SYLLABUS

BASIC COMPONENT
COMMON CURRICULAR FRAMEWORK OF HIGHER
SECONDARY EDUCATION

DISCIPLINE
COMMUNICATION

TECHNOLOGY HIGH SCHOOL

ENGLISH II
Clave 322202-17DB
Participants

Alarcón Villar María Isabel UEMSTIS / CDMX

Álvarez Mendoza Jocabed Colegio de Bachilleres / CDMX
Bautista Torres Paul Erick Prepa en Línea-SEP / CDMX.
Camacho Jiménez Claudia Colegio de Bachilleres Pl. 8 / CDMX
García Martínez Mario UEMSTIS, CETIS 2 /CDMX
Mendoza Moscardo Ma. De Lourdes UEMSTA y CM / Michoacán
Santiago Martínez Maribel Colegio de Bachilleres Pl. 1 / CDMX
Flores Tapia Oscar CECATI 188 / CDMX
Velasco Argente Rafael Alberto Perito traductor en inglés

Primera edición, marzo de 2019.

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INDEX

1. PRESENTATION ................................................................................................................. 4
2. INTRODUCTION ................................................................................................................ 8
3. CONTENT ORGANIZATION ....................................................................................... 9
4. GENERAL PURPOSE OF COMMUNICATION SUBJECT DISCIPLINE ...
……………………………………………………………………………………………………………………10
5. PURPOSE OF THE ENGLISH II SYLLABUS ....................................................... 10
6. SCOPES OF THE GRADUATE PROFILE TO CONTRIBUTE TO THE
ENGLISH II SYLLABUS ....................................................................................................... 11
7. CURRICULUM CONTENT ......................................................................................... 12
8. CONTENT ENGLISH II TABLE ................................................................................. 13
9. ENGLISH II COURSE SYLLABUS............................................................................. 18
10. TRANSVERSAL CONTENT ...................................................................................... 20
11. LEARNING OUTCOMES AND COMPETENCY ASSOCIATION ........ 28
12. SUGGESTED EVALUATION PROCESS ............................................................ 30
13. TEACHERS AND LEARNING NETWORK ....................................................... 33
14. USE OF ICT FOR LEARNING ................................................................................. 34
15. SUGGESTIONS .............................................................................................................. 36
16. LESSON PLANNING ................................................................................................... 39

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1. Presentation

Our country, like other nations in the world, is driving a significant Education Reform,
whose primary objective is to ensure that all children and young people exercise their
right to high-quality education and receive contents and skills that allow them to obtain
the learning needed to face the challenges of the XXI century.

In the design of the corresponding Reform, the elaboration of the plans and study
programs for compulsory schooling is established as an obligation, so that it finds a
dimension of pedagogical and curricular concretion in the classrooms. In the New
Educational Model, given the relevance that society sees in education as an enhancer of
personal and social development, a key element is the creation of new curricula for
compulsory public education in general and High School Education (HSE), as well as the
programs by subject.

As pointed out by Reimers and Cárdenas (2016), it is in the definition of 'competency'

incorporated to the curriculum where the articulation, pertinence and correlation
with the national educational goals established by the educational systems, such as the
Mexican one, are observed. There is evidence that the current Educational Model of
Higher Secondary Education does not respond to the present or future needs of young
people.

Currently, teaching is directed strictly by the teacher: it is impersonal, homogeneous and

prioritizes the accumulation of knowledge and not the achievement of deep learning
outcomes fragmented in academic semesters, classes, subjects, and memory is
prioritized, with the consequent accumulation of disconnected contents; knowledge
governed a strict calendar of activities in which students are told, rigorously, what to do
and what not to do, and new technologies incorporated into old practices. All this
produces disjoin knowledge with limited applicability, relevance, pertinence, and validity
in the daily life of the students, as well as post- evaluation amnesia instead of significant
and profound learning.

Nowadays, young people from HSE move towards adult life in a world that evolves from
a knowledge society towards a learning and innovation society (Joseph Stiglitz, 2014,
Ken Robinson, 2015, Richard Gerver, 2013; and Marc Prensky, 2015, among others).
They process vast amounts of information at high speed, understand and use,
simultaneously, the technology that is part of their daily environment, and that is relevant
to their interests.

Because of this, High School Education must overthrow the misconnection with the
curriculum, school and students, since it could lead to educational problems such as low
results, failures and school dropouts.

