· web view*predict greeting, ... *appreciate and enjoy literary expressions in the english...
TRANSCRIPT
Unit 1
Block A
SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICACycle: 1Grade: 2ndUnit:1. Block A
Week:1-3Day: 1-8Teacher:______________________
Social Practice of the language: Listen to and use everyday greetings, farewell , and courtesy expressionsSpecific Competency : Interpret and produce greetings, farewell , and courtesy expressionsEnvironment: Familiar and community Product: List of courtesy rules
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEAS
1. Select expressions to be used in the classroom.
Complete sentences with the expressions selected for the list of rules.
Check the written form of the sentences.
Doing with the language*Explore short dialogues.*Identify attitudes and non-verbal language used by the sender and intended audience.*Identify greetings, courtesy, and farewell expressions with the support of non-verbal language.*Predict greeting, farewell and courtesy expressions based on non verbal language..*Exchange greetings, farewell, and Knowing about the language* Purpose, sender and intended audience.*Non-verbal language.*Graphic and textual components of lists of rules: title, list of rules, numbers or bullets, size and type of letters. *Word formation and expressions.*Repertoire of words necessary for this social practice of the language (for example: modal verbs: can, may, etc., personal pronouns).Being through the language* Respectful attitude towards others’ attempts to use the foreign language.*Comparison of expressions in the foreign language and the mother tongue. *Use of greeting, courtesy, and farewell expressions to establish coexistence rules.
Use verbal and non verbal language in dialogues.
Bimestrial evaluation report
3 sessions
2. Decide on the order of sentences for
Doing with the language*Participate in the writing of a list of rules to use courtesy expressions in class* Explore lists of rules to identify their graphic and textual components.*Point out words used in greetings, farewell and courtesy expressions.Knowing about the language
Assume the roles of sender and intended audience in greetings, farewell, and courtesy expressions.
Complete sentences with words.
Bimestrial evaluation report
3 sessions
the list of rules.
Write the final version of the sentences.
* Word formation in expressions.* Repertoire of words necessary for this social practice of the language (modal verbs, can, may, etc., personal pronouns, etc.).* Time for the exchange of expressions (morning, afternoon or night).Being through the language* Respectful attitude towards others’ attempts to use the foreign language.*Comparison of expressions in the foreign language and the mother tongue. *Use of greeting, courtesy, and farewell expressions to establish coexistence rules.
3. Read the sentences aloud.
Suggest and add a title for the list of rules.
Display the list of rules in a visible place in the classroom.
Doing with the language* Detect similarities and differences between words.*Complete words by writing, while listening to sentences from a list of rulesKnowing about the language*Graphic and textual components of lists of rules: title, list of rules, numbers or vignettes, size and type of letters, etc.Being through the language* Respectful attitude towards others’ attempts to use the foreign language.*Comparison of expressions in the foreign language and the mother tongue. *Use of greeting, courtesy, and farewell expressions to establish coexistence rules.
Detect similarities and differences among words.
Performance rubric (can communicate with no/some/lots of difficulties)
2 sessions
Grade: 2 nd Unit: 1AProduct: List of courtesy rules . Social Practice of the language: Listen to and use everyday greetings, farewell , and courtesy expressions . Specific Competency: Interpret and produce greetings, farewell , and courtesy expressions .
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 1AProduct: List of courtesy rules . Social Practice of the language: Listen to and use everyday greetings, farewell , and courtesy expressions . Specific Competency: Interpret and produce greetings, farewell , and courtesy expressions .
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Material
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Material
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
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Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Unit 1
Block B
SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICACycle: 1Grade: 2ndUnit: 1. Block B
Weeks: 1 – 4 Days: 1-11Teacher:______________________
Social Practice of the language: Participate in the reading and writing of rhymes and stories in verseSpecific Activity with the language: Read rhymes and stories in verseEnvironment: Literary and ludic.
Product: Recording or performance of rhymes or stories in verseSTAGE OF THE
PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT
SUGGESTEDTIMING ACTIVITIES-IDEAS
1. Practice the reading aloud of the texts to be recorded
or presented in public.
Doing with the language*Explore illustrated rhymes and stories in verse.*Predict topic, purpose, and intended audience
based on graphics.*Distinguish textual components.*Listen to and participate in the reading aloud of
rhymes and stories in verse.*Find out the meaning of words.*Identify words that rhyme.*Match images to stanzas and verses.*Identify changes in intonation.*Practice the pronunciation of verses.*Find differences and similarities in the written form
of verses, number of words, words that rhyme, etc.).
Knowing about the language*Topic, purpose and intended audience.* Acoustic characteristics: pauses and rhythm.* Characteristics of rhymes and stories: rhyme,
verse, and stanza.*Textual and graphic components.*Repertoire of words necessary for this social
practice of the language.*Word formation.* Conventional letter-sound correspondence.* Differences and similarities between written and
oral language.Being through the language*Use poems as a means of expressing emotions.*Show confidence in the use of the target language.*Appreciate and enjoy literary expressions in the
English language.
