GNC2 WEB2 Ed

Programa Nacional de Ingls
en Educacin Bsica
Segunda Lengua: Ingls
Gua de nivelacin Ciclo 2

Fortalecimiento acadmico para profesores de Ingls
Fase de expansin
SECRETARA DE EDUCACIN PBLICA
Jos ngel Crdova Villalobos
SUBSECRETARA DE EDUCACIN BSICA
Francisco Ciscomani Freaner
DIRECCIN GENERAL DE DESARROLLO CURRICULAR
Noem Garca Garca
DIRECCIN GENERAL DE MATERIALES EDUCATIVOS
scar Ponce Hernndez
DIRECCIN GENERAL DE DESARROLLO DE LA GESTIN E INNOVACIN EDUCATIVA
Juan Martn Martnez Becerra
DIRECCIN GENERAL DE EDUCACIN INDGENA
Rosalinda Morales Garza
DIRECCIN GENERAL DE FORMACIN CONTINUA DE MAESTROS EN SERVICIO
Vctor Mario Gamio Casillas
Programa Nacional de Ingls en Educacin Bsica. Segunda Lengua: Ingls. Gua de nivelacin. Ciclo 2. Fortalecimiento acadmico para profesores de Ingls. Fase de expansin fue elaborado por la Coordinacin Nacional de Ingls, adscrita a la Direccin General de Desarrollo Curricular, de la Subsecretara de Educacin Bsica de la Secretara de Educacin Pblica. La Secretara de Educacin Pblica agradece la asesora, en la redaccin de este documento, del Centro de Enseanza de Idiomas de la Secretara de Extensin Universitaria y Vinculacin Institucional de la Facultad de Estudios Superiores Acatln de la Universidad Nacional Autnoma de Mxico.
COORDINACIN GENERAL
Noem Garca Garca

COORDINADOR DEL PROGRAMA NACIONAL DE INGLS EN EDUCACIN BSICA
Juan Manuel Martnez Garca

COORDINACIN EDITORIAL Gisela L. Galicia CUIDADO DE EDICIN Rubn Fischer COORDINACIN DE DISEO Marisol G. Martnez Fernndez CORRECCIN DE ESTILO Rubn Fischer DISEO Lourdes Salas Alexander Mauro F. Hernndez Luna Vctor Castaeda FORMACIN Vctor Castaeda
COLABORADORES Mara del Roco Vargas Ortega Israel Uristegui Figueroa Alejandro Velzquez Elizalde POR LA COORDINACIN NACIONAL DE INGLS Dora Luz Garca Torres Israel Saldaa Pacheco Micaela Molina
PRIMERA EDICIN ELECTRNICA, 2011 SEGUNDA EDICIN ELECTRNICA, 2012 D. R. Secretara de Educacin Pblica, 2011 Argentina 28, Centro, 06020, Mxico, D. F.
ISBN: 978-607-467-238-1 Hecho en Mxico MATERIAL GRATUITO/Prohibida su venta
NDICE
VERSIN en ESPAOL
Presentacin................................................................................................................................................. 8 Introduccin................................................................................................................................................. 10 Estructura de la Gua de nivelacin.................................................................................................. 11 Propsito de la enseanza del ingls para el Ciclo 2................................................... 13 Orientaciones didcticas............................................................................................................ 14 Contenidos bsicos de nivelacin de 3o de Primaria.................................................... 16 Contenidos bsicos de nivelacin de 4o de Primaria.................................................... 23 Introduccin al PNIEB.................................................................................................................... 33 Anexo. Formato de planeacin................................................................................................ 34
ENGLISH VERSION
Presentation.................................................................................................................................................. 36 Introduction.................................................................................................................................................. 38 Structure of the Leveling Guide.......................................................................................................... 39 Purpose of English Language Teaching for Cycle 2........................................................ 41 Teaching Guidelines...................................................................................................................... 42 Basic leveling contents of 3rd grade Elementary school............................................... 44 Basic leveling contents of 4th grade Elementary school............................................... 51 Introduction to the NEPBE......................................................................................................... 61 Appendix. Planning format........................................................................................................ 62
Programa Nacional de Ingls

en Educacin Bsica
Segunda Lengua: Ingls
Gua de nivelacin Ciclo 2

Fortalecimiento acadmico para profesores de Ingls
Fase de expansin
En los materiales del Programa Nacional de Ingls en Educacin Bsica, la Secretara de Educacin Pblica emplear los trminos: nio(s), adolescentes, alumno(s), educadora(s) y docente(s), haciendo referencia a ambos gneros, con la finalidad de facilitar la lectura. Sin embargo, este criterio editorial no demerita los compromisos que la SEP asume en cada una de las acciones y los planteamientos curriculares encaminados a consolidar la equidad de gnero.
Presentacin
os principios normativos que establece el artculo tercero constitucional, la transformacin educativa que alienta el Plan Nacional de Desarrollo 2007-2012 y los objetivos sealados en el Programa Sectorial de Educacin 2007-2012 (Prosedu), han constituido la base rectora para dar sentido y ordenar las acciones de poltica pblica educativa en el Mxico de las prximas dcadas. En este marco, y con base en las atribuciones que le otorga la Ley General de Educacin, la Secretara de Educacin Pblica estableci como objetivo fundamental a alcanzar en el 2012: elevar la calidad de la educacin para que los estudiantes mejoren su nivel de logro educativo, cuenten con medios para tener acceso a un mayor bienestar y contribuyan al desarrollo nacional.1 Para conseguir este objetivo en la Educacin Bsica se dispone de una estrategia: realizar una Reforma Integral de la Educacin Bsica, centrada en la adopcin de un modelo educativo basado en competencias, que responda a las necesidades de desarrollo de Mxico en el siglo XXI,2 con miras a lograr mayor articulacin y eficiencia entre los niveles de preescolar, primaria y secundaria. En el Prosedu tambin se establece que los criterios de mejora de la calidad educativa deben aplicarse a la capacitacin de docentes, la actualizacin de programas de estudio y sus contenidos, los enfoques pedaggicos, mtodos de enseanza y recursos didcticos.3 A su vez, la Unesco4 seal que los sistemas educativos necesitan preparar a los alumnos para enfrentar
1
SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11. Ibidem, p. 24. 3 Ibidem, p. 11. 4 J. Delors et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional sobre la Educacin para el siglo XXI, Madrid, Santillana/Ediciones Unesco, pp. 31 y ss.
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los nuevos retos de un mundo globalizado donde el contacto entre mltiples lenguas y culturas es cada vez ms comn. En este contexto, la educacin debe ayudar a los alumnos a comprender las diversas expresiones culturales existentes en Mxico y el mundo. Desde esta perspectiva, la Secretara de Educacin Pblica reconoce la necesidad de incorporar la asignatura de Ingls a los planes y programas de estudio de educacin preescolar y primaria, as como de realizar los ajustes pertinentes en los planes y programas de Ingls para secundaria, con el propsito de articular la enseanza de esta lengua en los tres niveles de la Educacin Bsica y lograr que, al concluir su educacin secundaria, los alumnos hayan desarrollado las competencias plurilinge y pluricultural que requieren para enfrentar con xito los desafos comunicativos del mundo globalizado, construir una visin amplia de la diversidad lingstica y cultural a nivel global, y respetar su propia cultura y la de los dems. Con el fin de instrumentar las diversas acciones que posibiliten la articulacin de la enseanza del ingls, la Secretara de Educacin Pblica puso en marcha el Programa Nacional de Ingls en Educacin Bsica (PNIEB o NEPBE: National English Program in Basic Education), del que se derivan programas de estudio para los tres niveles de Educacin Bsica elaborados a partir de la alineacin y homologacin de estndares nacionales e internacionales, la determinacin de criterios para la formacin de docentes, adems del establecimiento de lineamientos para la elaboracin y evaluacin de materiales educativos y la certificacin del dominio del ingls. Una de las acciones previstas es el desarrollo de reuniones nacionales de fortalecimiento acadmico para docentes de Ingls, que tienen la finalidad de ofrecer informacin y asesora tcnico-pedaggica que coadyuve a las tareas necesarias para la implementacin y generalizacin de los programas de estudio correspondientes a los cuatro ciclos del Programa Nacional de Ingls en Educacin Bsica.
Secretara de Educacin Pblica
Introduccin
l Programa Nacional de Ingls en Educacin Bsica (PNIEB) incorpora a su fase de expansin del ciclo escolar 20112012, el 3 de Preescolar y los seis grados de la educacin primaria, lo que permite que todos los alumnos, independientemente de su grado escolar, cursen la asignatura de Ingls. Esto representa un doble desafo para los docentes de primaria, porque deben, por un lado, crear condiciones para que los programas de estudio del PNIEB operen con equidad y calidad en todas las escuelas del pas y, por otro, aseguren que sus alumnos, aun cuando no hayan cursado la asignatura de Ingls en el grado o los grados anteriores al periodo escolar 2011-2012, logren los propsitos que se establecen para cada ciclo del PNIEB y, en consecuencia, de los grados escolares. Por estas razones, y como parte de los materiales que acompaan la implementacin del PNIEB en su fase de expansin, se elabor
la Gua de nivelacin para el Ciclo 2, con el propsito de ofrecer al docente:

