initial interaction in english initial...inin-03 4/35 module: initial interaction in english content...

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Study program

Initial interaction in

English

CORE OF BASIC

DISCIPLINARY TRAINING

1st Semester

Career(s):

Applies to all careers

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Editor: Colegio Nacional de Educación Profesional Técnica

Module Study Program: Initial Interaction in English

Area(s): All training areas.

Career(s): All careers

Semester(s): First.

Hours per semester:54

Credits: 5

© Colegio Nacional de Educación Profesional Técnica

Date of design or update: August, 2018

Prohibited the total or partial reproduction of this work by any means,

without written authorization of Conalep

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Directory

General Director Jorge Alejandro Neyra González

General Secretary Jorge Galileo Castillo Vaquera

Academic Secretary María Elena Salazar Peña

Administration Secretary Aida Margarita Ménez Escobar Secretary of Planning and Institutional Development Agustín Arturo González de la Rosa

Secretary of Institutional Services José Francisco Cobos Barrerira Corporate Director of Legal Affairs Iván Hernán Sierra Santón

Head of the Studies and Academic Exchange Unit Patricia Guadalupe Guadarrama Hernández

Corporate Director of Applied Technology Iván Flores Benítez

Director of Curricular Design Marisela Zamora Anaya

Curriculum Design Coordinators:

Basic and Services Areas

Caridad del Carmen Cruz López

Maintenance and Installation Areas, Electricity, Electronics and ICT Nicolás Guillermo Pinacho Burgoa Areas of Production and Transformation Processes Norma Osorio Vera Academic Resources Maritza E. Huitrón Miranda Academic Environments and Libraries Eric Durán Dávila

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Module: Initial Interaction in English

Content Page

1 Message fom the General Director 5

2 Message from the Academic Secretary 6

3 Presentation of the Program 7

4 Scopes of the Graduate Profile 9

5 Linking Competencies with Learning Outcomes 10

6 Identification data of the module 17

7 Purpose of the module 18

8 Dosage of the Program 19

9 Learning Units (Central contents) 23

10 References 33

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1. Message fom the General Director

This document gives an account of the implementation of the CONALEP 2018 Academic Model, which is derived from the New Educational Model of the

EMS, proposed by the Government of the Republic, through the SEP. This initiative consolidates an arduous governmental and institutional effort to grant

young students of the CONALEP System a set of tools that respond to the situations posed by the complex and changing society; reinforcing the sense

and meaning of what is learned, the increase of critical thinking skills, analysis, logical reasoning and argumentation, essential skills for deep learning,

contributing to full personal and social development.

The CONALEP 2018 Academic Model, conjugates, simultaneously, four transcendental functions: the culmination of the cycle of compulsory education;

the propaedeutic character for those young people who choose to continue their studies of higher education; the preparation to enter the world of work and

change with it and; the inclusion of socio-emotional skills, essential for the overall progress of people.

In order to respond accurately to the challenges of current and future generations, I present to the CONALEP community the study programs of basic

disciplinary training core, applicable to all careers. In them, it is bet on a new graduation profile for the upper secondary level, articulated with the Basic

Education that precedes it, based on a Common Curriculum Frame, solid, renewed and pertinent to the conditions of the XXI Century. By weighing education

as the essence of our eagerness, this effort allows us to contribute to the objective of learning is that our students discover life in a positive way and allow

them to glimpse their future with full readiness to assume new personal responsibilities and with the community to which they belong.

With this proposal, a decisive and accurate response is given to the different challenges facing by the Higher Secondary Education. In particular those

related to academic achievement that is inferred through the results of standardized tests such as PLANEA and PISA. As a result, we have strengthened

the learning of mathematics, logical thinking, experimental sciences, humanities and social sciences, with emphasis on socio-emotional skills, outlining a

humanistic policy that places students as the neuralgic point of the Educational Reform.