* Follow rhythm while listening to the reading aloud of rhymes and stories in verse.
*Recognize topic in rhymes and stories.
Bimestrial evaluation
report
Retells
Comprehension questions
5sessions
Doing with the language
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEAS
2. Make graphics or produce sound effects for the recording or
performance of the rhymes or stories in
verse.
* Find out the meaning of words.* Identify words that rhyme.* Match images to stanzas and verses.* Compare the written form of words that rhyme and
words that do not.*Complete words by writing their missing parts
(beginning, ending, etc.).* Find differences and similarities in the written form
of verses, number of words, words that rhyme, etc.).
* Participate in the writing of verses.*Compare the written form of words that rhyme and
words that do not.Knowing about the language*Acoustic characteristics: pauses, rhythm.*Characteristics of rhymes and stories: rhyme, verse, stanza.*Conventional letter-sound correspondence.* Differences and similarities between written and
oral language.Being through the language*Use poems as a means of expressing emotions.*Show confidence in the use of the target language.*Appreciate and enjoy literary expressions in the
English language.
*Identify stanzas and verses.
*Read aloud rhymes and stories.
Bimestrial evaluation
report
Role plays
Oral presentations
3sessions
3. Show the recording or
performance inside or outside the classroom.
Doing with the language* Find out the meaning of words.* Find differences and similarities in the written form
of verses, number of words, words that rhyme, etc.).
* Complete words by writing their missing part.* Check legibility and writing conventions.Knowing about the language*Acoustic characteristics: pauses, rhythm.*Characteristics of rhymes and stories: rhyme, verse, stanza.*Conventional letter-sound correspondence.* Differences and similarities between written and
oral language.Being through the language*Use poems as a means of expressing emotions.*Show confidence in the use of the target language.*Appreciate and enjoy literary expressions in the
*Identify stanzas and verses.
*Read aloud rhymes and stories.
3sessions
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEASEnglish language.
Grade: 2 nd . Unit: 1BProduct: Recording or performance of rhymes or stories in verse.Social Practice of the language: Participate in the reading and writing of rhymes and stories in verse.Specific Competency: Listen to rhymes and stories in verse.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd . Unit: 1BProduct: Recording or performance of rhymes or stories in verse.Social Practice of the language: Participate in the reading and writing of rhymes and stories in verse.Specific Competency: Listen to rhymes and stories in verse.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Material
Lead-in activity:
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Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
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Presentation Key language:
Key language comprehension checking:.
Practice
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Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Material
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
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Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
Presentation Key language:
Key language comprehension checking:.
Practice
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Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
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Key language comprehension checking:.
Practice
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Personal Aim: Comments:
Unit 2
Block A
<
SCHEME OF WORK FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle: 1Grade: 2nd.Unit: 2. Block A
Weeks: 1 – 5 Days: 1 - 14Teacher:______________________
Social Practice of the language: Follow steps in a set of instructions in order to make a product.Specific Competency: Follow instructions to carry out a simple science-related experiment.Environment: Educational and academic.
Product: Illustrated sequence of an experiment.
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTE
DTIMING
ACTIVITIES-IDEAS
1. Choose a simple experiment
(example: germinate a seed)
Make or cut out cards
Doing with the language* Explore simple illustrated texts on experiments.* Identify parts of the text and their distribution.* Distinguish instructions from lists of materials.* Identify graphic and textual components.Knowing about the language* Purpose and topic.* Textual and graphic components.* Word and sentence formation.Being through the language* Use language as a means of sharing knowledge.* Show confidence in the use of the foreign language.* Pay attention to the audience.
Distinguish instructions from a
list of materials
Bimestrial evaluation report
Projects
2 sessions
2. Write the list of materials for the
experiment on the cards
Doing with the language* Participate in the reading aloud of texts on experiments.* Predict the content based on previous knowledge, title, and illustrations.Knowing about the language* Word and sentence formation.* Repertoire of words necessary for this social practice of the language.* Upper and lower-case letters.* Punctuation.Being through the language* Use language as a means of sharing knowledge.* Show confidence in the use of the English language.* Pay attention to the audience.
Distinguish instructions from a list of
materials
Bimestrial evaluation report
Show and tell activity
3sessions
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTE
DTIMING
ACTIVITIES-IDEAS
3. Collect the materials and start
the experiment under teacher´s supervision
Observe the different stages of the experiment
Doing with the language* Identify questions about an experiment.* Identify words that form questions.* Order words to form questions.* Select options to answer questions.* Practice the pronunciation of questions and answers about an experiment.* Identify and follow instructions to carry out an experiment.Knowing about the language* Purpose and topic of experiment instructions.* Textual and graphic components.* Word and sentence formation.Being through the language* Use language as a means of sharing knowledge.* Show confidence in the use of the English language.* Pay attention to the audience.