Una lista de contenidos curriculares bsicos diseados para trabajarse como mnimo en un periodo entre un mes y medio y dos meses, de manera que su abordaje permita a los alumnos de 3 y 4 de Primaria alcanzar los aprendizajes esperados establecidos en los programas de estudio del PNIEB que no cursaron, as como iniciar lo antes posible el tratamiento de los contenidos del programa de estudio correspondiente al grado escolar que cursan, para garantizar que al finalizar el Ciclo 2 se cumplan los propsitos y niveles de logro. Un conjunto de orientaciones y consideraciones didcticas que el docente tome en cuenta para abordar dichos contenidos e iniciar el trabajo regular con los programas de estudio del PNIEB.
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Estructura de la Gua de nivelacin
a presente gua est organizada en cinco apartados: Propsito de la enseanza del ingls para el Ciclo 2; Orientaciones didcticas; Contenidos bsicos de nivelacin de 3o de Primaria; Contenidos bsicos de nivelacin de 4o de Primaria, e Introduccin al PNIEB, adems de un Anexo, con un formato destinado a la planeacin del docente. Los Propsitos de la enseanza del ingls para el Ciclo 2 son los mismos que los establecidos en los programas de estudio correspondientes al Ciclo 2, y se incorporan para que el docente, con base en stos, su experiencia y las caractersticas particulares de su grupo, decida el orden y la profundidad con la que trabajar los contenidos bsicos de nivelacin que se establecen. Con ello se garantizar que los alumnos obtengan, durante los primeros dos meses (20 horas-clase) del ciclo escolar 2011-2012, los aprendizajes que se requieren para trabajar con el programa del PNIEB de su grado de estudio y alcanzar, al trmino del 4 de Primaria, los niveles de logro correspondientes al Ciclo 2. Las Orientaciones didcticas buscan apoyar al docente en el desarrollo de los contenidos bsicos de nivelacin y son un conjunto
de estrategias metodolgicas no restrictivas que puede emplear, o bien utilizar otras que considere ms apropiadas de acuerdo con su experiencia y las necesidades, particularidades e intereses de sus alumnos. Los Contenidos bsicos de nivelacin de 3 de Primaria y Contenidos bsicos de nivelacin de 4 de Primaria se definieron a partir de los programas de estudio del Ciclo 2, del ciclo precedente, de los siguientes ciclos y de los niveles de logro que establecen y, como ya se mencion, su propsito es alcanzar en poco tiempo los aprendizajes bsicos del o de los grados en que los alumnos no trabajaron con el PNIEB. Por esta razn, a diferencia de los contenidos curriculares del PNIEB distribuidos en distintas prcticas sociales del lenguaje, los de nivelacin se organizan de la siguiente manera:
Contenidos de comprensin auditiva y expresin oral: escuchar/hablar. Contenidos de comprensin de lectura y expresin escrita: leer/escribir. Temas de reflexin. Sus contenidos se clasifican en dos grupos: a) los especficos, que corresponden a conceptos, propieda-
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des, caractersticas y elementos de la lengua oral y escrita propios de cada competencia especfica, y b) los generales, que comprenden conceptos y propiedades de los textos orales y escritos comunes a todos los contenidos de nivelacin de 3 y 4 de Primaria del Ciclo 2.
Los contenidos bsicos de nivelacin no se sitan en ningn ambiente social en particular, por lo que carecen de los aspectos dinmicos que son propios de las prcticas sociales del lenguaje. Por esta razn se ofrecen, a manera de sugerencia, ejemplos y tiempos para abordar los contenidos de esta gua, mismos que el docente adaptar, cambiar, simplifi-
car o ampliar de acuerdo con su planeacin, las caractersticas de sus alumnos y las diversas variables y condiciones que inciden en la organizacin del trabajo en el aula, por lo que se incluye un espacio para que escriba sus consideraciones metodolgicas y tiempos estimados para trabajar con los contenidos bsicos de nivelacin. El apartado Introduccin al PNIEB describe los contenidos de esta gua en relacin con el inicio del trabajo propio de los programas de estudio del Ciclo 2. Por ltimo, se presenta un Anexo donde se incluye un formato que muestra una de las diferentes maneras de planear y organizar el trabajo con los contenidos de esta gua, y que el docente puede reproducir.
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Propsito de la enseanza del ingls para el Ciclo 2
l propsito de la enseanza del ingls en el Ciclo 2 de Educacin Bsica (3 y 4 de Primaria) es que los alumnos obtengan los conocimientos necesarios para comprender y usar el ingls, con el fin de que reconozcan, entiendan y empleen expresiones ampliamente utilizadas, a travs del desarrollo de Competencias especficas, propias de prcticas sociales del lenguaje, vinculadas con la produccin e interpretacin de textos orales y escritos, relacionados con los ambientes Familiar y comunitario, Acadmico y de formacin, y Literario y ldico. Al final de este ciclo, se espera que los alumnos:
Expresen opiniones y peticiones simples en contextos familiares.
Reconozcan instrucciones, informacin y anuncios bsicos.Identifiquen aspectos bsicos de la pronunciacin y el vocabulario que se emplean en contextos de la vida diaria. Usen expresiones para referirse a aspectos y necesidades personales. Respondan al lenguaje oral y escrito de diversas maneras lingsticas y no lingsticas. Utilicen diversas estrategias para solucionar problemas cotidianos, as como para buscar informacin sobre temas concretos. Identifiquen las semejanzas y diferencias entre las expresiones culturales propias y las de la lengua inglesa. Establezcan un contacto social bsico con su repertorio lingstico.
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Orientaciones didcticas
ara abordar los contenidos bsicos de esta gua se plantean las siguientes orientaciones:
Conocer al grupo de alumnos con el fin de determinar sus intereses, sus conocimientos previos sobre el lenguaje en general, y el ingls en particular, as como otras caractersticas que puedan incidir en su desempeo durante el desarrollo de las sesiones destinadas a la nivelacin. Revisar y comprender los programas de estudio del Ciclo 2, que corresponden a 3 y 4 de Primaria, con el propsito de
o o
Seleccionar el orden en que se abordarn los contenidos y el tiempo que se destinar a cada uno, considerando el total de horas para la nivelacin y las necesidades del grupo. Revisar y analizar los ejemplos que se proporcionan para abordar los contenidos, tomando en cuenta que representan una de muchas maneras en que pueden y deben abordarse. El docente debe ser consciente de que se disearon para regir la organizacin y planeacin del trabajo en el aula, por lo que pueden ampliarse o ajustarse en funcin de las necesidades de los alumnos. Debido a las limitaciones de espacio, slo se incluyen fragmentos de textos literarios (canciones, cuentos, leyendas, etc.); sin embargo, se sugiere que los alumnos lean textos completos. Dado que para muchos de ellos sta ser la primera vez que tengan contacto escolar con la lengua inglesa, el manejo de ejemplos ser, primero, oral-auditivo y, luego, escrito. Seleccionar, de la lista de temas de reflexin especficos y permanentes que
darle continuidad al trabajo con esta gua y resolver las dudas que surjan sobre los contenidos y las sugerencias para abordarlos. A su vez, es conveniente examinar los aprendizajes esperados para que reconozca lo que se espera de la nivelacin respecto a los haceres y saberes que sus alumnos requieren cubrir o profundizar y alcancen con xito los propsitos del Ciclo 2 a pesar de no haber cursado la asignatura en grados anteriores.
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se presentan, slo los que resultan pertinentes para cada contenido. Cabe destacar que los temas de reflexin no sern el centro de atencin del trabajo de la nivelacin, puesto que por s mismos no permiten la adquisicin de las competencias necesarias para cumplir los objetivos del Ciclo 2 y sus niveles de logro. La gua no proporciona listas de vocabulario ni promueve estrategias centradas en las mismas, porque es difcil considerar todos los posibles textos que pueden emplearse para abordar los contenidos y porque stas no
favorecen el desarrollo de las competencias implicadas en el objeto de estudio. Valorar la conveniencia de adaptar las sugerencias para abordar los contenidos que no aparecen en un orden fijo y se pueden usar para trabajar una o varias competencias especficas. Evaluar el avance y los logros de los alumnos, as como los cambios o adaptaciones de los componentes de la prctica educativa. Si bien la evaluacin tiene carcter de promocin, la funcin de sta es esencialmente formativa.
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Contenidos bsicos de nivelacin de 3o de Primaria
Escuchar/hablar
Interpretar y decir expresiones de saludo, despedida y cortesa. Seguir y dar indicaciones que regulan actividades propias de la vida cotidiana escolar y familiar. Identificar la localizacin de objetos y sitios en la escuela.
Leer/escribir
Escribir expresiones de saludo, despedida y cortesa. Participar en la escritura de indicaciones propias de la vida cotidiana escolar y familiar, con apoyo de recursos grficos.
Temas de reflexin especficos

