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Page 1: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions
Page 2: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Unit 1

Block A

Page 3: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3Grade: 6th Unit: 1. Block A

Weeks: 1-4Days: 1-11Teacher:______________________

Social Practice of the language: Participate in commercial transactions.Specific Competency: Comprehend and produce expressions about the purchasing of basic need items.Environment: Familiar and community. Product: “Bullet point sheet” for buying-and-selling transactions of basic needs items.

STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

1. Select the format of the bullet-point sheet.

Define the consistent parts of questions and answers to purchase a product.

Doing with the language*Predict general sense.*Identify places where items are purchased and

sold.*Identify speakers and the way they address

each other.*Compare content of expressions.*Discriminate expressions to ask for or indicate

prices and characteristics of items.*Identify products based on the description of

their characteristics.Knowing about the language*Topic, purpose, and intended audience.Being through the language*Show honest behavior in commercial

transactions.*Identify cultural differences in commercial

transactions.

* Predicts the general sense of a transaction dialogue, based on previous knowledge and familiar words.

* Identifies topic and purpose.

* Identifies sentences used by speakers

Bimestrial evaluation report

Brainstorm

Retells

Comprehension questions

3 sessions

2. Determine and write fixed patterns of questions and answers.

Doing with the language*Select expressions used to ask for diverse

products and their prices.*Write questions to obtain information about the

characteristics and prices of products.*Write expressions used to ask for or offer

information about different products.*Complete sentences used to close a transaction.Knowing about the language*Structure of dialogues.*Repertoire of words necessary for this practice

of the language (Vocatives-sir, mister, ma’am, miss, etc.-, weight and volume units, etc.)

*Type of sentences.*connectors.*Punctuation..Being through the language*Show honest behavior in commercial

* Writes expressions in a transaction dialogue.

Bimestrial evaluation report

Comprehension questions

4 sessions

Page 4: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAStransactions.

*Identify cultural differences in commercial transactions.

3. Check the sequence of questions and answers and make sure they comply with spelling conventions.

Doing with the language*Identify speakers and the way they address

each other.Knowing about the language*Structure of dialogues.*Repertoire of words suitable for this practice of

the language (Vocatives-sir, mister, ma’am, miss, etc.-, weight and volume units, etc.)

*Type of sentences.Being through the language*Show honest behavior in commercial

transactions.*Identify cultural differences in commercial

transactions.

* Distinguishes who emits each discourse and the order it follows in the dialogue.

Bimestrial evaluation report

Writing spelling rubric

2 sessions

4. Exchange the “bullet-point sheets” and use them to simulate the buying and selling of various items.

Doing with the language*Perceive the differences in tone, pause, and

intonation of each speaker’s discourse.*Distinguish questions from answers based on

intonation.*Assume the role of a speaker to practice

pronunciation in dialogues.*Read sentences aloud.Knowing about the language*Contextual clues.*Speech register.*Acoustic characteristics.Being through the language*Show honest behavior in commercial

transactions.*Identify cultural differences in commercial

transactions.

* Differentiates questions from answers.

* Plays the speaker’s roles.

* Reads aloud sentences used for the purchasing of items.

Bimestrial evaluation report

Role-play

Performance rubric (can communicate with no/ some/ lots of difficulties)

2 sessions

Page 5: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions
Page 6: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 1AProduct: “Bullet point sheet” for buying-and-selling transactions of basic needs items.Social Practice of the language: Participate in commercial transactions.Specific Competency: Comprehend and produce expressions about the purchasing of basic need items

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 7: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 1AProduct: “Bullet point sheet” for buying-and-selling transactions of basic needs items.Social Practice of the language: Participate in commercial transactions.Specific Competency: Comprehend and produce expressions about the purchasing of basic need items.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 8: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 1AProduct: “Bullet point sheet” for buying-and-selling transactions of basic needs items.Social Practice of the language: Participate in commercial transactions.Specific Competency: Comprehend and produce expressions about the purchasing of basic need items.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 9: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 1AProduct: “Bullet point sheet” for buying-and-selling transactions of basic needs items.Social Practice of the language: Participate in commercial transactions.Specific Competency: Comprehend and produce expressions about the purchasing of basic need items.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 10: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 11: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 12: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 13: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:

Page 14: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 15: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 16: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:

Page 17: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:

Page 18: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:

Page 19: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 20: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 21: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:

Page 22: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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 .

Page 23: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 24: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Application .

Personal Aim: Comments:

Page 25: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Unit 1

Block B

Page 26: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions
Page 27: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3Grade: 6th Unit: 1. Block B

Weeks: 1-3Days: 1-8Teacher:______________________

Social Practice of the language: Read stories and legends aloud.Specific Activity with the language: Interpret fantasy stories and exercise imagination.Environment: Literary and ludic.

Product: Fantastic-family tree.STAGE OF THE

PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT

SUGGESTEDTIMING ACTIVITIES-IDEAS

1. Provide a written description of family and friendship between the main and other characters of the fantasy story.

Doing with the languageExplore fantasy stories.*Activate previous knowledge to predict topic.*Relate a story to personal experiences.Participate in a guided reading.*Identify purpose and intended audience.*Identify and define new phrases and words.*Locate parts of a story.*Identify narrator, main character and supporting

characters.*Identify dialogues between main and supporting

characters.*Identify the settings of the story.*Identify the use of punctuation to indicate

dialogues.*Distinguish direct from indirect speech.Knowing about the language*Structure of fantasy stories.*Topic, purpose, and intended audience.*Elements of stories.*Repertoire of words necessary for this social

practice of the language.Being through the language*Understand stories as a reflection of emotions,

personal experiences, and cultures.*Determine the role of the fantasy stories in different

cultures.*Appreciate and enjoy literary expressions in

English.

