Ingles      
    18-  47

LENGUA EXTRANJERA. INGLES
El objeto de estudio
Durante mucho tiempo el objeto de estudio en las clases de idiomas ha sido la lengua en sí misma. Las
descripciones de la lengua provenientes de la lingüística (gramáticas tradicionales y transformacionalgenerativas,
los análisis estructurales, funcionales y discursivos, etcétera) encontraron su traducción
pedagógica en la enseñanza de áreas específicas de la lengua (por ejemplo, los elementos de una oración, el
análisis de textos, etcétera). Estas descripciones, aunadas a la concepción del proceso de aprendizaje (como
formación de hábitos, como adquisición de reglas, como procesamiento activo de información, como una
experiencia emocional), resultaron en una variedad de métodos y enfoques para la enseñanza de una lengua
extranjera. En el caso de la enseñanza del inglés, éstos van desde el método de gramática-traducción hasta
los enfoques comunicativos.
El presente programa ha adoptado una visión diferente del lenguaje y de lo que significa la enseñanza del
mismo. Así, una premisa fundamental es que el lenguaje es un objeto complejo a través del cual un individuo
comprende el mundo y se integra a la sociedad, y que sirve no sólo a propósitos comunicativos, sino también
cognitivos y de reflexión. Desde este punto de vista, utilizar eficientemente el lenguaje significa ser capaz de
interactuar con otros a través de la producción e interpretación de textos orales y escritos con el fin de
participar en la sociedad.
Por lo anterior, en este programa el aprendizaje de una lengua extranjera se enfoca en lo que hacen los
usuarios expertos del lenguaje para y durante la interpretación y producción de textos orales y escritos,
preservando la función social de dichos actos. En otras palabras, el objeto de estudio de este curso de lengua
extranjera lo constituyen las prácticas sociales del lenguaje.
Conceptualizar de esta manera el objeto de estudio nos enfrenta a retos importantes. Por razones
pedagógicas, la lengua ha sido tradicionalmente fragmentada en partes que eran estudiadas y practicadas
aisladamente, con la creencia subyacente de que al estudiar las partes del sistema el estudiante sería capaz
de “recrear la imagen completa”. Tener las prácticas sociales del lenguaje como el objeto de estudio implicó
elaborar una selección diferente de contenidos y organizarlos de manera distinta. Así, no se adoptó la división
que frecuentemente se hace de la lengua en cuatro habilidades. En cambio, la atención se centra en las
prácticas para producir e interpretar textos orales y escritos.
PROPOSITOS
Los alcances y la amplitud de este programa se determinaron considerando el tiempo disponible para el
estudio, en conjunción con el Marco de referencia europeo para el aprendizaje, la enseñanza y la evaluación
de lenguas, desarrollado por el Consejo de Europa y la Association of Language Testers in Europe. Este
marco describe y establece seis niveles comunes de referencia para 18 lenguas, entre las que se encuentra
el inglés.
El tiempo que contempla el mapa curricular de secundaria para la enseñanza de la lengua extranjera
determina el nivel que los estudiantes pueden alcanzar al concluir la educación básica, y por tanto delimita los
propósitos factibles de alcanzar en este tramo educativo. En un ciclo escolar de 200 días de labores (40
semanas), las tres sesiones semanales (de 45 a 50 minutos cada una) suman un total de 90 a 100 horas
efectivas de clase. Ello significa que al término de los tres años de la secundaria, los alumnos habrán
estudiado de 270 a 300 horas de inglés, por lo cual se ha establecido que, como mínimo, deberán haber
alcanzado el nivel A2, Plataforma (segundo nivel del Marco de referencia europeo para el aprendizaje, la
enseñanza y la evaluación de lenguas).

Es importante mencionar que el programa está dirigido a alumnos que no cuentan con conocimientos
previos de inglés, pero que son ya competentes en el uso de su lengua materna. Esto significa que, como los
estudiantes ingresan a la escuela secundaria con un sólido conocimiento acerca de cómo funciona el
lenguaje, cuentan con una variedad de habilidades que pueden ser transferidas y aprovechadas para el
aprendizaje de la lengua extranjera.
Propósito de la enseñanza del inglés en la educación secundaria
El propósito de estudiar una lengua extranjera (inglés) en la educación secundaria es que los estudiantes
obtengan los conocimientos necesarios para participar en algunas prácticas sociales del lenguaje, orales y
escritas, en su país o en el extranjero, con hablantes nativos y no nativos del inglés. En otras palabras, a
través de la producción e interpretación de diversos tipos de textos tanto orales como escritos -de naturaleza
cotidiana, académica y literaria-, los estudiantes serán capaces de satisfacer necesidades básicas de
comunicación en un rango de situaciones familiares.
ENFOQUE
Marco metodológico para la enseñanza
Con la finalidad de explicitar qué es lo que se espera que los maestros enseñen y los alumnos aprendan,
se ha diseñado un marco metodológico que ayuda a ilustrar cómo se conceptualiza el proceso de enseñanza
en este programa, y cómo esta concepción es expresada en las diferentes secciones de un bloque (thematic
unit) del programa.
El proceso comienza con la exposición de los estudiantes a un texto oral o escrito, basado en el tema del
bloque, y que contiene las funciones del lenguaje estipuladas para ese bloque. Los indicadores de los
aprendizajes esperados que corresponden a la interpretación de los textos (escuchar, leer) describen el
trabajo con los textos, esto es, lo que los estudiantes hacen con los textos. Esta es una etapa de experiencia
concreta con un texto.
A partir del lenguaje contenido en el texto, el docente selecciona las áreas en las que se centrará. Los
aspectos de la lengua sobre los que es necesario hacer un trabajo específico de análisis en cada bloque están
descritos en la sección reflexión sobre la lengua. Es importante mencionar que ésta es una etapa para
conducir la observación reflexiva de la lengua, lo que significa que los estudiantes mismos deben intentar
captar el sentido de cómo funciona la lengua. Al hacer esto, los estudiantes avanzan hacia una etapa de
conceptualización abstracta, en la cual elaboran generalizaciones sobre la lengua. El maestro debe buscar la
manera de promover y guiar la reflexión, y redirigirla cuando sea necesario.
La siguiente parte del proceso consiste en hacer que los estudiantes usen el lenguaje a través de tareas,
que van de lo controlado a lo libre. Algunos ejemplos de las producciones esperadas se describen en la
sección producciones muestra. Los indicadores de los aprendizajes esperados correspondientes a la
producción de textos (hablar y escribir) describen lo que los estudiantes hacen para crear textos. Esta es una
etapa de experimentación activa, donde los estudiantes deben tener la oportunidad de probar sus hipótesis
sobre el funcionamiento del lenguaje.
Dado que los alumnos poseen un dominio limitado del inglés, pueden experimentar ciertas dificultades en
algún punto del proceso de interpretación y producción de textos. Los indicadores de la sección competencia
estratégica describen estrategias que los alumnos deberán desarrollar para compensar su falta de dominio de
la lengua que están aprendiendo. Estas estrategias deberán avanzar gradualmente de lo no verbal hacia lo
verbal como resultado de un mejor conocimiento del idioma.
El marco metodológico para la enseñanza del inglés en la educación básica no es una descripción rígida
del proceso de enseñanza. Es sólo un punto a partir del cual los profesores pueden encontrar formas alternas
de abordar los contenidos del programa, considerando las necesidades de sus estudiantes y su estilo
personal de enseñanza.
Actividades habituales y continuas
Como parte de la metodología para la enseñanza se propone incorporar una serie de actividades
rutinarias. Ello con el fin de dar confianza a los alumnos, dar un sentido de pertenencia al grupo y, al mismo
tiempo, hacer más eficientes los procesos de enseñanza.
Las actividades habituales son aquellas que se pueden efectuar frecuentemente en el salón de clases,
independientemente de cuáles sean los puntos de enseñanza específicos. Hablar en inglés todo el tiempo
durante la clase, formar grupos o pares a través de procedimientos establecidos, y recurrir a diccionarios para
resolver dudas son todos ejemplos de actividades habituales. Estas actividades no pueden ser
predeterminadas: el maestro y sus estudiantes deberán proponerlas y diseñarlas a lo largo de un ciclo.

