mp s: , h -s, .


W f m : yp s q -y f s.

c sp w w p s f h g g .

t x m g sp . l s f w s s f h s p -

f h g g .


S s f q s s. us f h g g g sh f m . us f h g g s sfy s w s y h w .

Product: illustrated informative chart

d s m g ms h s m k f m h : M k w - m s h . i q s s g gs s h s f h h . a h f m h sp s h q s s h p . G p p m g s h sh w f m g gs h h . ch k h h fy h h w f m f q s s s mp g h h

f m sp s h q s s.d sp y h s f m h h ss m.



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U n

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Speci c activities with the language: give and receive information about onesown and others likes, preferences, and personal data


exp p s y w s f m p s ( m , g , h ), k s p s p -f s (f , s, g m s, .) w h h s pp f s

s h h s h p. i fy s w h s m s s h g -

g, g, f m s, . r g z m s g . l s g z q s s f m , k s, p s p f s w h h s pp f s

s. F h m g f w s s g p y

w h h h s h p. c mp y s g s w s q s s

f m p s . ch k h w f m f q s s sw s p -

s , k s, p f s w h h s pp f ss h h s h p. d s g sh p s f w s ( . . g g, g). c mp w s (wh h s g, wh h s sh ,

.). c mp w s y w g h m ss g p s ( g g,g, .). G p w w s s h s m s -ff s ( . . g g, s, sy s, mf s, m f s h s m ff ,.).

F w h g f w s w h h h s h p. Point at and repeat speci c words.

F s yp s f w - x s.

P p s f p s f m ,k s, p f s.


f h g g ( m , g ,p s p s, j s,.).

W f m . W g f m s. c m s.


S s f q s s. e h s h s f h s w h s p s f m .

Product: presentation cards

d s m g ms h s p p p s s w h p s : c p p p s h s z f p s . Write on the cards personal data such as rst name, last name, age, etc.

d h .d mm wh m s g wh m s .G h p s s h pp p p p .


Unit


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Give and receive information about their ownand others likes, preferences, and personal data

Understand stories and narrations and associatethem with personal experiences

i g s , h y: i fy y w g f h w m h m s f h ssm s.

c mp y q s s p sf m .

P p h w g f q s s -sw s.

i g s , h y: i fy p , p p s , s s m g s.

r w w s m m s h s. S w s mp s s. r g z s h f m s w s.


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U n

i t 5

Speci c activities with the language: interpret basic information abouta geography topic based on a graphic

Learning to do with the language Learning to know about the language Explore illustrated maps for children of ora and fauna inM x w h h h s g . P h p f s m p s s m g s. i fy mp s f m p f M x s p sk w g .

r g z y m h h , , s h -

g s f M x m p. P m s p s m p wh s g h m s.

i p f m p f h w f -w g s g w h h s pp f s s

h h s h p. M h s m s f h w h -m s wh s g.

c mp y h m s f ff m s f h - w s m .

r w w f m p f h ws m , w h h s pp f s s hh s h p.

Identify the written form of a speci c topic based on someindicators (in words: rst and last letters, number of letters,s s w m .; s s: m f

p s w s h y h , .). Rewrite names of animals, plants or other elements of ora

f M x . c mp m s y w g h m ss g p s. r g z w s h f m s s. l m p h h , , s h -gions of Mexico and color the areas where ora and fauna

f . r w h m s f m s p s m p f M x .

F s yp s f w - x s.

t p p p s f m ps. G ph s .

K w g h w g sys m s h g ph s.

l s f w s s f h s p - f h g g ( s ,, h , s, p s,.).

W f m : yp mf s.

c sp w w g g .

c -s s-p .

t x m g sp .


us f g g pp M x h w s m . us f g g s m s f s g s w p m s g w ss .

Product: map of biodiversity in MexicoDistribute among teams the actions to make a large map of ora and fauna in Mexico:

d w m p. Color the areas of the map according to the information of ora and fauna in Mexico. a m s f m s p s.

d sp y h m p s s h ss m.