* Identifies topic, purpose, and intended audience.

*Identifies plot, conflict, body, and ending.

*Distinguishes between narrator, main characters and supporting characters.

*Names the settings of a story.

Bimestrial evaluation report

Brainstorm

Retells

Jumbled text

Comprehension questions

3 sessions

Page 28: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

2. Design and illustrate an imaginary family tree.

Complete the fantasy family tree with information from the list.

Doing with the language*Establish similarities between the behavior and

values of the characters in the stories, with those of familiar people, and one’s own.

*Determine differences between the settings in the story and familiar settings.

Knowing about the language*Repertoire of words suitable for this social practice

of the language.*Verb tenses: past perfect.*Nouns: possessive (for example: John’s father,

family’s ghoul, etc.)*Punctuation.Being the language*Understand stories as a reflection of emotions,

personal experiences, and cultures.*Determine the role of the fantasy stories in different

cultures.*Appreciate and enjoy literary expressions in

English.

*Establishes similarities and differences between the behavior and values of characters in the story, familiar people, and one’s own.

Bimestrial evaluation report

Venn diagram

Comprehension questions

3 sessions

3. Check that writing is complete and complies with spelling conventions.

Display the fantasy family tree in a visible place in the classroom.

Doing with the language*Answer questions about family and friendship

relationships between characters.Knowing about the language*Verb tenses: past perfect.*Nouns: possessive (for example: John’s father,

family’s ghoul, etc.)*Punctuation.Being through the language*Understand stories as a reflection of emotions,

personal experiences, and cultures.*Determine the role of the fantasy stories in different

cultures.*Appreciate and enjoy literary expressions in

English.

*Answers questions about family and friendship relationships among characters.

Bimestrial evaluation report

Writing/spelling rubric

Oral presentations

Performance rubric (can communicate with no/ some/ lots of difficulties)

2 sessions

Page 29: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions
Page 30: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 1BProduct: Fantastic-family tree.Social Practice of the language: Read stories and legends aloud.Specific Competency: Interpret fantasy stories and exercise imagination.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 31: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 1BProduct: Fantastic-family tree.Social Practice of the language: Read stories and legends aloud.Specific Competency: Interpret fantasy stories and exercise imagination.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 32: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 33: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 34: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 35: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:

Page 36: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 37: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 38: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:

Page 39: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:

Page 40: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:.

Page 41: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

Page 42: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Application .

Personal Aim: Comments:

Page 43: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions
Page 44: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Unit 2

Block A

Page 45: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions
Page 46: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3Grade: 6th Unit: 2. Block A

Weeks: 1-4Days: 1-11Teacher:______________________

Social Practice of the language: Participate in formal communicative events.Specific Competency: Classify and interpret information about a topic of interest to present a report.Environment: Academic and educational.

Product: Report.STAGE OF THE

PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT

SUGGESTEDTIMING ACTIVITIES-IDEAS

1. Look for information in sources and classify it based on a model. / Organize the information by using mind maps.

Doing with the language*Predict the topic.*Identify parts of the text and its organization.*Determine function, purpose, and intended

audience.*Select topics.*Formulate questions to obtain information.*Define criteria to select information sources.*Use table of contents, titles, and key words on

sources to find information.*Clarify the meaning of.*Identify main ideas by answering questions such

as who, what, and why.*Identify information that broadens, exemplifies or

complements main ideas.*Select information that answers previously

formulated questions.*Classify information in main and supporting ideas.*Establish the correspondence between main and

supporting information by using connectors.*Organize information in mind maps.Knowing about the language*Structure: introduction, body, and, conclusions.*Topic, purpose, and intended audience.*Textual components.Being through the language*Respect for other people’s opinion.*Offer help with schoolwork.

* Formulate questions about a selected topic.

* Uses table of contents, titles, and key words on sources to find information.

*Clarifies the meaning of words using contextual clues or a bilingual dictionary.

*Identifies main and supporting ideas.

* Organizes information in mind maps.

Bimestrial evaluation report

Brainstorm

Jumbled text

Mind maps

Comprehension questions

4 sessions

Doing with the language*Clarify the meaning of words.*Complete sentences by paraphrasing main ideas.*Add information that complements, amplifies, or

exemplifies main ideas.

Page 47: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

2. Write the report by paraphrasing main ideas of consulted texts and adding relevant supporting information.

*Make paragraphs with main and supporting ideas.*Select suitable titles for the report from a list.*Complete bibliographical cards from sources

based on a model.Knowing about the language*Repertoire of words suitable for this social

practice of the language.*Types of sentence.*Connectors.*Verb form: passive..*Punctuation: period..*Abbreviation.Being through the language.*Respect for other people’s opinion..*Offer help with schoolwork.

* Clarifies the meaning of words using contextual clues or a bilingual dictionary.

*Writes paragraphs to make a report.

Bimestrial evaluation report

Comprehension questions

Text organization rubric

5 sessions

3. Check that the report is complete and spelling is conventional, first among the students and then with the teacher’s help. / Write a final version of the report, include illustrations or appropriate images for the topic. / Show reports on an informative billboard.