As a result, it is necessary to understand firstly young people have different learning

4
backgrounds and abilities (they are not a homogeneous group) that need to be
strengthened to develop analytical, critical, reflective, synthetic and creative thinking, in
opposition to the scheme that points only to memorization. It also becomes pivotal to
change the evaluation schemes that leave many students behind and that do not measure
the gradual development of learning and competencies to successfully respond to the
current dynamism that young people need to face to overcome the challenges of the
present and the future.

Secondly, a relevant and dynamic curriculum is required, which focuses on youth and
their learning, and emphasizes that they are the architects of their education, instead of
the current one that is segmented and limited by disciplinary fields. Therefore, the school
needs to transform itself to incorporate the new ways in which young people learn and
continue to do so in the classroom and teaching practice (Gerver, 2013; Prensky, 2013);
if the school does not do it, it will be increasingly relegated from reality every day.

Curriculum and syllabus suffered a transformation in the Integral Reform of High School
Education in Mexico is known as (RIEMS) to fulfill its original rationale; however, the
results of national and international evaluations show that the endeavored has not been
sufficient and that progress has not been made in the development of core competences
which are fundamental for the development of people and society.

Therefore, Public Education Department, through the Deputy of High School Education,
proposed to modify the syllabus basic training component of General and Technological
Baccalaureate in all disciplinary fields that forms the HSE curriculum.

The work was carried out based on an integral and cross-disciplinary vision, implied of
this continuum in opposition to the disjunction with traditionally approach. Students are
in the center of the educational activities with a Learning Network (“Key Learning
Points") set up for each field of discipline. This network operates in the classroom
through a Learning Community in which the change of roles is fundamental: to pass from
a passive student to a proactive one and with critical thinking; and from an instructor
teacher to one that is a "learning guide."

This change is vital because students learn better, when they are engaged; this doesn´t
happen, when lessons are centered, mainly, when the teacher take the word and
students and do not receive feedback from students and they became passive.

Another factor to consider is subject and content transformation allows the connection
with school and young people real world development.

It is important to mention, the Public Education Department in the national consultation

process the Collegiate Teacher Academies throughout the country attended to the call,

5
and all the experiences, observations, and recommendations from the academy were for
the New High School Education Curriculum designing.

The world consensus indicates the purpose of education is not only to memorize
curricular content, but, also students have to develop “soft skills” to set goals and achieve
them. They must be instructed in such way they “can learn to learn”, to think critically, to
act and to live with others to achieve significant challenges, regardless of the area of
knowledge they are studying (Prensky, 2013).

The contents of the subjects are relevant because they encourage and guide the
development of skills, abilities, and skills; however, in the current curriculum,
fundamental aspects that allow young people to respond to the challenges of the
present and prepare for the future have been left aside.

Several authors have devoted many pages to listing the skills, and abilities they must
develop to respond to the challenges of the present. In this sense, they coincide in need
to promote collaboration, creativity, communication, entrepreneurial spirit, problem-
solving skills, social responsibility, the use of technology, perseverance, honesty,
determination, flexibility to adapt to changing environments, leadership, and
innovation.

In society, there is a perception that education is increasingly essential for the

development of people and organizations. Based on an international survey referred to
in the study Teaching and Learning in the XXI century: Goals, Educational Policies and
Curricula in Six Countries (2016), a higher percentage of developing economies,
compared to those already produced, consider that a good education "is important to get
ahead in life" (Reimers and Chung, 2016).

Finally, to promote the realization of this perception about the social relevance of
education, it is imperative that the experience of young people in school be relevant. For
this reason, the Higher Secondary Education, through an up-to-date curriculum, puts
students' learning at the center of institutional efforts, promotes the achievement of the
four functions and the four purposes of this educational level:

6
 Compliance of the
mandatory Basic Preparatory courses for
Education Higher Education

Training for a good Training for working

citizenship life

4 functions of the HSE

Learning
to learn

Learning
to be

learning
Learning to be
to do with
others

4 purposes of the HSE

In order to have a deep view of the factors that promoted the curriculum changes for
high school education, please check the Education Model for Mandatory School,
presented on March 13th, 2017

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2. Introduction
Learning a second language is essential in a globalized world. Currently, personal and
impersonal communication in any country refers to elements of English such as words,
phrases, literature, informative or scientific texts; this interaction allows breaking the
communication barriers between people.