Sincerely yours

Jorge Alejandro Neyra González

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2. Message from the Academic Secretary

With the premise that education is the basis of social progress and the first course to obtain a better quality of life and nation, the Colegio Nacional de Educación Profesional Técnica has developed the Academic Model CONALEP 2018, derived from the New Educational Model proposed by the Subsecretaría de Educación Media Superior, SEMS, which may operate as of the 2018-2019 school year; product of a strategic planning that includes meetings, workshops, consultations and regional and national forums, in which diverse actors, mainly teachers, academics, parents, businessmen and representatives of civil society, expressed their opinion on the profile that should have a young man at the end of his education in high school, emphasizing a vision that allows him to interact in different contexts and development in the era of knowledge with the demands of the XXI century.

Since 1995, our college has incorporated its study programs into an approved competency-based model, which has made possible a significant advance in the teaching and learning processes. In the CONALEP 2018 Academic Model, this approach continues to privilege the academic environment in our classrooms, workshops and laboratories, which strengthens innovation, entrepreneurial spirit, creativity, mathematical ability, communication, where digital and technology concepts are examples in a transversal way in the modules that the students will study during the six semesters of their career. The core of the basic training, called in the new scheme as Core of Basic Disciplinary Training, has been strengthened by incorporating more learning in mathematics, experimental sciences, humanities, social sciences, as well as socio-emotional skills are present in all their trajectory. The modules of Self-Management of Learning (Autogestión del aprendizaje) and of Personal and Professional Projection (Proyección personal y profesional), have been given a qualitative orientation, so that students can move forward by recognizing their way of learning and knowing how to design their life and career plans, which will allow them to have access to better employment opportunities.

Likewise, the new study programs have been strengthened by the best teachers and academic representatives of the 32 states, who, in an exercise of curricular update, coordinated by the Academic Secretariat, contributed their knowledge, experiences and points of view, in the analysis and construction of the pedagogical and evaluation guides, based on the essential components of the Common Curricular Framework of Higher Secondary Education,

ensuring that these curricular documents have an impact on the students’ achievement. Undoubtedly, the New Educational Model and its implementation in the CONALEP 2018 Academic Model, will make it possible to respond to the challenges faced by our students, who will be prepared to face a rapid, wide, deep and unpredictable social transformation, having competences that will allow them to develop in the future; this is why, in the new study programs in the core of basic training, the knowledge of science, technology, entrepreneurship and innovation will be widely promoted, always taking into consideration the humanistic essence.

Proudly CONALEP

María Elena Salazar Peña PHD

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3. Presentation of the Program

The contents of education are topics of permanent debate in the societies of all countries. What should be taught? What is the priority and for what? What should young people learn to successfully face the challenges of the 21st century? All these questions admit different answers but clearly they must be answered through the competences and values expressed in the graduation profile of the student of Higher Secondary Education, in which the new focus of the key learnings -those that allow us to continue learning constantly- what it means to go beyond particular views and address the main challenges in the design of the curriculum to integrate the essential elements of the training of young high school graduates to achieve competences that respond to the historical moment that the students live; and the incorporation of the advances that have taken place in the field of cognitive development, intelligence and learning.

Therefore, the New Educational Model established for Higher Secondary Education (EMS) considers the competences that students must have regardless of the subsystem to which they belong. In this sense, the Common Curricular Framework allows articulating the programs of different EMS options, it also includes a series of terminal performances expressed as generic competences, basic and extended disciplinary competences and basic and extended professional competences.

In this context, the different subsystems of the EMS, adapt their plans and study programs to establish shared competences, without losing the identity of each educational institution and so that the competences developed by the students correspond to the profile of graduation indicated in the Purposes of Education in the 21st century and in the Educational Model for Compulsory Education.

The CONALEP updates the study programs of the Basic Training Core, which changes its name to be the Core of Basic Disciplinary Training, based on the Reference Study Plans of the Basic Component of the Common Curriculum Framework of Higher Secondary Education.

These reference plans strengthen the inter and intra-disciplinary integration through seven organizing elements:

1. Key learnings .-Refers to skills that all students of Higher Education Media must develop 2. Competence.- It organizes concepts, skills and attitudes of the disciplinary fields and is the benchmark for promoting inter-subject relationships. 3. Component.- It generates and/or integrates the contents and it responds to specific organization forms to each field or discipline. 4. Content.- It corresponds to key learning point. It is the highest-ranking content in the study program. 5. Specific content.- It corresponds to the central contents and by their specificity; they establish the reach and depth of their approach. 6. Expected learning outcomes.- They are descriptors of the learning process and performance indicators that students must achieve for each of

the specific contents. 7. Evidence of learning.- It corresponds to the expected learning outcomes and to the specific contents; they are the evidences of the achievement

of the expected learning outcomes.