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U n

i t 5

Speci c activities with the language: describe and interpret informationabout people in the community and their activities

Learning to do with the language Learning to know about the language exp p s y p p s m s

ks w h f m p s p f ss sw h h h s h p. P h p s p s k w g m g s. r g z h . i fy p s f k h s m m s. P m s f j s, h s, s s y p p

h p s p f ss s w h h s pp f -s s.

P p h g f p s p f ss s -m s w h h s pp f s s h h s h p.

r m s f p s p f ss s h m g . c mp w s wh s g ( s s w h, s sk , .).

exp h w f m f p s p f ss s -m s w h h s pp f s s h h s h p. ch k w g y. Classify written words in semantic elds (objects, tools,

h s, p s, p f ss s). F m w s y w g h m ss g p s ( g g, -

g, s, sy s, .) W s w s f p s p f ss s m

mp w h w g. i p s w w f m f m s f p s

p f ss s.

F s yp s f w - x s.

t p f f m x s.

P s f ks: s, , f s, p g , m , k

, . K w g h w g sys m

s m h s f w g. W g y. W f m .

c sp w w p s f h g g . l s f w s s f h s p -

f h g g ( s). c -s s-p .


app f xp ss s p h g g g . us f g g s m s f p m g g q y.

Product: lottery game with names and images of occupations and professions

d s m g ms h s m k y g m w h m s m g s f p s p f ss s:

M k y f h s ss. W m f p , p f ss , , p f h g, j , ., h

y x m k s y s h ff m f w s.

M k s f h y g m . d w m g f m h f h y s. P y h y fy h m y s h s m ss g; h hw s w h y s g , h y s h ff m -

f w s.i h ss p y h s y g m .

Social practices of the language: describe and share informationabout the place where one lives


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Achievement


Interpret basic information about a geographytopic based on a graphic

Describe and interpret information about peoplein the community and their activities

i g s , h y: i fy y m m s p s h m m p f M x .

c mp y h m s f ff p s m s.

r w h m s f m s p s. r g z w s h f m s s.

i g s , h y: r g z y w g h m s f j s, h s, s s p s p f ss s.

c ss fy w w s g h s -mantic eld. c mp h w w g w g.


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U n

i t 1

Speci c activities with the language: interpret and produce greeting, courtesy,and farewell expressions


Explore previously prepared short dialogues in xed or mo - m g s w h g g, sy, f w xp ss s,

w h h s pp f s s, - g g , hh s h p.

r g z s - g g g g,sy, f w xp ss s s y h s .

d s g sh g g, sy, f w xp ss sw h h s pp f - g g .

P g g, sy, f w xp ss s son speci c everyday communication (illustrated or role-p y ).

P y h s f s s g g -g, sy, f w xp ss s y y m-

m w h h s pp f - g g . ex h g h s f s y yg g, sy, f w mm .

P p h w g f s f s s syxp ss s ss s m , w h h s pp f s s, h h s h p. exp s s f s fy h g ph x

mp s. P w s s sy xp ss s. d s m s ff s m g w s. c mp w s y w g, wh s g s sf m s f s.

F s yp s f w - x s.

P p s p p s hmm s .

n - g g . G ph x mp sf s s f s: , s f s,m s g s, s z yp f s, .

c x s (p sp m f h (m -g, f , gh , .).

K w g f h w g sys m s m h s f w g. W f m xp ss s(wh h h w m y w s h yh ).

l s f w s s f h s p - f h g g (m s:, m y, .; p s p s,.).


r sp f w s h s mp s s h e g sh g g . c mp s f xp ss s h e g sh g g g h m h g .

us f g g, sy, f w xp ss s s sh x s s.