English as a foreign language will allow students to insert themselves in different

educational and work environments that will improve their quality of life, so this syllabus
offers an overview of the English II course at High School level considering the following
aspects:

1. Prior knowledge in A1 English level according to the Common European

Framework.
2. The general performance expectations stated by the level A2 of the Common
European Framework.
3. A special focus on writing and reading skills to enhance metacognitive abilities
4. The amount of time available to comply the objectives

The English II syllabus is designed to help students develop the four language skills
(Reading, writing, speaking and listening), based in topics stated by the level A2 of the
Common European Framework.

According to the new Educational Model, the level A2 goals have been divided to be part
of the English II and III courses for the students to reactivate previous knowledge and
obtain what they need in order to express themselves using different elements of
grammar, vocabulary, and specific contents that will help them communicate in different
situations.

The structural content will help teachers to develop the expected learning of the English
level A2 program. To achieve this goal, it is necessary to systematize teacher planning.
This document contains the relevant information to achieve the objectives for the new
Educational Model of High School.

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3. Content organization
English II is part of the disciplinary field of Communication. It is a second semester
subject in General High School. It has 3 hours a week; according to the Secretary
Agreement 653, published in the Official Diary of the Federation on September 4 th,
2012.

Curriculum Structure of the Technological High school

1st semester 2nd semester 3rd semester 4th semester 5th semester 6th semester
Geometry and Analytic Differential Integral
Algebra Probability and Statistics
Trigonometry Geometry calculus calculus
4 hours 5 hours
4 horas 4 hours 4 hours 5 hours
English I English II English III English IV English V Philosophy topics
3 hours 3 hours 3 hours 3 hours 5 hours 5 hours

Chemistry I Chemistry II Biology Physics I Physics II Propaedeutic subject* (1-12)**

4 hours 4 hours 4 hours 4 hours 4 hours 5 hours

Science,
Technology of the Reading, Oral
Technology,
Information and and Written Ethics Ecology Propaedeutic subject* (1-12)**
Society and
Communication expression II 4 hours 4 hours 5 hours
Values
3 hours 4 hours
4 hours
Logic
4 hours
Module I Module II Module III Module IV Module V
Reading, Oral and 17 hours 17 hours 17 hours 12 hours 12 hours
Written expression
4 hours

PrPreparatory areas

Physics and
Economy and Administration Quemistry and Biology Humanities and social sciences
Mathematics
1. Physics topics 4. Administration topics 7. Introduction to 10. Social science topics
2. Technical 5. Introduction to economics biochemistry 11. Literature
Drawing 6. Introduction to laws 8. Topics of contemporary 12. History
3. Applied biology
mathematics 9. Topics of health science

Basic training component Propaedeutic training Professional training

component component

* The preparatory subjects do not have prerequisites of previous subjects or modules.

* The preparatory courses are not associated with specific modules or careers of the professional component.
** The student will take two subjects from the propaedeutic area he chooses.

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4. General purpose of Communication Subject Discipline
The basic disciplinary competence of communication is related to the student`s ability to
communicate effectively in Spanish and in a second language in different contexts, using
distinct means and instruments.

The learners who have developed this competence can read critically, communicate and
support his/her own ideas in an effective way with clear speaking and writing. In addition
to these, they will use the information and communication technologies with a critical
thinking for different purposes.

The competence of communication leads to analyze the nature of the language and as a
tool for logical thinking.

5. Purpose of the English II Syllabus

At the end of the second semester, 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 phrases and tasks that require a simple and
direct exchange of information of their environment and immediate needs. In addition,
they will continue practicing the language skills to achieve an efficient interaction with
students and to promote the collaborative work with others.

The key learning points that English II helps to develop are:

Communication
Key Learning Points
Competence Component Content
Students produce,
communicate, Communication: interpersonal
interact, and relationships
collaborate with Collaborative work in
others (transversal Integration of learning communities classroom as a basis for
axis for all subjects the integration of the
from Contextualization of learning communities learning community.
Communication and through students' interests and academic
Social Sciences as experiences
disciplinary fields).
Reading, writing and oral production as The importance of
Reading, writing,
learning sources and abilities practice. language and grammar
speaking and
listening.
The importance of practice reading is as Argumentative text

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Communication
Key Learning Points
Competence Component Content
resource practice writing
The text as resource
The importance of reading to writing in information and new
based argument ideas
The justification of the student’s opinion The argumentative
Explain their point of with an argument. writing.
view for producing a
text The solid construction of one´s original The original
perspective argumentative writing
Technology and human development
The impact of technology
on human development
Generation and responsible use of
information for learning
Technology, Responsible use of
information, information
Web-based learning
communication and
learning. Learning and innovation
Creation of contents for learning
In and from the web
Use of technology to enhance web-based
Programming to learn
learning

6. Scopes of the Graduate Profile to Contribute to the English

II Syllabus

LANGUAGE AND COMMUNICATION

The students express themselves clearly in English in oral and written form. They identify the
main ideas in a text or in an oral speech, and infers conclusions from them, the students get
and recognize information and communicate efficiently. They communicate themselves
fluently and naturally.