According to these elements, "Initial interaction in English" module curriculum is structured as follows:

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Key learning points

Competence Component Content

Students will communicate, interact, and collaborate with others (transverse axis for all subjects from Communication and Social Sciences as disciplinary fields).

- Communication and interpersonal relationships. - Integration of learning communities. - Contextualization of learning communities

through students' interests and academic experiences.

- Collaborative work in classroom as a basis for the integration of the learning community.

Providing reasonable opinions from the point of making a text

- The justification of the student’s opinion with an argument.

- The solid construction of one´s original perspective.

- The argumentative writing. - The original argumentative writing.

Technology, information, communication and learning.

- Technology and human development. - Generation and responsible use of information

for learning. - Web-based learning. - Creation of contents for learning. - Use of technology to enhance web-based

learning.

- The impact of technology on human development.

- Responsible use of information. - Learning and innovation In and from the

web. - Programming to learn.

Reading, writing, speaking and listening.

- Reading, writing and oral production as learning sources and abilities practice.

- The importance of reading to writing production.

- The importance of reading to writing in based argument.

- The importance of language and grammar role in it.

- Argumentative text. - The text as resource information and new

ideas.

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Scopes of the Graduate Profile

Scope Graduate profile

Language and communication

The student expresses himself/herself clearly in English in oral and written form. They identify the key ideas in a texto or in an oral speech, and infers conclusions form the, the students gets and interprets information and argues efficiently. He/She communicates himself/herself in English fluently and naturally.

Socio-emotional skills and life project

The student is self-conscious and determined, builds healthy interpersonal relationships, controls himself/herself, is able to face adversities, works effectively, recognizes the importance of asking for help, and is able to plan a life project with personal goals. She/He sets goals and makes the most of his/her alternatives and resources. She/He makes decisions to generate benefits for his/her well-being in present, and opportunities to know how to deal with future risks.

Collaboration and teamwork She/He works in teams in a constructive manner, takes and active and responsible leadership, proposes alternatives to work and solve problems. She/He embraces a constructive attitude.

Digital skills

She/He uses Information Technologies and Communication ethically and responsibly to investigate, solve problems, produce materials, and express ideas. She/He takes advantage of these technologies to develop ideas and innovations.

Note: The transversality will be addressed in the pedagogical guide of the module.

4. Scopes of the

Graduate Profile

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The following table presents the association of learning outcomes with the generic and disciplinary competences that should be promoted from the module Initial Interaction in English. This relationship was established to cover the EMS Graduation Profile, in such a way that each module has the competences that must be met and respected in its planning.

Expected learning outcome Learning outcome Generic Competencies Attribute Disciplinary Competencies

Students write and upload to an online blog a short dialogue in which they use greetings and the questions What's your name?, Where are you from?, How old are you? and How do you spell? in order for them to get to know other individuals.

1.1 Exchange personal information in basic conversations using vocabulary and specific structures

4. The student listens, interprets, and communicates messages relevant to different contexts by using appropriate means, codes and tools.

4.4 The student

communicates in a

second language in

everyday situations.

C2. The student evaluates a

text and compares its

content with others´, taking

into consideration previous

and new knowledge.

C4. Produces texts based

on the normative use of the

language, considering the

intention and

communicative situation.

C11. Communicates in a

foreign language through a

logical speech, oral or

written, consistent with the


4.5 The student uses

information and

communication

technologies to obtain

information and express

ideas.

7. The student has initiative and interest to learn throughout his/her life.

7.3 The student articulates knowledge from various fields and establishes relationships between them and his/her daily.

8 The student participates and collaborates effectively in groups.

8.3 The student assumes a constructive attitude consistent with the knowledge he/she has within different work teams

5. Linking Competencies with Learning Outcomes

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Students are required to use

verb to be in present simple,

in its interrogative form to

get information from other

people

1.2 Writes basic texts that

include information about

occupations and daily routines

4. The student listens,

interprets, and

communicates messages

relevant to different

contexts by using

appropriate means, codes

and tools.