Propiedades y tipos de textos orales y escritos Diferencias de entonacin entre preguntas y respuestas. Aspectos fnicos, sintcticos y semnticos de los textos Conceptos gramaticales: verbos modales (can, may, could, etc.), pronombres personales (I, she, he, etctera).
Ejemplos sugeridos
Ejemplo 1 Good morning, Jos. Good morning, mom. Make your bed before you leave, please. Sure, mom. Ejemplo 2 Hi! Good afternoon. Excuse me. Can you please tell me where the bathroom is? Sure. The bathroom is right here, between this classroom and the basketball court. Thank you so much. Youre welcome. Ejemplo 3 Hello, Pedro and Mara. Could you help me with these books? Yes, Miss Roco. Put a book on each desk, please. OK, Miss Roco. Thank you.
Ejemplos del docente
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Sugerencias para abordar los contenidos

Explorar y modelar dilogos breves en los que se siguen y dan indicaciones que regulan actividades propias de la vida cotidiana escolar y familiar, y en los que se identifica la localizacin de objetos y sitios en la escuela, con apoyo de recursos grficos y/o lenguaje no verbal. Reconocer palabras de saludo, despedida y cortesa; actividades cotidianas escolares y familiares; objetos y sitios en la escuela. Identificar expresiones con indicaciones propias de la vida cotidiana y expresiones usuales para localizar objetos y lugares. Representar los papeles de emisor y receptor, en un juego de roles. Participar en la escritura de expresiones de saludo, despedida y cortesa en dilogos breves. Completar dilogos breves con expresiones usadas para hacer indicaciones propias de la vida cotidiana escolar y familiar, y expresiones usuales para localizar objetos y lugares.
Sugerencias del docente
Tiempo mnimo sugerido: 3-4 horas
Tiempo estimado por el docente: _______ horas
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Escuchar/hablar
Seguir la lectura de un cuento infantil. Identificar y expresar estados de nimo, hechos o experiencias. Deletrear palabras de un cuento.
Leer/escribir
Completar enunciados en un cuento. Reconocer secciones o partes de un cuento.

Propiedades y tipos de textos orales y escritos Partes de un libro: portada, contraportada, solapas, etctera. Componentes textuales y grficos: ttulo, autor, prrafos, ilustraciones, texto, paginacin, etctera. Estructura y elementos del cuento: inicio, desarrollo y final, personajes. Ortografa Valor sonoro convencional de las letras.
Ejemplos sugeridos
The Frog Prince (fragmento) One fine evening, a young and happy princess put on her hat and dress and went out to take a walk in a wood. She came to a cool spring of water to rest a while. She had a golden ball, which was her favorite toy, and she was always playing with it. After a time she threw her golden ball so high that she missed catching it as it fell. The ball bounded until it fell down into the spring. The princess looked into the spring after her ball, but it was very deep. She began to cry, and said, I am so sad and desperate! If I get my ball again, I will give all my dresses and jewels, and everything that I have in the world.

Explorar un cuento infantil, con apoyo de recursos grficos y lenguaje no verbal. Seguir la lectura de un cuento infantil y reproducir las acciones de los personajes (vestirse, caminar, descansar, etctera). Ubicar inicio, desarrollo y final. Encontrar semejanzas y diferencias entre acciones desarrolladas por los personajes y las desarrolladas por otros (alumnos, personas conocidas). Localizar e identificar las palabras que denotan estados de nimo, hechos y experiencias. Identificar partes o elementos bsicos que componen palabras o enunciados. Participar en la escritura de palabras que denotan estados de nimo, hechos y experiencias. Completar listas de acciones desarrolladas por los personajes y por otros (propias o de personas conocidas).
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Escuchar/hablar
Dar y recibir informacin sobre datos (nombre, actividad, oficios, etc.), preferencias (alimentos, colores, deportes) y aspecto fsico propios y sobre otras personas.
Leer/escribir
Entender y registrar informacin sobre datos (nombre, actividad, oficios, etc.), preferencias (alimentos, colores, deportes) y aspecto fsico propios y sobre otras personas.

Aspectos fnicos, sintcticos y semnticos de los textos Tipo de enunciados (declarativos, interrogativos, etctera). Conceptos gramaticales: pronombres personales (I, you, me, her, us, etc.), palabras de pregunta (who, what, where, etc.). Aspectos fnicos, sintcticos y semnticos de los textos.
Ejemplos sugeridos
Ejemplo 1 What is your name? My name is Alfredo. How old are you? I am 8 years old. Where do you live? I live in with my parents. / My address is... What do your parents do? My mother is a nurse and my father is a carpenter. Ejemplo 2 What sport do you like? I like to play table tennis. What is your favorite color? What is your favorite food? I love rice with peas and carrots. My favorite color is brown. Ejemplo 3 Who is she? She is Clara. How old is she? She is 27 years old. Where does she work? She works here in the school. She is the music teacher. Where does she come from? She is from

Explorar dilogos en los que se intercambian datos, preferencias y aspecto fsico propios y de otros, con apoyo de recursos grficos y lenguaje no verbal. Detectar, al escuchar, palabras de pregunta. Identificar, al escuchar, palabras que designan datos, preferencias y aspecto fsico propios y de otros. Reconocer vocabulario nuevo y aclarar su significado con ayuda de diccionarios bilinges y/o del docente. Participar como emisor y receptor en un juego de roles. Completar, de manera oral, dilogos con preguntas y respuestas sobre datos, preferencias y aspecto fsico propios y de otros. Participar en la escritura de palabras y enunciados que designan datos, preferencias y aspecto fsico propios y de otros.
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Escuchar/hablar
Escuchar la lectura de un texto con informacin sobre seres vivos y fenmenos naturales. Formular y responder preguntas para obtener informacin sobre seres vivos y fenmenos naturales.
Leer/escribir
Escribir palabras que denominan seres vivos y fenmenos naturales. Participar en la escritura de preguntas y respuestas sobre seres vivos y fenmenos naturales.

Propiedades y tipos de textos orales y escritos Componentes grficos: ttulo, texto e imgenes. Aspectos fnicos, sintcticos y semnticos de los textos Tipo de enunciados: interrogativos.
Ejemplos sugeridos
The Sonora Desert (fragmento) The Sonora desert has many threatened and endangered plants and animals. Most are in danger of extinction due to the destruction or damage of their habitat. For example, some species of tall cacti and animals are under threat. Some of them are: the ocelot, the spotted owl (which has large dark eyes), the grey wolf (a large carnivore), the mud turtle (with a brown or olive head and neck) and the long-nosed bat (the adults have yellow-brown or gray fur above, and brown fur below). Is the grey wolf big or small? The grey wolf is big. Do bats have green fur? No, they do not have green fur. They have yellow-brown or gray fur above and brown fur below. Is the ocelot a bird? No, it isnt. It is a feline.
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Explorar un texto con informacin sobre seres vivos y fenmenos naturales, con apoyo de recursos grficos. Identificar, al escuchar, nombres y caractersticas de seres vivos y fenmenos naturales que aparecen en el texto. Participar en la lectura del texto sobre seres vivos y fenmenos naturales. Reconocer vocabulario nuevo y aclarar su significado con ayuda de diccionarios bilinges y/o del docente. Modelar preguntas y respuestas sobre seres vivos y fenmenos naturales. Diferenciar la entonacin de preguntas y respuestas. Practicar preguntas y respuestas con el grupo, por equipos y de manera individual. Completar, de manera oral, preguntas y respuestas con una o ms palabras. Identificar enunciados de pregunta. Completar y escribir palabras en enunciados sobre seres vivos y fenmenos naturales. Participar en la escritura de preguntas y respuestas sobre la lectura realizada. Hacer correspondencias entre la escritura y la pronunciacin de palabras.
Tiempo mnimo sugerido: 4 horas
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Escuchar/hablar
Dar y recibir informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive.
Leer/escribir
Entender y registrar informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive, con apoyo de recursos grficos.

Aspectos fnicos, sintcticos y semnticos de los textos Tipo de enunciados (declarativos, interrogativos, etctera). Conceptos gramaticales: preposiciones (in, about, on, etc.), pronombres personales (I, you, he, she, it, etc.), palabras de pregunta (who, what, where, etc.), verbos modales (would, could, etctera).
Ejemplos sugeridos
Hi. We are looking for Los Chapulines restaurant. Do you know where it is? Sure, its near here. Can you tell us how to get there? Sure. Walk five blocks and turn right. Then, walk two blocks and turn left. You will see a hospital. Los Chapulines is in front of the hospital. Is the food expensive? No. The food is cheap and its pretty good. Thank you very much. Youre welcome.