SOCIOEMOTIONAL SKILLS AND LIFE PROJECT

The student is aware of them and determined; he/she develops healthy interpersonal
relationships, self-regulates, can face adversity and act with efficiency and recognizes the
necessity asking for support. They can build a living project with personal goals. They establish
goals and seek to take advantage of their options and resources. They make decisions that give
him/her current comfort, opportunities, and he/she knows how to deal with future risks.

COLLABORATION AND TEAMWORK

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 The student works in teams in a constructive way and applies a participative and responsible
leadership, he/she proposes alternatives to act and solve problems. The student assumes a
constructive attitude.
DIGITAL SKILLS
The students use the Information and Communication Technologies in an ethic and
responsible way to investigate, to solve problems, to generate materials, and to express ideas.
They take advantage of these technologies to develop ideas and innovations.

7. Curriculum Content
Six elements of curricular organization have been considered in the design of the study
programs of the disciplinary field of Communication with the purpose of promoting the
depth of student learning; of avoiding different curricular formats; of favoring inter-
subject relationships and of bettering guidance of the teaching practice:

Content structure
Concept Definition
It organizes concepts, skills and attitudes of the disciplinary fields and benchmark
Competence
for promoting inter-subject relationships.

It generates and/or integrates the contents and it responds to specific organization

Component
forms to each field or discipline.

It corresponds to key learning point. It is the highest-ranking content in the study

Content
program.

It corresponds to the central contents by their specificity; they establish the reach
Specific content
and depth of their approach.
Expected They are descriptors of the learning process and performance indicators that
learning students must achieve for each of the specific contents.
outcomes
Evidence of It corresponds to the expected learning outcomes and to the specific contents; they
learning are the evidences of the achievement of the expected learning outcomes.

The following table describes the contents teachers must include in the lesson plans to
achieve, by the end of the course, an A2 level of English. The table includes proposals of
evidence of learning that teachers should use as part of their course design.

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8. Content English II table

English II
Competence Component Content Specific content Expected learning Evidence of learning
outcome
Communication and
Students
interpersonal
communicate,
relationships.
produce, interact,
Activation of previous
and collaborate with
Integration of learning knowledge.
others (transversal Collaborative work in
communities. How do I ask for the Write a conversation
axis for all subjects classroom as a basis for
products I need in To ask for the correct between a shop assistant
from the integration of the
Contextualization of different situations? amount in many and a customer.
Communication and learning community.
learning communities products in different
Social Sciences as
through students' contexts.
disciplinary fields).
interests and
academic
experiences.
The importance of
Reading, writing, Reading, writing and language and grammar
speaking and oral production as role in it.
listening. learning sources and
To communicate the
abilities practice. A presentation with
specific situations of
Argumentative text. graphic support where the
Describing my daily your school or relative´s
The importance of student describes his
routine work (present
reading to writing The text as resource activities and those of a
continuous and the
production. information and new relative.
adverbs of frequency)
The importance of ideas
reading to writing in
based argument.

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English II
Competence Component Content Specific content Expected learning Evidence of learning
outcome

The justification of the

The argumentative
students’ opinion with
Explain their point writing.
an argument.
of view for Using the book as a To provide simple Write and answer
producing a text The original tool for writing arguments about a text. questions about a text
The solid construction
argumentative writing.
of one´s original
perspective.

Technology, Technology and

information, human development.
The impact of
communication and
technology on human
learning. Creation and
development.
responsible usage of
the information for How to start a blog
Responsible use of
learning. To give orders or
information.
Web-based learning. Using technology to instructions in different How to make a
develop in XXI contexts. (Imperatives, videoconference
Learning and
Creation of contents century skills. action verbs).
innovation.
for learning. How to use an electronic
device.
In and from the web.
Use of technology to
enhance web-based
Programming to learn.
learning.