4.2 The student applies

different communication

strategies according to

his/her peers, the context

in which he/she is located

and the objectives he/she

is chasing

C1. Identifies, orders and

interprets the ideas, data

and concepts explicit and

implicit in a text, considering

the context in which it was

generated and in which it is

received.

C11. The student

communicates in the foreign

language in spoken or

written discourse and in

accordance with the

communication purpose and

situation.

Students design a survey to

get information about a

person's occupation by

asking about his/her name,

age and objects that the

interviewed individual uses

at work.

7.The student has initiative

and interest to learn

throughout his/her life.

7.3 The student

articulates knowledge

from various fields and

establishes relationships

between them and

his/her daily life.

8. The student participates

and collaborates

effectively in groups.

8.3 The student assumes

a constructive attitude

consistent with the

knowledge he/she has

within different work

teams.

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Students use the affirmative

form of verb to be in present

simple as well as personal

pronouns to provide their

own information in written

form.


interprets, and communicates

messages relevant to different

contexts by using appropriate

means, codes and tools.

4.1 The student expresses

ideas and concepts

through linguistic,

mathematical or graphic

representations




the intention and







Students understand the

use of verb to be in present

simple in affirmative form

and personal pronouns to

describe people.

10. The student respects

cultural diversity, beliefs,

values, ideas and social

practices.

10.1 The student

recognizes that diversity

takes place in a democratic

space of equal dignity and

rights of all people, and

rejects all forms of

discrimination.

3Students use vocabulary

related to family members.

Los estudiantes utilizar

vocabulario relacionado

con miembros de la

familia.

Students use vocabulary

related to family members.

Students use possessive

adjectives to talk about their

relationship with family

members.

Students use some verbs in present simple to talk about their daily activities and other people's routines.

Students use frequency

adverbs to emphasize how

often their activities are

performed.

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Students draw a family tree

and include basic

information about

themselves and two

relatives (name, age,

occupation, and physical

appearance).

Students include in their

family tree their daily

routines by using some

verbs and frequency

adverbs.

Students write about the

daily routine of two more

family members, using verbs

and frequency adverbs

properly.

Students describe their

bedrooms by using indefinite

articles and vocabulary

related to furniture.

2.1 Locate places and

objects in their immediate

environment using

prepositions of place.





means, codes and tools

4.1 The student

expresses ideas and

concepts through

linguistic, mathematical

or graphic

representations.

C1. Identifies, orders and

interprets the ideas, data

and concepts explicit and

implicit in a text,

considering the context in

which it was generated

and in which it is received.


on the normative use of

the language, considering

the intention and


4.4 The student

communicates in a

second language in

everyday situations

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Students talk about things

that can be found in their

bedrooms by using three

sentences with there is and

three others using there are.

In the sentences they also

make use of adjectives,

colors, and prepositions of

place to say where things

are.






Students use the structures

there is not and there are not

to talk about things that

cannot be found in their

classroom.

With help of the family tree

they created before,

students write ten yes/no

questions by using present

simple to know about the

other students' relatives.






4.4 The student

communicates in a

second language in

everyday situations




intention and







By using present simple,

students write five

affirmative sentences and

five negative sentences.

10. The student respects

cultural diversity, beliefs,

values, ideas and social

practices.

10.2 The student

dialogues and learns

from people with different

points of view and

cultural traditions by

placing his/her own

circumstances in a

broader context.

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Students work in teams to

use verb to be in present

simple and adjectives to

describe three gadgets.

gadgets.

2.2 Writes simples texts

where objets are

compared using

information technology

to research a topic









his/her peers, the

context in which he/she

is located and the

objectives he/she is

chasing.




intention and







C12 The student uses information and communication technologies to do research, solve problems, produce materials and share information

Students write four

sentences (two

comparative sentences in

negative form and two

superlative sentences) that

help them to explain which

of the three gadgets

described the one that best

adapts to their needs.

4.5 The student uses

information and

communication

technologies to obtain

information and express

ideas.

Students read a tourist

guide of a city and

recognize the most

important places to ask

information about them.

2.3 Describes places of

interest and gives

instruction to get to a

place.









his/her peers, the

context in which he/she

is located and the

objectives he/she is

chasing.