Doing with the language* Formulate questions to obtain information.*Select information that answers previously

formulated questions.*Check spelling and punctuation conventions.Knowing about the language*Structure: introduction, body, and conclusions.*Topic purpose, and intended audience.*Textual components.*Types of sentences.*Connectors.*Verb form: passive.*Punctuation.*Abbreviations.Being through the language*Respect for other people’s opinion.*Offer help with schoolwork.

*Formulate questions about a selected topic.

Bimestrial evaluation report

Writing spelling rubric

Oral presentations

Performance rubric (can communicate with no/ some/ lots of difficulties)

2 sessions

Page 48: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 2AProduct: Report. Social Practice of the language: Participate in formal communicative events.Specific Competency: Classify and interpret information about a topic of interest to present a report.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 49: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 2AProduct: Report. Social Practice of the language: Participate in formal communicative events.Specific Competency: Classify and interpret information about a topic of interest to present a report.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 50: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 2AProduct: Report. Social Practice of the language: Participate in formal communicative events.Specific Competency: Classify and interpret information about a topic of interest to present a report.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 51: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 2AProduct: Report. Social Practice of the language: Participate in formal communicative events.Specific Competency: Classify and interpret information about a topic of interest to present a report.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

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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: Material

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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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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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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:

Lead-in activity:

Material

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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:

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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

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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:

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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:

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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:.

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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:.

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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:

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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

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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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Application .

Personal Aim: Comments:

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Unit 2

Block B

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SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3Grade: 6th Unit: 2. Block B

Weeks: 1-5Days: 1-14Teacher:______________________

Social Practice of the language: Listen to, read, and record information from diverse media.Specific Competency: Identify and comprehend the main idea on news reports of interest to the community.Environment: Familiar and community.

Product: News reports.STAGE OF THE

PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT

SUGGESTEDTIMING ACTIVITIES-IDEAS

1. Select a recent event of interest. / Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report.

Doing with the language*Predict topic.*Identify purpose and intended audience.*Explore distribution of graphic and textual

components.*Identify the section where they are located.*Clarify the meaning of words.*Locate information that answers critical questions:

who, what, when, where, how and why.*Identify the relationship between pronouns and

words they replace.*Identify and read word contractions (he’s, I’m,

don’t, etc.)*Distinguish direct from indirect speech.*Identify main ideas and the information which

complements, broadens, or exemplifies them.*Paraphrase main ideas.Knowing about the language*Structure of news.*Topic, purpose, and intended audience.*Textual components: heading, bullet points, etc.*Graphics components: photographs, graphs,

typography, etc.*Repertoire of words necessary for this social

practice of the language.*Contractions (he’s, they didn’t, etc.).*Types of sentences*Personal pronouns. *PunctuationBeing through the language*Determine credibility of mass media.* Identify the influence of the media in community

life.

* Identifies topic, purpose, and intended audience of the news.

*Recognize the parts of the news.

*Understands the general idea of the news.

* Locates information that responds to questions: who, what, when, where, how, and why.

Bimestrial evaluation report

KWL chart (first 2 columns)

Brainstorming

Mind maps

Comprehension questions

5 sessions

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STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

2. Complete an opinion about the piece of news based on a model sentence. / Write the news report by using the information gathered, based on a model.

Doing with the language* Distinguish direct from indirect speech.* Identify main ideas and the information which

complements, broadens, or exemplifies them.*Explore sentences that express opinion about

news.*Paraphrase the main ideas.Knowing about the language* Repertoire of words necessary for this social

practice of the language.*Contractions (he’s, they didn’t, etc.)*Types of sentences.*Personal pronouns.*Conventional writing of words.*Punctuation.Being through the language*Determine credibility of mass media.*identify the influence of the media in the

community life.

* Paraphrase the main idea orally and in writing.

*Write sentences to express news reviews.

Bimestrial evaluation report

Outline

Teacher’s observation

Comprehension questions

5 sessions

3. Check that the headline summarizes the news content; the information complies with spelling conventions, that it is complete and shows no omissions, alterations, nor substitutions. / Decide on the format for the news report (poster, bulletin, etc.) and make a final version of the graphic and textual information, paying attention to its

Doing with the language* Identify the section where they are located.* Identify the relationship between pronouns and

words they replace.*Identify and read word contractions aloud (He’s,

I’m, don’t, etc.)* Paraphrase the main ideas.*Explore sentences that express opinion about

news.*Identify main ideas and the information which

complements, broadens or exemplifies them.*Complete sentences that express opinion about

news.*Check spelling and writing conventions.Knowing about the language*Contractions (he’s, they didn’t, etc.)*Types of sentences: interrogative.*Personal pronouns.*Graphic components: photographs, graphs,

typography, etc..*Punctuation.

* Paraphrase the main idea orally and in writing.

Bimestrial evaluation report

Writing spelling rubric

Oral presentations

Performance rubric (can communicate with

4 sessions

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STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEASappropriate proportion and distribution. / Display the news on a bulletin board.

Being through the language*Determine credibility of mass media.*identify the influence of the media in the

community life.

no/ some/ lots of difficulties)

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Grade: 6 th Unit: 2BProduct: News reports. Social Practice of the language: Listen to, read, and record information from diverse media.Specific Competency: Identify and comprehend the main idea on news reports of interest to the community.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 73: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 2BProduct: News reports. Social Practice of the language: Listen to, read, and record information from diverse media.Specific Competency: Identify and comprehend the main idea on news reports of interest to the community.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 74: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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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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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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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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:

Lead-in activity:

Material

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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

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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:

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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:

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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:

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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:.

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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:.

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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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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:

Page 86: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

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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 .

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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 .

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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 .