Interpret and follow instructions.
Order words to form questions.
Bimestrial evaluation report
Projects
Surveys
List of materials
Steps to follow
4sessions
4. Write sentences (previously written by the teacher) that describe every observed stage.
Check that the written form of sentences and materials is complete and legible
Display the illustrated sequence of the experiment inside or outside the classroom
Doing with the language* Participate in the writing of texts on experiments with the support of visual aids and the teacher´s help.* Identify and complete by writing names of materials.* Compare similarities and differences in instructions.* Identify the logical order of instructions in a sequence.* Rewrite names of materials.* Complete instructions using one or more words.Knowing about the language* Repertoire of words suitable for this practice of the language.* Graphics: bullets, graphs and images.Being through the language* Use of language as a means of sharing knowledge.* Feedback and exchange of ideas and experiences.* Confidence in the use of language.
Identify the order of instructions in a
sequence.
List of materialsSteps to follow
Projects
Explanation of the experiment
5 sessions
Grade: 2 nd Unit: 2AProduct: Illustrated sequence of an experiment. Social Practice of the language: Follow steps in a set of instructions in order to make a product.Specific Competency: Follow instructions to carry out a simple science related experiment.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 2AProduct: Illustrated sequence of an experiment. Social Practice of the language: Follow steps in a set of instructions in order to make a product.Specific Competency: Follow instructions to carry out a simple science related experiment.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 2AProduct: Illustrated sequence of an experiment. Social Practice of the language: Follow steps in a set of instructions in order to make a product.Specific Competency: Follow instructions to carry out a simple science related experiment.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 2AProduct: Illustrated sequence of an experiment. Social Practice of the language: Follow steps in a set of instructions in order to make a product.Specific Competency: Follow instructions to carry out a simple science related experiment.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Material
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Material
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
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Key language comprehension checking:.
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Key language comprehension checking:.
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Key language comprehension checking:.
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Key language comprehension checking:.
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Unit 2
Block B
SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICACycle: 1Grade: 2nd Unit: 2 Block B
Weeks: 1-4Days: 1-11Teacher:_____________________
Social Practice of the language: Follow and give instructions in everyday settings.Specific Competency: Follow and give instructions that regulate everyday school activities.Environment: Familiar and community.
Product: Posters or ads with school instructions.STAGE OF
THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTE
DTIMING
ACTIVITIES-IDEAS
1. Choose from a set of cards -
previously made by the
teacher - instructions that regulate
activities, instill habits or
promote a healthy form of coexistence in
the school.
Doing with the language* Explore school instructions. * Identify purpose and intended audience. * Identify instructions.* Find out the meaning of words or instructions. Knowing about the language* Purpose and intended audience.* Non-verbal language.* Sentence formation.* Upper and lower case letters.* Punctuation.Being through the language*Use of instructions to regulate activities, instill habits, and promote a healthy coexistence in the school.* Promote a healthy coexistence through posters or ads.
Identify purpose and intended audience.
Identify new words.
Use a picture dictionary to find out the
meaning of words.
Bimestrial evaluation report
Projects
3 sessions
2. Complete or write the chosen
instructions on a poster or ad,
based on a model.
Check the writing of
Doing with the language* Participate in the writing of instructions.*Identify non-regulated activities or situations in the classroom.* Complete the writing of specific instructions.* Compare the written form of words.* Follow instructions.* Point out specific words.Knowing about the language* Purpose and intended audience.* Text and image correspondence.* Repertoire of words necessary for this social practice of the language.Being with the language.*Use of instructions to regulate activities, instill
Give and follow simple instructions.
Bimestrial evaluation report
2sessions
instructions.
Write the final version of
instructions on a poster or ad
habits, and promote a healthy coexistence in the school.* Promote a healthy coexistence through posters or ads.
3. Illustrate each
instruction in the poster or
ad
Check that instructions can be carried out.
Doing with the language* Identify non-regulated activities or situations in the classroom.* Identify intonation in instructions.*Check upper and lowercase letters, and periods in sentences.Knowing about the language* Repertoire of words suitable for this practice of the language.* Text and image correspondence.Being through the language*Use of instructions to regulate activities, instill habits, and promote a healthy coexistence in the school.* Promote a healthy coexistence through posters or ads.
Identify new words.
Complete the writing of instructions using one or
more words.
Bimestrial evaluation report
Projects
List of classroom activities
3sessions
4. Find places in the school to display
Ask for permission to display the poster or ad in the school.