Las actividades continuas, por su parte, son proyectos de mayor extensión en los que el docente y los
alumnos se involucran a fin de extender el aprendizaje de clase y consolidar el sentido de grupo. Tras un
acuerdo entre el docente y sus alumnos se podría trabajar, por ejemplo, en la elaboración de un periódico
escolar, en la lectura de un libro en inglés, en la investigación sobre un tema particular, etcétera. Estas
actividades no están contempladas dentro del programa, por lo cual se recomienda reservar tiempo de clase
cada semana para el desarrollo de las mismas.
ORGANIZACION DE CONTENIDOS
Como se mencionó anteriormente, el conceptualizar el objeto de estudio como prácticas sociales del
lenguaje implicó una nueva selección y organización de contenidos. El objeto de estudio demandó que se
establecieran los siguientes dos niveles de contenidos centrales:
a) la participación en algunas prácticas sociales del lenguaje para la interpretación y producción de
textos; y
b) los contenidos lingüísticos específicos, planteados en términos de funciones del lenguaje.
El primero se refiere a experimentar las acciones que los usuarios expertos del lenguaje realizan para
interpretar y producir textos orales y escritos, mientras que el segundo se refiere a las formas lingüísticas
requeridas para la interpretación/producción de dichos textos.
Los descriptores del nivel A2 del Marco de referencia europeo para el aprendizaje, la enseñanza y la
evaluación de lenguas se utilizaron para crear descripciones más detalladas de los dos niveles de contenidos
de este programa. Se desarrolló una lista de enunciados de lo que los estudiantes hacen (can do statements)
al participar en actos de comunicación para la interpretación y producción de textos. Abajo se presenta la lista
que describe las formas en que participarán en la comunicación los estudiantes que concluyan exitosamente
el programa de tres años de inglés como lengua extranjera:
¡´ Obtienen la idea principal y algunos detalles de una variedad de textos orales y escritos
utilizando su conocimiento del mundo.
¡´ Responden al lenguaje oral y escrito de diversas maneras lingüísticas y no lingüísticas.
¡´ Inician y/o intervienen en una variedad de conversaciones y/o transacciones utilizando
estrategias verbales y no verbales.
¡´ Mantienen la comunicación, reconocen cuando hay rupturas y utilizan recursos estratégicos para
reparar la comunicación cuando lo requieren.
¡´ Producen mensajes inteligibles adecuando su selección de formas lingüísticas y su
pronunciación.
¡´ Comprenden vocabulario poco familiar o desconocido utilizando estrategias específicas.
¡´ Buscan elementos de cohesión para entender la relación de las partes dentro de un enunciado o
texto.
¡´ Forman y justifican una opinión acerca de un texto.
¡´ Utilizan estrategias para reconocer la forma y comprender el contenido de una variedad de
textos literarios sencillos.
¡´ Utilizan estrategias para buscar información específica y comprender una variedad de textos
académicos.
¡´ Utilizan estrategias para comprender y responder efectivamente a una variedad de textos
cotidianos sencillos.
¡´ Planean la escritura de textos efectivos que responden a propósitos personales, creativos,
sociales, académicos e institucionales.
¡´ Producen textos coherentes que responden a propósitos personales, creativos, sociales,
académicos e institucionales.
¡´ Editan los escritos propios o los de sus compañeros.
¡´ Utilizan adecuadamente las convenciones gramaticales, ortográficas y de puntuación.
Para estar en posibilidad de participar exitosamente en estas prácticas, los estudiantes requieren conocer
una cantidad de funciones del lenguaje, las cuales se detallan en la Figura 1.

Las prácticas sociales del lenguaje en las que los alumnos participarán son:
¡´ Realizar algunas transacciones básicas;
¡´ Dar y obtener información factual de tipo personal y no personal;
¡´ Establecer y mantener contactos sociales.

Prácticas sociales y funciones del lenguaje por grado.
Prácticas sociales del lenguaje

Primer año

Realizar algunas
transacciones básicas

1° ¡´ Comunicarse en el
salón de clases.
¡´ Mantener la
comunicación dentro
y fuera del salón de
clases.
¡´ Preguntar e indicar
cómo llegar a un
lugar.