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Personal Aim: Comments:

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Unit 3

Block A

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SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3Grade: 6th Unit: 3. Block A

Weeks: 1-3Days: 1-8Teacher:______________________

Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Activity with the language: Discriminate stress of specific words in language games.Environment: Literary and ludic.

Product: Word game contest.

STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

1. Determine the day and time of the contest, as well as the number of participants and their ages.

Doing with the language.*Identify names of games.*Activate previous knowledge to predict purpose.*Identify number of words involved.*Identify participants and the roles they play (e. g.

coordinator, players).*Determine the number of players and turns of

participation.*Identify steps followed by players.Knowing about the language.*Purpose and intended audience.*Graphic and textual components.Being through the language*Use language as a means and goal of

entertainment.*Exchange activities of common interest among

students.*Learn to compete against others with dedication

and respect.

* Reads a list of previously selected words aloud.

Brainstorm

Multiple choice

Write True or False

Think aloud

2 sessions

2. Establish the type of words allowed and not allowed.

Doing with the language.*Read a list of words aloud.*Spell words with different number of syllables.*Identify words with two, three, or more syllables.*Classify words according to the number of

syllables in them.*Point out syllables.*Divide words into syllables to identify stress

patterns.*Identify the stressed syllable in the word.*Identify stress in different types of words.*Indicate stress by clapping contrasting words.*Spell, pronounce, and stress words previously

selected words.

* Reads a list of previously selected words aloud.

* Spells words with different number of syllables.

*Classifies words based on number of syllables.

* Divides words into

T-chart

Dictation

Retells

Questionnaires

Matching activity

Underline

3 sessions

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STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

3. Establish the type of words allowed and not allowed.

*Determine characteristics of the type of words.Knowing about the language.*Repertoire of words necessary for this social

practice of the language.*Differences between English and the mother

tongue.*Conventional letter-sound correspondences.Being through the language*Use language as a means and goal of

entertainment.*Exchange activities of common interest among

students.*Learn to compete against others with dedication

and respect.

syllables to identify stress.

* Identifies stress in different types of words while listening.

* Spells, pronounces, and stresses previously selected words.

4. Set rules of participation and mechanics of the word game to practice word stress and pronunciation.

Doing with the language.* Identify steps followed by players.*Set game rules and procedure.Knowing about the language.*None.Being through the language*Use language as a means and goal of

entertainment.*Exchange activities of common interest among

students.*Learn to compete against others with dedication

and respect.

*Spells, pronounces, and stresses previously selected words.

Conversations

Discussions

Ordering exercise

Surveys

1 session

5. Organize the contest and invite students from other groups to participate.

Doing with the language.*Read a list of words aloud.*Spell words with different number of syllables.*Spell, pronounce, and stress previously selected

words.Knowing about the language.* Acoustic characteristics: stress.*Conventional letter-sound correspondences.*Repertoire of words necessary for the social

practice of the language.Being through the language*Use language as a means and goal of

entertainment.*Exchange activities of common interest among

students.*Learn to compete against others with dedication

* Reads a list of previously selected words aloud.

* Spells words with different number of syllables.

* Spells, pronounces,

and stresses previously selected words.

Presentations

Dictation

Crossword puzzle

Word search

2 sessions

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STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEASand respect.

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Grade: 6 th Unit: 3AProduct: Word game contest.Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Discriminate stress of specific words in language games.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 99: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 3AProduct: Word game contest.Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Discriminate stress of specific words in language games.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 100: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 3AProduct: Word game contest.Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Discriminate stress of specific words in language games.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 101: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 3AProduct: Word game contest.Social Practice of the language: Participate in language games with expressive and aesthetic purposes.Specific Competency: Discriminate stress of specific words in language games.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 102: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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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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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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:

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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

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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:

Introduction of vocabulary:

Material

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Presentation Key language:

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Practice

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Personal Aim: Comments:

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Revision:

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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:

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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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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:

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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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Practice

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Practice

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Application .

Personal Aim: Comments:

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Unit 3

Block B

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SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3Grade: 6thUnit: 3. Block B

Weeks: 1-3Days: 1-8Teacher:______________________

Social Practice of the language: Read and record information to solve a problem.Specific Competency: Check and select information in order to solve a problem of interest to the students.Environment: Academic and Educational.

Product: Printed spots.STAGE OF THE

PRODUCT CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT

SUGGESTEDTIMING ACTIVITIES-IDEAS

1. Select, based on previous information, phrases that inform and help to raise awareness about a school-related problem. / Identify a school-related problem. / Read information.

Doing with the language*Point out situations with school-related problems in order to find solutions.*Name school-related problems. *Select a school problem.*Explore written questions such as: Why is it a problem? Who is it a problem for? What are its consequences? Why put it forward? How can it be solved?*Listen to and identify the pronunciation of questions.*Identify the words used to ask questions. *Formulate questions about a problem and how to solve it.*Look for information that answers questions in different sources.*Use table of contents and titles from sources to find information.*Read and select information.*Clarify the meaning of words.Knowing about the language*Topic, purpose and intended audience.*Acoustic characteristics.*Type of sentences.*Question words.Being through the language*Use language as a means of solving problems. *Respect the participation of others.*Cooperation to provide a solution to problems.

* Identifies by name school-related problems.

* Formulates questions

* Uses a table to record questions and solutions to a problem

* Looks for information that answers previously formulated questions.

Discussion

Brainstorming 3sessions

2. Design the posters where spots will be printed

Doing with the language*Classify information whether it is related to problem or

solutionKnowing about the language*Textual and graphic componentsBeing through the language*Use language as a means of solving problems. *Respect the participation of others.*Cooperation to provide a solution to problems.