Doing with the language* Point out specific words.*Check upper and lowercase letters, and periods in sentences.Knowing about the language* Knowledge of the writing system and basic mechanics of writing.* Text and image correspondence.Being through the language*Use of instructions to regulate activities, instill habits, and promote a healthy coexistence in the school.* Promote a healthy coexistence through posters or ads.
Give and follow simple instructions.
Talk about habits and promote healthy
coexistence in the school.
Projects 3 sessions
Grade: 2 nd Unit: 2BProduct: Posters or ads with school instructions. Social Practice of the language: Follow and give instructions in everyday settings.Specific Competency: Follow and give instructions that regulate everyday school activities.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 2BProduct: Posters or ads with school instructions. Social Practice of the language: Follow and give instructions in everyday settings.Specific Competency: Follow and give instructions that regulate everyday school activities.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 2BProduct: Posters or ads with school instructions. Social Practice of the language: Follow and give instructions in everyday settings.Specific Competency: Follow and give instructions that regulate everyday school activities.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 2BProduct: Posters or ads with school instructions. Social Practice of the language: Follow and give instructions in everyday settings.Specific Competency: Follow and give instructions that regulate everyday school activities.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Material
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Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
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Revision:
Material
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Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
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Key language comprehension checking:.
Practice
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Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
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Unit 3
Block A
SCHEME OF WORK FORMAT
COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICA
Cycle: 1Grade: 2nd.Unit: 3. Block A
Weeks: 1 – 3 Days: 1 – 8 Teacher:______________________
Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Change verses in a children´s poem.Environment: Literary and ludic.
Product: Verse roulette.STAGE OF THE
PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT
SUGGESTEDTIMING ACTIVITIES-IDEAS
1. Select a poem.
Choose a stanza to make roulette with its
verses.
Make roulette big enough to write the verses of the stanza
on it.
Doing with the language* Explore illustrated children´s poems.* Activate previous knowledge to predict topic and purpose.* Identify graphic and textual components.Knowing about the language* Topic and purpose of poems.* Acoustic characteristics: rhyme.* Textual components* Structure of poems: verses and stanzas.Being through the language* Pay attention to aesthetic purposes of poems.* Use language as a means of creation.
Distinguish verses from stanzas.
Bimestrial evaluation report
List of words that rhyme.
2 sessions
2. Write the verses on the roulette based on
a model.
Check that the written form of the verses is correct and verify the stanza is complete.
Doing with the language* Participate in the reading aloud of children´s poems.* Find out the meaning of words.* Identify stanzas and verses.* Identify words that rhyme.* Identify changes in intonation.* Practice the spelling and pronunciation of words than rhyme.* Complete verses orally based on the written form of their beginning and ending.Knowing about the language* Textual components.* Correspondence between written and oral language.* Repertoire of words necessary for this social practice of the language.Being through the language* Pay attention to aesthetic purposes of poems.
Distinguish words that rhyme.
Complete verses orally based on their
beginning and ending.
Bimestrial evaluation report
Show and tell activity
3sessions
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEAS* Use language as a means of creation.
3. Illustrate the roulette.
Doing with the language* Complete written verses.* Identify words that form verses.* Compare the written form of verses based on a number of indicators: words, rhyme, etc.* Select a word to complete written verses.Knowing about the language* Correspondence between written and oral language.* Repertoire of words suitable for this practice of the language.Being through the language* Pay attention to aesthetic purposes of poems.* Use language as a means of creation.
Complete verses orally based on their beginning
and ending.
Rewrite words in verses and stanzas.
Bimestrial evaluation report
Verses and stanzas
2sessions
4. Test the roulette and play by making
poems with verses of the stanza.
Display the roulette in a visible place in the
classroom
Doing with the language* Check writing legibility.* Identify stanzas and verses.* Identify words that rhyme.* Identify changes in intonation.* Practice the spelling and pronunciation of words than rhyme.Knowing about the language* Repertoire of words necessary for this social practice of the language. * Acoustic characteristics: rhyme.Being through the language* Pay attention to aesthetic purposes of poems.* Use language as a means of creation.
Distinguish words that rhyme.
Complete verses orally based on their beginning
and ending.
Performance of a stanza
Choral performance of
stanzas
1 sessions
Grade: 2 nd Unit: 3 AProduct: Verse roulette.Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Change verses in a children´s poem.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 3 AProduct: Verse roulette.Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Change verses in a children´s poem.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 3 AProduct: Verse roulette.Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Change verses in a children´s poem.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 3 AProduct: Verse roulette.Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Change verses in a children´s poem.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Material
Lead-in activity:
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Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Key language comprehension checking:.
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Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
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Practice
Application .
Personal Aim: Comments:
Unit 3
Block B
SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICACycle: 1Grade: 2ndUnit: 3. Block B
Weeks: 1 – 3 Days: 1 - 8Teacher:______________________
Social Practice of the language: Formulate questions about a specific topic.Specific Competency: Write questions to obtain information about natural products from the countryside.Environment: Educational and Academic.