Dar y obtener información factual de
tipo personal y no personal

¡´ Compartir información personal.
¡´ Preguntar y responder sobre
pertenencias personales.
¡´ Describir acciones de una
persona.
¡´ Pedir y dar la hora.
¡´ Describir actividades cotidianas.
¡´ Describir lugares

Establecer y mantener
contactos sociales

¡´ Saludar y contestar a
saludos.
¡´ Presentarse y
presentar a otros.
¡´ Expresar
preferencias y
gustos.
¡´ Invitar y responder
invitaciones

Segundo año

Realizar algunas
transacciones básicas

¡´ Comprar y vender
cosas.

Dar y obtener información factual de
tipo personal y no personal

¡´ Expresar habilidades
(presente/pasado).
¡´ Describir personas y animales.
¡´ Hablar sobre salud.
¡´ Hacer comparaciones.
¡´ Describir viviendas.
¡´ Expresar eventos pasados.

Establecer y mantener
contactos sociales

¡´ Dar consejos.
¡´ Hacer y responder a
sugerencias.

Tercer año

Realizar algunas
transacciones básicas

¡´ Advertir y prohibir.
¡´ Expresar
obligatoriedad.
¡´ Solicitar alimentos.
¡´ Compartir
información relativa a
viajes.

Dar y obtener información factual de
tipo personal y no personal

¡´ Compartir información sobre
memorias del pasado.
¡´ Describir lo que alguien estaba
haciendo en un momento del
pasado.
¡´ Hablar sobre comida y recetas.

Establecer y mantener
contactos sociales

¡´ Expresar planes
futuros.
¡´ Hacer predicciones
sobre el futuro.
¡´ Expresar grados de
certeza y duda.

Es importante mencionar que algunas de las funciones podrían ser ubicadas bajo más de una práctica.
Por ejemplo, “Compartir información personal” se colocó bajo “dar y obtener información factual de tipo
personal y no personal”, pero podría estar igualmente situada bajo “establecer y mantener contactos sociales”.
El criterio seguido en este programa fue colocar cada nueva función bajo la práctica donde fuera utilizada con
mayor frecuencia, dados los temas y contextos de los diferentes bloques. Así, dentro del contexto del Bloque
1 “Personal identification” (véase 1er grado), la función “Compartir información personal” será utilizada más
para el intercambio de información que para la socialización. Sin embargo, en los bloques subsecuentes
donde se retoma esa función, el propósito fundamental puede cambiar y ser la socialización. Este punto sirve
para ejemplificar, una vez más, la complejidad del lenguaje y la dificultad y riesgos involucrados al hacer
divisiones tajantes con propósitos pedagógicos.
Bloques
El presente programa provee a los estudiantes y maestros de una organización de contenidos en bloques
(thematic units). Hay cinco bloques por grado, uno para cada bimestre del año escolar. Adicionalmente, hay
un bloque introductorio en primer grado, el cual debe ser cubierto durante el primer bimestre (haciendo un
total de seis bloques para el 1er grado). Los bloques delimitan el contexto dentro del cual serán tratados
aspectos particulares de la lengua, y a la vez marcan una escala de tiempo para la enseñanza. Sin embargo,
el número de horas que se dedique a cada bloque es flexible, y dependerá de las necesidades particulares de
cada grupo.

Cada bloque está dividido en seis secciones: título del bloque, propósito del bloque, prácticas sociales,
aprendizajes esperados, reflexión sobre la lengua y competencia estratégica; que tienen como propósito
indicar al maestro los contenidos que se trabajarán y la manera de abordarlos. A continuación se presenta el
esquema de un bloque (figura 2) que ilustra lo que se incluye en cada sección:

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INICIO DE  DIAGRAMA

Título del bloque
Tema y contexto de las prácticas sociales.

Propósitos del bloque
Esta sección plantea un
propósito general para
cada bloque.

Reflexión sobre la
lengua
En esta sección se
pone énfasis en los
aspectos lingüísticos,
pragmáticos y
discursivos de la lengua
sobre los que los
alumnos reflexionarán
para descubrir
regularidades y
particularidades de la
lengua, y su de la
lengua, y su relación o
distancia con la lengua
materna.

(UNIT TITLE)
Unit Purpose
Social Practices
Performance Evidence
Refection on
Language
Strategic
Competence
Prácticas sociales
Cada bloque establece en
cuál de los tres tipos de
prácticas sociales
participarán los estudiantes
(1 a 2 prácticas por bloque),
así como las funciones del
lenguaje que se utilizarán (1
a 3 funciones por bloque).
Tomando en cuenta que las
funciones del lenguaje se
pueden llevar a cabo en una
variedad de formas, se han
incluido algunas
producciones muestra que
ejemplifican el tipo de
producciones esperadas de
los alumnos en el contexto
del bloque.
Aprendizajes esperados
Estos indicadores describen
cómo los alumnos utilizarán
la lengua para realizar una
función y para participar en
una práctica social. Además
de marcar los logros
deseables, los aprendizajes
esperados sugieren una
metodología para la
enseñanza, ya que
determinan las maneras en
que el maestro deberá
organizarse el trabajo en el
salón de clases para
favorecer el desarrollo de
ciertas habilidades, y
describen el tipo de
materiales que serán
necesarios para dicho
trabajo.
Competencia estratégica
Este apartado incluye las estrategias específicas que los alumnos
desarrollarán para subsanar las rupturas en el proceso de comunicación.
Estas estrategias compensatorias no están ligadas a funciones del lenguaje
específicas, sino que están dirigidas a favorecer el flujo de la comunicación.
Por lo anterior, estas estrategias deberán ser puestas en práctica durante las
clases, y no ser “enseñadas formalmente” como contenidos separados. Es
importante destacar que estas estrategias compensatorias avanzarán
gradualmente de lo no verbal hacia lo verbal.

FIN DE CONTENIDO DE DIAGRAMA

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ORGANIZACION DE LOS CONTENIDOS
En las siguientes páginas se ofrece la lista completa de contenidos para cada uno de los grados escolares.

1ST GRADE
Purposes
Students will:
¡´ Acquire basic vocabulary and fixed expressions in order to communicate in English in the foreign
language classroom.
¡´ Become familiar with a variety of oral and written texts (quotidian, academic and literary) and use
them for limited purposes.
¡´ Acquire confidence in using a limited range of structures and vocabulary in the foreign language
so as to speak and/or write about themselves.
¡´ Develop and rely on some basic strategies, especially of a non-verbal kind, in order to
compensate for a lack of command of the language.
¡´ Recognise similarities and differences regarding form and social use between their mother
tongue and the foreign language.

