Planeación 2017 INGLES 3ERO

Secretaría de Educación
Unidad Ejecutiva
Coordinación de Programas Compensatorios
Departamento de Educación Extraescolar
CEDEX “PROFRA. OLIVIA RAMÍREZ PÉREZ"
PLANEACIÓN ANUAL
INGLÉS III
Achievements
 Establish the motive or reason for a complaint.
  Infers the general meaning from explicit information.
  Distinguish between main ideas and some details.
 Uses strategies to influence on meaning.
INGLÉS III
BIANA ITZEL ANDRADE RAZO
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
TOPIC Understand and express information related to goods and services SESIONES 3
SUB-TOPIC 3.1.1 Listen to and explore complaints about a health service.
ENVIRONMENT Familiar and community
CURRICULAR COMPREHENSION
STANDARDS Understand main ideas in spoken texts of familiar and common matters.
TO WORK Understand detailed instructions to solve problems related to familiar and common
situations.
PRODUCTION
Participate in exchanges on everyday topics and familiar environments.
Have a range of strategies to open, keep, and close simple interactions on familiar topics or
personal interest.
MULTIMODALITY
Associate body and visual language with oral language.
ADJUSTMENTS
PURPOSES ACHIEVEMENTS SPECIFIC COMPETENCY
Produce short, • Establishes the motive or reason for a Express oral complaints about a health
conventional texts that complaint. service
respond to personal, • Infers the general meaning from explicit
creative, social, and information.
academic purposes • Distinguishes between main ideas and some
details.
• Uses strategies to influence on meaning.
STRATEGIC Specific activities with the language: express oral complaints about a health service
DIDACTICS
Check complaints about a health service, using context clues with the teacher’s coordination.
––Listen to oral complaints (e.g., through the phone or the Internet, etc.) about a health service.
––Recognize topic and purpose.
––Establish form of communication.
––Determine place or target of a complaint.
––Recognize the attitudes of speakers.
––Detect ways to adjust the actions of speaking and listening (e.g., pauses, rhythm, tone, etc.).
SOURCES MATERIALS:
-Board,copy of conversation, board, markers.
EVALUATION Telephonic complaint voice mail
––Produce telephonic complaints.
––Select and consult information to make a complaint.
––Create the statements to express the complaint.
––Check that the complaint is understood when said and heard.
––Practice the enunciation of the complaint.
––Make the complaint.
RUBRICS Notebook 10% Participation10%
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
SUB-TOPIC 3.1.2 Interpret general sense, main ideas, and some details of a complaint.
TO WORK Understand detailed instructions to solve problems related to familiar and common situations.
PRODUCTION
Have a range of strategies to open, keep, and close simple interactions on familiar topics or personal
interest.
MULTIMODALITY
Associate body and visual language with oral language
ADJUSTMENTS
details.
DIDACTICS Interpret general meaning, main ideas and some details about a telephone complaint with the
teacher’s coordination.
––Listen to a complaint.
––Clarify meaning of words either by using an English dictionary or from their context.
––Activate previous knowledge.
––Infer general meaning.
––Detect and interpret technical or specialized information.
––Establish motive or reason for a complaint.
––Identify main ideas and information that explains or complements them.
––Detect expressions to suggest solutions.
––Recognize strategies to emphasize meaning (e.g., rephrasing, adjusting volume/speed, negotiate
meaning, etc.).
SOURCES MATERIALS:
-Notebook –board -Markers
EVALUATION Shows interest in demonstrating acceptable discipline class
Participation with the group in the conversation on to verify the pronunciation
RUBRICS Notebook 10 Participation 20
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
SUB-TOPIC 3.1.3. Write an oral complaint.
situations.
PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS
details.
DIDACTICS Write an oral complaint about a health service, with the teacher’s coordination.
––Choose word repertoire relevant to a complaint.
––Use and adapt an appropriate speech register based on the addressee.
––Express motive or reason.
––Write expressions to suggest solutions.
––Use strategies to modify meaning (e.g., volume, tone, rhythm, amount of details, etc.).
––Use linguistic resources to articulate complete ideas in a complaint.
––Use strategies to repair failed communication (e.g., seek feedback, clarify meaning, rephrasing,
etc.).
––Express complaints and make adjustments to improve fluency.
SOURCES MATERIALS:
-Notebook copies markers board
EVALUATION Participation with the group in the conversation on to verify the pronunciation
Shows interest in demonstrating acceptable discipline class
The language is written in clear and readable book
Is good understanding of written and spoken dialogue
Performs tasks and activities planned by the teacher in both team and individual
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
SUB-TOPIC 3.1.4 Structure of complaints: opening, body, and closure.
PRODUCTION
interest.
MULTIMODALITY
ADJUSTMENTS
details.
• Uses strategies to influence on meaning
DIDACTICS Features and types of oral and written texts.
––Topic, purpose and intended audience.
––Context clues: sounds, turns of participation, relationship between participants, attitude, etc.
––Structure of complaints: opening, body and closure.
––Form of communication: on-site, long distance.
Phonic, syntactic and semantic elements of texts.
––Word list suitable for this practice of language.
––Acoustic features.
––Verb tenses: simple present, past and future.
––Adjectives: qualifying, comparative and superlative.
––Adverbs: of time, of degree.
SOURCES MATERIALS:
-Notebook,markers, board
EVALUATION ––Determine the topic or reason to make a complaint.
––Create the statements to express the complaint
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
SUB-TOPIC Being through the language
PRODUCTION
interest.
MULTIMODALITY
ADJUSTMENTS
details.
STRATEGIC Language as a means to:
DIDACTICS ––Express a complaint.
––Stand up for one’s rights.
––Raise awareness about one’s and others’ attitudes.
Product: telephone complaint voice mail
Distribute among teams the necessary actions to write telephone complaints.
––Consult and select information to write a complaint.
––Select topic or purpose for the complaint.
––Write sentences to express the complaint.
––Revise that the complaint is understood when spoken and listened to.
––Practice the enunciation of a complaint.
Perform the telephone complaint.
SOURCES MATERIALS:
Copy Notebook Markers Board
EVALUATION ––Check that the complaint is understood when said and heard.
––Practice the enunciation of the complaint.
––Make the complaint
RUBRICS Paticipation 20
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
TOPIC Read and understand different types of literary texts from english- SESIONES 2
speaking countries
SUB-TOPIC 3.1.6 Select and explore suspense narratives.
ENVIRONMENT Ludic and literary
STANDARDS Differentiate functions from contexts and components of oral texts.
TO WORK Use known resources and strategies to interpret oral messages.
Identify unknown words in texts of personal interest based on previous knowledge.
Infer the meaning of expressions in texts related to familiar and known topics.
MULTIMODALITY
Identify differences between graphic and textual symbology of similar situations.
ATTITUDES TOWARDS LANGUAGE AND COMMUNICATION
Appreciate and enjoy literary and cultural expressions in the English language.
ADJUSTMENTS
PURPOSES ACHIEVEMENTS SPECIFIC COMPETENCE
Express some judgments • Uses various strategies to understand Read suspense literature and describe
and opinions about narratives. moods
issues that are • Infers the general meaning and main ideas
interesting to them or from details.
resemble their everyday • Formulates and answers questions in order
reality to infer information.
• Writes opinions regarding moods.
• Organizes paragraphs in order to create texts.
STRATEGIC Check suspense narratives, with the teacher’s supervision.
DIDACTICS ––Select suspense narratives based on publishing data.
––Identify text arrangement.
––Determine topic.
––Recognize purpose (e.g., persuade, fright, etc.).
––Detect intended audience from explicit information.
SOURCES MATERIALS:
-Notebook, markers and board
EVALUATION -Emotionary (inventory of emotions)
––Select, from a number of sources, a suspense narrative.
RUBRICS Participation 20 Notebook10
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
TOPIC Read and understand different types of literary texts from english- SESSIONS 2
speaking countries
SUB-TOPIC 3.1.7Understand general sense, main ideas, and some details of a suspense
narrative.
ENVIRONMENT Reading and Ludic