Explorar dilogos en los que se da informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive, con apoyo de recursos grficos y lenguaje no verbal. Identificar, al escuchar, las palabras que consignan informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive. Reconocer vocabulario nuevo y aclarar su significado con ayuda de diccionarios bilinges y/o del docente. Participar como emisor y receptor en un juego de roles. Completar, de manera oral, dilogos con preguntas y respuestas con informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive. Participar en la escritura de palabras y enunciados que consignan datos sobre sitios naturales y construcciones que hay en el lugar donde se vive.
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Contenidos bsicos de nivelacin de 4o de Primaria
Escuchar/hablar
Interpretar y decir expresiones de saludo, despedida y cortesa. Seguir y dar indicaciones que regulan actividades propias de la vida cotidiana escolar y familiar. Identificar la localizacin de objetos y sitios en la escuela. Reconocer y comprender expresiones para obtener lo que se quiere o necesita, por medio de otros.
Leer/escribir
Escribir expresiones de saludo, despedida y cortesa. Completar dilogos para obtener lo que se quiere o necesita por medio de otros, con apoyo de recursos grficos.

Propiedades y tipos de textos orales y escritos Diferencias de entonacin entre preguntas y respuestas. Aspectos fnicos, sintcticos y semnticos de los textos Conceptos gramaticales: pronombres personales (I, you, etc.), verbos frasales (wake up, turn off, etc.), verbos modales (could, would, etctera).
Ejemplos sugeridos
Ejemplo 1 Good morning, girls and boys. Good morning, Miss Estela. Please, hand in your homework. Yes, Miss Estela. Ejemplo 2 Hi, Pepe. What are you doing? Hello, dad. I am coloring a map. Very well. Turn off the lights when you finish. Yes, dad. Ejemplo 3 Hello, Andrs. Hi, Miss Daniela. Do you know where the history books are? The history books are on the bookshelf, next to the blackboard. Ejemplo 4 Andrs, could you help me carry these books, please? Of course. Where shall I place them? Over there, next to the desk. There you are. Thank you so much, Andrs. You are welcome, Miss Daniela.
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Explorar y modelar dilogos breves en los que se siguen y dan indicaciones que regulan actividades propias de la vida cotidiana escolar y familiar, en los que se identifica la localizacin de objetos y sitios en la escuela, y/o en los que se reconocen y comprenden expresiones para obtener lo que se quiere o necesita, por medio de otros, con apoyo de recursos grficos y/o lenguaje no verbal. Participar en la lectura en voz alta de dilogos. Reconocer expresiones de saludo, despedida y cortesa. Identificar expresiones con indicaciones propias de la vida cotidiana, expresiones usuales para localizar objetos y lugares, y/o expresiones para obtener lo que se quiere o necesita. Representar los papeles de emisor y receptor, en un juego de roles. Escribir expresiones de saludo, despedida y cortesa en dilogos breves. Participar en la escritura dilogos breves con expresiones usadas para hacer indicaciones propias de la vida cotidiana. Completar dilogos breves para obtener lo que se quiere o necesita, por medio de otros.
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Escuchar/hablar
Escuchar la lectura de un cuento. Identificar y expresar estados de nimo, hechos o experiencias. Deletrear palabras de un cuento. Detectar informacin especfica en un cuento, a partir de preguntas.
Leer/escribir
Reconocer secciones o partes de un cuento. Completar enunciados en un cuento. Relacionar un cuento con imgenes que lo ilustran.

Propiedades y tipos de textos orales y escritos Partes de un libro: portada, contraportada, solapas, etctera. Componentes textuales y grficos: ttulo, autor, prrafos, ilustraciones, texto, paginacin, etctera. Estructura y elementos del cuento: inicio, desarrollo y final, personajes. Aspectos fnicos, sintcticos y semnticos de los textos Tiempo verbal: pasado. Adjetivos: calificativos. Ortografa Valor sonoro convencional de las letras.
Ejemplos sugeridos
The Magic Kettle (fragmento) High up among the mountains, an old happy man lived in his little house. He was very proud of it. He felt comfortable when listening to the birds singing outside his house. One day, he was looking at the mountain, when he heard a noise in the room behind him. Frightened, he turned round, and in the corner he saw an old iron kettle. The old man was surprised and did not know how the kettle got there, but he took it up and looked at it carefully, and when he found that it was quite whole, he cleaned the dust off it and carried it into his kitchen. Where did the old happy man live? What was he doing when he heard a noise in the room? What did he see in the corner of the room?
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Explorar un cuento infantil, con apoyo de recursos grficos y lenguaje no verbal. Seguir la lectura en voz alta de un cuento infantil y reproducir las acciones de los personajes (vestirse, caminar, descansar, etctera). Distinguir y definir palabras y frases nuevas con ayuda de diccionarios bilinges y/o del docente. Reconocer protagonista y personajes secundarios. Reconocer, por su nombre, escenarios de un cuento (vegetacin, clima, mobiliario, etctera). Localizar e identificar palabras que denotan estados de nimo, hechos y experiencias. Responder preguntas sobre acciones del protagonista y los personajes secundarios de un cuento. Encontrar semejanzas y diferencias entre acciones desarrolladas por los personajes de un cuento, con apoyo de recursos grficos. Identificar partes o elementos bsicos que componen enunciados. Participar en la escritura de expresiones sobre estados de nimo, hechos y experiencias. Completar listas de acciones desarrolladas por los personajes y por otros (propias o de personas conocidas).
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Escuchar/hablar
Dar y recibir informacin sobre datos (nombre, actividad, oficio, etc.), preferencias (alimentos, colores, deportes y/o pasatiempos) y aspecto fsico propios y de otros. Reconocer y comprender informacin sobre actividades rutinarias. Reconocer expresiones relacionadas con expectativas personales.
Leer/escribir
Comprender y registrar informacin sobre datos (nombre, actividad, oficio, etc.), preferencias (alimentos, colores, deportes y/o pasatiempos) y aspecto fsico propios y de otros. Participar en la escritura de dilogos en los que se intercambia informacin sobre actividades rutinarias, con apoyo de recursos grficos. Escribir expresiones relacionadas con expectativas personales.

Propiedades y tipos de textos orales y escritos Estructura de dilogos: apertura, cuerpo, cierre. Aspectos fnicos, sintcticos y semnticos de los textos Tipo de enunciados (declarativos, interrogativos, etctera). Tiempo verbal: futuro. Conceptos gramaticales: pronombres personales (I, us, etc.), palabras de pregunta (who, what, where, etc.), verbos modales (would, may, etctera).
Ejemplos sugeridos
Ejemplo 1 Hello, I think we go to the same school, whats your name? My name is Diana. Im new at school. I used to live in How old are you? Im nine years old. My birthday was last week! Did you get a lot of presents? I got a cat! He is very small, and he is brown, the same color of my eyes. Ejemplo 2 How do you get to school? I ride my bike to school Do you have any hobbies? I like to play the guitar very much. What do your parents do? Well, my mother is a veterinarian, and my father is a dentist. Ejemplo 3 How do you like the city so far? I like it very much, the kids at school are very nice and I would like to be in the school play this spring. I want to be in the school play too! I have to go, but I will see you at school and show you around! Bye! Bye!
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Explorar dilogos en los que se intercambian datos, preferencias, aspecto fsico propios y de otros, expectativas personales, y se describen actividades rutinarias, con apoyo de recursos grficos y lenguaje no verbal. Identificar, al escuchar, las palabras que designan datos, preferencias, y aspecto fsico propios y de otros, expectativas personales, y actividades rutinarias. Reconocer vocabulario nuevo y aclarar su significado con ayuda de diccionarios bilinges y/o del docente. Participar como emisor y receptor en un juego de roles. Completar, de manera oral, dilogos con preguntas y respuestas sobre datos, preferencias personales, aspecto fsico propio y de otros, actividades rutinarias y/o expectativas personales. Reconocer, al leer, acciones en enunciados. Participar en la escritura de palabras y enunciados que designan datos y expectativas personales, e informacin sobre actividades rutinarias. Escribir una lista personal de actividades rutinarias y expectativas personales, a partir de un modelo y con ayuda del docente.
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Escuchar/hablar
Escuchar la lectura de un texto con informacin sobre un tema de ciencias. Formular y responder preguntas para obtener informacin sobre un tema de ciencias.
Leer/escribir
Escribir palabras que denominan aspectos de un tema de ciencias. Participar en la escritura de preguntas y respuestas sobre un tema de ciencias. Registrar informacin bsica sobre un tema de ciencias en un grfico.