C4. Produces texts based on the normative use of the language, considering the intention and communicative situation.

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Students use prepositions

of movement to express

how to get to some places.

C12. The student uses information and communication technologies to do research, solve problems, produce materials and share information

Students use there is and

there are to talk about

public spaces.

Students use indefinite

articles.

Students use questions

and directions to get to

different public spaces.

Students use vocabulary

about the name of different

places.

Students use Wh questions

to ask for directions on how

to get to a place.

Students write, perform

and tape a sketch in which

they ask for the existence

of eight different public

venues and get directions

to arrive to three of those

places.

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The Initial Interaction in English module is taught in the first semester of all careers, corresponds to the Core of Basic Disciplinary Training and is part of the Disciplinary Area of Communication; it has 3 hours a week y 5 credits. These hours include working with the Socioemotional Skills.

6. Identification data of the module

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7. Purpose of the module

The students will use the elements of language to express the activities they are doing now, in the past, and

to share or request personal information from other people with simple frases and tasks that require a simple

and direct exchange of information of their environment and immediate needs. In adittion, they will continue

practicing the language skills to achieve an efficient interaction with students and to promote the collaborative

work with others.

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8. Dosage of the Program

Learning Unit (Central content)

Expected learning outcomes Learning outcome Socioemotional

skills (HSE)*

1. Exchange personal information about herself/himself and others 24 hours

Students activate previous knowledge

1.1 Exchange personal information in basic conversations using vocabulary and specific structures.

6 hours

Dimension Know yourself HSE data

sheets.

Students write and upload to an online blog a short dialogue in which they use greetings and the questions What's your name? Where are you from? How old are you? and How do you spell…? in order for them to get to know other individuals.

Students are required to use verb to be in present simple, in its interrogative form to get information from other people.

1.2 Writes basic texts that include information about occupations and daily routines

18 hours

Students design a survey to get information about a person's occupation by asking about his/her name, age, and objects that the interviewed individual uses at work.

Students use the affirmative form of verb to be in present simple as well as personal pronouns to provide their own information in written form.

Students understand the use of verb to be in present simple in affirmative form and personal pronouns to describe people.

Students use vocabulary related to family members.

Students use possessive adjectives to talk about their relationship with family members.


Students use frequency adverbs to emphasize how often their activities are performed.

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skills (HSE)*

Students draw a family tree and include basic information about themselves and two relatives (name, age, occupation, and physical appearance).

Students include in their family tree their daily routines by using some verbs and frequency adverbs

Students write about the daily routine of two more family members, using verbs and frequency adverbs properly

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Learning Unit

(Central content)


skills (HSE)*

2 Location of objects and specific locations in her/his environment 30 hours

Students describe their bedrooms by using indefinite articles and vocabulary related to furniture.

2.1 Locates places and objects in his/her immediate environment using prepositions of place.

6 hours


sheets

Students talk about things that can be found in their bedrooms by using three sentences with there is and three others using there are. In the sentences they also make use of adjectives, colors, and prepositions of place to say where things are.

Students use the structures there is not and there are not to talk about things that cannot be found in their classroom.

With help of the family tree they created before, students write ten yes/no questions by using present simple to know about the other students' relatives.

2.2 Writes simple texts where objets are compared using information technology to research a topic.

18 hours

By using present simple, students write five affirmative sentences and five negative sentences.

Students work in teams to use verb to be in present simple and adjectives to describe three gadgets.

Students write four sentences (two comparative sentences in negative form and two superlative sentences) that help them to explain which of the three gadgets described is the one that best adapts to their needs.

*Note: The socio-emotional skills will be developed in the Pedagogical guide of the module.

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skills (HSE)*

2. Location of objects and specific locations in her/his environment 30 hours

Students read a tourist guide of a city and recognize the most important places to ask information about them.

2.3 Describes places of interest and gives instructions to get to a place.

6 hours


sheets

Students use prepositions of movement to express how to get to some places.

Students use there is and there are to talk about public spaces.

Students use indefinite articles.

Students use questions and directions to get to different public spaces.

Students use vocabulary about the name of different places.

Students use Wh questions to ask for directions on how to get to a place.