CURRICULAR Use known resources and strategies to interpret oral messages.
STANDARDS Identify unknown words in texts of personal interest based on previous knowledge.
TO WORK Infer the meaning of expressions in texts related to familiar and known topics.
MULTIMODALITY
ADJUSTMENTS
• Organizes paragraphs in order to create
texts.
STRATEGIC Understand general meaning, main ideas and some details of a suspense narrative from
DIDACTICS independent reading, with the teacher’s supervision.
––Read and re-read narratives.
––Use diverse comprehension strategies (e.g., self-questioning, vocabulary, text arrangement and
structure, etc.).
––Detect frequently used words.
––Distinguish specific characteristics of language (e.g., connectives, determinants, adverbs, etc.).
––Make links in texts using explicit and implicit information (e.g., main idea and details that enhance
it, sequence of key events, etc.).
––Infer main ideas from details.
––Answer questions to infer characters’ moods from explicit information.
SOURCES MATERIALS:
-Notebook board markers
EVALUATION ––Check that the examples comply with grammar, spelling, and punctuation conventions
RUBRICS Participation 20
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
TOPIC Read and understand different types of literary texts from English- SESIONES 2
speaking countries
SUB-TOPIC 3.1.8Describe characters’ moods in a suspense narrative.
ENVIRONMENT Literary and Ludic

TO WORK
ADJUSTMENTS
Express some • Uses various strategies to understand

Read suspense literature and describe
judgments and narratives.
moods
opinions about issues • Infers the general meaning and main
that are interesting to ideas from details.
them or resemble their • Formulates and answers questions in
everyday reality order to infer information.
texts.
STRATEGIC Describe characters’ moods in a suspense narrative to aid comprehension, with the
DIDACTICS teacher’s coordination.
––Express and justify personal impressions towards a text. (e.g., I didn’t like… because…, It
was interesting… but…, etc.).
––Listen to other’s opinions and justifications to recognize different interpretations.
––Relate moods to characters.
––Make sentences from words that express moods.
––Complete sentences to express moods.
––Organize paragraphs to form texts.
––Describe characters’ moods.
SOURCES MATERIALS:
EVALUATION ––Choose and make a list of emotions that the narrative presents or provokes.
––Propose and write examples of the situations that describe the emotions.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK 1
TOPIC Read and understand different types of literary texts from SESSIONS 2
English-speaking countries
SUB-TOPIC 3.1.9Elements in narratives
ENVIRONMENT Ludic and literary
Identify unknown words in texts of personal interest based on previous knowledge.
Infer the meaning of expressions in texts related to familiar and known topics.
MULTIMODALITY
ADJUSTMENTS
PURPOSES ACHIEVEMENTS SPECIFIC COMPETENCE
texts.
STRATEGIC Features and types of oral and written texts.