Introduction: Classroom Language

Unit Purpose
The purpose of this unit is to provide students with some basic classroom language that will enable them to
communicate in English at all times during their foreign language lessons.

Social Practices
Establishing and maintaining social contacts
I.1. Greeting people and responding to greetings
Sample productions: Hi; Hello; Good morning/evening/… (Mrs. González/Miss Navarro/…); How are
you?; How do you do?; I’m fine/OK (, thank you/thanks. And you?).
Carrying out certain transactions
I.2. Communicating in the classroom
Sample productions: Instructions: Open/Close the door/your notebook/…; Open your book at page
3/27/…, Raise your hand; Stand up; Go to your seat/the front/… (, please); Come in (, please); Sit down
(, please); Listen to the conversation/your classmate/…; Circle/Underline the correct answer/the
cognates/…; Match the columns/the words with the phrases/ …; Work in pairs/teams/…; Read/Complete
the dialogue/the sentences/…
Roll call: Present/Here; Absent
Permission: May I come in/go to the bathroom/…?
Dates: What day is it today? (Today/It is) Monday/Thursday/… (August 30th/September 3rd/…); What’s
the date? (Today/It is) August 30th/September 3rd/…
I.3. Maintaining communication in or out of the classroom
Sample productions: Repetition: Sorry?; Pardon?; Repeat, please; Can you say that again (, please)?
Interruption: Excuse me…
Finding information: What’s the meaning of “afternoon”/ “underline”/…? How do you say
“cuaderno”/“baño”/… in English?; How do you spell “Wednesday”/“evening”/…?
Performance Evidence
¡´ Students can recognise and understand quotidian texts (calendars, instructions and conversations) in
order to use them purposefully (indicate the date, greet and respond to greetings, follow instructions,
participate in class).
- Can use knowledge of the world and clues (location, illustration, layout) to decode the meaning of
unfamiliar words.
- Can identify the overall message and some details (key words) in order to follow instructions.
- Can recognise cognates with particular reference to months of the year.

¡´ Students can recognise and understand academic texts (dictionary entries) in order to use them
effectively.
- Can recognise the contents of dictionary entries (word, type of word, phonetic transcription,
definition(s)/ translation(s), example(s) of use) and understand their function.
¡´ Students can use language creatively and appropriately by choosing lexis, phrases and grammatical
resources in order to produce short, relevant oral texts regarding socialization in the classroom
(conversation).
- Can follow a structured model of spoken language to greet people and respond to greetings, to
ask permission to do something and to say the date.
- Can use knowledge of the world to anticipate type of information required, expected ways of
interaction and possible language needed when greeting people and responding to greetings, and
when asking permission to do something.
- Can produce some fixed expressions with appropriate intonation when greeting people and
responding to greetings, when asking permission to do something, when saying the date, and
when asking about the meaning of a word.
- Can pronounce intelligibly individual sounds (letters of the alphabet) when asking for and giving
the spelling of certain words.
- Can seek help from the teacher or printed material (dictionary/textbook) to check the spelling of
new or unfamiliar vocabulary related to months of the year and days of the week.
- Can use punctuation, capitalization and common abbreviations appropriately when writing the
date.

Reflection on Language

Students notice:
¡´ that the imperative form is used to give
instructions (e.g. Come in, Listen, Match the
columns, etc.)
¡´ the non-equivalence of sound and letter in
English (e.g. August /’?:g?st/, Wednesday
/’wenzde?/, third /‘??rd/, etc.)
and use such language features appropriately.

Strategic Competente

¡´ Students can use some verbal and/or nonverbal
information to ease and enrich
communication.
- Can rely on gestures, facial expressions and
visual context.
¡´ Students can recognise when confused and use
verbal and/or non-verbal language to repair
communication breakdowns.
- Can interrupt a conversation politely.
- Can repeat/ask for repetition.
- Can ask for/give the spelling/meaning of a
word.
¡´ Students can make sense of the organisation of
reference books (dictionaries, encyclopaedias,
textbooks) in order to look for help.
- Can check the spelling of unfamiliar words.

Unit 1: Personal Identification

Unit Purpose
The purpose of this unit is to enable students to introduce themselves and others, and to exchange
personal details.
Social Practices
Establishing and maintaining social contacts
1.1. Introducing oneself and other people
Sample productions: I’m Daniel; He/This is Tony; She/That is Paula; My/Her name is Johanna; He’s an
accountant/a taxi driver/…; She’s a doctor/an athlete/…; He/She’s 20/13… (years old); I’m from
Mexico/England/...; He/She is Canadian/Chinese/…

Giving and obtaining factual information of a personal and non-personal kind
1.2. Asking for and giving personal details
Sample productions: What’s your/his name?; (My/His name is) Ana/Samuel; What’s your last name?;
(My last name/It is) García; How old are you?; (I’m) 12/14/… (years old); Where are they from?; (They’re
from) Brazil/The United States/…; They’re Brazilian/American/…; What’s your telephone number/e-mail
address/ …?; (My telephone number/It is) 11128904; (My e-mail address is)
secondary_kid@redescolar.org.mx; What’s your occupation?; What do you do?; I’m a student/an
engineer/...
Performance Evidence
¡´ Students can recognise and understand quotidian texts (forms, letters/e-mails, personal introductions
and conversations) in order to use them purposefully (follow instructions to complete the forms,
extract personal details from introductions, provide personal details).
- Can use knowledge of the world about specific situations and clues (layout) to make predictions
about the texts.
- Can identify some details (telephone number, occupation) in order to complete a gapped text
and/or respond to a conversation.
- Can recognise cognates with particular reference to personal details.
¡´ Students can use language creatively and appropriately by choosing lexis, phrases and grammatical
resources in order to produce short, relevant texts (form, letter/e-mail, conversation) regarding factual
information of a personal kind.
- Can follow a structured model of spoken/written language to provide personal information.
- Can use knowledge of the world to anticipate type of information required, expected ways of
interaction and possible language needed when meeting people for the first time, and when
exchanging personal information.
- Can produce some fixed expressions with appropriate intonation when introducing oneself and
other people, and when asking about personal details.
- Can identify the purpose for writing, intended audience and type of text required (letter/e-mail)
when writing a personal introduction.
- Can produce individual sentences in preparation to write a personal introduction, and join them
later using some linking devices (“,”) to make the text coherent.
- Can seek help from the teacher or printed material (dictionary/textbook) to check the spelling of
new or unfamiliar vocabulary related to personal details, and/or make adequate corrections to
the text.
- Can use punctuation and capitalization appropriately when completing a form where personal
information is required, and when expanding/creating a letter/e-mail.