Product: list of courtesy rules

d s m g ms h s m k s f sy s: W h sy s s m . Prepare the nal version of the list of courtesy rules and illustrate them. r h s. ch k h w f m f h sy s.

d sp y h s f s s p h ss m.

Social practices of the language: understand and use everyday greeting, courtesy,and farewell expressions

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Achievement a h f u 1, h s s w :

Interpret and produce greeting, courtesy,and farewell expressions

Read rhymesand stories in verse

i g s , h y: ass m h s f s - g g, sy, f w x-

p ss s. us - g g -

g s. d s m s ff s m g w s. c mp y w g w s s s.

i g s , h y: i fy s z s s s. F w hy hm wh s g h g

f hym s s s s . r g z p hym s s s. r hym s s s.


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U n

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Speci c activities with the language: follow instructions to carry outa simple science-related experiment


exp s mp s x s xp m s w h hh s h p.

i fy p s f h x h s . d ff s s f m s s f m s. r g z g ph x mp s.

P p h g f x s xp m s w hh s pp f s s h h s h p. P h f h x s s p s k w-

g , , s s. d s g sh wh f m , q s s xp m . i fy w s h f m q s s. o w s f m q s s. S p s sw q s s. P h p f q s s sw s

xp m . i p f w s s y xp m .

P p h w g f x s xp m s w h hs pp f s s h h s h p. i fy mp y w g m s f m s. c mp s m s ff s s s. i fy h g f s s s q . r w m s f m s. c mp s s s g m w s.

F s yp s f w - x s.

P p s p f xp ms s.

t x mp s: , s - s q , s f m s.

G ph s: s, g phs, m g s.


W s s f m . l s f w s s f h s p -

f h g g . upp w - s s. P .


us f g g s m s f sh g k w g . Con dence in the use of the English language. a h . F k x h g f s xp s. c mp s f w s h g g g h m h g .

Product: Illustrated sequence of an experiment

d s m g ms h s m k s s q f xp m s m w h h h s h p: ch s s mp xp m ( . . g m s ). M k s. W h s f m s f h xp m . c h m s s h xp m h s s p s . o s h ff s g s f h xp m . W h s s s g y s s g . ch k h h w f m f s s m s s mp g .

d sp y h s s q f h xp m s s h ss m.


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Follow instructions to carry out a simplescience-related experiment

Follow and give instructions that regulateeveryday school activities

i g s , h y: d s g sh s s f m s f m s. o w s f m q s s. i p f w s s. i fy h f s s s q .

i g s , h y: r g z p p s . i fy w w s. Use a picture dictionary to nd out the mea ningf w s.

G f w s mp s s. c mp h w g f s s s g

m w s.


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Unit


U n

i t 3

Speci c activities with the language: change verses in a childrens poem


exp s h s p ms w h h h s h p. a p s k w g p p p p s

s m g s. r g z g ph x mp s.

l s h g f h s p ms w h h s p-

p f s s h h s h p. F h m g f w s p y w h h h s h p.

d ff s z s s s w h h s pp f s s. d s g sh w s h hym .

P p h g f h s p ms w h hs pp f s s h h s h p. r s s.

r g z h g s . P h sp g p f w s h hym . P h p f s s s z s. c mp s s y s h w f m f h

g g g.

r g z s s f h p m wh f w g h g. c mp w s s s g m w s s m . r g z w s h f m s s. c mp h w f m f s s s m f w s, hym , .

c mp w s s w h h m ss g w . ch k w g g y.

F s yp s f wx s. t p p p s f p ms. a s h s s: hym . t x mp s: , h . ch s s f p ms: s s,s z s, .

K w g f h w g sys m s m h s f w g. W f m . c sp w w


f h g g . c -s s-p .


app f xp ss s p h g g g . a s h p p s s f p ms.

us f g g s m s f . a s h p p s f p ms.Product: verse roulette

d s m g ms h s m k s : ch s s z m k w h s s s. M k g gh w h s s f h s z . W h s s h s m . i s h . ch k h h w f m f h s s s fy h s z s mp . P y w h h s h g s s h s z .

d sp y h s p h ss m.