Classifies information related to a problem or solution

Graphic styles 1 session

Doing with the language

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STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

3. Formulate questions to find information about a problem and its solution.

Write information on posters

*Examine the written form of questions.*Identify word order and words used to ask questions.*Record information on a chart.*Record information that answers questions about

solving a problem on a chart.*Formulate questions about a problem and how to solve it.Knowing about the language*Textual and graphic components.*Type of sentences*Question words*Verb form: auxiliaries*Verb tenses: present and pastPunctuation.Being through the language*Use language as a means of solving problems. *Respect the participation of others.*Cooperation to provide a solution to problems.

* Uses a chart to record questions and solutions to a problem

*Answers questions by writing

Brainstorming poster ideas

2 sessions

4. Display posters in a suitable place in the school.

Doing with the language*Read questions and answers aloud.Knowing about the language*Acoustic characteristics.Being through the language*Use language as a means of solving problems. *Respect the participation of others.*Cooperation to provide a solution to problems.

* Formulates questions

*Reads questions and answers aloud.

Presentations 2 sessions

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Grade: 6th Unit: 3 BProduct: Printed spots.Social Practice of the language: Read and record information to solve a problem.Specific Competency: Check and select information in order to solve a problem of interest to the students.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 119: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6th Unit: 3 BProduct: Printed spots.Social Practice of the language: Read and record information to solve a problem.Specific Competency: Check and select information in order to solve a problem of interest to the students.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 120: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6th Unit: 3 BProduct: Printed spots.Social Practice of the language: Read and record information to solve a problem.Specific Competency: Check and select information in order to solve a problem of interest to the students.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

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Grade: 6th Unit: 3 BProduct: Printed spots.Social Practice of the language: Read and record information to solve a problem.Specific Competency: Check and select information in order to solve a problem of interest to the students.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

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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: Material

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Revision:

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Key language comprehension checking:.

Practice

Application .

Personal Aim: Comments:

Class objective(s): Date:Introduction Warmer:

Revision:

Material

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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:

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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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Presentation Key language:

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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:

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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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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:

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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

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Application .

Personal Aim: Comments:

Class objective(s): Date:Introduction Warmer:

Revision:

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Material

Presentation Key language:

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Practice

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Application .

Personal Aim: Comments:

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Unit 4

Block A

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SCHEME OF WORK FORMATCOORDINACIÓN ESTATAL DEL PROGARAMA

NACIONAL DE INGLÉS COORDINACIÓN ACADÉMICA

Cycle: 3Grade: 6thUnit: 4. Block: A

Weeks: 1-4Days: 1-11Teacher:______________________

Social Practice of the language: Read and write notes and letters.Specific Competency: Comprehend and respond to invitations through letters.Environment: Familiar and communityProduct: Invitation letter

STAGE OF THE PRODUCT

CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT

SUGGESTEDTIMING

ACTIVITIES-IDEAS

1. Select an event to invite people to.

Doing with the language*Infer purpose.*Determine the nature of the event (happy, sad, popular, communal, public, private, free, entrance, etc.).Knowing about the language. *Repertoire of words necessary for this social practice

of the language.

Being through the language*Use language as a means for suggesting and inviting.*Show courtesy.

*Identifies purpose, function, intended audience and sender of diverse invitations.

Brainstorming

Discussions

2

sessions

2. Plan the writing of the letter by listing the necessary components for the invitation (addressee, event, date, place, time, additional details, sender, etc.).

.

Doing with the language*Identify the parts of a letter.*Unscramble a letter.*Identify addressee.*Identify situations in which letters are used.*Identify register.*Classify invitations based on the formality or informality of an event.* Complete sentences based on the date, time, and place of the event.*Identify elements in which a reply is expected (e.g., confirm attendance, bring something to the event, etc.).*Practice the writing of dates and places.Knowing about the language*Textual components of letters: place and date,

addressee, signature, etc.*Register.*Repertoire of words necessary for this social practice

of the language.*Verb tense: future.*Modal verbs (need, could, would, etc.).*Nouns: possessive forms (a friend of mine, a partner of

yours, etc.).*Quantifiers (all, few, many, little, much, etc.).*Punctuation.*Abbreviations.

*Identifies purpose, function, intended audience and sender of diverse invitations.

*Identify the parts of an invitation letter.

Graphic organizers 3

sessions

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STAGE OF THE PRODUCT

CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT

SUGGESTEDTIMING

ACTIVITIES-IDEAS

Being through the language*Use language as a means for suggesting and inviting.*Show courtesy.

3. Write the letter based on a model and using bilingual dictionaries.

Doing with the language*Find out the meaning of unknown words or expressions.*Identify elements in which a reply is expected (e.g., confirm attendance, bring something to the event, etc.).*Build up sentences to respond to elements of an invitation.*Select the most suitable closing formula for a letterKnowing about the language*Purpose, addressee, and function of letters.*Repertoire of words necessary for this social practice

of the language.*Verb tense: future.*Modal verbs (need, could, would, etc.).*Nouns: possessive forms (a friend of mine, a partner of

yours, etc.).*Quantifiers (all, few, many, little, much, etc.).*Punctuation.*Abbreviations.Being through the language*Use language as a means for suggesting and inviting.*Show courtesy.

*Clarifies new vocabulary and phrases by using bilingual dictionaries.

*Makes sentences to produce a written response to an invitation.