Reflection on Language
Students notice:
¡´ the implication of physical proximity or
distance when using demonstrative pronouns
(this-that)
¡´ the relation between indefinite articles (a, an)
and nouns beginning with consonant and
vowel sounds (e.g. a doctor, an accountant,
etc.)
¡´ the use of the apostrophe to indicate
contraction (e.g. I am Martha 􀂼ƒn I’m Martha,
etc.)
¡´ that some linking devices indicate addition
(and, “,”)
¡´ the difference in stress in some numbers (e.g.
thirty /’??rti/ -thirteen/ ??r’tin/), and use such
language features appropriately.

Strategic Competente

¡´ Students can use some verbal and/or nonverbal
information to ease and enrich
communication.
- Can rely on gestures, facial expressions
and visual context.
- Can make pauses appropriately when
speaking.
¡´ Students can recognise when confused and
cope with not being able to understand parts of
written/oral texts.
- Can tolerate ambiguity.
¡´ Students can recognise when confused and
use verbal and/or non-verbal language to repair
communication breakdowns.
- Can repeat/ask for repetition.
- Can support message with gestures.
- Can self-correct pronunciation.
- Can ask for/give the spelling/meaning of
a word.
¡´ Students can give/take the floor sensitively in
verbal and/or non-verbal ways.
- Can initiate a conversation appropriately.

- Can choose the most appropriate
moment to intervene.
¡´ Students can make sense of the organisation
of reference books (dictionaries,
encyclopaedias, textbooks) in order to look for
help.
- Can check the spelling of unfamiliar
words.

Unit 2: Actions in Progress

Unit Purpose
The purpose of this unit is to enable students to give and obtain information about possessions and to
describe actions that are in progress at the moment of speaking.
Social Practices
Giving and obtaining factual information of a personal and non-personal kind
2.1. Asking and answering questions about personal possessions
Sample productions: It/This is Ana’s/her skirt/sweater/…; These/Those are Mario’s/his jeans/glasses/…;
Is that my/your jacket/scarf/…?; Yes, it is; No, it isn’t; Are these/those your gloves/tennis shoes/…?; Yes,
they are; No, they aren’t.
2.2. Describing what people are wearing and/or doing at the moment of speaking
Sample productions: They’re sitting/standing next to/in front of/… Mary; He/She is wearing
boots/jeans/…; Are they playing/eating/…?; Yes, they are; No, they aren’t; Is he/she wearing blue
jeans/a black jacket/…?; Yes, he/she is; No, he/she isn’t; What are you doing?; We’re watching
TV/studying/…; What is he/she wearing?; (He/She is wearing) red shorts/a white T-shirt/…

Performance Evidence
¡´ Students can recognise and understand quotidian texts (postcards, descriptions of photographs,
letters/e-mails and conversations) in order to use them purposefully (determine people’s possessions,
identify a person, determine what someone is doing/wearing).
- Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
- Can identify some details (possession, items of clothing, actions) in order to determine people’s
possessions, locate a person, relate characters to actions, complete/expand a gapped text
and/or respond to a conversation.
- Can infer age, sex, feelings and location of others.
¡´ Students can use language creatively and appropriately by choosing lexis, phrases and grammatical
resources in order to produce short, relevant texts (postcard, photograph description, letter/e-mail,
conversation) regarding possessions and actions in progress.
- Can follow a structured model of spoken/written language to refer to personal possessions.
- Can use knowledge of the world to anticipate type of information required, expected ways of
interaction and possible language needed when giving information about personal possessions,
and when describing actions in progress.
- Can produce questions with appropriate intonation when asking about actions in progress.
- Can pronounce intelligibly individual words (personal adjectives) when talking about
possessions.
- Can pronounce short and long vowel sounds that make a difference in meaning when using
demonstrative pronouns (this (/?s/) and these (/i:z/)).
- Can identify the purpose for writing, intended audience and type of text required (postcard,
description of a photograph, letter/e-mail) when describing what people are wearing/doing; and
generate ideas in an organised fashion, with the help of the teacher, using background
knowledge.
- Can produce individual sentences in preparation to write a description of a photograph/postcard,
letter/e-mail, and join them later using some linking devices (“,”, and) and prepositions (in, in
front of, next to, between, behind) to make the text coherent.
- Can concentrate separately on content or form, with the help of the teacher, peers or a similar
text, to make adequate corrections on a first draft and produce a final version of a postcard,
photograph description, letter/e-mailPerformance Evidence
¡´ Students can recognise and understand quotidian texts (postcards, descriptions of photographs,
letters/e-mails and conversations) in order to use them purposefully (determine people’s possessions,
identify a person, determine what someone is doing/wearing).
- Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
- Can identify some details (possession, items of clothing, actions) in order to determine people’s
possessions, locate a person, relate characters to actions, complete/expand a gapped text
and/or respond to a conversation.
- Can infer age, sex, feelings and location of others.
¡´ Students can use language creatively and appropriately by choosing lexis, phrases and grammatical
resources in order to produce short, relevant texts (postcard, photograph description, letter/e-mail,
conversation) regarding possessions and actions in progress.
- Can follow a structured model of spoken/written language to refer to personal possessions.
- Can use knowledge of the world to anticipate type of information required, expected ways of
interaction and possible language needed when giving information about personal possessions,
and when describing actions in progress.
- Can produce questions with appropriate intonation when asking about actions in progress.
- Can pronounce intelligibly individual words (personal adjectives) when talking about
possessions.
- Can pronounce short and long vowel sounds that make a difference in meaning when using
demonstrative pronouns (this (/?s/) and these (/i:z/)).
- Can identify the purpose for writing, intended audience and type of text required (postcard,
description of a photograph, letter/e-mail) when describing what people are wearing/doing; and
generate ideas in an organised fashion, with the help of the teacher, using background
knowledge.
- Can produce individual sentences in preparation to write a description of a photograph/postcard,
letter/e-mail, and join them later using some linking devices (“,”, and) and prepositions (in, in
front of, next to, between, behind) to make the text coherent.
- Can concentrate separately on content or form, with the help of the teacher, peers or a similar
text, to make adequate corrections on a first draft and produce a final version of a postcard,
photograph description, letter/e-mail.