Propiedades y tipos de textos orales y escritos Componentes grficos: ttulo, texto e imgenes. Aspectos fnicos, sintcticos y semnticos de los textos Entonacin de enunciados interrogativos. Palabras de pregunta (how, what, which, etctera). Tiempo verbal: presente.
Ejemplos sugeridos
The Solar System (fragmento) The Solar System consists of the Sun and those celestial objects bound to it by gravity. There are eight relatively solitary planets whose orbits are almost circular. The four smaller inner planets, Mercury the smallest planet of the Solar System, Venus, Earth our planet and Mars, are primarily composed of rock and metal. The four outer planets, Jupiter the biggest planet of the solar system, Saturn the only planet that has rings, Uranus and Neptune, also called the gas giants, are far more massive than the inner planets. How many planets does the Solar System have? What are the names of the planets? Which is the biggest planet of the Solar System? Which is the smallest planet of the Solar System? Which planet has rings?
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Explorar una ilustracin con informacin sobre un tema de ciencias. Sealar y nombrar el contenido de la ilustracin. Identificar, al escuchar, los nombres y las caractersticas relativas al tema de ciencias que aparecen en la ilustracin. Modelar preguntas y respuestas sobre el tema de la ilustracin. Completar, de manera oral, enunciados interrogativos con palabras de pregunta. Diferenciar la entonacin de preguntas y respuestas. Participar en la escritura de preguntas y respuestas a partir de una ilustracin sobre un tema de ciencias. Hacer correspondencias entre la escritura y la pronunciacin de palabras. Relacionar imgenes y texto en un grfico sobre un tema de ciencias. Completar un grfico con palabras que explicitan sus elementos.
Tiempo mnimo sugerido: 4 horas
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Escuchar/hablar
Dar y recibir informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive.
Leer/escribir
Participar en la escritura de dilogos en los que se intercambia informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive.

Propiedades y tipos de textos orales y escritos Estructura de dilogos: apertura, cuerpo, cierre. Aspectos fnicos, sintcticos y semnticos de los textos Tiempos verbales: presente y futuro. Tipo de enunciados (declarativos, interrogativos, etctera). Conceptos gramaticales: preposiciones (in, about, on, etc.), pronombres personales (I, you, me, her, us, etc.), palabras de pregunta (who, what, where, etc.), verbos modales (would, could, etctera).
Ejemplos sugeridos
Good morning, I think Im lost. Do you know where the Museum of Modern Art is? Yes. Is it far from here? Not that much. Walk until you find the convenience store, when you get there, walk three blocks to the right, there is a bakery at the corner, will see the bus stop in front of it. Any bus driving by will take you to the Museum of Modern Art. Thank you very much! Youre welcome. You will get there in 15 minutes or so.

Explorar dilogos en los que se intercambian datos sobre sitios naturales y construcciones que hay en el lugar donde se vive, con apoyo de recursos grficos y lenguaje no verbal. Identificar, al escuchar, informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive. Reconocer vocabulario nuevo y aclarar su significado con ayuda de diccionarios bilinges y/o del docente. Participar como emisor y receptor en un juego de roles. Completar, de manera oral, dilogos con informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive. Participar en la escritura de enunciados con informacin sobre sitios naturales y construcciones que hay en el lugar donde se vive.
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Adems de los temas de reflexin especficos que se presentan en las tablas, a continuacin se enlistan aquellos que deben articularse con los contenidos mencionados, porque contribuyen a contextualizar las competencias
especficas y a darles sentido. Por ejemplo, Componentes grficos y textuales es un saber necesario que ayuda a Seguir la lectura de un cuento infantil, o a Registrar informacin bsica sobre un tema de ciencias en un grfico.
Temas de reflexin permanentes

Propiedades y tipos de textos orales y escritos Estructura, tema, propsito y destinatario de textos orales y escritos. Componentes grficos y textuales. Pistas contextuales: lenguaje no verbal (gestos, posturas del cuerpo, seas y movimientos, miradas, etctera). Aspectos fnicos, sintcticos y semnticos de los textos Caractersticas acsticas: volumen, tono, ritmo. Repertorio de palabras necesarias para esta prctica social del lenguaje. Diferencias en el valor sonoro de letras en lengua materna y lengua meta. Tipo de enunciados: declarativos, interrogativos. Tiempos verbales. Ortografa Valor sonoro convencional de las letras. Escritura convencional de palabras: sin adiciones, transposiciones, reemplazos o supresiones. Maysculas y minsculas. Puntuacin.
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Introduccin al PNIEB
as prcticas sociales del lenguaje son las mismas para los dos grados del Ciclo 2; sin embargo, existen variaciones en el nivel de complejidad y la profundidad, y en el tipo de contenidos programticos derivados de las Competencias especficas. Para trabajar con estas variaciones, el docente puede iniciar en el bloque 1, ya sea con la prctica del ambiente Familiar y comunitario: Hablar y escribir para participar en dilogos de la vida cotidiana; con la del ambiente Literario y ldico: Leer y entonar canciones; comenzar en el bloque 2 con la prctica del ambiente Acadmico y de formacin: Dar y recibir instrucciones para elaborar objetos y registrar informacin, o la del ambiente Familiar y comunitario: Ofrecer y recibir informacin de uno mismo y otras personas conocidas. Los haceres y saberes que constituyen dichas prcticas se contemplan en esta gua para los dos grados, aunque con un matiz distinto de complejidad y profundidad.
En consecuencia, sin importar la prctica del lenguaje con la que se inicie, los alumnos trabajarn con los contenidos de la(s) prctica(s) del bloque 1 que no se aborden, as que una vez que empiecen con el PNIEB, les ser familiar. Para facilitar la incorporacin de los alumnos a los programas de estudio, es conveniente tener en cuenta las siguientes consideraciones:
Atender el desarrollo de habilidades comunicativas de tipo receptivo en las prcticas sociales del lenguaje. Tomar en cuenta que los temas de reflexin son cclicos a lo largo de las competencias especficas, por lo que existen varias oportunidades para trabajarlos de manera contextualizada. Hacer nfasis en el desarrollo de los contenidos del ser (interculturalidad, actitudes, valores, trabajo colaborativo, etc.) que no se han abordado.
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Anexo. Formato de planeacin
Escuchar/hablar Competencias especficas
Leer/escribir Competencias especficas
Temas de reflexin Especficos
Permanentes
Textos
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National English Program