Product: Survey of natural products from the countryside.STAGE OF THE
PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT
SUGGESTEDTIMING ACTIVITIES-IDEAS
1. Suggest natural products from the countryside and find information about them.
Formulate or write questions in a notebook to obtain information.
Doing with the language* Browse to illustrated children´s books about natural products.*Predict the content based on previous knowledge
and illustrations.*Identify cover, title, table of contents, and back
cover.*Recognize purpose and intended audience.Knowing about the language* Purpose and intended audience.* Graphic and textual components.* Relation between graphics and writing.* Question marks. Being through the language*Use language to reach agreements.* Take care of and protect sources to obtain
information.
Complete questions.
Identify some characteristics of natural products while listening.
Bimestrial evaluation report
Observation
Think aloud
2sessions
2. Complete or respond to the questions in the notebook.
Check questions and verify the answers.
Doing with the language* Participate in the reading aloud.* Reread words and parts of a text.* Find out the meaning of words with the support of
a picture dictionary.* Listen and respond to questions about
characteristics of natural products (What is its size? What color is it? Does it taste ok? etc.)
Knowing about the language* Question marks.* Repertoire of words necessary for this social practice of the language.* Punctuation.Being through the language*Use language to reach agreements.* Take care of and protect sources to obtain
Identify some characteristics of natural products when listening.
Understand some questions about characteristics of natural products.
*Rewrite answers to
Bimestrial evaluation report
Question and answer
2sessions
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEASinformation. questions.
3. Order questions and answers on a list to make the survey.
Add illustrations that support the information.
Doing with the language* Explore the written form of questions to obtain information.* Identify the written form of questions and
questions marks.* Order words to form questions.* Select words to form questions.* Complete questions to obtain information.* Respond to short questions on a model.Knowing about the language* Question marks.* Repertoire of words necessary for this social practice of the language.* Punctuation.Being through the language*Use language to reach agreements.* Take care of and protect sources to obtain information.
Identify some characteristics of natural products when listening.
Understand some questions about characteristics of natural products.
Bimestrial evaluation report
Quiz
3sessions
4. Display the survey in the classroom.
Doing with the language* Identify the written form of questions and
questions marks.* Order words to form questions.* Select words to form questions.* Complete questions to obtain information.* Respond to short questions on a modelKnowing about the language* Question marks.* Repertoire of words necessary for this social practice of the language.* Punctuation.Being through the language*Use language to reach agreements.* Take care of and protect sources to obtain
information.
Reread words and parts of a text.
Bimestrial evaluation report
Role-plays
1sessions
Grade: 2nd Unit: 3 BProduct: Survey of natural products from the countryside.Social Practice of the language: Formulate questions about a specific topic.Specific Competency: Write questions to obtain information about natural products from the countryside.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2nd Unit: 3 BProduct: Survey of natural products from the countryside.Social Practice of the language: Formulate questions about a specific topic.Specific Competency: Write questions to obtain information about natural products from the countryside.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2nd Unit: 3 BProduct: Survey of natural products from the countryside.Social Practice of the language: Formulate questions about a specific topic.Specific Competency: Write questions to obtain information about natural products from the countryside.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2nd Unit: 3 BProduct: Survey of natural products from the countryside.Social Practice of the language: Formulate questions about a specific topic.Specific Competency: Write questions to obtain information about natural products from the countryside.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Material
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Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMAT DIRECCIÓN DE EDUCACIÓN BÁSICACOORDINACIÓN GENERAL DEL PROGRAMA DE INGLÉS
“PROGRESS”COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Material
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
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Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
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Key language comprehension checking:.
Practice
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Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
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Key language comprehension checking:.
Practice
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Key language comprehension checking:.
Practice
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Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Introduction of vocabulary:
Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Unit 4
Block A
SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICACycle: 1Grade: 2nd Unit: 4. Block A
Weeks:1-4Days: 1 - 11Teacher:______________________
Social Practice of the language: Give and receive information about oneself and othersSpecific Competency: Understand and record one’s own and others’ personal information and hobbiesEnvironment: Familiar and community
Product: Illustrated bar graph of hobbiesSTAGE OF THE
PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT
SUGGESTEDTIMING ACTIVITIES-IDEAS
1. Complete the writing of questions or write questions to obtain information about classmates’ hobbies, based on a model.
Formulate questions for classmates.
Write answers to the questions, based on a model.
Write a list of each classmate’s hobbies.