DIDACTICS ––Topic, purpose and intended audience.
––Elements in narrative: narrator, characters, events, etc.
––Colophon: publishing house, year, location, etc.
––Sentence types: declarative, interrogative, imperative, exclamatory.
––Adjectives: comparative, superlative.
Mechanics of writing.
––Homophones (e.g., too, two).
––Word separation.
SOURCES MATERIALS:
-Notebook copies markers board computer
EVALUATION ––Check that the examples comply with grammar, spelling, and punctuation
conventions.
––Organize an event to present and read the emotionary.
RUBRICS Notebook 10 Participation 20 Test 60 Attendance 10
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II
TOPIC Understand and write instructions SESSIONS 3

SUB-TOPIC 3.2.1 Select and explore sets of instructions to perform a simple experiment.
ENVIRONMENT Academic and educational
STANDARDS Use strategies such as skimming and scanning to interpret texts.
TO WORK Distinguish main ideas from ideas that expand, explain or exemplify them.
PRODUCTION
Manage a repertoire of words and structures with canonical composition and conventional
writing.
Use a range of structures to open and end texts.
MULTIMODALITY
Use visual resources to complement the general meaning of oral and written texts.
ADJUSTMENTS
Use grammar, spelling, • Understands and interprets order and Interpret and write instructions to
and punctuation sequence of perform a simple experiment
conventions instruction elements to perform an
experiment.
• Writes and classifies simple and complex
sentences in order to create instruction
sequences.
• Removes, add, changes and/or rearranges
information to edit a set of instructions.
STRATEGIC Specific activities with the language: interpret and write instructions
DIDACTICS to perform a simple experiment
Check instruction manuals to perform experiments based on contextual clues, with the teacher’s
supervision.
––Select instruction manuals to perform experiments based on topic and purpose (e.g., liquid
filtration, carbon dioxide, etc.).
––Examine distribution and function of text and graphic components.
––Recognize text arrangement.
––Identify purpose and intended audience.
SOURCES MATERIALS:
-Notebook copies cardboard
EVALUATION Set of instructions album
––Make a set of instructions album
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II

SUB-TOPIC 3.2.2 Interpret instructions.

PRODUCTION
Manage a repertoire of words and structures with canonical composition and conventional
writing.
MULTIMODALITY
ADJUSTMENTS
Interpret and write instructions to perform a simple
Use grammar, spelling, • Understands and interprets order and experiment
and punctuation sequence of
conventions instruction elements to perform an
experiment.
• Writes and classifies simple and complex
sentences in order to create instruction
sequences.
STRATEGIC Interpret instructions to perform an experiment from independent reading and with the teacher’s
DIDACTICS coordination.
––Read instruction manuals.
––Clarify meaning of words.
––Anticipate general meaning through self-questioning.
––Go through procedure components (e.g., steps, descriptions, activities, times, etc.).
––Distinguish details that describe steps.
––Identify use of punctuation.
––Follow instructions to confirm understanding.
––Recognize instruction order.
SOURCES MATERIALS:
-manuals instructions bilingual dictionary- notebook
EVALUATION ––Arrange the instructions in a sequence and illustrate them.
––Edit instructions to write the final version of the set of instructions.
––Agree on a design to present the set of instructions in an album format.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II

SUB-TOPIC 3.2.3 Write instructions.
PRODUCTION
Manage a repertoire of words and structures with canonical composition and conventional writing.
MULTIMODALITY
ADJUSTMENTS
PURPOSE ACHIEVEMENTS SPECIFIC COMPETENCY
Use grammar, spelling, • Writes and classifies simple and complex Interpret and write instructions to
and punctuation sentences in order to create instruction perform a simple experiment
conventions sequences.
STRATEGIC Write instructions to perform a simple experiment, with the teacher’s guidance.
DIDACTICS ––Determine procedure components.
––Make questions about the procedures to complete sentences.
––Establish number of steps.
––Use bullets, ordinary numbers or words that indicate sequence to point out steps.
––Write simple and complex sentences.
––Complete sentences with the descriptions of steps and activities.
––Arrange sentences in a certain procedure’s sequence.
––Give support to sentences with illustrations.
SOURCES MATERIALS:
-Notebook-Computer Markers
EVALUATION ––Edit instructions to write the final version of the set of instructions.
––Agree on a design to present the set of instructions in an album format.
––Make an index.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II

SUB-TOPIC 3.2.4 Edit sets of instructions.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
Use grammar, spelling, • Removes, add, changes and/or rearranges Interpret and write instructions to
and punctuation information to edit a set of instructions. perform a simple experiment
conventions
STRATEGIC Edit instruction manuals to perform an experiment, with the teacher´s coordination.
DIDACTICS ––Read to revise punctuation and spelling conventions.
––Verify the arrangement of the sequence in sentences.
––Remove, add, change and/or rearrange information to improve a text.
––Write final version.
SOURCES MATERIALS:
-color sheet of paper –markers -colors
EVALUATION ––Put the album together and place it in the classroom’s library
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II
TOPIC Interpret and express information published in SESSIONS 2

Various media
SUB-TOPIC 3.2.5 Follow instructions for an experiment
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
Use grammar, spelling, • Writes and classifies simple and complex Interpret and write instructions to
and punctuation sentences in order to create instruction perform a simple experiment
conventions sequences.
STRATEGIC Distribute among teams the necessary actions to make an instruction album.
DIDACTICS ––Choose an experiment and search information about it.
––Write down the instructions to perform the experiment.
––Arrange the sequence of instructions and illustrate them.
––Edit instructions to write the final version of the instruction manual.
––Agree on a design to display the instruction manual in an album.
––Make an index.
Put the album together and place it in the classroom’s library.
SOURCES MATERIALS:
-card board –computer -notebook
EVALUATION -Every one of student will show their experiment in front of the class.
––Put the album together and place it in the classroom’s library.
RUBRICS Material- 1 Participation 2 –Notebook 1 –Investigation 2
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II
TOPIC interpret and express information published in Various media SESSIONS 2