in Basic Education
Second Language: English
Leveling Guide Cycle 2

Academic support for English language teachers
Phase of expansion
Presentation
he regulating principles established by Article third of the Constitution, as well as the educational transformation encouraged by the 2007-2012 National Development Plan (Plan Nacional de Desarrollo) and the objectives outlined in the 2007-2012Education Sector Program (Prosedu: Programa Sectorial de Educacin) have established the leading basis to provide direction and sense to the actions in public education policies in Mexico for the coming decades. Within this framework, and based on the attributions granted by the General Law of Education (Ley General de Educacin), the Secretariat of Public Education(Secretara de Educacin Pblica) proposed as one of Prosedus fundamental objectives to be achieved by 2012 to raise the quality of education so that students improve their level of educational achievement, have a means of accessing to a better well-being and thus, contribute to the national development.1 The main strategy for attaining such objective in Basic Education is to carry out an Integral Reform in Basic Education, focused on the adoption of an educational model based on competencies that corresponds to the developmental needs of Mexico in the XXI century,2 envisaging a greater articulation and efficiency among preschool, elementary and secondary school. Prosedu has also established that the criteria for quality improvement in education must be applied to teacher training, the updating of curricula and syllabus contents, pedagogical approaches, teaching methods, and didactic resources.3 Simultaneously, Unesco4 has indicated thateducational
1
SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11. Ibidem, p. 24. 3 Ibidem, p. 11. 4 J. Delors et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional sobre la Educacin para el siglo XXI, Madrid, Santillana/Ediciones Unesco, pp. 31 y ss.
2
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systems are to prepare students in order to face the new challenges of a globalized world, in which the contact among multiple languages and cultures becomes more and more common every day. In this context, the educational system is compelledto help students understand the diverse cultural expressions in Mexico and the world. It is from this perspective that the Secretariat of Public Education acknowledges the necessity to incorporate English as a subject to the curricula of preschool and elementary education, as well as to make suitable adjustments to the English subject curricula in secondary school, with the purpose of articulating the teaching of this foreign language in the three levels of basic education. By means of this articulation, it is expected that by the time students complete their secondary education, they will have developed the necessary plurilingual and pluricultural competencies to successfully face the communicative challenges of a globalized world, build a broader vision of the linguistic and cultural diversity at a global level, and thus, respect their own culture as well as that of others. In order to carry out the actions that enable the articulation of English teaching, the Secretariat of Public Education has implemented the National English Program in Basic Education (NEPBE, or PNIEB: Programa Nacional de Ingls en Educacin Bsica) from which syllabuses for the three levels of basic education are derived. Such syllabuses are devised based on the alignment and standardization of national and international standards, the selection of criteria for teacher training, the establishment of guidelines for the design and evaluation of educational materials, as well as the certification of English language proficiency. One of the above actions is to organize national academic meetings to strengthen English teachers, in order to provide them with information and technical-pedagogical instructions, aiming at contributing to the necessary measures to be taken for the implementation and generalization of the corresponding four-cycle syllabuses in the National English Program in Basic Education.
Secretariat of Public Education
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Introduction
he National English Program for Basic Education (NEPBE) integrates 3rd grade of Preschool as well as the six grades of Elementary school in its in-class testing stage 20112012. This means that all students, regardless of the grade in which they incorporate to, will attend the English subject with the NEPBE. This situation represents two different challenges for elementary school teachers. Firstly, they have to generate the proper conditions to operate the NEPBE Syllabuses with equity and quality in all schools in the country. Secondly, they have to make sure that students achieve the purposes of each of the cycles of the NEPBE and the achievement levels established in each grade, despite not having attended the English language subject in the grade(s) prior to the 2011-2012 school period. For the above reasons this leveling guide for Cycle 2 was developed as part of the ma-
terials that accompany the implementation of the NEPBE in its in-class testing stage. It is intended to provide teachers with:
A list of basic contents designed to be worked in a minimum of one-and-a-half or two-month period, so that it allows 3rd and 4th students to achieve the expected levels set in the NEPBE Syllabuses. It also seeks an earlier introduction to the contents of the syllabus of the students grade in order to guarantee that when finishing Cycle 2, students will have reached the purposes and levels of achievement. A set of teaching guidelines and considerations that teachers should take into account when beginning with the teaching of the NEPBE Syllabuses.
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Structure of the Leveling Guide
his guide includes five sections: Purpose of English Language Teaching for Cycle 2, Teaching Guidelines, Basic Leveling Contents of 3rd grade of Elementary school, Basic Leveling Contents of 4th grade of Elementary school, and Introduction to the NEPBE, and an Appendix. The Purpose of English Language Teaching for Cycle 2 that are hereto presented correspond to those set in the Cycle 2 of the NEPBE. Their incorporation has the objective of giving teachers basic foundations, which along with their experience and characteristics of their class, they can decide the order and depth in which contents must be taught. Thus, it is guaranteed that during the first month and a half (15 hours-class time) or second month (20 hours-class time) students will get the necessary knowledge to work with the contents of the grade they are in, and consequently reach the achievement levels for Cycle 2 at the end of the 4th grade of Elementary school. The Teaching Guidelines are intended to support the teacher in the teaching of leveling contents through a set of methodological strategies that are characterized for being unres-
trictive. Therefore, teachers can use these or the methodology they consider most appropriate, based on the needs, characteristics, and interests of their students. The Basic Leveling Contents of 3rd grade of Ele mentary school and Basic Leveling Contents of 4th grade of Elementary school were defined based on the Syllabuses of Cycle 2, the previous cycle, subsequent cycles, and the levels of achievement. As it is aforementioned, its purpose is to teach in a short period of time the contents of the NEPBE not studied in previous grades. Thus, unlike the contents of the NEPBE distributed in social practices of the language, the leveling contents are organized as follows:
Contents of listening comprehension and oral production: listening/speaking. Content of reading comprehension and written production: read/write. Topics for reflection. These contents are classified into two groups: a) Specific, which correspond to concepts, features, characteristics, and elements of oral and written language of each specific competence; and b) General, which include
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concepts and characteristics of oral and written texts, common to all Cycle 2 leveling contents.
The leveling contents lack the dynamic aspects of the social practices of the language, since they do not belong to any particular learning environment. Therefore, examples and teaching hours to approach the contents of this guide are presented as suggestions; nevertheless, teachers must adapt, change, simplify or expand them according to their planning, cha-
racteristics of their students, different variables and conditions that influence the organization of work in class. As a result, this guide offers a space for teachers to write their own methodological considerations and estimated teaching hours to work with the leveling contents. Finally, the contents regarding the work done with the Program of Cycle 2 are presented in the Introduction to the NEPBE; also, a printable planning format is included in the Appendix to show a way to plan and organize the class work and contents of this guide.
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Purpose of English Language Teaching for Cycle 2
he purpose of English Language Teaching for Cycle 2 in Basic Education (3rd and 4th grades Elementary school) is for students to acquire the necessary knowledge to understand and use English in order to recognize, understand, and use common expressions throught the development of specific competencies particular to social practices of the language related to the production and interpretation of oral and written texts, pertaining to the Familiar and community, Literary and ludic, and Academic and educational environments. At the end of this cycle, the students are expected to:
Express simple opinions and requests in familiar contexts.
Recognize basic instructions, information and advertisements.Identify basic aspects of pronunciation and vocabulary used in everyday life contexts. Use expressions to refer to personal aspects and needs. Respond to spoken and written language in different linguistic and non-linguistic ways. Use different strategies to solve everyday problems as well as to look for information about concrete topics. Identify similarities and differences of cultural expressions between their own and the English language. Establish basic social contact by means of their linguistic repertoire.
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Teaching Guidelines
o use this guide, the following guidelines are suggested:
the total of hours suggested for leveling and the needs of the group. Review and analyze the examples provided in this guide for the teaching of contents. Take into account that these only represent one of the many ways in which they can or should be approached. Therefore, teachers should be aware that they are not designed to rule the organization and planning of class work, so it may be necessary to make any adjustments depending on the needs of students. It is important to mention that in the case of lite rary texts (songs, stories, legends, etc.), it was only possible to present sample texts; however, it is expected that students participate in the reading of complete texts. Since it is the first time students are in contact with the English language at school, texts should be presented mainly orally, and later on, through written texts. Choose from the list of permanent and specific topics for reflection in this guide, only those which are relevant to the contents. It is important to highlight that the topics for reflection in the leveling ses-
Know the group of students, in order to determine their interests, previous language knowledge, particularly English, as well as other characteristics that may affect their performance during the leveling sessions. Check and comprehend the Program of Cycle 2 in order to keep the sequence of this guide. The Syllabuses are the referent for solving doubts about the contents and teaching suggestions included in this guide. It is also convenient to examine the achievements in order to identify what is expected from these leveling sessions, as well as the doing with the language and knowing about the language that students need to review or study in depth considering the grades where English was not taught. Based on the previous information, select the order in which the contents will be taught as well as the teaching hours suggested for each one; bear in mind both,
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sions should not be the focus of attention, since they do not promote the acquisition of the necessary skills to achieve the objectives of Cycle 2. This guide does not include lists of vocabulary nor strategies to teach since it is impossible to consider all texts in which vocabulary can be taught. Consider the convenience of adopting the suggestions given to address the contents.
These do not appear in any specific order and can be used to work on one or more specific competencies. Assess the progress and achievements of students, as well as changes or adjustments to the components of the teaching practice. Even though assessment involves students promotion, its main function is formative.
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Basic leveling contents of 3rd grade Elementary school
Listening/speaking
Understand and recite words used in greeting, courtesy and farewell expressions. Follow and give instructions related to everyday school and family life. Locate school objects and places at school.
Reading/writing
Write greeting, farewell and courtesy expressions. Participate in the writing of everyday school and family life instructions, with visual aids.
Specific topics for reflection

Features and types of oral and written texts Differences of intonation between questions and answers. Phonic, syntactic and semantic elements of the texts Grammar: modal verbs (can, may, could, etc.), personal pronouns (I, she, he, etc.).
Suggested examples
Example 1 Good morning, Jos. Good morning, mom. Make your bed before you leave, please. Sure, mom. Example 2 Hi! Good afternoon. Excuse me. Can you please tell me where the bathroom is? Sure. The bathroom is right here, between this classroom and the basketball court. Thank you so much. Youre welcome. Example 3 Hello, Pedro and Mara. Could you help me with these books? Yes, Miss Roco. Put a book on each desk, please. OK, Miss Roco. Thank you.
Teachers examples
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Teaching suggestions
Explore and model short dialogues to follow and give every day school and family life instructions, where school objects and places at school can be identified, with the help of visual aids and non-verbal language. Identify words of greeting, farewell and courtesy; everyday school and family life activities; and, objects and places at school. Identify expressions for everyday life instructions and finding objects and places. Play transmitter and intended audiences role. Participate in the writing of greeting, farewell and courtesy expressions in short dialogues. Complete short dialogues with phrases to give every day school and family life instructions, and expressions to locate objects and places.
Teachers suggestions
Minimum time suggested: 3-4 hours
Time suggested by the teacher:___ hours
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Listening/speaking
Follow the reading of a childrens story. Identify and express moods, facts or experiences. Spell words in a story.
Reading/writing
Complete sentences in a story. Identify sections or parts of a story.