Reflection on Language

Students notice:
¡´ the implication of physical proximity or distance
when using demonstrative pronouns (this -
that, these - those)
¡´ singular (this - that) and plural (these - those)
forms of demonstrative pronouns
¡´ that some nouns do not have a singular form
(e.g. jeans, shorts, eyeglasses, etc.)
¡´ that the present continuous structure indicates
actions that are in progress at the moment of
speaking
¡´ that there are differences in word order in
statements and questions (e.g. He is wearing a
uniform 􀂼 Is he wearing a uniform?)
¡´ changes in spelling at the end of verbs in the
present participle (e.g. dance 􀂼 dancing, shop
􀂼?shopping, go 􀂼 going, etc.) to form the
present continuous
¡´ the use of the apostrophe followed by “s” to
indicate possession (e.g. It is Juan’s sweater)
¡´ that some prepositions indicate location (e.g.
in, in front of, next to, between, behind, etc.)
¡´ that some linking devices indicate addition (“,”,
and)
and use such language features appropriately.

Strategic Competente

¡´ Students can use some verbal and/or nonverbal
information to ease and enrich
communication.
- Can rely on gestures, facial expressions
and visual context.
- Can rely on background noise, tone of
voice.
¡´ Students can recognise when confused and
cope with not being able to understand parts of
written/oral texts.
- Can tolerate ambiguity.
¡´ Students can recognise when confused and
use verbal and/or non-verbal language to repair
communication breakdowns.
- Can support message with gestures.
¡´ Students can make sense of the organisation of
reference books (dictionaries, encyclopaedias,
textbooks) in order to look for help.
- Can check the spelling of unfamiliar
words.
- Can look up unfamiliar words to find their
meaning.

Unit 3: Hobbies, Leisure and Sport

Unit Purpose
The purpose of this unit is to enable students to express their personal interests around the topic of
hobbies, leisure and sport, and to make/respond to invitations to events/places related to the topic.
Social Practices
Establishing and maintaining social contacts
3.1. Expressing preferences, likes and dislikes
Sample productions: I love/like… pop music/reading/…; He/She hates/doesn’t like comics/swimming/…;
Do you like action films/playing basketball/…?; Yes, I do; No, I don’t; Does he/she like love
stories/collecting stamps/…?; Yes, he/she does; No, he/she doesn’t.
3.2. Inviting and responding to invitations
Sample productions: Would you like to dance/go to a party/…?; Why don’t we go to the amusement
park/the movies/ …?; Let’s play soccer/go for an ice-cream/…; Shall we listen to music/go for a walk/…?;
(Yes,) I’d love to; That sounds great; That’s a good idea; No, thank you/thanks. I’d prefer to watch TV/to
stay at home/…
Performance Evidence
¡´ Students can recognise and understand quotidian texts (invitations, entertainment guides,
advertisements, notices, timetables, letters/e-mails and conversations) in order to use them
purposefully (respond to invitations, support and compare opinions, suggest a course of action).
- Can use knowledge of the world and clues (illustrations, headlines, format) to make predictions
about the texts.
- Can identify the overall message and some details (preferences, invitations) in order to
complete/expand a gapped text and/or respond to a conversation.
- Can infer age, sex and feelings of others.
- Can relate personal preferences described in a text to own experience.
¡´ Students can recognise and understand short literary texts (rhymes, riddles and/or fragments of
stories) in order to comment on the feelings generated by them.

¡´ Students can use language creatively and appropriately by choosing lexis, phrases and grammatical
resources in order to produce short, relevant texts (invitation, letter/e-mail, conversation) regarding
preferences about hobbies, leisure and sport, and invitations.
- Can follow a structured model of spoken/written language to express some personal
preferences and to invite and respond to invitations.
- Can use knowledge of the world to anticipate type of information required, expected ways of
interaction and possible language needed when expressing preferences, and when suggesting
a course of action.
- Can produce some fixed expressions with appropriate intonation when expressing preferences
and when inviting.
- Can identify the purpose for writing, intended audience and type of text required (invitation,
letter/e-mail) when expressing preferences, inviting and responding to invitations; and generate
ideas in an organised fashion, with the help of the teacher, using background knowledge.
- Can produce individual sentences in preparation to write an invitation, letter/e-mail, and join
them later using some linking devices (“,”, and, but, or) to make the text coherent.
- Can concentrate separately on content or form, with the help of the teacher, peers or a similar
text, to make adequate corrections on a first draft and produce a final version of an invitation,
letter/e-mail.
- Can use punctuation appropriately when completing/expanding/creating an invitation.

Reflection on Language

Students notice:
¡´ that verbs to express likes/dislikes are
followed by a direct object (nouns, gerunds or
infinitives) (e.g. He hates basketball, I like
swimming, We like to dance)
¡´ the use of do as an auxiliary verb in questions
(e.g. Do you like football?) and in negative
statements (e.g. She doesn’t like going to the
cinema)
¡´ that an “s” placed at the end of a noun
indicates its plural form (e.g. stamps) and
placed at the end of a verb indicates third
person singular (e.g. Paula loves horror films)
¡´ that some linking devices indicate addition (“,”,
and), contrast (but), or alternative (or)
and use such language features appropriately.

Strategic Competente

¡´ Students can use some verbal and/or nonverbal
information to ease and enrich
communication.
- Can rely on gestures, facial expressions
and visual context.
- Can make pauses appropriately when
speaking.
¡´ Students can recognise when confused and
cope with not being able to understand parts of
written/oral texts.
- Can wonder if a given text makes sense.
¡´ Students can recognise when confused and use
verbal and/or non-verbal language to repair
communication breakdowns.
- Can support message with gestures.
- Can ask for/give the spelling/meaning of a
word.
- Students can give/take the floor
sensitively in verbal and/or non-verbal
ways.
- Can show sensitivity towards others.
¡´ Students can make sense of the organisation of
reference books (dictionaries, encyclopaedias,
textbooks) in order to look for help.
- Can look up unfamiliar words to find their
meaning.