Doing with the language* Explore the writing of people´s personal information and hobbies.*Identify new vocabulary and find out the meaning
of words with the support of a picture dictionary.*Identify people’s names, last names and ages.* Identify the name of hobbies.* Distinguish people’s names from last names and
ages.Knowing about the language*Purpose, topic, and intended audience.*Graphics: bar graphs.*Repertoire of words necessary for this social
practice of the language.* Word and sentence formation.* Names and figures that represent ordinal
numbers.Being through the language*Behave ethically in the use of one’s own and
others personal information.*Appreciate differences between hobbies of one’s
own and hobbies of other cultures.
Identify one’s own and other people’s personal information and hobbies.
Bimestrial evaluation report
Interviews
Questionnaires
Researches
4sessions
2. Find out how many students have each of the hobbies and write the number on the list.
Draw bar graphs and use different colors for each hobby.
Add to each bar graph as many happy faces as there are students with that hobby.
Doing with the language* Listen to and understand questions and answers related to personal data and hobbies.*Distinguish differences between questions and
answers.*Identify differences and similarities between
questions and answers.* Complete questions about personal information
using one or more words.Answer questions using one word (yes, no) or
personal information (name, last name, age).* Compare questions and identify the words that
form * Identify names of hobbies.
Complete questions using one or more words.
Write personal information to answer questions.
Bimestrial evaluation report
Interviews
Questionnaires
4sessions
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEASKnowing about the language*Purpose, topic, and intended audience.*Graphics: bar graphs.*Repertoire of words necessary for this social
practice of the language.* Word and sentence formation.* Names and figures that represent ordinal
numbers.Being through the language*Behave ethically in the use of one’s own and
others personal information.*Appreciate differences between hobbies of one’s
own and hobbies of other cultures.
3. Display the bar graph in a visible place in the classroom and ask for permission to display it in the school.
Doing with the language* Participate in the writing of questions and personal information.* Order words to form questions.* Complete questions based on a set of words.* Compare questions and identify the hobbies
words that form them.* Identify question words.* Point out personal information.* Select and rewrite name of hobbies to answer
questions.Knowing about the language*Purpose, topic, and intended audience.*Graphics: bar graphs.*Repertoire of words necessary for this social
practice of the language.* Word and sentence formation.* Names and figures that represent ordinal
numbers.Being through the language*Behave ethically in the use of one’s own and
others personal information.*Appreciate differences between hobbies of one’s own and hobbies of other cultures.
Complete questions using one or more words.
Write personal information to answer questions.
Bimestrial evaluation report
Comprehension questions (orally)
Short conversations
3sessions
Grade: 2 nd Unit: 4 AProduct: Illustrated bar graph of hobbies.Social Practice of the language: Give and receive information about oneself and others. Specific Competency: Understand and record one’s own and others’ personal information and hobbies.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2 nd Unit: 4 AProduct: Illustrated bar graph of hobbies.Social Practice of the language: Give and receive information about oneself and others. Specific Competency: Understand and record one’s own and others’ personal information and hobbies.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
Lead-in activity:
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Material
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Key language comprehension checking:.
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Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
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Key language comprehension checking:.
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Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
Material
Introduction of vocabulary:
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
Lead-in activity:
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Material
Presentation Key language:
Key language comprehension checking:.
Practice
Application .
Personal Aim: Comments:
Class objective(s): Date:Introduction Warmer:
Revision:
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Personal Aim: Comments:
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Application .
Personal Aim: Comments:
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
Revision:
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Material
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Key language comprehension checking:.
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Application .
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Unit 4
Block B
SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICACycle: 1Grade: 2ndUnit: 4. Block B
Weeks: 1 – 4 Days: 1-11Teacher:______________________
Social Practice of the language: Participate in the reading of literary narratives and share personal experiencesSpecific Competency: Read stories and narrations and associate them with personal experiencesEnvironment: Literary and ludic environment
Product: Hanging muralSTAGE OF THE
PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT
SUGGESTEDTIMING ACTIVITIES-IDEAS
1. Select a story.
Select characters’ actions that are similar to one’s own.
Doing with the language* Explore illustrated children´s story books.* Activate previous knowledge to predict topic, purpose, and intended audience.* Identify cover, title, table of contents, and back cover.* Identify graphic and textual components.* Follow the reading aloud of a story.*Find out the meaning of words with the support of a picture dictionary.* Identify beginning and end.* Identify names of characters.* Perform or make mimics of actions: to sleep, to cry, to walk, etc.Knowing about the language*Topic, purpose, and intended audience of stories.*Parts of a book.*Textual and graphic components.*Structure of text: beginning, body, and ending.Being through the language*Acknowledge the social use of stories.*Respect and appreciate people’s emotions.*Show appreciation to one’s own cultural
expressions and those of other countries.
Identify topic, purpose, and intended
audience.
Identify beginning and ending in a story.