Social practices of the language: participate in language games with expressiveand aesthetic purposes


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U n

i t 3

Speci c activities with the language: write questions to obtain informationabout natural products from the countryside

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

b ws h gh s h s ks p s ( . . f s g s). P h s p s k w g

s s. i fy , , f s, k . r g z p p s .

P p h g f h k w h h s ppf s s h h s h p. c mp w s p s f h x wh f w g s -

g . r - w s p s f x . F h m g f w s w h h s pp f p

y h h s h p. Predict characteristics (size, color, avor, etc.) of naturalp s f m h ys wh s g.

l s p q s s h s s f p s.

i fy w s wh f w g h g. l k f f m p s f m h -

ys . r sp q s s h s s f p -

s f m h ys . exp h w f m f q s s f m

p s f m h ys w h h s ppf s s h h s h p. r g z h w f m f w s q s s m ks

q s s. o w s f m q s s. r g z h w f m f q s s h p s. c mp q s s f m . r sp q s s y w g s m .

F s yp s f w - x s.

P p s . G ph x mp s:

, x , m g s. P s f h k: , f

s, k , . K w g f h w g sys m

s m h s f w g. c sp w w

g g . t x m g sp . d ff s w s p .

l s f w s s f h s p - f h g g ( p -s, .).

P . c -s s-p .


S s f q s s. us f h g g h g m s. us f ff s s f m . us f g g s sfy s w s y h w .

Product: inventory of natural products from the countryside

Distribute among teams the actions to make an informative le holder: Suggest natural products from the countryside and nd information about them. F m q s s f m . l k f f m h sw s h q s s. W h sw s h q s s s m . o q s s sw s s m k y. a s s h s pp h f m . ch k h y fy h h f m sw s h q s s.

d sp y h y h ss m.



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Achievement

a h f u 3, s s w :

Change versesin a childrens poem

Write questions to obtain information aboutnatural products from the countryside

i g s , h y: d s g sh s s f m s z s. d s g sh w s h hym . r s s / hym s.

c mp y s s s h g g g.

r w w s s s s z s.

i g s , h y: r w s p s f x . i fy h h s s f p swh s g. u s q s s h s s f -

p s. c mp q s s f m . r w sw s q s s.


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Unit


U n i

t 4

Speci c activities with the language: understand and record ones ownand others personal information and hobbies

Learning to do with the language Learning to know about the language exp p p s m g s, p s f m ( m , g ,

h ), h s w h h s pp f s s h h s h p. Identify new vocabulary and nd out the meaning of wordsw h h s pp f p y h h sh p.

r g z p s f m h s wh s g

w h h s pp f s s. l s q s s sw s f m p s h s s m , w h h s ppf s s, - g g . d s g sh ff s w q s s

sw s. c mp q s s p s f m h -

s s g m w s. a sw q s s p s f m h s

s g m w s. P p h w g f p s f m h -

s sw q s s s m w h hh s h p.

c mp y w g q s s s w h s p s f m ( m , g , f h,.) h s.

c mp q s s g z h w s h f mh m.

i fy q s w s. P p s f m q s s ( m , g ,

f h, .). S w f m h sw s h q s s. ch k pp w - s s q s s m ks.

F s yp s f wx s. P p s , p , -

f q s s (f m ). G ph s f q s -

s (f m ): , q s s, sp f sw s.

G ph s: g phs. K w g f h w g sys m s m h s f w g. l s f w s s f h s p -

f h g g ( k , j y, p -s p s, j s, .).

W s f m . d ff s w s p m ks.

c -s s-p .

Names and gures that represent m s.


S s f q s s.

e h s h s f s w h s p s f m . d ff s h s w s w h s . d ff s w h g g g h m h g .