Unit 4: Daily Life

Unit Purpose
The purpose of this unit is to enable students to describe actions that happen daily or periodically in their
lives or in the lives of people and animals they are interested in.
Social Practices
Giving and obtaining factual information of a personal and non-personal kind
4.1. Asking and telling the time
Sample productions: What time is it?; What’s the time?; It’s (a) quarter to three/half past eleven/…; It’s
nine thirty/o’clock/…

4.2. Asking for and giving information about everyday activities
Sample productions: I (usually/never/…) get up/have lunch/… at five; We (always/sometimes/…)
study/exercise/… in the afternoon; Does he/she play soccer/swim/… (on Saturday)?; Yes, he/she does;
No, he/she doesn’t; What time do you start school/take a shower/…?; (I start school/take a shower/...) At
seven thirty; How often does he/she go to the movies/go out for lunch/…?; Twice/Three times a
week/month/...; What do they (usually) do at the weekend/on Friday/...?; They (sometimes) visit their
grandmother/rent videos/…; The panda eats bamboo. It’s from China.
Performance Evidence
¡´ Students can recognise and understand quotidian texts (calendars, diaries, timetables, letters/e-mails,
magazine/newspaper articles and conversations) in order to use them purposefully (learn about
everyday activities).
- Can use knowledge of the world and clues (illustrations, headlines, graphs) to make predictions
about the texts.
- Can identify the overall message and some details (time expressions, characters, activities) in
order to establish the chronological order of activities, relate characters to activities,
complete/expand a gapped text and/or respond to a conversation.
- Can infer age, sex and feelings of others.
- Can relate everyday activities described in a text to own experience.
¡´ Students can recognise and understand academic texts (academic articles and encyclopaedias) in
order to share with the rest of the class the information understood.
¡´ Students can use language creatively and appropriately by choosing lexis, phrases and grammatical
resources in order to produce short, relevant texts (letter/e-mail, conversation) regarding daily life.
- Can follow a structured model of spoken/written language to describe everyday activities.
- Can use knowledge of the world to anticipate type of information required, expected ways of
interaction and possible language needed when asking and telling the time, and when talking
about everyday activities.
- Can produce some fixed expressions with appropriate intonation when asking about time and
frequency of activities.
- Can pronounce intelligibly individual words (numbers) when telling the time.
- Can identify the purpose for writing, intended audience and type of text required (letter/e-mail)
when writing a description of everyday activities; and generate ideas in an organised fashion,
with the help of the teacher, using background knowledge.
- Can produce individual sentences in preparation to write a letter/e-mail describing everyday
activities, and join them later using some linking devices (later, then, after that) to make the text
coherent.
- Can concentrate separately on content or form, with the help of the teacher, peers or a similar
text, to make adequate corrections on a first draft and produce a final version of a letter/e-mail.
- Can use capitalization appropriately when completing/expanding/creating a letter/e-mail.

Reflection on Language

Students notice:
¡´ that the present simple tense is used to express
general truths or things that happen with a certain
frequency
¡´ that the present simple tense has an irregular
form for the third person singular (e.g. He studies
English, She gets up at 6 o’clock, The polar bear
lives in the Arctic, etc.)
¡´ that frequency adverbs are placed before main
verbs (e.g. He usually wakes up at 7.00, Does he
always take a shower in the morning?) and after
the verb to be (e.g. I am never late, She is always
happy)
¡´ the use of do as a main verb (e.g. What time do
you do your homework?) or as an auxiliary verb
in questions (e.g. What time do you do your
homework?) and in negative statements (e.g.
They don’t wake up early on Sundays)
¡´ that the pronoun it may refer to animals/objects
(e.g. My dog is fat. It eats a lot)

¡´ changes in spelling at the end of verbs in third
person singular (e.g. study 􀂼 studies, brush 􀂼
brushes, make 􀂼makes, etc.) in present simple
¡´ some typical collocations related to everyday
activities (e.g. take a shower, have lunch, do (my)
homework, etc.)
¡´ that some prepositions indicate time and
collocate differently (at + clock times, in + parts of
the day, on + days of the week)
¡´ that some linking devices indicate sequence
(later, then, after that) and use such language
features appropriately

Strategic Competente

¡´ Students can use some verbal and/or nonverbal
information to ease and enrich
communication.
- Can make pauses appropriately when
speaking.
¡´ Students can recognise when confused and
cope with not being able to understand parts
of written/oral texts.
- Can tolerate ambiguity.
- Can wonder if a given text makes
sense.
¡´ Students can recognise when confused and
use verbal and/or non-verbal language to
repair communication breakdowns.
- Can repeat/ask for repetition.
- Can paraphrase.
- Can self-correct pronunciation.
- Can re-read.
¡´ Students can give/take the floor sensitively
in verbal and/or non-verbal ways.
- Can initiate a conversation
appropriately.

Unit 5: Places and Buildings

Unit Purpose
The purpose of this unit is to enable students to describe the place where they or other people live, and to
ask the way/give directions.
Social Practices
Giving and obtaining factual information of a personal and non-personal kind
5.1. Giving simple information about places
Sample productions: There’s a hotel/a restaurant next to the bank/on Reforma Avenue/…; You can have
a sandwich in the café/buy a plane ticket at the travel agency/…
Carrying out transactions
5.2. Asking the way and giving directions
Sample productions: (Excuse me,) Where’s the library/the cinema/…?; It’s on the corner (of Morelos and
Zapata)/on Roosevelt Street/...; Where can I find a post office/buy a stamp/…?; How can I get to the
park/the library/…?; Go along this street/Atlanta Road/...; Turn right/left into Hidalgo Avenue; Go past the
church/the mall/…; Is there a telephone/an Italian restaurant/… around here/near your house/...?; (Yes,)
There’s one/It’s opposite the pharmacy/next to the subway station/…; No, there isn’t. (But there’s one/a
Japanese restaurant/... on Lincoln Street/in the town centre/...).