Bimestrial evaluation report
Class participation
Brainstorming
3 sessions
2. Write or complete the writing of sentences that describe the chosen actions.
Write the final version of the sentences on a
Doing with the language* Find differences and similarities between actions performed by characters and one´s own actions.* Participate in the writing of sentences.*Identify words in sentences.*Identify words written with an upper-case letter.*Complete sentences that refer to one’s own and
characters’ actions with one or more words.*Complete lists of actions.
Complete the writing of sentences using one or more words, about
one’s own and the character’s actions.
Bimestrial evaluation report
Class participation
5sessions
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEASposter.
Check that the sentences are legible, complete, and that they comply with writing conventions.
*Compare words of sentences.*Check writing conventions.Knowing about the language*Repertoire of words necessary for this social
practice of the language.*Word division.*Upper and lower-case letters.Being through the language *Acknowledge the social use of stories.*Respect and appreciate people’s emotions.*Show appreciation to one’s own cultural
expressions and those of other countries.
3. Add images, drawings, cut outs, photographs, etc.
Display the hanging mural in the classroom and ask for permission to display it outside.
Doing with the language *Identify beginning and end.* Identify names of characters.* Identify words written with an upper case letter.* Find differences and similarities between actions performed by characters and one’s own actions.Knowing about the language*Repertoire of words suitable for this social
practice of the language.*Upper and lower-case letters.Being through the language*Acknowledge the social use of stories.*Respect and appreciate people’s emotions.*Show appreciation to one’s own cultural expressions and those of other countries.
Find differences and similarities between
actions performed by characters and one’s
own.
Bimestrial evaluation report
Retells
Role-plays
3sessions
Grade: 2nd Unit: 4 BProduct: Hanging mural.Social Practice of the language: Participate in the reading of literary narratives and share personal experiences.Specific Competency: Read stories and narrations and associate them with personal experiences.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2nd Unit: 4 BProduct: Hanging mural.Social Practice of the language: Participate in the reading of literary narratives and share personal experiences.Specific Competency: Read stories and narrations and associate them with personal experiences.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer:
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
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Unit 5
Block A
SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICACycle: 1Grade: 2ndUnit: 5. Block A
Week:1-4Day: 1-11Teacher:______________________
Social Practice of the language: Share information through graphic resources.Specific Competency: Record basic information about a geography topic with the support of graphical resources.Environment: Educational and academic.Product: A puzzle of the Americas.
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEAS
1. Get or copy a map of the Americas.
Draw and color North America, Central
America, and South America.
Look for specific information of the
three regions and their countries such as:
language, currency, flag, etc.
Doing with the languageExplore illustrated maps with specific information about the Americas (i.e. languages, currency, flag, etc.).*Identify graphic and textual components.*Locate North America, Central America, and South America.*Point out data or information about countries.*Identify topic based on information.Knowing about the language*Topic, purpose, and intended audience.*Textual graphic components.Being through the language*Use language as a means of appreciating other languages and cultures.*Know and appreciate linguistic diversity.
*Identify purpose and topic based on illustrations and information.
*Identify words that are similar to one’s own mother tongue.
Bimestrial evaluation report
4sessions
2. Add information about the countries on the back of the map.
Cut out each country to make the pieces of
the puzzle.
Doing with the languageIdentify information following its reading aloud.*Point out and identify words and phrases when listening.*Point out American countries on a map when listening to their name.*Identify words that are similar to the mother tongue.*Say names of countries to practice their pronunciation.Participate in the writing of information*Write names of regions and countries of the Americas based on a model.*Complete sentences based on a set of words.*Check and verify information.Knowing about the language*Repertoire of words necessary for this social practice of the language.*Upper and lower-case letters.
*Rewrite information about a country on a chart.
Bimestrial evaluation report
Observation checklist
5 sessions
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEASBeing through the language*Use language as a means of appreciating other languages and cultures.*Know and appreciate linguistic diversity.
3. Play with the puzzle and choose a place to
keep it in the classroom.
Doing with the language*Point out data or information about countries.*Point out American countries on a map when listening to their name.*Say names of countries to practice their pronunciation.*Check and verify information.Knowing about the language*Repertoire of words necessary for this social practice of the language.*Upper and lower-case letters.Being through the language*Use language as a means of appreciating other languages and cultures.*Knowledge and appreciation of linguistic diversity.
*Rewrite information about a country on a chart.
*Name countries and locate them on a map.
Performance rubric (can communicate with no/some/lots of difficulties)
2 sessions
Grade: 2nd Unit: 5 AProduct: A puzzle of the Americas.Social Practice of the language: Share information through graphic resources. Specific Competency: Share information through graphic resources.Environment: Educational and academic.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2nd Unit: 5 AProduct: A puzzle of the Americas.Social Practice of the language: Share information through graphic resources. Specific Competency: Share information through graphic resources.Environment: Educational and academic.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
Revision:
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
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Unit 5
Block B
COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS
COORDINACIÓN ACADÉMICACycle: 1Grade: 2ndUnit: 5. Block B
Weeks: 1 – 4 Days: 1 - 11Teacher:______________________
Social Practice of the language: Describe and share information about the place where one lives.Specific Competency: Understand and record information about locations in the place where one lives.Environment: Familiar and community.