Students write, perform and tape a sketch in which they ask for the existence of eight different public venues and get directions to arrive to three of those places.

*Note: The socio-emotional skills will be developed in the Pedagogical guide of the module

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9. Learning Units (Central contents)

Learning unit (Central content)

Exchange personal information about herself/himself and others. 24 hours

Learning outcome 1.1 Exchange personal information in basic conversations using vocabulary and specific structures. 6 hours

Expected learning outcomes Evaluation activities Weighing Specific contents

Students activate previous knowledge

Students write and upload to an online blog a short dialogue in which they use greetings and the questions What's your name? Where are you from? How old are you? and How do you spell…? in order for them to get to know other individuals

This learning outcome is evaluated with the activity 1.2.1

A. Exchange of oral and written information for

the initial interaction.

Questions and short answers.

May I come in?

How do you say?

Can you repeat please?

What does X mean?

How do you spell?

Spelling words.

Identification of the alphabet and colors.

Identification of new words by context.

Questions and answers to give and get personal information. - What is your name? - Where are you from? - How old are you?

- How do you spell?

Evidence of learning

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B. Indications and/or interaction actions in

the classroom.

Sit down

Stand up

Close your books

Copy

Count

Turn to page

Match

Read

Work in pairs

Speak up

Go to page

C. Expression of quantity

Cardinal numbers (1 to 1000)

Ordinal numbers (1 to 50)

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Learning outcome 1.2 Writes basic texts that include information about occupations and daily routines. 18 hours


Students are required to use verb to be in present simple, in its interrogative form to get information from other people.

Students design a survey to get information about a person's occupation by asking about his/her name, age, and objects that the interviewed individual uses at work.

Students use the affirmative form of verb to be in present simple as well as personal pronouns to provide their own information in written form.

Students understand the use of verb to be in present simple in affirmative form and personal pronouns to describe people.

Students use vocabulary related to family members.


Students use frequency adverbs to emphasize how often their activities are performed.

Students draw a family tree and include basic information about themselves and two relatives (name, age, occupation, and physical appearance).

1.2.1 Writes a dialogue in English and uploads it in an online blog.

30%

A. Requesting and giving personal information, oral and written.

Personal presentation phrases

Use of the present simple of the verb to be in the first, second and third person singular

Vocabulary related to temporality of dates, months of the year, days of the week and adverbs of frequency.

Vocabulary related to the country of origin and nationality, including its cognates.

B. Description of family and personal ties.

Personal information request questions.

Phrases and expressions of presentation by third parties.

Vocabulary related to family relationships.

Use of possessive adjectives and the verb to have.

Occupational vocabulary.


Dialogue in english in an online blog

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Students include in their family tree their daily routines by using some verbs and frequency adverbs.

Students write about the daily routine of two more family members, using verbs and frequency adverbs properly.

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Learning unit (Central content)

Location of objects and specific locations in her/his environment 30 hours

Learning outcome 2.1 Locates places and objects in her/his immediate environment using prepositions of place 6 hours


Students describe their bedrooms by using indefinite articles and vocabulary related to furniture.

Students talk about things that can be found in their bedrooms by using three sentences with there is and three others using there are. In the sentences they also make use of adjectives, colors, and prepositions of place to say where things are.

Students use the structures there is not and there are not to talk about things that cannot be found in their classroom.

This learning outcome is evaluated with the activity 2.2.1

A. Location of objects, places and people of a

house.

Questions to establish location

Where’s…?

Where are…?

Vocabulary related to generic objects inside a house.

Vocabulary related to place phrases and prepositions.

In

On

Under

Above

Inside

Next to

Beside

Vocabulary related to physical spaces of a house.

Collocations related to rooms.


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B. Expression of existence and possession of

objects.

Use of linguistic structure to indicate existence

There is/ isn’t

There are/ aren’t

Use of possessives

Possessive pronouns.

‘s or s’

Use of defined and indefinite articles

a/ an

the

Differentiation of singular and plural nouns

Vocabulary related to the school context

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Learning outcome 2.2 Writes simple texts where objets are compared using information technology to research a topic 18 hours


With help of the family tree they created before, students write ten yes/no questions by using present simple to know about the other students' relatives.