Several invitation letter formats to choose from

3

sessions

4. Check that the letter is complete, the message is clear and that it complies with writing conventions.

Send the letters to the intended audience.

Doing with the language*Answer questions about an event*Identify elements in which a reply is expected (e.g., confirm attendance, bring something to the event, etc.).*Select a suitable addressee for an invitation.*Select the most suitable closing formula for a letter.*Check that all aspects in the writing of invitations are

complete and included in the reply.*Write information on an envelope regarding the sender and the addressee.Knowing about the language*Structure: greeting, message, closing.*Purpose, addressee, and function of letters.Being through the language*Use language as a means for suggesting and inviting.*Show courtesy.

*Answer questions about the event described in the letter.

*Makes sentences to produce a written response to an invitation.

*Writes and reads a reply aloud.

Rubrics for writing

Presentations of finished product

3

sessions

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Grade: 6 th Unit: 4AProduct: Invitation letter.Social Practice of the language: Read and write notes and letters..Specific Competency: Comprehend and respond to invitations through letters.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 139: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 4AProduct: Invitation letter.Social Practice of the language: Read and write notes and letters..Specific Competency: Comprehend and respond to invitations through letters.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 140: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 4AProduct: Invitation letter.Social Practice of the language: Read and write notes and letters..Specific Competency: Comprehend and respond to invitations through letters.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 141: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 4AProduct: Invitation letter.Social Practice of the language: Read and write notes and letters..Specific Competency: Comprehend and respond to invitations through letters.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

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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: Material

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Revision:

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:

Material

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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:

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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

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Introduction of vocabulary:

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Presentation Key language:

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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:

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Product: Stage number: ______ Number of sessions for this stage:______Name of the stage:

Achievement(s):. Vocabulary:

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Revision:

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Practice

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Revision:

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Material

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Practice

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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:

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Achievement(s):. Vocabulary:

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Revision:

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Material

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Practice

Application .

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Personal Aim: Comments:

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Practice

Application .

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Material

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Practice

Application .

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Personal Aim: Comments:

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Unit 4

Block B

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SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3Grade: 6thUnit: 4. Block: B

Weeks: 1-4Days: 1- 11Teacher:______________________

Social Practice of the language: Read and compare various aspects of Mexico and English speaking countriesSpecific Competency: Interpret historical chronicles to compare cultural aspects of Mexico and English speaking countriesEnvironment: Literary and ludic

Product: ComicSTAGE OF THE

PRODUCTCONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMINGACTIVITIES-IDEAS

1. Select natural, historical and cultural aspects relevant to a chronicle to find similarities or differences with the present situation of Mexico and English speaking countries.

Doing with the language*Activate previous knowledge to predict topic*Mention situations in which chronicles are narrated.*Identify topic, intended audience and purpose.*Identify aspects of nature (flora, fauna, climate, etc.) and cultural expressions (schedules, music, interaction, dressing and eating codes in different events, etc.) from the historical period mentioned in the chronicle.*Compare aspects of nature and cultural expressions of chronicles to contemporary ones from Mexico and English speaking countries.*Identify people’s actions.*Identify differences between actions in the chronicle and contemporary actions.Knowing about the language*Topic, purpose and intended audience.*Repertoire of words necessary for this social practice of

the language.

Being through the language*Understand chronicles as a reflection of emotions and

experiences, as well as people’s values and cultures.*Identify values and behavior in English speaking countries.

*Identifies topic, purpose and intended audience.

*Describes aspects of nature and cultural expressions from a relevant historical period in the chronicle

Discussions

Talks with peers

4

sessions

2. Write an adapted version of the mentioned aspects based on a model.

Doing with the language*Identify, define and clarify the meaning of new phrases and words.*Identify aspects of nature (flora, fauna, climate, etc.) and cultural expressions (schedules, music, interaction, dressing and eating codes in different events, etc.) from the historical period mentioned in the chronicle.*Compare aspects of nature and cultural expressions of chronicles to contemporary ones from Mexico and English speaking countries.*Identify people’s actions.*Identify differences between actions in the chronicle and contemporary actions.*Write questions and answers about the described

*Describes aspects of nature and cultural expressions from a relevant historical period in the chronicle

*Compares aspects of nature and cultural expressions of a chronicle to contemporary ones from Mexico and English speaking countries.

Imagining

Fantasy characteristics(& illustration for comic strip characters)

4

sessions

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STAGE OF THE PRODUCT

CONTENTS ACHIEVEMENTS SUGGESTEDASSESSMENT

SUGGESTEDTIMING

ACTIVITIES-IDEAS

historical period, geographic location, people, vegetation, climate, etc.*Write (on a chart) natural, historical and cultural aspects which are meaningful to the chronicle.*Adapt natural, historical and cultural aspects of a chronicle to Mexico’s context.Knowing about the language*Textual and graphic components.*Repertoire of words necessary for this social practice of

the language.*Verb tense: past, present and past perfect.Being through the language*Understand chronicles as a reflection of emotions and

experiences, as well as people’s values and cultures.*Identify values and behavior in English speaking countries.

*Writes questions and answers about the different aspects described in a chronicle.

3. Check spelling and punctuation conventions

Doing with the languageCheck the adopted information to make sure it is adequateKnowing about the language*Repertoire of words necessary for this social practice of

the language.*Punctuation.Being through the language*Understand chronicles as a reflection of emotions and

experiences, as well as people’s values and cultures.*Identify values and behavior in English speaking countries.

*Checks spelling and punctuation conventions.

Rubrics for spelling and punctuations

1

session

4. Read the adapted version aloud.

Turn the adaptation into a comic strip.