SUB-TOPIC 3.2.6 Explore a TV program.
CURRICULAR Use known resources and strategies to interpret oral messages.
STANDARDS Monitor the oral production of others to adjust the interpretation of the message.
TO WORK PRODUCTION
Join short structures and expressions together to form sequences of ideas.
Use paraphrasing to convey abstract concepts or express meanings of unknown words.
Appreciate creativity and proactivity in teamwork in order to meet agreements
of common benefit.
ADJUSTMENTS
Express some judgments • Anticipates main ideas and the information Share emotions and reactions caused
and opinions about that explains or supports them. by a TV program
issues that are • Clarifies the meaning of some words.
interesting to them or • Formulates and answers questions to share
resemble their everyday emotions and reactions.
reality • Explains main ideas through an oral
exchange.
STRATEGIC Check a TV program, based on context clues, with the teacher’s supervision.
DIDACTICS ––Establish genre, topic, purpose and intended audience.
––Identify speakers’ non-verbal communication and attitudes.
––Recognize adjustments made by participants when speaking and listening.
––Distinguish setting(s) or place(s) where actions take place.
––Determine roles of participants.
––Distinguish visual and sound effects.
SOURCES MATERIALS:
-computer –notebook board markers
EVALUATION Oral presentation
––Select a TV program.
––Decide on the length of the presentation.
––Write sentences to express emotions and reactions about a program.
RUBRICS Material- 1 Participation 2 –Notebook 1 –Investigation 2
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II
TOPIC interpret and express information published in Various media SESSIONS 2

SUB-TOPIC 3.2.7 Interpret the general meaning and some details of a TV program.
STANDARDS Use known resources and strategies to interpret oral messages.
TO WORK Monitor the oral production of others to adjust the interpretation of the message.
PRODUCTION
of common benefit.
ADJUSTMENTS
Express some judgments • Clarifies the meaning of some words. Share emotions and reactions caused
and opinions about • Formulates and answers questions to share by a TV program
issues that are emotions and reactions.
interesting to them or • Explains main ideas through an oral
resemble their everyday exchange.
reality
STRATEGIC Interpret general meaning and some details of a TV program, with the teacher’s supervision.
DIDACTICS ––Clarify meaning of words.
––Reflect on the relationship between actions, images, dialogues and sound effects.
––Infer general meaning.
––Identify the function of pauses, rhythm and intonation.
––Interpret technical or specialized information.
––Differentiate main ideas and information that enhances, exemplifies or explains them.
––Recognize strategies to rephrase, adjust volume/speed, negotiate meaning, etc.
––Point out speech register.
SOURCES MATERIALS:
-computer-board-markers
EVALUATION ––Practice the enunciation of emotions and reactions.
––Make the oral presentation.
––Pay attention to the participations of others.
RUBRICS Participation 2 –Notebook 1 –Investigation 2
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II
TOPIC Interpret and express information published in Various media SESSIONS 2

SUB-TOPIC 3.2.8 Share emotions and reactions caused by a TV program.
PRODUCTION
of common benefit.
ADJUSTMENTS
Express some judgments • Formulates and answers questions to share Share emotions and reactions caused
and opinions about emotions and reactions. by a TV program
issues that are • Explains main ideas through an oral
interesting to them or exchange.
resemble their everyday
reality
STRATEGIC ––Formulate questions about emotions and reactions caused by a TV program.
DIDACTICS ––Answer questions about contents of a TV program.
––Write expressions to share emotions.
––Include the explanation of main ideas during an exchange.
––Exchange emotions or reactions.
––Use strategies to repair a failed conversation.
SOURCES MATERIALS:
-computer –sheet of paper notebook
EVALUATION ––Formulate questions to obtain further information and ask for something to be repeated, clarified
or said slower
RUBRICS Participation 2 –Notebook 1 –Investigation 2
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK II
TOPIC Interpret and express information published in Various media SESSIONS 2

SUB-TOPIC 3.2.9 Presentation about a TV program
PRODUCTION
of common benefit.
ADJUSTMENTS
Express some judgments • Anticipates main ideas and the information Share emotions and reactions caused
and opinions about that explains or supports them. by a TV program
issues that are • Clarifies the meaning of some words.
interesting to them or • Formulates and answers questions to share
resemble their everyday emotions and reactions.
reality • Explains main ideas through an oral
exchange.
STRATEGIC Distribute among teams the necessary actions to participate in an oral presentation about a TV
DIDACTICS program.
––Select a TV program.
––Decide on the presentation length.
––Write sentences to express emotions and reactions about a TV program.
––Revise that sentences are understood when spoken and listened to.
––Establish turns and extension for each participation.
––Practice the enunciation of emotions and reactions.
Make the oral presentation.
––Pay attention to the participation of others.
––Formulate questions to obtain further information and ask for something to be repeated, clarified
or said slower.
SOURCES MATERIALS:
- computer-board-markers
EVALUATION ––Make the oral presentation.
––Pay attention to the participations of others.
––Formulate questions to obtain further information and ask for something to be repeated, clarified
or said slower
RUBRICS Participation 2 –Notebook 1 –Investigation 2 Test 60
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III
TOPIC Participate in language games to work with specific linguistic SESSIONS 3

aspects
SUB-TOPIC 3.3.1 Explore word games.
ENVIRONMENT Participate in language games to comprehend and write irregular verb forms
STANDARDS Understand detailed instructions to solve problems related to familiar and common
TO WORK situations.
Use strategies such as skimming and scanning to interpret texts.
PRODUCTION
Use strategies to plan and edit written texts.
Show conventional use of common punctuation marks.
MULTIMODALITY
Act ethically, respect, kindness and courtesy in daily coexistence.
ADJUSTMENTS
Master linguistic • Compares sentences with and without Participate in language games to
resources to understand irregular verb forms. comprehend and write irregular verb
the relationship • Classifies sentences according to their verb forms
between the parts of a tense.
statement or text. • Uses perfect tenses and simple past in
sentences and texts.
• Writes and dictates sentences with irregular
verb tenses.
STRATEGIC Check suitable word games to work with irregular verb forms (e.g., memory game, lottery, etc.),
DIDACTICS with the teacher’s supervision.
––Identify games by name.
––Recognize topic, purpose and intended audience.
––Determine elements that construct a word game.
––Recognize function of graphic and text components.
––Establish number of words involved in the game.
––Identify participants and role they play (e.g., coordinator, players, etc.).
––Determine number of players and participation turns.
––Recognize steps taken by a player to participate in a game.
SOURCES MATERIALS:
-cardboard –list of verbs -markers
EVALUATION Memory game
––Make a memory game.
––Identify irregular verbs in past simple, present perfect, past perfect, and future perfect.
RUBRICS Participation 2 –Notebook 1 Material 1
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III