Product: illustrated bar graph of hobbiesd s m g ms h s m k s g ph w h f m ssm sh s:

W s f h s s m . F h w m y s s h h f h h s w h m h s . us ff s s h h s. a h g ph s m y h ppy f s s h s s w h h h y.

d sp y h g ph s p h ss m sk f p m ss sp y hs h .



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U n

i t 4

Speci c activities with the language: read stories and narrations and associate themwith personal experiences

Learning to do with the language Learning to know about the language exp s h s s y ks w h h h sh p. i fy p s f k. us p s k w g p p , p p s , -

. i fy , , f s, s . r g z g ph x mp s.

F w h g f s y w h h s pp f ss h h s h p.

i fy h g g, y, g s y. F h m g f w s w h h s pp f s

s / p y. r g z h s y m . P f m s f h s (s p, y, w k, .). F s m s ff s w s p f -m y h s s p f m y h s (s -

s q s). P p h w g f s s h s p -f m g s s m , w h h s pp f s

s, h h s h p. i fy p s m s h f m s s. c mp h w f m f w s h f s w

h h s s. c mp s s f s p f m y h h s

y h s ( s w q s). c mp h w f m f w s s m h -s p f m s.

ch k g y w g s.

F s yp s f w - x s.

t p , p p s , - f s s.

Parts of a book: inside cover, aps,.

t x mp s: , h ,p g phs.

G ph s mp s: s s,x , m f p g s.

S f x : p g, y,

g. e m s f s s: p ( s) h s.


f h g g (p s p -s, s, .).

W s . W s f m . c -s s-p .

c sp w w

p s f h g g . upp w - s s.


S s f s s. Literature as a re ection of emotions, personal experiences, and cultures. app f xp ss s p h g g g .

Product: hanging mural

d s m g s s h s m k h g g m :

Write the nal version of the sentences on a poster. ch k h h s s g , mp , h h y mp y w h w g s. a m g s, w gs, s, ph g phs, .

d sp y h h g g m h ss m sk f p m ss sp y s .

Social practices of the language: participate in the reading of literary narrationsand share personal experiences


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Unit


U n

i t 5

Speci c activities with the language: record basic information abouta geography topic with the support of a graphic


exp p s y p p s m s h am s h s p ( . . g g s sp k

ff s). r g z p p s p f h m s s -

s h . i fy g ph x mp s. P h s f h x s p s k w-

g g ph s. r g z f m f w g s g w h hs pp f s s h h s h p. c mp y w h w s ph s s h f m -

g . r g z h gh gh w s h x s s m

s ( g s, w s s s g g/ gwith).

c ss fy f m am s hw h h s pp f s s h h s h p. W m s f s h s m .

c py f m y h h . P am s m p wh s g h m s.

S y m s f s p h p . i fy am s m p.

ch k m k s h h f m s p y.

F s yp s f w - x s.

t p , p p s , -.

G ph s mp s: m g s,m ps, .

t x mp s: , . K w g f h w g sys m


f h g g ( m s f am s g -g s, s , , h , .).

l m s s s. c sp w w

g g . c -s s-p .

W f m .


us f g g s m s f pp g h g g s s. K w g pp f g s s y.

Product: a puzzle of the Americas

d s m g ms h s m k g p zz f h am s: d w m p f h am s h s. Look for speci c information about some countries such as language, currency, population, etc. a h k f h m p f m h s. c h y m k h p s f h p zz .

P y w h h p zz h s p k p h ss m.



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Familiar and community environment Now its your turn

Formulaic languagein everydaysituations

Basic instructionin everyday

spaces

Informationabout oneself

and others

Describingthe place

where one lives

Situationalcategories

Examples


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Formation and academic environment Now its your turn

Instruction manualto make a product

Information on a speci ctopic based on questions

Basic information concerninga speci c topic

Situationalcategories

Examples


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Program Cycle 1

Documents

Transcript of Program Cycle 1