Share the comic with other teams.

Doing with the language*Read aloud to practice pronunciation.*Read questions and answers in collaboration to compare

information.*Read adapted information aloud.*Check the adopted information to make sure it is adequateKnowing about the language*Repertoire of words necessary for this social practice of

the language.Being through the language*Understand chronicles as a reflection of emotions and

experiences, as well as people’s values and cultures.*Identify values and behavior in English speaking countries.

*Reads paragraphs of a chronicle aloud.

*Reads questions and answers.

Role-play

Sequencing for comic strip

Reading and final presentation of product

2 sessions

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Grade: 6th Unit: 4 BProduct: Comic.Social Practice of the language: Read and compare aspects of Mexico and English-speaking countries.Specific Competency: Interpret historical chronicles to compare cultural aspects of Mexico and English speaking countries.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 162: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6th Unit: 4 BProduct: Comic.Social Practice of the language: Read and compare aspects of Mexico and English-speaking countries.Specific Competency: Interpret historical chronicles to compare cultural aspects of Mexico and English speaking countries.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 163: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6th Unit: 4 BProduct: Comic.Social Practice of the language: Read and compare aspects of Mexico and English-speaking countries.Specific Competency: Interpret historical chronicles to compare cultural aspects of Mexico and English speaking countries.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 164: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6th Unit: 4 BProduct: Comic.Social Practice of the language: Read and compare aspects of Mexico and English-speaking countries.Specific Competency: Interpret historical chronicles to compare cultural aspects of Mexico and English speaking countries.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

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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: Material

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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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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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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:

Page 169: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

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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

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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:

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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:

Page 173: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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:.

Page 174: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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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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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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:

Page 177: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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 .

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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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Application .

Personal Aim: Comments:

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Unit 5

Block A

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SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3 Grade: 6th Unit: 5. Block A

Week: 1-4Day: 1-11Teacher: _____________________

Social Practice of the language: Read and record information to design questionnaires and reports. Specific Competency: Record information to make a report on activities related to a job or occupation.Environment: Academic and Educational. Product: Illustrated report.

STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

1. Select job, occupation or personal activity to write a report of activities.

*Write a title and collect information from various sources

Doing with the languageExplore sequence of images of activities related to a job or occupation.*Activate previous knowledge in the mother tongue to predict the content of images.* Identify a sequence of activities based on its illustrations.* Identify purpose and intended audience.Collect information about activities of a job or occupation. *Ask and answer questions about activities of a job or occupation represented in images.* Read informative texts that describe activities of jobs or occupations aloud.*Relate information to activities of a job or occupation represented in a sequence of images.* Distinguish main from supporting ideas in a paragraph.*Underline main ideas.Knowing about the language* Repertoire of words necessary for this social practice of the language.Being through the language* Use language as a means to record information.*Respect the value of other people’s job.* Identify the sense of belonging to a community and being part of its activities.

* Says the names of jobs and occupations.

* Formulates and answer questions about jobs and occupations.

Observation

Questionnaires

2 sessions

2. Write sentences that describe activities, based on a model.

*Use connectors to link sentences together and order them in a sequence.

Doing with the languageExplore reports on activities.*Mention situations in which reports on activities are made.*Identify the parts of the report.*Read title and predict content.*Identify main ideas and the order in which they are presented.Knowing about the language*Structure of reports: introduction, body, and conclusions.

*Distinguishes main ideas from supporting ideas in paragraphs.

*Writes information about jobs and occupations.

Quizzes

Written assignments

Exam

Observation

Portfolio

4 sessions

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STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

*Topic, purpose, and intended audience.*Textual and graphic components.Being through the language* Use language as a means to record information.*Respect the value of other people’s job.* Identify the sense of belonging to a community and being part of its activities.

3. Write the sentences in a report and add illustrations.

*Check that the writing is complete and compiles with writing conventions.

Doing with the languageWrite information about jobs and occupations to make a report.*Classify information.*Complete model sentences with known information about activities of jobs or occupations (e.g., seamstresses make patterns of clothes they make; farmers clear the land, etc.)*Order sentences based on a sequence of images.*Choose suitable connectors to link sentences together.*Write titles for reports.Knowing about the language*Types of sentences*Verb tenses.*Verb forms: passive.Being through the language* Use language as a means to record information.*Respect the value of other people’s job.* Identify the sense of belonging to a community and being part of its activities.

*Identifies introduction, body and conclusions.

*Writes information about jobs and occupations.

Portfolio

Written assignments

Quizzes

Peer assessmentSelf assessment

3sessions

4. Present the report to the rest of the group.

Doing with the languageCheck spelling and punctuation conventions. Knowing about the language*Punctuation.Being through the language. * Use language as a means to record information.*Respect the value of other people’s job.* Identify the sense of belonging to a community and being part of its activities.

*Reads informative texts that describe activities of a job or profession aloud.

Oral evaluation

Show and tell2 sessions

Page 185: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 5AProduct: Illustrated report.Social Practice of the language: Read and record information to design questionnaires and reports.Specific Competency: Record information to make a report on activities related to a job or occupation.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 186: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 5AProduct: Illustrated report.Social Practice of the language: Read and record information to design questionnaires and reports.Specific Competency: Record information to make a report on activities related to a job or occupation.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 187: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 5AProduct: Illustrated report.Social Practice of the language: Read and record information to design questionnaires and reports.Specific Competency: Record information to make a report on activities related to a job or occupation.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 188: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 5AProduct: Illustrated report.Social Practice of the language: Read and record information to design questionnaires and reports.Specific Competency: Record information to make a report on activities related to a job or occupation.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 189: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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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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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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:

Page 192: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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

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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:

Introduction of vocabulary:

Material

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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

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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:

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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:

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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:.