aspects
SUB-TOPIC 3.3.2 Understand the characteristics of irregular verb forms.
TO WORK situations.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
verb tenses.
STRATEGIC Understand the characteristics of irregular verb forms, with the teacher’s coordination.
DIDACTICS ––Locate sentences with irregular verb forms in diverse texts.
––Compare sentences with and without irregular verb forms.
––Determine simple past, present perfect, past perfect and future perfect in sentences.
––Classify sentences in simple past, present perfect, past perfect and future perfect.
––Complete sentences with irregular verb forms.
––Compare differences and similarities in the composition of irregular verb forms.
––Organize irregular verb form groups.
––Write sentences with irregular verb forms
SOURCES MATERIALS:
- cardboard –list of verbs -markers
EVALUATION Write down irregular verbs on a set of cards and sentences on another set.
––Check that verbs and sentences comply with grammar, spelling, and punctuation conventions.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III

aspects
SUB-TOPIC 3.3.3 Write sentences with irregular verb forms to create a language game.
TO WORK situations.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
Master linguistic • Classifies sentences according to their verb Participate in language games to
resources to understand tense. comprehend and write irregular verb
the relationship • Uses perfect tenses and simple past in forms
between the parts of a sentences and texts.
statement or text. • Writes and dictates sentences with irregular
verb tenses.
STRATEGIC Write sentences with irregular verb forms to create a language
DIDACTICS game, with the teacher’s coordination.
––Dictate and enlist sentences with irregular verb forms.
––Complete irregular verb forms based on one of their parts
(e.g., first or last letter).
––Order letters and words to write irregular forms.
SOURCES MATERIALS:
-sheet of paper list of verbs notebook
EVALUATION ––Play the memory game.
––Read verbs and sentences aloud each time a pair is found
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III

aspects
SUB-TOPIC 3.3.4 Similarities between words./ Digraphs (e.g.: tw and lt).
TO WORK situations.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
verb tenses.
––Graphic and text components.
––Verb tenses: perfect present, past and future; simple past.
––Similarities between words.
––Differences between letters and sounds (e.g., bite, bit; ride, ridden).
––Digraphs (e.g., tw, lt).
SOURCES MATERIALS: -notebook card board markers
-
EVALUATION ––Read verbs and sentences a loud each time a pair is found.
--Read a text and identify the digraphs and make a list.
–Write sentences using digraphs.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III

aspects
SUB-TOPIC 3.3.5 Understand language games as recreational activities.
TO WORK situations.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
verb tenses.
STRATEGIC Language and language games as means to:
DIDACTICS ––Promote recreational activities.
––Foster patience in tasks performance.
––Develop an environment that fosters participation in ludic activities.
Product: memory game
Distribute among teams, the necessary actions to elaborate a memory game.
––Recognize irregular verbs in simple past, present perfect, past perfect and future perfect.
––Write down irregular verbs on a set of cards and sentences on another set.
––Revise that verbs and sentences comply with grammar, spelling and punctuation conventions.
––Determine number of players in each team and their participation turns.
––Establish rules for the memory game.
Play the memory game.
––Read verbs and sentences out loud each time a pair is found.
SOURCES MATERIALS:
EVALUATION Memory game ––Make a memory game. ––Identify irregular verbs
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III
TOPIC Read and rewrite informative texts from a particular field SESSIONS 2
SUB-TOPIC 3.3.6 Select and explore descriptions of historical events
TO WORK situations.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
Produce short, • Formulates questions in order to distinguish Write a short report about a historical
conventional texts that between main and secondary ideas. event
respond to personal, • Writes simple and complex sentences.
creative, social, and • Links sentences together in order to make
academic purposes. paragraphs.
• Writes a short report, based on a model.
• Checks spelling conventions and adjusts
language according to intended audience and
purpose, to edit reports.
STRATEGIC Check descriptions of historic events, with the teacher’s coordination.
DIDACTICS ––Select descriptions of historic events.
––Activate previous knowledge.
––Predict content based on graphic and text components.
––Recognize text organization.
––Identify topic and intended audience.
SOURCES MATERIALS:
-copies –notebook- cardboard
EVALUATION Report anthology of historical events
––Choose a historical event.
––Read the texts and select the information.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III
SUB-TOPIC 3.3.7 Understand the content of a historical text.
TO WORK situations.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
STRATEGIC Understand the content of a historic text, based on independent
DIDACTICS reading, with the teacher’s coordination.
––Read history texts.
––Identify new terms to broaden vocabulary.
––Anticipate topic from familiar words or phrases.
––Point out information about key events.
––Ask questions to distinguish main ideas from secondary ideas.
––Recognize order and meaning of a text.
––Identify chronological order.
SOURCES MATERIALS:
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III
SUB-TOPIC 3.3.8 Write a short report.
TO WORK situations.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
STRATEGIC Write a short report about a historic event, with the teacher’s guidance.
DIDACTICS ––Write simple and complex sentences paraphrasing main ideas.
––Complete flow charts with information that broadens main ideas.
––Rewrite sentences to include information that broadens main ideas.
––Emphasize and clarify ideas in a text.
––Determine the order of key events in a timeline.
––Group sentences which give similar information to form paragraphs.
––Write a short report, based on a model.
SOURCES MATERIALS:
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK III
SUB-TOPIC 3.3.9 Edit reports.
TO WORK situations.
PRODUCTION
MULTIMODALITY
ADJUSTMENTS
STRATEGIC Edit report, with the teacher’s supervision.
––Add, remove, change and/or reorganize information.
––Adjust language in accordance to the intended audience and purpose.
––Write final version.
SOURCES MATERIALS:
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV
TOPIC understand and produce oral exchanges related to leisure SESSIONS 2