Features and types of oral and written texts Parts of a book: cover, undercover, flaps, etc. Graphic and textual components: title, author, paragraphs, illustrations, text, pages, etc. Structure and elements of a story: opening, body and ending, characters. Mechanics of writing Conventional letter-sound correspondence.
Suggested examples
One fine evening, a young and happy princess put on her hat and dress, and went out to take a walk in a wood. She came to a cool spring of water to rest a while. She had a golden ball, which was her favorite toy; and she was always playing with it. After a while she threw her golden ball so high that she missed catching it. The ball went far, until it fell into the spring. The princess looked into the spring after her ball, but it was very deep. She began to cry, and said, I am so sad and desperate! If I get my ball again, I will give all my dresses and jewels, and everything that I have in the world.
The Frog Prince (extract)
Teachers examples
Teaching suggestion
Explore a childrens story, with the help of visual aids and non-verbal language. Follow the reading aloud of childrens story and perform the characters actions (get dressed, walk, rest, etc.). Identify the opening, body and ending. Find similarities and differences between the characters actions and others (students, acquaintances). Find and identify words that indicate moods, facts and experiences. Identify basic parts or elements that form words or sentences. Participate in the writing of words that indicate moods, facts and experiences. Complete lists of actions performed by the characters and others (acquaintances).
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Listening/speaking
Give and receive personal information (name, activity, occupations, etc.), preferences (food, colors, sports) and ones own and others physical appearance.
Reading/writing
Understand and record personal information (name, activity, occupation, etc.), preferences (food, colors, and sports) and ones own and others physical appearance.

Phonic, syntactic and semantic elements of the texts Type of sentences (statements, questions, etc.). Grammar: personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.).
Suggested examples
Example 1 What is your name? My name is Alfredo. How old are you? I am 8 years old. Where do you live? I live in with my parents. / My address is... What do your parents do? My mother is a nurse and my father is a carpenter. Example 2 What sport do you like? I like to play table tennis. What is your favorite color? What is your favorite food? I love rice with peas and carrots. My favorite color is brown. Example 3 Who is she? She is Clara. How old is she? She is 27 years old. Where does she work? She works here in the school. She is the music teacher. Where does she come from? She is from
Teachers examples
Explore dialogues in which personal information, preferences and ones own and others physical appearances are expressed, with the help of visual aids and non-verbal language. Identify while listening, question words. Identify while listening, words that refer to personal information, preferences and ones own and others physical appearance. Identify new vocabulary words and find their meaning in bilingual dictionaries and/or with teachers help. Play transmitter and intended audiences roles. Complete orally dialogues with questions and answers about personal information, preferences, and ones own and others physical appearance. Participate in the writing of words and sentences about personal information, preferences and ones own and others physical appearance.
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Listening/speaking
Listen to the reading of a text with information about living beings and natural phenomena. Elaborate and respond to questions in order to get information related to living beings and natural phenomena.
Reading/writing
Write words that name living beings and natural phenomena. Participate in the writing of questions and answers about living beings and natural phenomena.

Features and types of oral and written texts Graphics components: title, text and images. Phonic, syntactic and semantic elements of the texts Type of sentences: questions.
Suggested examples
The Sonora Desert (extract) The Sonora desert has many threatened and endangered plants and animals. Most are in danger of extinction due to the destruction or damage of their habitat. For example, some species of tall cacti and animals are under threat. Some of them are: the ocelot, the spotted owl (which has large dark eyes), the grey wolf (a large carnivore), the mud turtle (with a brown or olive head and neck) and the long-nosed bat (the adults have yellow-brown or gray fur above, and brown fur below). Is the grey wolf big or small? The grey wolf is big. Do bats have green fur? No, they do not have green fur. They have yellow-brown or gray fur above and brown fur below. Is the ocelot a bird? No, it isnt. It is a feline.
Teachers examples
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Explore a text with information about living beings and natural phenomena, with the help of visual aids. Identify while listening, names and characteristics of living beings and natural phenomena within a text. Participate in the reading of living beings and natural phenomena texts. Identify new vocabulary and find its meaning in bilingual dictionaries and/or with teachers help. Model questions and answers about living beings and natural phenomena. Differentiate intonation between questions and answers. Practice questions and answers with the class, in teams or individually. Complete orally, questions and answers with one or more words. Identify questions. Complete and write words in sentences about living beings and natural phenomena. Participate in the writing of questions and answers of the reading. Match writing of words to its corresponding pronunciation.
Minimum time suggested: 4 hours
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Listening/speaking
Give and receive information about ones hometown natural sites and buildings.
Reading/writing
Understand and record information about ones hometown natural sites and buildings, with the help of visual aids.

Phonic, syntactic and semantic elements of the texts Type of sentences (statements, questions). Grammar: prepositions (in, about, on, etc.), personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.), modal verbs (do, would, could, etc.).
Suggested examples
Hi. We are looking for Los Chapulines restaurant. Do you know where it is? Sure, its near here. Can you tell us how to get there? Sure. Walk five blocks and turn right. Then, walk two blocks and turn left. You will see a hospital. Los Chapulines is in front of the hospital. Is the food expensive? No. The food is cheap and its pretty good. Thank you very much. Youre welcome.
Teachers examples
Explore dialogues in which information about ones hometown natural sites and buildings is exchanged, with the help of visual aids and non-verbal language. Identify while listening, words about ones hometown natural sites and buildings. Recognize new vocabulary and find its meaning in bilingual dictionaries and/or with teachers help. Play transmitter and intended audiences roles. Complete orally dialogues with question and answers about ones hometown natural sites and buildings. Participate in the writing of words and sentences that give information about ones hometown natural sites and buildings.
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Basic leveling contents of 4th grade Elementary school
Listening/speaking
Interpret and recite greeting, farewell and courtesy expressions. Follow and give instructions about every day school and family life activities. Locate objects and places at school. Identify and understand expressions to get what is wanted or needed from others.
Reading/writing
Write greeting, farewell and courtesy expressions. Complete dialogues to get what is wanted or needed from others, with the help of visual aids.

Features and types of oral and written texts Differences of intonation between questions and answers. Phonic, syntactic and semantic elements of the texts Grammar: personal pronouns (I, you...), phrasal verbs (wake up, turn off, etc.), modal verbs (could, would, etc.).
Suggested examples
Example 1 Good morning, girls and boys. Good morning, Miss Estela. Please, hand in your homework. Yes, Miss Estela. Example 2 Hi, Pepe. What are you doing? Hello, dad. I am coloring a map. Very well. Turn off the lights when you finish. Yes, dad. Example 3 Example 4 Hello, Andrs. Andrs, could you Hi, Miss Daniela. help me carry these Do you know where books, please? the history books are? Of course. Where The history books are shall I place them? on the bookshelf, next Over there, next to to the blackboard. the desk. There you are. Thank you so much, Andrs. You are welcome, Miss Daniela.
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Teachers examples
Explore and model short dialogues where instructions about every day school and family life activities are followed and given; objects and school places are located; and/or expressions to get what is wanted or needed from others are identified and understood, with the help of visual aids and/or non-verbal language. Participate in the reading aloud of dialogues. Identify greeting, farewell and courtesy expressions. Identify expressions of everyday life instructions, to locate objects and places, and/or to get what is wanted or needed. Play transmitter and intended audiences roles. Write greeting, farewell, and courtesy expressions in short dialogues. Participate in the writing of everyday instructions in short dialogues. Complete short dialogues to express what is wanted or needed from others.
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Listening/speaking
Listen to the reading of a story. Identify and express moods, facts or experiences. Spell words of a story. Identify specific information of a story while asking questions.
Reading/writing
Identify sections or parts of a story. Complete sentences in a story. Associate a story with images that illustrate it.

Features and types of oral and written texts Parts of a book: cover, undercover, slaps, etc. Graphic and textual components: title, author, paragraphs, illustrations, text, pages, etc. Structure and elements of a story: opening, body and ending, characters. Phonic, syntactic and semantic elements of the texts Verb tense: past. Adjectives: qualitative. Mechanics of writing Conventional letter-sound correspondence.
Suggested examples
The Magic Kettle (fragmento) High up among the mountains, an old happy man lived in his little house. He was very proud of it. He felt comfortable when listening to the birds singing outside his house. One day, he was looking at the mountain, when he heard a noise in the room behind him. Frightened, he turned round, and in the corner he saw an old iron kettle. The old man was surprised and did not know how the kettle got there, but he took it up and looked at it carefully, and when he found that it was quite whole, he cleaned the dust off it and carried it into his kitchen. Where did the old happy man live? What was he doing when he heard a noise in the room? What did he see in the corner of the room?
Teachers examples
53
Explore a childrens story, with the help of visual aids and non-verbal language. Follow the reading aloud of a childrens story and perform characters actions (get dressed, walk, rest, etc.). Identify and define new words and phrases by using bilingual dictionaries and/or with teachers help. Identify main and supporting characters. Identify a story setting by its name (vegetation, weather, furniture, etc.). Locate and identify words that express moods, facts, and experiences. Answer to questions about the main and supporting characters actions in a story. Find similarities and differences in characters actions in a story, with the help of visual aids. Identify parts or basic elements in sentences. Participate in the writing of moods, facts and experience expressions. Complete lists of actions performed by the characters and others (ones own and acquaintances).
54
Listening/speaking
Give and receive personal information (name, activity, occupation, etc.), preferences (food, colors, sports and/or hobbies) and ones own and others physical appearance. Identify and understand information about routines. Identify expressions related to personal expectations.
Reading/writing
Understand and record personal information (name, activity, occupation, etc.), preferences (food, colors, sports and/or hobbies) and ones own and others physical appearance. Participate in the writing of dialogues where information about routines is exchanged, with the help of visual aids. Write expressions related to personal expectations.