Communication and Collaborative work in Talk about personal

Asking and answering A personal interview of
Students interpersonal classroom as a basis for actions that
questions about events activities in the past
communicate, relationships. the integration of the happened before
and activities in the past.
interact, and learning community. now.
collaborate with (Past simple)

14
English II
Competence Component Content Specific content Expected learning Evidence of learning
outcome
others (transversal Referring to the time A short story based on
axis for all subjects when an event happens. verbal and visual prompts
from
Communication and Talking about the places A paragraph about a place
Social Sciences as one stayed at some time one visited in the past.
disciplinary fields) before.

To state where things A list of things they

have been found based remember they saw at a
Reading, writing and The importance of Expressing the idea
Reading, writing, on what they saw. certain place.
oral production as language and grammar that something
speaking and
learning sources and role in it. existed somewhere.
listening. To express the quantity Descriptions using how
abilities practice. (Singular and plural).
of something in past. many in past tense.
(There was / there
were)
To describe what the A dialogue where they
characteristics of a place describe how a place was
were like in the past. and all the things it had.

Describing others in To get information Write questions for an

Reading, writing, Reading, writing and The importance of past tense as a way to about other people interview with a death
speaking and oral production as language and grammar report a fact or an using the (Wh-questions famous character
listening. learning sources and role in it. event. in past).
abilities practice. (descriptions in past)

15
English II
Competence Component Content Specific content Expected learning Evidence of learning
outcome
Reading, writing and The importance of Describing situations To communicate the A short video showing
Students oral production as language and grammar that were happening specific situations of what was happening in the
communicate, learning sources and role in it. in the past to show your school or relative´s past
interact, and abilities practice. that something work (past continuous
collaborate with continued for some and the adverbs of
others (transversal time frequency)
axis for all subjects (past continuous)
from
Communication and
Social Sciences as
disciplinary fields).

Students
communicate,
interact, and
Perform a short
collaborate with Communication and Collaborative work in To compare the things, I
What did I use to do? conversation exchanging
others (transversal interpersonal classroom as a basis for used to do and the way I
How did I use to be? information about how
axis for all subjects relationships. the integration of the used to be with those I
(used to) they used to be and the
from learning community. do now.
things they used to do
Communication and
Social Sciences as
disciplinary fields).

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English II
Competence Component Content Specific content Expected learning Evidence of learning
outcome
Reading, writing and
Expressing the skills, Discussing about past
Reading, writing, oral production as The importance of Write sentences in past
the power or the possibilities or past
speaking and learning sources and language and grammar tense expressing abilities
means to do abilities.
listening. abilities practice. role in it. and classify them in a table.
something in past
(Could vs. be able to)

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9. English II Course Syllabus
In the New Educational Model, the classification of the academic contents of the English subject have a significant importance
considering not only the comprehension processes and the key learning points of the disciplinary fields, but the language skills of
listening, reading, writing and speaking. The Socio-Emotional skills to the Common Curricular Framework in the New Educational
Model for the Technological High School are part of the design of the course plan.

It is important to mention that 25% of the class time of each partial will be used to promote the Socio-Emotional Skills.

English II Course Plan

Evaluation Period I
Class
Core SES
Competence Component Content Specific Content Learning Outcome Reinforcement
Hours 25%
75%
Students Communication and
communicate, interpersonal
interact, and relationships. Activating prior
1
collaborate with Integration of Collaborative knowledge.
Activity to
others (inter- learning work in Duolingo
develop
subject communities. classroom as a How do I ask for the Activities and
socio-
competence for Contextualization basis for the products I need in Flipped classroom
emotional
all subjects from of learning integration of different situations?
To ask for the correct skills
Communication communities the learning
amount in several
and Social through students’ community. 11
products in different
Sciences as interests and
contexts.
disciplinary academic
fields). experiences.

18
Evaluation Period II
Class
Specific Core SES
Competence Component Content Learning Outcome Reinforcement
Content Hours 25%
75%
To communicate the
specific situations of
Reading, writing and
The importance of your school or
oral production as Describing my
language and relative´s work 6 Duolingo
learning sources and daily routine
grammar role in it. (present continuous Activity to Activities
abilities practice.
and the adverbs of develop
Reading, writing,
frequency) socio- Project Progress
speaking and
The importance of emotional
listening.
reading to writing Argumentative text skills Flipped classroom
To get information
production. Describing
about other people
myself and 6
The importance of The text as resource using the (Wh
others
reading to writing in information and new questions in past).
based argument ideas