Product: Map of a location.
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEAS
1. Observe the empty spaces on the map or diagram, previously
made by the teacher of the place where one
lives.
Decide which man-made constructions or
natural features are missing.
Doing with the languageExplore illustrated diagrams or maps for children.* Identify uses and purposes of maps or diagrams.* Distinguish graphics from textual components.* Identify the name of locations (country, ranch,
neighborhood, etc.).* Identify natural features (river, sea, woods, etc.) and
man-made constructions (hospital, school, office, etc.).
* Identify signs of places and relate them to the name they represent.
Knowing about the language* Purpose.*Graphic and textual components.Sentence formation.Being through the language* Value and preserve natural features of the place
where one lives.* Appreciate cooperative work.
Identify the names of locations.
Identify natural features and distinguish them
from man-made constructions.
Bimestrial evaluation report.
Show and tell.
2sessions
2. Draw on the map or diagram the natural features and man-
made constructions of the location that are
missing.
Include the corresponding signs.
Doing with the languageParticipate in the reading aloud.* Find out the meaning of words using a picture
dictionary.* Point out names while they are read aloud.* Complete questions.* Answer questions to offer information about
locations, based on a model.Knowing about the language* Repertoire of words necessary for this social practice of the language.* Differences between English and the mother tongue.Being through the language* Value and preserve natural features of the place
where one lives.* Appreciate cooperative work.
Answer questions about the characteristics of
natural features and man-made constructions
.
Teacher’s observation
checklist2 sessions
3. Write the name of Doing with the language * Answer questions about Bimestrial 4 sessions
STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED
ASSESSMENTSUGGESTED
TIMING ACTIVITIES-IDEAS
the location based on a model.
Write the name of the constructions and features included, based on a model.
Explore the written form of words.* Classify names in semantic fields. * Compare the written form of names.* Find differences and similarities between words in
English and the mother tongue.* Locate names of places on maps or diagrams.Check writing conventions.Knowing about the language* Sentence formation.* Repertoire of words necessary for this social practice of the language.* Differences between English and the mother tongue.Being through the language* Value and preserve natural features of the place
where one lives.* Appreciate cooperative work.
the characteristics of natural features and
man-made constructions.
*Find differences and similarities between words in English and the mother tongue.
evaluation report
Comprehensionquestions
4. Check that the writing is complete and
legible.
Display in the classroom the map of a
public place.
Doing with the language* Identify the name of locations (country, ranch,
neighborhood, etc.).* Identify natural features (river, sea, woods, etc.) and
man-made constructions (hospital, school, office, etc.).
* Identify signs of places and relate them to the name they represent.
* Answer questions to offer information about locations, based on a model.
Check writing conventions.Knowing about the language* Purpose.*Graphic and textual components.* Sentence formation.* Repertoire of words necessary for this social practice of the language.* Differences between English and the mother tongue.Being through the language* Value and preserve natural features of the place
where one lives.* Appreciate cooperative work.
* Identify the names of locations.
* Identify natural features and distinguish them
from man-made constructions.
* Answer questions about the characteristics of natural features and
man-made constructions.
Bimestrial evaluation report
Writing-spelling rubric
Performance Rubric
3 sessions
Grade: 2nd Unit: 5BProduct: Map of a location.Social Practice of the language: Describe and share information about the place where one lives.Specific Competency: Understand and record information about locations in the place where one lives.Environment: Familiar and community.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2nd Unit: 5BProduct: Map of a location.Social Practice of the language: Describe and share information about the place where one lives.Specific Competency: Understand and record information about locations in the place where one lives.Environment: Familiar and community.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2nd Unit: 5BProduct: Map of a location.Social Practice of the language: Describe and share information about the place where one lives.Specific Competency: Understand and record information about locations in the place where one lives.Environment: Familiar and community.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
Grade: 2nd Unit: 5BProduct: Map of a location.Social Practice of the language: Describe and share information about the place where one lives.Specific Competency: Understand and record information about locations in the place where one lives.Environment: Familiar and community.
Stage of the product
Series of actions-development
Examples Activities Step of the class
Sessions
LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
Class objective(s): Date:Introduction Warmer: Material
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
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LESSON PLAN FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA
NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA
Cycle:_____Grade:_____Unit:______Block:_____
Week:______ Date: from __________ to __________Teacher:________________________
Social Practice: Specific Competency with the language: Environment:
Doing with the language: Knowing about the language: Being with the language:
Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:
Achievement(s):. Vocabulary:
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