Page 198: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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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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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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:

Page 201: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

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 .

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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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Application .

Personal Aim: Comments:

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Unit 5

Block B

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SCHEME OF WORK FORMAT COORDINACIÓN ESTATAL DEL PROGARAMA NACIONAL DE INGLÉS

COORDINACIÓN ACADÉMICACycle: 3Grade: 6th Unit: 5. Block B

Weeks:1-4Days: 1-11Teacher:______________________

Social Practice of the language: Follow and give directions to go to places . Specific Competency: Follow and give directions for commuting using public transport.Environment: Familiar and Community

Product: Instructions brochure on how to use means of transport.

STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS

1. Select locations to provide directions to get there.

Doing with the languageExplore pamphlets showing how to get to a place using public transport.*Point out purpose and intended audience.*Identify visual aids to indicate location (sketches, maps, etc.)*Identify, while listening and reading, the name, place, or means of transport included in instructions.Knowing about the language*Topic, purpose and intended audience.*Textual and graphic components.Being through the language* Use language as means of offering and asking for help.*Show assertiveness and confidence in the use of English.* Show courtesy and respect when offering and asking for help.

*Discriminates names of places and means of

transport while listening and reading.

Brainstorm

Comprehension questions

2 sessions

2. Make a list with details required to get to a place: ways of transport, cost, etc.

Doing with the languageInterpret timetable charts.*Identify names of destinations in timetables.*Read departure and arrival times.Describe the immediate context as a point of reference to move from.*Express present location using another point of reference.*Complete written sentences to indicate the location of a place or community with respect to another.Knowing about the language*Topic, purpose, and intended audience.

*Identifies names of destinations in double

column charts.

*Reads times of departures and arrivals

aloud.

Surveys

Teacher’s observation

Questionnaires

3 sessions

Page 207: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEAS*Repertoire of words necessary for this social practice of the language.Being through the language* Use language as means of offering and asking for help.*Show assertiveness and confidence in the use of English.* Show courtesy and respect when offering and asking for help.

3. Write the instructions to get to the places, based on a model.

Doing with the languageUnderstand directions to move from one place to

another.*Identify words that indicate movement from one

place to another.*Identify expressions that indicate the destination

and the means of transport to get to it.*Identify how many and what means of transport

must be used to get to a final destination.*Formulate questions to ask how to get to a place

where public transport can be reached.*Ask for the trip fare to a destination.*Identify words that indicate the distance between

different locations.Offer directions to use public transport.*Identify names of places of departure and arrival.*Complete sentences that offer information about

going from one place to another by public transport.

Write directions to get from one place to another using public transport.

*Write sentences to move from one place to another.

*Trace a route on a map to verify that directions are correct.

*Read directions aloud to practice pronunciation and intonation.

Knowing about the language*Acoustic characteristics: intonation, volume, and

diction.*Adjectives: demonstratives.*Adverbs: of place.Being through the language* Use language as means of offering and asking

*Formulates questions to ask how to get to a place where you can take public transport and what is its cost.

*Writes directions to get from one place to another using public transport.

Role plays

Comprehension questions

Quizzes

Peer assessmentSelf assessment

5sessions

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STAGE OF THE PRODUCT CONTENTS ACHIEVEMENTS SUGGESTED

ASSESSMENTSUGGESTED

TIMING ACTIVITIES-IDEASfor help.*Show assertiveness and confidence in the use of English.* Show courtesy and respect when offering and

asking for help.

4. Check in a bilingual dictionary that words comply with writing and spelling conventions.

Check that the instructions are clear and that they take you to the place you want to go.

Doing with the languageCheck spelling and punctuation conventions.Knowing about the language*Abbreviations and signs ($, €, m.-meter, LHR-London Heathrow, etc.).Being through the language* Use language as means of offering and asking for help.*Show assertiveness and confidence in the use of English.* Show courtesy and respect when offering and

asking for help.

*Understands directions to move from one

place to another using public transport.

Peer assessment

Observation1 session

Page 209: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 5BProduct: Instructions brochure on how to use means of transport.Social Practice of the language: Follow and give directions to go to places.Specific Competency: Follow and give directions for commuting using public transport.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 210: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 5BProduct: Instructions brochure on how to use means of transport.Social Practice of the language: Follow and give directions to go to places.Specific Competency: Follow and give directions for commuting using public transport.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 211: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 5BProduct: Instructions brochure on how to use means of transport.Social Practice of the language: Follow and give directions to go to places.Specific Competency: Follow and give directions for commuting using public transport.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

Page 212: Web view/ Answer the following questions: who, what, when, where, why and how. / Identify the topic in the news report. ... Teacher’s observation. Comprehension questions

Grade: 6 th Unit: 5BProduct: Instructions brochure on how to use means of transport.Social Practice of the language: Follow and give directions to go to places.Specific Competency: Follow and give directions for commuting using public transport.

Stage of the product

Series of actions-development

Examples Activities Step of the class

Sessions

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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: Material

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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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Lead-in activity:

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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:

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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:

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Personal Aim: Comments:

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Presentation Key language:

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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:

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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:.

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Practice

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Practice

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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:______

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Name of the stage:

Achievement(s):. Vocabulary:

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Revision:

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Material

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Practice

Application .

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Personal Aim: Comments: