PLANNING FORMAT

SCHOOL: EST 14 TEACHERS NAME:

UNIT: 1A
First Grade
HOURS: 15 hrs. Social Practice of the language:
Understand and use information
about goods and services
Period: From 18 Aug to 19 Sep
Environment: Familiar and community Specifie competency: Give and receive
information for performing community service
Educational Materials: tape recorder, text book Product: Acting out a dialogue
Selected
Achievements
Contents Activities Evaluation Comments
-Identifies topic,
purpose and intended
audience
-Predicts the general
meaning from words
and expressions similar
to those of the mother
tongue
-Distinguishes
expressions in oral
exchanges
-Produces expressions
to provide information
Listen and
check a
dialogue
about the
performance
of
community
service





D
O
I
N
G





-Recognize topic and
purpose.
-Discriminate
environment sounds and
background noise.
-Identify form of
communication.
-Establish the relationship
between participants.
-Identify words used to
link ideas.
-Find key words
-Predict the general
meaning.

-Write
sentences
to give and
receive
information.
-Practice
sentences.
-Perform the
dialogue.
-choose the
community
service
about which
information
is to be
exchanged.
Readings
-Chapter 1
(reader)
-Penguin
readers
(level 2)

Comprehen
sion
Strategies:
-Skimming
-Silent
reading

K
N
O
W
I
N
G

-Connectors (e.g. if, the,
and, because).
-Verbs modals.
-form of communication
on-site distance.
-Structure of dialogue,
opening body, closure.
-Composition of
expressions.

B
E
I
N
G


-Participate appropriately
during oral exchanges.

-Foster confidence within
interpersonal relationship
PLANNING FORMAT
SCHOOL: EST 14 TEACHERS NAME:
UNIT:1B
First Grade
HOURS: 14 hrs

Social Practice of the language: Read and
understand different types of literary texts of
English-speaking countries. Period: From 22 sep to 24 Oct
Environment: Literary and ludic Specific competency: Read classic tales and
write a short story based on them
Educational Materials: Reader, copies Product: Big book
Selected
Achievements
Contents Activities Evaluation Comments
-Uses known
comprehension
strategies
-Recognizes the
general meaning
from some details
-Retells events using
images
-Organizes
sentences into a
sequence of actions
Select and
check classic
tales





D
O
I
N
G

-Identify the author.
-Recognize graphic
and text
arrangement.
-Use different
comprehension
strategies.
-Establish forms that
express continuous
and past actions.
-Recognize the
general meaning.
-Determine number
and order of key
events.
-Select and
read a classic
story.
-write and
arrange the
sentences
based on key
events.
-Put together
and illustrate
the big book.
-read the book
out loud and
donate it to
students from
basic
education
lower grades.
Readings
-Chapter 2
(reader)
-penguin
readers (level
2)
Comprehension
Strategies:
-Get the main
idea.


K
N
O
W
I
N
G

-Verb tenses. Past,
present.
-Verb forms:
progressive.
-Adverbs of time and
pronouns.
-Repertoire of words
necessary for this
social practice of the
language.
-Differences between
British and American
variants (e.g.;-our/-
or,-re/-er)


B
E
I
N
G

-Acknowledge
reading as a
recreational activity
-Understand and
appropriately
contribute in
discussions.
-Foster respect
towards other
opinions.

PLANNING FORMAT
SCHOOL: EST 14 TEACHERS NAME:
UNIT: 2A
FIRST GRADE
HOURS :
11hrs

Social Practice of the language: Understand and to use a
bilingual dictionary.
Period: From: 27Oct to 21 Nov
Environment: Academic and
educational.
Specific competency: write instructions to use a bilingual
dictionary.
Educational Materials: dictionary, text
book
Product: Inst Manuela to learn how to use a bilingual
dictionary
Selected Achievements Contents Activities Evaluation Comments
-Locates and reads the
definitions of words
both in.
-English and Spanish
-Completes and writes
sentences in order to
organize them into a
sequence from a model
-Remover and/or to edit
an instructions manual
Select and
check bilingual
dictionaries




D
O
R
I
N
G

-Recognize graphic
and text
components.
-Identify text
organization.
-Identify entries and
subentries.
-Locate words in
English and in the
mother tongue.
-Read the
definitions for
words in English
and in Spanish.
-Select and
explore
bilingual
dictionaries.
-Determine the
words,
definitions and
abbreviations
the instruction
manual will
refer to.
-write
instructions
-Edit the
instructions
and make a
clean copy as
the final
version of the
instruction
manual.
Readings
-Chapter 3
(reader)
-Penguin
reader (level 2)
Comprehension
strategies:
-Listening



























K
N
O
W
I
N
G

-Abbreviations.
-Arabic and roman
numbers.
-Articles, nouns,
adverbs, adjectives
and pronouns.
-connectors (if,
then, and, because)
-Verb forms:
imperative.


B
E
I
N
G

-show curiosity and
interest in
searehing and
obtaining
information.
-Favor cooperation
and integration in
school work.

PLANNING FORMAT
SCHOOL: EST 14 TEACHERS NAME:
UNIT : 2B
First Grade
HOURS: 8hrs

Social Practice of the language: interpret and express information
publishes in diverse media.
Period: From 24 Nov to 12 Dec
Environment: Familiar and
Community
Specific competency: exchange opinions regarding the contents of
a radio program
Educational Materials: Projector, lap top Product: Plenary
Selected Achievements Contents Activities Evaluation Comments
-Identifies words used to
link ideas.
-defects speech
register.
-Write expressions to
produce opinions.
-Expands main ideas in
an oral exchange
Listen and
check a radio
program


D
O
R
I
N
G

-Differentiate voices,
environment sounds
and sound effects.
-Identify forms of
communication.
-Identify the use of
words to connect
ideas.
-Answer questions to
express opinions
-Structure, write and
read opinions.
-Structure
sentences to
express.
-Opinions
about the
radio
program.
-Practice
expressing
opinions.
-Formulate
question to
obtain
information,
ask for
something to
be repeated,
clarified or
said slower.
Readings
-chapter 4
(reader)
-Penguins (level
2)
Comprehension
Strategies:
-Scanning
-Silent reading



K
N
O
W
I
N
G

-Form of
communication.
-structure of radio
programs.
-Speaking turns.
-Connectors
(although)
-Verbs: modals
-Repertoire of words
necessary for this
social practice of the
language.

B
E
I
N
G

-Recognize the
influence of media in
everyday life.
-Foster respect and
attention towards the
opinion of others.



PLANNING FORMAT
SCHOOL: EST 14 TEACHERS NAME:
UNIT: 3A
Fist Grade
HOURS: 12 hrs Social Practice of the language: Participate in language
games work with specific linguistic aspects
Period: From 15 Dec- to 23 Jan
Environment: Literary and ludic Specific competency: Participate in Lang games to
recognize and comprehend future tense in forecasts.
Educational Materials: Text book, plans Product: Forecasts
Selected
Achievements
Contents Activities Evaluation Comments
-Recognizes future
forms within
sentences.
-compares sentences
that express future
situations to ones
which express past
and/or present
situations
-Formulates and
answer questions in
order to understand
forecasts.
Check writhen
forecast
examples
understand
characteristics
of the future
tense
D
O
R
I
N
G

-Indentify
sentences that
express future
situations and
conditions and their
composition.
-complete
sentences with
words used in
future situations
and conditions.
-Write words that
express future
tense
-Choose a
subject to
write a
current
description:
oneself, a
class mate,
the
community,
etc. e.d
Maria is
now in
secondary
u school, in
the future
she will
study
In a 15
year time
she will
be
-Read the
forecasts
out loud
and place
them in a
visible spot
of the
classroom
Readings
Chapter 5
(readers)
Penguin (level
2)
Comprehension
Strategies
-Listening
reading
K
N
O
W
I
N
G

-Verb tenses:
present, past,
future (will, shall,
be + going to).
-Sentence types
-Conventional
writing of word.
-Punctuation:
apostrophe.
B
E
I
N
G

-Promoter feedback
among classmates
-Show a god
attitude to auto-
evaluate
possibilities and
capacities





PLANNING FORMAT
SCHOOL: EST 14 TEACHERS NAME:
UNIT: 3B
First Grade
HOURS: 11 hrs

Social practice of the language: Read and rewrite
informative texts from a particular field.
Period. From 26 Jan to 20 Feb
Environment: Academic and Educational


Specific competency: Write notes to describe the
components of different human body systems in a
chart.
Educational Materials: Text book, projector Product: Charts of human body systems.
Selected
Achievements
Contents Activities Evaluation Comments
-Answer questions to
give a description.
-write sentences in
order to write notes.
-Organize terms and
descriptions into a
table.
Select and
check
charts of
human
body
systems

D
O
I
N
G

-Reflect on the use of
images and illustrations.
-Identify new words.
-Organize terms and
descriptions on a table.
-Rewrite simple
sentences about
descriptions.
-write notes
to explain
the
components
of the
human body
system and
include
them in a
chart.
-Edit the
notes of the
chart to
write the
final
version.
-Display
charts in a
visible place
in the
classroom
for
exhibition.

Readings
Chapter 6
(readers)
-Penguin (level
2)
Comprehension
Strategies
-silent reading
-Scanning




K
N
O
W
I
N
G

-Verb tense: simple
present.
-determiners:
demonstratives.
-Nouns with/without
determiner, compound,
countable/uncountable.
-Verb forms: passive,
past participle.
-adjectives: comparative
and superlative.
B
E
I
N
G

-Reflect and act on
Ones own and others
physical well-being.
-Promote respect and
collaboration at work.


PLANNING FORMAT
SCHOOL : EST 14 TEACHERR NAME:
UNIT: 4A
First Grade
HOURS: 11 hrs Social practice of the language: Understand and
produce oral exchanges related to leisure
situations.
Period: From 23 Feb to 20 Mar Specific competency: Exchange likes and
dislikes in a dialogue. Environment: Familiar and community
Educational Materials: Tape recorder/ Projector Product: Interview
Selected Achievements Contents Activities Evaluation Comments
-Request clarifications
-Write sentences
-Anticipates the general
meaning to start a
dialogue.
Listen and
check
Likes and
dislikes
Likes about
Leisure
activities


D
O
I
N
G

-Identify leisure
activities by name.
-Identify and compare
forms for expressing
likes and dislikes.
-Include details un main
ideas.
-Express points of view
in favor and against
-write sentences.
-Select a
leisure
activity.
-Invite the
person or
class mate
to be
interviewed.
-carry out
the
interview.

Readings
-Chapter 7
(reader)
-Penguins
(level 2)
Comprehension
Strategies:
-Listening
K
N
O
W
I
N
G

-Connectors.
-Question tags.
-Repertoire of words
necessary for this social
practice of the
language.
-connectors.
-Context clues.


B
E
I
N
G


-Use language to
exchange common
interests.
-Promote interpersonal
relationships


PLANNING FORMAT
SCHOOL: EST 14 TEACHERS NAME:
UNIT: 4B
First Grade
HOURS:
8hrs

Social Practice of the language: Understand and express
differences and similarities between cultural aspects from Mexico
and English- speaking countries.
Period: From 23 Mar to 24 Apr
Environment: Literary and Ludic Specific competency: Read and sing songs in order to indentify
human valves in English-Speaking countries and Mexico
Educational Materials: Copies, Tape recorder Product: Recital
Selected Achievements Contents Activities Evaluation Comments
-Recognizes the main
ideas in songs.
-Formulates and answers
questions about the
treatment of information.
-Sings verses and
choruses of songs.

Check
songs that
reflect
human
values

D
O
I
N
G

-Recognize text distribution of
songs.
-Identify explicit and implicit
information.
-Follow the chorus and recite
the lyrics.
-Sing songs with and without
the help of written lyrics
Read lyrics
along with
the music.
-Intonate
the song at
the speed
of music.
-Check
intonation
in English
while
singing
Readings
-Chapter 8
(reader).
-Penguin
Comprehension
Strategies:
-Listening
-get the main
idea.

K
N
O
W
I
N
G

-Text distribution: verses,
stanzas and chorus.
-Verb tenses: progressive
forms, past.
-Verb forms: past participle.
-Antonyms
-Nouns: singular/plural
compound

B
E
I
N
G

-appreciate songs as a
reflection of emotions,
feelings of emotions, feelings
and nature.
-Show interest in other
people and cultures



PLANNING FORMAT
SCHOOL: EST 14 TEACHERS NAME:
UNIT: 5 A
First Grade
HOURS: 15 hrs

Social Practice of the language: Produce texts to participate in
Academic events.

Period: From 27 Apr to 5 Jun
Environment: Academic and Educational Specific competency: Rewrite information to explain a
graphic exhibition.
Educational Materials: books, copies Product: Exhibition about a science topic
Selected Achievements Contents Activities Evaluation Comments
-Uses various strategies
in order to point
information.
-Organizes sentences
to make a paragraph
Check a
science topic
in diverse
sources




D
O
I
N
G

-complete sentences with
key ideas from a text.
-add information to key
ideas of sentences to
exemplify support or
enrich them.
-Order sentences to
articulate them and form
paragraphs.
-choose paragraphs to
construct notes.
-Write notes to fill-in
cards.
-check cards to present a
graphic exhibition.
-choose a
scientific
topic to
present a
graphic
exhibition.
-Produce
posters with
illustrations
(photo
graphs
maps,
drawings,
charts, etc)
to support
the notes
contents.
Readings
-Chapter 9
(reader)
-penguin
Comprehension
Strategies
-Silent
Reading

K
N
O
W
I
N
G

-text organization
patterns.
-Relative pronouns (e. g,
who, that, which).
-connectives (e. g,
because, as for, despite).
-Verbs: Modals, phrasal.
-Verb forms: passive
-Punctuation: period,
colon, indentation.

B
E
I
N
G

-Make efforts and
dialogue to reach
common goals.
-Take action and
favorable decisions about
our environ ment.








PLANNING FORMAT
SCHOOL: EST 14 TEACHERS NAME:
UNIT:5 B
First Grade
HOURS 13 hrs Social Practice of the language: Interpret and express
everyday life instructions
Period: From 8 Jun to 14 Jul
Environment: Familiar and Community Specific Competency: Understand and express
specific warnings of public places.
Educational Materials: Projector, laptop Product: Oral warnings
Selected
Achievements
Contents Activities Evaluation Comments
-Requests
information to confirm
the understanding of
warnings
-Indicates causes
and effects of
warnings.
-Associates warnings
to particular
situations.
-Adjust volume, tone
and intonation to
emphasize warnings.

Check
warnings
relative to
public
places

D
O
R
I
N
G

-Recognize situations and
republic places in which
warnings are communicated.
-Establish the reason for some
warnings.
-Use strategies to emphasize
meaning.
-Express causes and effects of
warnings.
-Organize
sentences
to state a
warning.
-Create a
notice with
the
warning.
-Publish
the
announce
ment.
Readings
-chapter 10
(reader)
-Penguin

Comprehension
Strategies:
-Oral reading
out loud.
-Scanning
K
N
O
W
I
N
G


-Conditionals (e.d. if there is
an emergency you must..)
-Verb forms: imperative.
-connector
-Repertoire of words
necessary for this social
practice of the language.

B
E
I
N
G

-Use language to prevent
problems and respect social
norms.
-Assume responsibilities in
society.
-Recognize cultural differences
in social norms.














EXAMEN DIAGNOSTICO
PRIMER GRADO
ANALISIS CUALITATIVO

El examen se aplico a los grupos 1A, B, C, D, E y F, el cual cuenta de 20 preguntas.
En este se pone a prueba la habilidad del alumno para utilizar la forma correcta del
verbo to be, as como el tiempo presente progresivo.
Tambin se incluyen preguntas sobre datos personales y oraciones en pasado simple.
Los resultados que arrojo el anlisis es cualitativo fueron las siguientes:
Un gran nmero de alumnos no conocen la utilizacin del verbo to be en tiempo
presente. Les cuesta trabajo conjugar los verbos en tiempo presente continuo
progresivo, as como contestar algunas preguntas bsicas sobre datos persnales. No
conocen la regla para conjugar los verbos en tiempo pasado simple.
Debido a esto se dar un programa de estandarizacin para establecer una plataforma
de conocimientos generales.
Este programa incluye ejercicios orales y escritos para que los alumnos conozcan y en
algunos casos refuercen las conjugaciones; tales como presente simple, present
continuo, pasado simple, as como saludos, nmeros, verbo to be, pronombres
demostrativos, adjetivos, colores.
Posteriormente los alumnos podrn iniciar el programa de pnieb y conjuntamente
desarrollar habilidades para obtener una certificacin de acuerdo al Marco comn
Europeo.
Se anexa muestra del examen sin contestar y un examen resuelto por cada grupo.