Performance Evidence

¡´ Students can recognise and understand quotidian texts (public signs, notices, advertisements, maps,
travel brochures, letters/e-mails and conversations) in order to use them purposefully (locate places,
give directions and details about places and buildings).
- Can use knowledge of the world and clues (illustrations, titles, captions, maps, signs) to make
predictions about texts.
- Can identify some details (characteristics/location of places, directions to get to a place) in
order to follow directions, establish the logical order of instructions for getting to a certain place,
complete/expand a gapped text/map and/or to respond to a conversation.
- Can infer location of others.
- Can recognise cognates with particular reference to public buildings and places.
- Can relate information about places described in a text to own experience.
¡´ Students can recognise and understand academic texts (encyclopaedic, historical and oral reports) in
order to share with the rest of the class the information understood.
¡´ Students can use language creatively and appropriately by choosing lexis, phrases and grammatical
resources in order to produce short, relevant texts (travel brochure, advertisement, conversation)
regarding places and buildings.
- Can follow a structured model of spoken/written language to give information about a place
and/or give directions.
- Can use knowledge of the world to anticipate type of information required, expected ways of
interaction and possible language needed when asking for and giving directions.
- Can produce some fixed questions with appropriate intonation when asking the way.
- Can identify the purpose for writing, intended audience and type of text required (travel
brochure, advertisement) when giving information about places; and generate ideas in an
organised fashion, with the help of the teacher, using background knowledge.

- Can produce individual sentences in preparation to write a travel brochure or advertisement,
and join them later using some linking devices (“,”, and, then) and prepositions (on, in front of,
next to, beside) to make the text coherent.
- Can concentrate separately on content or form, with the help of the teacher, peers or a similar
text, to make adequate corrections on a first draft and produce a final version of a travel
brochure, advertisement.
- Can illustrate appropriately the brochure, classified advertisement produced.

Reflection on Language

Students notice:
¡´ the difference in use between indefinite (a, an)
and definite (the) articles (e.g. Is there a bank
near here? Yes… The bank is in front of…,
etc.)
¡´ the relation between indefinite articles (a, an)
and nouns/adjectives beginning with
consonant and vowel sounds (e.g. a
pharmacy, an Italian restaurant, etc.)
¡´ that some prepositions indicate location (e.g.
on, in front of, next to, beside, etc.)
¡´ that the imperative form is used to give
directions (e.g. Turn left, Walk straight ahead,
Go along..., etc.)
¡´ that some linking devices indicate addition (“,”,
and) while others indicate sequence (then) and
use such language features appropriately.

Strategic Competente

¡´ Students can use some verbal and/or nonverbal
information to ease and enrich
communication.
- Can rely on gestures, facial expressions
and visual context.
- Can rely on background noise, tone of
voice.
- Can make pauses appropriately when
speaking.
¡´ Students can recognise when confused and
cope with not being able to understand parts of
written/oral texts.
- Can wonder if a given text makes sense.
¡´ Students can recognise when confused and
use verbal and/or non-verbal language to
repair communication breakdowns.
- Can interrupt a conversation politely.
- Can repeat/ask for repetition.
- Can support message with gestures.
- Can ask for/give examples to illustrate
message.
- Can paraphrase.
- Can self-correct pronunciation.
- Can re-read.
¡´ Students can give/take the floor sensitively in
verbal and/or non-verbal ways.
- Can initiate a conversation appropriately.
- Can show sensitivity towards others.
¡´ Students can make sense of the organisation
of reference books (dictionaries,
encyclopaedias, textbooks) in order to look for
help.
- Can check the spelling of unfamiliar
words.
- Can look up unfamiliar words to find their
meaning.

2ND GRADE

Purposes
Students will:
¡´ Consolidate the basic vocabulary and fixed expressions used to communicate in English in the
foreign language classroom, and use them constantly.
¡´ Recognise a variety of oral and written texts (quotidian, academic and literary) and use them for
real-life purposes.
¡´ Use their limited knowledge of the language creatively and with some fluency in order to speak
and/or write about people, places or facts.
¡´ Participate effectively in oral and/or written exchanges for transactional and interactional
purposes using formulaic language.
¡´ Develop and rely on some basic strategies of a verbal kind in order to compensate for a limited
command of the language.
¡´ Recognise and respect the differences between their own and the foreign culture.

Unit 1: People and Animals

Unit Purpose
The purpose of this unit is to enable students to describe people and animals by making reference to their
physical appearance, (in)abilities and habits/routines.
Social Practices
Giving and obtaining factual information of a personal and non-personal kind
1.1. Expressing (in)ability in the present
Sample productions: He/She is a singer/an architect/…, he/she can sing very well/design buildings/…;
Can you play the guitar/speak French/…?; Yes, I can; No, I can’t (, but I can play the harmonica/speak
English/...).
1.2. Describing people and animals
Sample productions: Zebras are beautiful. They have black and white stripes. They live in the jungle.
They eat grass.; Luis/Erika is medium height/thin/… and has big brown eyes. He/She is very nice; Is
he/she curious/short/…?; Yes, he/she is; No, he/she isn’t; Do elephants have long ears/black eyes/…?;
Yes, they do; No, they don’t; What does Luis/Erika look like?; He/She is tall and plump; What’s Luis/Erika
like?; He/She’s tall/responsible/…(. He/She always does his/her homework/arrives on time/…); What’s
your dog like? It’s fat/lazy/…

Performance Evidence
¡´ Students can recognise and understand quotidian texts (classified advertisements, letters/e-mails,
magazine/newspaper articles and conversations) in order to use them purposefully (obtain
information/learn about people’s and animals’ (in)abilities, appearance and qualities, habits/routines).
- Can use knowledge of the world and clues (illustrations) to make predictions about the texts.
- Can identify the overall message and some details ((in)abilities, physical characteristics,
routines/habits) and discriminate relevant from irrelevant information, in order to identify a
person or his/her main actions/habits/routines, complete/expand a text and/or respond to a
conversation.
- Can infer age, sex, feelings, attitudes, location and situation of others.
- Can infer the meaning of some adjectives used for describing people from the context within
which they are presented, and/or by recognising synonyms (e.g. thin-slim) and antonyms (e.g.
tall-short), based on content as well as on knowledge of the world and/or L1.
- Can discriminate final consonant sounds used in can (/kæn/ or /k?n/) and can’t (/kænt/).
¡´ Students can recognise and understand academic texts (articles about