By using present simple, students write five affirmative sentences and five negative sentences.

Students work in teams to use verb to be in present simple and adjectives to describe three gadgets.

Students write four sentences (two comparative sentences in negative form and two superlative sentences) that help them to explain which of the three gadgets described is the one that best adapts to their needs.

2.2.1. Makes a plan of her/his home, using a Power Point presentation in English, describing location, existence of objects and physical spaces.

30%

A. Expression of personal appreciation

related to activities and objects.

Use of present simple.

Plural

Singular

Rules of use of verbs in present

Use of auxiliary verb for present simple in affirmative and negative form.

Do

Does

Don’t

Doesn’t

Vocabulary related to preferences, tastes and interests.

Use of collocations related with emotions and feelings.

B. Description of routines

Use of frequency adverbs.

Always

Usually

Frequently

Often

Sometimes

Rarely

Hardly ever


Presentation with the plan of her/his home

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Use of prepositions of time.

By

On

At

In

Use of verbs to express personal activities.

Do

Make C. Description of similarities and/or

differences between two people or objects.

Use of comparisons.

Regular and irregular adjectives

Adverbs

Use of possession.

Possessive pronouns

Possessive adjectives

Use of demonstrative pronouns.

Use of regular and irregular qualifying adjectives.

Vocabulary related to electronic devices.

D. Description of superlative qualities of

objects.

Use of superlative adjectives

Use of gradation adverbs

Very

Really

Completelly

Extremely

Overly

Especially

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Learning outcome 2.3 Describes places of interest and gives instructions to get to a place. 6 hours


Students read a tourist guide of a city and recognize the most important places to ask information about them

Students use prepositions of movement to express how to get to some places.

Students use there is and there are to talk about public spaces.

Students use indefinite articles.

Students use questions and directions to get to different public spaces.

Students use vocabulary about the name of different places.

Students use Wh questions to ask for directions on how to get to a place.

Students write, perform and tape a sketch in which they ask for the existence of eight different public venues and get directions to arrive to three of those places.

Makes a video portraying people asking about the existence for places and ask for directions to get to those places.

40%

A. Information request for location of places.

Formal and informal phrases to request information.

How do I get to…?

What’s the best way to…?

Where’s…?

Excuse me, could you tell me the way to…?

How can I get…?

Questions to get distance and time to get to a place.

How long..?

How far…?

Vocabulary and symbology according to services and places of recreation.

Collocations of distance and time. B. Giving instructions to locate physical

spaces.

Phrases to indicate direction

Go straight on…

Go straight until you come to…

Turn back/ Go back

Go along

Cross

Take the first/second/third/fourth road on the left/ right

It’s on the left

It’s on the right

Continue to

Keep walking/driving until you see


A video with people asking and giving directions to get to a place.

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Go around

Go through

Go up/ down

Indefinite articles

Ussing prepositions of direction

Using determinatives

First…

Second…

Then…

Afterwards…

Prepositions of place

across from

on/at the corner of

near

on

next to

at the end (of)

behind

in front of

(just) around the corner

Vocabulary related to means of transport.

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10. References

Basic:

Vázquez Zentella, Verónica (2012). Mi mundo en otra Lengua. México, Secretaría de Educación Pública.

Varios autores, (2010). Enciclopedia de Conocimientos Fundamentales UNAM-SIGLO XXI (5 tomos) 1ª edición, México, D.F.

Complementary:

Llanas, Ángela& Libby Williams (2012) Communicate in English 2, semester, Student’s Book. México, Macmillan.

Llanas, Ángela& Libby Williams (2012) Communicate in English 2, semester, Teacher’s Book. México, Macmillan.

Dos Santos, Manuel (2010) Smart Goals I, Enfoque por competencias, México, McGraw-Hill.

Flores Kastanis, Paula & Katherine Urquijo Flores (2010). English 1. México, Grupo Editorial Patria.

Llanas, Ángela & Williams, Libby (2009). Oxygen Student’s Book 1 for DGB. México, Macmillan.

Llanas, Ángela & Williams, Libby (2009). Trends 1. México, Macmillan.

Thomlinson, Julian & Waring Rob (2011). Sequences 1. México, Cengage Learning.