Features and types of oral and written texts Structure of dialogues: opening, body, ending. Phonic, syntactic and semantic elements of the texts Type of sentences (statements, questions, etc.). Verb tense: Future. Grammar: personal pronouns (I, us, etc.), question words (who, what, where, etc.), modal verbs (would, may, etc.).
Suggested examples
Example 1 Hello, I think we go to the same school, whats your name? My name is Diana. Im new at school. I used to live in How old are you? Im nine years old. My birthday was last week! Did you get a lot of presents? I got a cat! He is very small, and he is brown, the same color of my eyes. Example 2 How do you get to school? I ride my bike to school Do you have any hobbies? I like to play the guitar very much. What do your parents do? Well, my mother is a veterinarian, and my father is a dentist. Example 3 How do you like the city so far? I like it very much, the kids at school are very nice and I would like to be in the school play this spring. I want to be in the school play too! I have to go, but I will see you at school and show you around! Bye! Bye!
Teachers examples
55
Explore dialogues in which personal information, preferences, ones own and others physical appearance, expectations and routines are exchanged, with the help of visual aids and non-verbal language. Identify while listening, words about personal information, preferences, ones own and others physical appearance, expectations and routines. Identify new vocabulary and find its meaning in bilingual dictionaries and/or with teachers help. Play transmitter or intended audiences role. Complete dialogues orally with questions and answers about personal information, preferences, ones own and others physical appearance, expectations and routines. Identify actions in sentences while reading. Participate in the writing of words and sentences about personal information, expectations and routines. Make a personal list of routines and expectations, based on a model and with teachers help.
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Listening/speaking
Listen to the reading of a text with a science-related topic. Formulate and answer questions to get information about a science-related topic.
Reading/writing
Write words about aspects of a science-related topic. Participate in the writing of questions and answers about a science-related topic. Record basic information in a graph about a science-related topic.

Features and types of oral and written texts Graphics: title, text and images. Phonic, syntactic and semantic elements of the texts Intonation of questions. Question words (how, what, which, etc.). Verb tense: present.
Suggested examples
The Solar System (extract) The Solar System consists of the Sun and those celestial objects bound to it by gravity. There are eight relatively solitary planets whose orbits are almost circular. The four smaller inner planets, Mercury the smallest planet of the Solar System, Venus, Earth our planet and Mars, are primarily composed of rock and metal. The four outer planets, Jupiter the biggest planet of the solar system, Saturn the only planet that has rings, Uranus and Neptune, also called the gas giants, are far more massive than the inner planets. How many planets does the Solar System have? What are the names of the planets? Which is the biggest planet of the Solar System? Which is the smallest planet of the Solar System? Which planet has rings?
Teachers examples
57
Explore an illustration with information about a science-related topic. Point at and name the content of the illustration. Identify while listening, names and characteristics about a science-related topic in the illustration. Model questions and answers about the topic in the illustration. Complete questions orally with question words. Differentiate the intonation between questions and answers. Participate in the writing of questions and answers, based on an illustration with a science-related topic. Match writing of words to its corresponding pronunciation. Match images and text in a graphic about a science-related topic. Complete a graphic with words to identify its elements.
Minimum time suggested: 4 hours
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Listening/speaking
Give and receive information about ones hometown natural sites and buildings.
Reading/writing
Participate in the writing of dialogues in which information about ones hometown natural sites and buildings is exchanged.

Features and types of oral and written texts Structure of dialogues: opening, body, ending. Phonic, syntactic and semantic elements of the texts Verb tenses: present and future. Type of sentences: (statements, questions, etc.). Grammar: prepositions (in, about, on, etc.), personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.), modal verbs (do, would, could, etc.).
Suggested examples
Good morning, I think Im lost. Do you know where the Museum of Modern Art is? Yes. Is it far from here? Not that much. Walk until you find the convenience store, when you get there, walk three blocks to the right, there is a bakery at the corner, will see the bus stop in front of it. Any bus driving by will take you to the Museum of Modern Art. Thank you very much! Youre welcome. You will get there in 15 minutes or so.
Teachers examples
Explore dialogues in which information about ones hometown natural sites and buildings is exchanged, with the help of visual aids and non-verbal language. Identify while listening, information about ones hometown natural sites and buildings. Identify new vocabulary and find its meaning with bilingual dictionaries and/or with teachers help. Play transmitter and intended audiences roles. Complete orally dialogues with information about ones hometown natural sites and buildings. Participate in the writing of sentences with information about ones hometown natural sites and buildings.
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In addition to the specific topics for reflection suggested, the ones listed below are expected to be included in the contents since they help contextualize and give meaning to the specific competencies.
For example, Graphic and textual components are a necessary knowledge that helps to Follow the reading of a childrens story or Record basic information about a science-related topic in a chart.
Permanent topics for reflection

Features and types of oral and written texts Structure, topic, purpose and intended audience of oral and written texts. Graphic and textual components. Contextual clues: non-verbal language (gestures, body language, signs and movements, glances, etc.). Phonic, syntactic and semantic elements of the texts Acoustic characteristics: volume, tone, rhythm. Repertoire of words necessary for this social practice of the language. Differences in letter-sound correspondences between the mother tongue and the target language. Types of sentences: statements, questions. Verb tenses. Mechanics of writing Conventional letter-sound correspondence. Conventional writing of words: without additions, substitutions or omissions. Upper and lower-case letters. Punctuation.
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Introduction to the NEPBE
he social practices of the language are the same for the two grades in Cycle 2; however, there are variations in the presentation of contents of the Specific competencies. Thus, teachers may start teaching the social practice of the language in Unit 1, either the Familiar and community environment Talk and write to participate in everyday dialogues or the Literary and ludic environment Read and sing songs; or else, they can start teaching the social practice of the language in Unit 2, Academic and educational environment Give and receive instructions to elaborate objects and record information or Familiar and community environment Offer and receive information about ones self and acquaintances. The Doing with the language and Knowing about the language of these practices are included in this guide for the two school grades, but the
level of depth and complexity is what differentiates one from the other. Consequently, regardless of the practice of the language chosen to start teaching, students will be working with all contents of the unit; therefore, working with the NEPBE will be a familiar practice. However, when teaching the contents of the NEPBE, it is necessary to consider the following:
Pay attention to the development of receptive communicative skills in the social practices. Take into account that topics for reflection are cyclical throughout the specific competencies; therefore, there are several opportunities to work with them in context. Emphasize the development of being through the language contents that havent been taught (interculturality, attitudes, values, collaborative work, etc.).
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Appendix. Planning format
Listening/speaking Specific competencies
Reading/writing Specific competencies
Topics for reflection Specific
General
Texts
Suggestions to approach the contents
Time suggestd by the teacher:___ hours
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Programa Nacional de Ingls

Gua de nivelacin Ciclo 2

SECRETARA DE EDUCACIN PBLICA

Jos ngel Crdova Villalobos

SUBSECRETARA DE EDUCACIN BSICA

Francisco Ciscomani Freaner

DIRECCIN GENERAL DE DESARROLLO CURRICULAR

Noem Garca Garca

DIRECCIN GENERAL DE MATERIALES EDUCATIVOS

scar Ponce Hernndez

DIRECCIN GENERAL DE DESARROLLO DE LA GESTIN E INNOVACIN EDUCATIVA

Juan Martn Martnez Becerra

DIRECCIN GENERAL DE EDUCACIN INDGENA

Rosalinda Morales Garza

DIRECCIN GENERAL DE FORMACIN CONTINUA DE MAESTROS EN SERVICIO

Vctor Mario Gamio Casillas

Noem Garca Garca

Juan Manuel Martnez Garca

ISBN: 978-607-467-238-1 Hecho en Mxico MATERIAL GRATUITO/Prohibida su venta

Programa Nacional de Ingls

Gua de nivelacin Ciclo 2

Secretara de Educacin Pblica

la Gua de nivelacin para el Ciclo 2, con el propsito de ofrecer al docente:

Estructura de la Gua de nivelacin

Propsito de la enseanza del ingls para el Ciclo 2

Contenidos bsicos de nivelacin de 3o de Primaria

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 3-4 horas

Tiempo estimado por el docente: _______ horas

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 3-4 horas

Tiempo estimado por el docente: _______ horas

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 3-4 horas

Tiempo estimado por el docente: _______ horas

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 4 horas

Tiempo estimado por el docente: _______ horas

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 3-4 horas

Tiempo estimado por el docente: _______ horas

Contenidos bsicos de nivelacin de 4o de Primaria

Temas de reflexin especficos

Ejemplos del docente

Sugerencias para abordar los contenidos

Sugerencias del docente

Tiempo mnimo sugerido: 3-4 horas

Tiempo estimado por el docente: _______ horas