situations
SUB-TOPIC 3.4.1 Listen to and explore descriptions of unexpected situations shared in an oral exchange
ENVIRONMENT familiar and community
PRODUCTION
personal interest.
Formulate expressions to invite others to join the conversation.
MULTIMODALITY
ADJUSTMENTS
. Adapt their language to • Determines the function of pauses, rhythm,

unexpected and intonation. Interpret and offer descriptions
communicative needs • Negotiates meaning. regarding unexpected situations in an
• Rephrases ideas. oral exchange
• Uses strategies to restore a failed
conversation.
• Anticipates general sense, main ideas, and
some details in order to produce an oral text.
STRATEGIC Check descriptions regarding unexpected situations shared in an oral exchange, based on context
DIDACTICS clues, with the teacher’s supervision.
––Listen to descriptions of unexpected situations (e.g., during cultural or sporting events, etc.).
––Identify topic, purpose and intended audience.
––Observe and understand non-verbal communication in an oral exchange.
––Distinguish attitudes and emotions.
––Establish speakers’ profiles (e.g., occupation, age, status, etc.).
––Determine the place where an exchange occurs.
SOURCES MATERIALS:
EVALUATION ––Select an unexpected situation.
––Write sentences to describe an unexpected situation.
––Check that sentences are understood when said and heard.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV

situations
SUB-TOPIC 3.4.2 Interpret general sense, main ideas, and some details.
PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS

conversation.
STRATEGIC Interpret general meaning, main ideas and some details in descriptions of unexpected situations
DIDACTICS shared in an oral exchange, with the teacher’s supervision.
––Listen to descriptions of unexpected situations shared in an oral exchange.
––Recognize ways to describe an unexpected situation.
––Infer general meaning from explicit information.
––Identify main ideas and information that enhances, exemplifies or explains them.
––Recognize strategies used to rephrase ideas, adjust volume and speed, and negotiate meaning.
––Determine sequence of enunciation.
––Formulate questions to understand a description.
––Notice English variant.
SOURCES MATERIALS:
EVALUATION ––Practice the enunciation of testimonies.
––Establish turns of participation.
––Participate in an exchange of testimonies
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV

situations
SUB-TOPIC 3.4.3 Describe unexpected events.
PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS

conversation.
STRATEGIC Describe unexpected occurrences in an oral exchange with the teacher’s supervision.
DIDACTICS ––Write sentences to describe unexpected situations.
––Include details to main ideas.
––Use non-verbal communication.
––Change direct speech into indirect speech and vice versa.
––Adjust speed, rhythm, diction and intonation.
––Produce descriptions of unexpected situations spontaneously.
––Maintain an oral exchange.
––Anticipate general meaning and main ideas to carry out a conversation.
SOURCES MATERIALS:
EVALUATION Practice the enunciation of testimonies.
––Establish turns of participation.
––Participate in an exchange
of testimonies.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV

situations
SUB-TOPIC 3.4.4 Language formulae
PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS

conversation.
STRATEGIC ––Paraphrasing.
DIDACTICS ––Language formulae (e.g., greeting, courtesy and farewell expressions).
SOURCES MATERIALS:
EVALUATION ––Practice the enunciation of
testimonies.
––Establish turns of
participation.
––Participate in an exchange
of testimonies.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV

situations
SUB-TOPIC 3.4.5 Check songs that reflect human values.
PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS

conversation.
STRATEGIC Specific activities with the language: read plays in order to compare attitudes
DIDACTICS and behavior adopted by people from English-speaking countries and Mexico
Check short plays suitable for a young audience from their oral reading, with the teacher’s
supervision.
––Select plays based on graphic and text components.
––Recognize text arrangement.
––Identify author(s).
––Determine topic, purpose and intended audience.
SOURCES MATERIALS:
-copies –notebook-
EVALUATION ––Rehearse the reading of dialogues.
––Have a general rehearsal.
––Perform the play on the previously chosen date and time
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV
TOPIC understand and express differences and similarities between SESSIONS 2

cultural aspects from mexico and english-speaking countries
SUB-TOPIC 3.4.6 Understand the general meaning and main ideas in songs.
PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS
Recognize and respect • Uses various comprehension strategies.

differences between • Formulates and answers questions about Read plays in order to compare
their own culture and the attitude and behavior of characters. attitudes and patterns of behavior
the cultures of English • Links non-verbal communication to the adopted by people from English-
speaking countries dialogue’s sense. speaking countries and Mexico
• Reads short plays.
STRATEGIC
DIDACTICS
SOURCES MATERIALS:
EVALUATION
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV

SUB-TOPIC 3.4.7 Listen to and sing songs.

PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS

STRATEGIC Participate in the dramatized reading of a short play to aid its comprehension, with the teacher’s
DIDACTICS supervision.
––Read dialogues from a play to practice pronunciation.
––Relate rhythm, speed, intonation and volume with the meaning of dialogues.
––Link non-verbal communication with the meaning of dialogues.
––Perform a dramatized reading of a short play.
SOURCES MATERIALS:
EVALUATION ––Have a general rehearsal.
––Perform the play on the previously chosen date and time.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV

SUB-TOPIC 3.4.8 Understand the lyrics of songs
PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS

STRATEGIC -Choose one song , listen and identify some elements in the lyrics song. Identify the words that you
DIDACTICS don´t understand and look the meaning in Spanish in a bilingual dictionary.
SOURCES MATERIALS:
EVALUATION Performance of a short play
––Select a short play for a young audience.
––Read the selected play aloud.
––Determine who will interpret
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK IV

SUB-TOPIC 3.4.9 Appreciate songs as a reflection of emotions, feelings and nature.
PRODUCTION
personal interest.
MULTIMODALITY
ADJUSTMENTS