Rocchetti, Paola (2009). Diccionario Pocket Longman. Harlow, England, Pearson.

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Web references:

Duolingo. Available in: https://www.duolingo.com/, (06/07/18)

Present Simple Tense Exercises and Worksheets. Available in: http://www.eslflow.com/PresentSimple.html, (06/07/18)

Simple Present, grmática inglesa, EF. Available in: https://www.ef.com.mx/recursos-aprender-ingles/gramatica-inglesa/simple-present/, (06/07/18)

The simple present tense. Available in: https://www.myenglishpages.com/site_php_files/grammar-lesson-simple-present.php, (06/07/18)

ESL teaching exercises/worksheets for neighborhoods, homes and "where we live" and Giving Directions: mapping lessons & other ideas for ESL

teachers. Available in: http://www.eslflow.com/citycountryfollowingdirections.html, (06/07/18)

Basic Vocabulary Word Lists. Available in: http://www.manythings.org/vocabulary/lists/a/, (06/07/18)

English Listening Lesson Library Online. Available in: http://www.elllo.org, (06/07/18)

Cambridge Dictionary. Available in: http://dictionary.cambridge.org/, (06/07/18)

Word Reference. Available in: http://www.wordreference.com, (06/07/18)

Free English resources. Available in: http://www.pearsonlongman.com/methodology/articles/articles.html, (06/07/18)

Resources for ESL Teachers. Disponible en: http://esl.about.com/od/englishlessonplans/English_Lesson_Plans_for_ESL_EFL_Classes.htm,

(06/07/18)

Beginner's English Vocabulary Word Lists. Available in: http://www.manythings.org/vocabulary/lists/b/, (06/07/18)

Words and Phrases. Available in: http://www.eslgold.com/vocabulary/words_phrases.html, (06/07/18)

English grammar. Explanations and exercises. Available in: http://www.englishspanishlink.com/grammar_guide.htm, (06/07/18)

Pronunciation. Available in: http://www.eslgold.com/pronunciation.html, (06/07/18)

English prepositions. Available in: http://www.shertonenglish.com/resources/es/prepositions.php, (06/07/18)

Prepositions of place. Available in: https://www.curso-ingles.com/aprender/cursos/nivel-basico/prepositions/prepositions-of-place, (06/07/18)

Vocabulary of the house: the parts of the house and the furniture in Spanish. Available in: https://tlcdenia.com/spanish-vocabulary-house-furniture/,

(06/07/18)

https://www.duolingo.com/

http://www.eslflow.com/PresentSimple.html

https://www.ef.com.mx/recursos-aprender-ingles/gramatica-inglesa/simple-present/

https://www.myenglishpages.com/site_php_files/grammar-lesson-simple-present.php

http://www.eslflow.com/citycountryfollowingdirections.html

http://www.manythings.org/vocabulary/lists/a/

http://www.elllo.org/

http://dictionary.cambridge.org/

http://www.wordreference.com/

http://www.pearsonlongman.com/methodology/articles/articles.html

http://esl.about.com/od/englishlessonplans/English_Lesson_Plans_for_ESL_EFL_Classes.htm

http://www.manythings.org/vocabulary/lists/b/

http://www.eslgold.com/vocabulary/words_phrases.html

http://www.englishspanishlink.com/grammar_guide.htm

http://www.eslgold.com/pronunciation.html

http://www.shertonenglish.com/resources/es/prepositions.php

https://www.curso-ingles.com/aprender/cursos/nivel-basico/prepositions/prepositions-of-place

https://tlcdenia.com/spanish-vocabulary-house-furniture/

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Verb Forms and Verb Tenses (#4): Spelling the - S Form. Available in: http://www.eslcafe.com/grammar/verb_forms_and_tenses04.html,

(06/07/18)

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Perfect English Grammar. Available in: https://www.perfect-english-grammar.com, (06/07/18)

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http://www.eslcafe.com/grammar/verb_forms_and_tenses04.html

http://www.cambridgeenglish.org/learning-english/

http://learnenglishteens.britishcouncil.org/

https://www.teachingenglish.org.uk/teaching-teens/resources/activities

https://www.perfect-english-grammar.com/

https://www.ego4u.com/

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