STRATEGIC Distribute among teams the necessary actions to perform a short play.
DIDACTICS ––Select a short play for a young audience.
––Read the selected play aloud.
––Determine who will interpret leading, secondary, and/or incidental character(s).
––Identify stage directions in each case.
––Determine date and time for each team’s performance.
––Rehearse the reading of dialogues.
––Have a general rehearsal.
Perform the play in the previously chosen date and time.
SOURCES MATERIALS:
-copies –notebook- music
EVALUATION ––Have a general rehearsal.
––Perform the play on the previously chosen date and time
RUBRICS Participation 2 –Notebook 1 Material 1 test 60
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK V
TOPIC Produce texts to participate in academic events SESSIONS 2

SUB-TOPIC 3.5.1Explore a topic of interest from various sources.
CURRICULAR PRODUCTION
STANDARDS Write short and structured texts related to familiar topics or personal interest.
TO WORK Give some details to complement the text.
Use linguistic strategies to organize and highlight information
Adjust tone and style to the addressee.
Create alternative ways to express a similar meaning.
MULTIMODALITY
Infer topic and addressee of outlines through graphic or textual components.
Promote constructive feedback and discussion.
ADJUSTMENTS
Keep communications • Detects and establishes links between a Write arguments in favor or against a
flowing identify personal topic to participate in a debate
breakdowns and use stance and information which agrees or
strategic resources to disagrees with it.
repair it when • Emphasizes or clarifies agreements and/or
necessary. disagreements.
• Writes short texts which express agreement
or disagreement.
• Solves doubts and encourages feedback in
order to edit agreements and/or
disagreements
STRATEGIC Check a topic of interest from various sources based on contextual clues, with the teacher’s
DIDACTICS supervision.
––Choose texts about a topic of interest in various sources.
––Determine purpose and intended audience.
––Identify function of graphic components.
––Predict topic from previous knowledge.
SOURCES MATERIALS:
EVALUATION Debate
––Choose a topic of interest.
––Read texts from different sources.
––Take a personal stance regarding the information read.
––Write agreements or disagreements depending on the personal stance each one has adopted.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK V

SUB-TOPIC 3.5.2 Read texts and interpret general sense, main ideas, and some details.
MULTIMODALITY
ADJUSTMENTS
or disagreement.
disagreements
STRATEGIC Interpret general meaning, main ideas and some details from texts about a topic of interest, upon
DIDACTICS modeled reading, with the teacher’s supervision.
––Read texts.
––Anticipate general meaning from explicit information.
––Identify main ideas in agreement or disagreement with a personal stance.
––Establish connections between a personal stance and information in agreement or disagreement
with it.
––Recognize expressions used by the author to express opinions in agreement and/or disagreement
about a topic.
––Distinguish a link between different parts of texts.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
––Use strategies to point out information in agreement and/or disagreement with a personal
stance.
SOURCES MATERIALS:
EVALUATION ––Write a short text with the agreements and/or disagreements.
––Edit the text and make
a clean version in a notebook or a sheet, card, etc.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK V

SUB-TOPIC 3.5.3 Edit agreements and or disagreements.
MULTIMODALITY
ADJUSTMENTS
or disagreement.
disagreements
STRATEGIC Edit agreements and or disagreements, with the teacher’s supervision.
––Solve doubts and promote feedback.
––Write a final version.
SOURCES MATERIALS:
EVALUATION ––Write a short text with the agreements and/or disagreements.
––Edit the text and make a clean version in a notebook or a sheet, card, etc.
––Decide the place and date for the debate of each team
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK V
4
SUB-TOPIC 3.5.4 Edit agreements and or disagreements.
MULTIMODALITY
ADJUSTMENTS
Keep communications • Detects and establishes links between a personal Write arguments in favor or against a
flowing identify stance and information which agrees or disagrees topic to participate in a debate
breakdowns and use with it.
strategic resources to • Emphasizes or clarifies agreements and/or
repair it when disagreements.
• Writes short texts which express agreement or
necessary.
disagreement.
• Solves doubts and encourages feedback in order
to edit agreements and/or disagreements
––Text and graphic components.
––Word list suitable for this practice of language.
––Synonyms
––Differences between British and American variants: regular and irregular verbs (e.g., burned,
burnt; spelled, spelt).
––Word endings (e.g., -y, -ie, -e).
SOURCES MATERIALS:
EVALUATION ––Choose a moderator and define times and turns for presentation and reply.
––Present the agreements and/or disagreements in the debate, using the text to support
participation
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK V
TOPIC interpret and express everyday life instructions SESSIONS 2

SUB-TOPIC 3.5.5 Listen to and explore instructions to plan a field trip
situations.
PRODUCTION
personal interest.
Show confidence and assertiveness in oral and written interaction.
ADJUSTMENTS
Use grammar, spelling, •Adjusts volume, intonation, and tone to Understand and give instructions to plan
and punctuation emphasize or clarify instructions. a field trip
conventions •Offers explanations to clarify instructions.
•Rephrases instructions to confirm
understanding.
•Writes instructions.
•Appraises the pertinence of following
instructions or no
STRATEGIC Specific activities with the language: understand and give instructions to plan a field trip
DIDACTICS
Check instructions to plan a field trip, based on context clues and with the teacher’s supervision.
––Listen to instructions to plan a field trip.
––Recognize place and medium.
––Identify intentions.
––Distinguish volume, tone, rhythm, speed and intonation.
SOURCES MATERIALS:
EVALUATION Activity schedule
––Select the field trip destination.
––Set dates, time and activities.
––Write instructions for activities
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK V

SUB-TOPIC 3.5.6 Interpret general sense, main ideas, and some details.
situations.
PRODUCTION
personal interest.
ADJUSTMENTS
understanding.
instructions or no
STRATEGIC Specific activities with the language: understand and give instructions to plan a field trip
DIDACTICS Offer instructions for the planning of a field trip, with the teacher’s supervision.
––Write instructions.
––Include non-verbal communication.
––Determine speech register.
––Rephrase ideas.
––Use words and expressions to link ideas.
––Use strategies to influence, establish or negotiate meaning.
––Offer instructions.
––Give further explanations to clarify instructions.
––Rephrase instructions to confirm comprehension.
––Judge the relevance of instructions.
SOURCES MATERIALS:
EVALUATION ––Practice the enunciation of the schedule.
––Present the schedule.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
BLOCK V

SUB-TOPIC 3.5.7Offer instructions for the planning of a field trip.
situations.
PRODUCTION
personal interest.
ADJUSTMENTS
understanding.
instructions or no
STRATEGIC Offer instructions for the planning of a field trip, with the teacher’s supervision.
DIDACTICS
––Write instructions.
––Include non-verbal communication.

––Determine speech register.
––Rephrase ideas.
––Use words and expressions to link ideas.
––Use strategies to influence, establish or negotiate meaning.
––Offer instructions.
––Give further explanations to clarify instructions.
––Rephrase instructions to confirm comprehension.
––Judge the relevance of instructions.
SOURCES MATERIALS:
EVALUATION Practice the enunciation of the schedule.
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
––Present the schedule.

BLOCK V
TOPIC interpret and express everyday life instructions SESSIONS

SUB-TOPIC 3.5.
CURRICULAR
STANDARDS
TO WORK
ADJUSTMENTS
understanding.
instructions or no
STRATEGIC
DIDACTICS
SOURCES MATERIALS:
EVALUATION
BLOCK V
TOPIC interpret and express everyday life instructions SESSIONS

SUB-TOPIC 3.5.
CURRICULAR
STANDARDS
INGLÉS III
Unidad Ejecutiva
PLANEACIÓN ANUAL
TO WORK
ADJUSTMENTS
understanding.
instructions or no
STRATEGIC
DIDACTICS
SOURCES MATERIALS:
EVALUATION
INGLÉS III

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  Distinguish between main ideas and some details.

 Uses strategies to influence on meaning.

ENVIRONMENT Reading and Ludic

ENVIRONMENT Literary and Ludic

Express some • Uses various strategies to understand

RUBRICS Notebook 10 Participation 20

STRATEGIC Features and types of oral and written texts.

TOPIC Understand and write instructions SESSIONS 3

TOPIC Understand and write instructions SESSIONS 3

ENVIRONMENT Academic and educational

TOPIC Understand and write instructions SESSIONS 2

TOPIC Understand and write instructions SESSIONS 2

TOPIC Interpret and express information published in SESSIONS 2

TOPIC interpret and express information published in Various media SESSIONS 2

RUBRICS Material- 1 Participation 2 –Notebook 1 –Investigation 2

TOPIC interpret and express information published in Various media SESSIONS 2

TOPIC Interpret and express information published in Various media SESSIONS 2

TOPIC Interpret and express information published in Various media SESSIONS 2

TOPIC Participate in language games to work with specific linguistic SESSIONS 3

TOPIC Participate in language games to work with specific linguistic SESSIONS 2

TOPIC Participate in language games to work with specific linguistic SESSIONS 2

TOPIC Participate in language games to work with specific linguistic SESSIONS 3

TOPIC Participate in language games to work with specific linguistic SESSIONS 2

RUBRICS Participation 2 –Notebook 1 Material 1

RUBRICS Participation 2 –Notebook 1 Material 1

RUBRICS Participation 2 –Notebook 1 Material 1

RUBRICS Participation 2 –Notebook 1 Material 1

TOPIC understand and produce oral exchanges related to leisure SESSIONS 2

. Adapt their language to • Determines the function of pauses, rhythm,

TOPIC understand and produce oral exchanges related to leisure SESSIONS 2

. Adapt their language to • Determines the function of pauses, rhythm,

RUBRICS Participation 2 –Notebook 1 Material 1

TOPIC understand and produce oral exchanges related to leisure SESSIONS 2

. Adapt their language to • Determines the function of pauses, rhythm,

TOPIC understand and produce oral exchanges related to leisure SESSIONS 2

. Adapt their language to • Determines the function of pauses, rhythm,

TOPIC understand and produce oral exchanges related to leisure SESSIONS 2

. Adapt their language to • Determines the function of pauses, rhythm,

RUBRICS Participation 2 –Notebook 1 Material 1

TOPIC understand and express differences and similarities between SESSIONS 2

Recognize and respect • Uses various comprehension strategies.

RUBRICS Participation 2 –Notebook 1 Material 1

TOPIC understand and express differences and similarities between SESSIONS 2

ENVIRONMENT familiar and community

Recognize and respect • Uses various comprehension strategies.

RUBRICS Participation 2 –Notebook 1 Material 1

TOPIC understand and express differences and similarities between SESSIONS 2

Recognize and respect • Uses various comprehension strategies.

TOPIC understand and express differences and similarities between SESSIONS 2

Recognize and respect • Uses various comprehension strategies.

TOPIC Produce texts to participate in academic events SESSIONS 2

TOPIC Produce texts to participate in academic events SESSIONS 2

TOPIC Produce texts to participate in academic events SESSIONS 2

TOPIC interpret and express everyday life instructions SESSIONS 2

RUBRICS Participation 2 –Notebook 1 Material 1

TOPIC interpret and express everyday life instructions SESSIONS 2

TOPIC interpret and express everyday life instructions SESSIONS 3

––Include non-verbal communication.

––Present the schedule.

TOPIC interpret and express everyday life instructions SESSIONS

RUBRICS Participation 2 –Notebook 1 Material 1

TOPIC interpret and express everyday life instructions SESSIONS

RUBRICS Participation 2 –Notebook 1 Material 1