19
 Evaluation Period II
Class
Specific Core SES
Competence Component Content Learning Outcome Reinforcement
Content Hours 25%
75%
To communicate the
specific situations of
Reading, writing and
The importance of your school or
oral production as Describing my
language and relative´s work 6 Duolingo
learning sources and daily routine
grammar role in it. (present continuous Activity to Activities
abilities practice.
and the adverbs of develop
Reading, writing,
frequency) socio- Project Progress
speaking and
The importance of emotional
listening.
reading to writing Argumentative text skills Flipped classroom
To get information
production. Describing
about other people
myself and 6
The importance of The text as resource using the (Wh
others
reading to writing in information and new questions in past).
based argument ideas

10. Transversal content

The inter-subject relation reinforces the students’ training when the construction of meaningful learning is promoted in an
organized way. It increases the positive impact of the content and divides the efforts of the academic staff and reduces the extra
amount of work on the teachers in charge of the subject avoiding compromising the effort and commitment of the students.

The attributes expressed of the expected learning outcomes that allow an integral vision of two aspects:

Multidisciplinary: For all the subjects.

Interdisciplinary: That includes some of the subjects.

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Specifically, the reading and writing competency should be applied to the needs of other subjects, for example, if Chemistry needs
to work on a text in English, the student may use the knowledge and skills acquired.

Horizontal: It refers to the reactivation of learnings from the subjects of the same semester.

Second semester: Horizontal transversality

Competence 1
Students will communicate, interact, and collaborate with others (transverse axis for all subjects from Communication and Social Sciences as disciplinary
fields).
DISCIPLINE MATHEMATICS EXPERIMENTAL SCIENCES COMMUNICATION ENGLISH

READING, ORAL AND

SUBJECT GEOMETRY AND TRIGONOMETRY CHEMISTRY II ENGLISH II
WRITTEN EXPRESSION II
Collaborative work in
Quantifying chemical reactions. Team work in the classroom as
Basic concepts of the space and shape: “Geometry classroom as a basis for
Content How do we number what we cannot a basis for the integration of a
Io”. the integration of the
see? learning community.
learning community.
Why is the chemical quantification
important? What is the application
of chemical quantification in
industrial processes? What is it
measured in an anti-doping process? How do I ask for the
Substance quantity and unit mole. products I need in
Angle measurement and trigonometric reasons in Mass and molar formula. different situations?
specific angles. What kind of trigonometric The elaboration of a review
Specific Content arguments are required to treat triangles, their Concentration units: starting from a text of the Activation of prior
properties and structures, relations and Mass and volume percent student's choice. knowledge to ask for
conversions? concentration, mole concentration the correct amount in a
and parts of a million. number of products in
different contexts.
What is the carbon footprint and
how is it numbered?
Sweeteners measurements in
energetic beverages.

21
 Activation of prior
The student: knowledge to ask for
The student: • Reactivates previous the correct amount in a
Solves chemical analysis problems learnings of the Reading, Oral number of products in
Characterizes and classified triangle spatial
about known reactions by using the and Written Expression I different contexts.
Learning Outcome configurations according to their willingness and
description by means of chemical subject.
relation.
equations, emphasizing what they • Identifies a reading of his/her To ask for a number of
represent. interest. products in different
contexts.

Written analogies in a text or in a

graphic representation pointing out
its components

Solves chemical analysis of

problems linked to substances of
Calculates the value of a 30° sine. Write a conversation
daily life by using chemistry tools. • The readings proposed by
Evidence of Argues why the 45° and 30° cosine are similar. But between a shop
students.
Learning a 30° sine and a 30° cosine are different from each assistant and a
Analyzes and proposes solutions for • The production of a review.
other. customer.
problematic situations that involve
calculation of chemical mass and
concentration.

Exercises to determine the

concentration from the RBE colors
intensity in a digital camera.

22
Competence 2
Reading, writing, speaking and listening.
Discipline Mathematics Experimental Sciences Communication English

GEOMETRY AND
READING, ORAL AND
SUBJECT TRIGONOMETRY CHEMISTRY II ENGLISH II
WRITTEN EXPRESSION II
The importance of language and
grammar role in it.

The processing of geometric Text as a source of information

Content Energy and chemical reactions.
formulas, congruence and and expression of new ideas. Argumentative text.
similitude criteria in triangles.
The text as source information
and new ideas.

Triangles properties according By the using of analysis

to the number of sides and processes to evaluate a text
angles. How are they similar? (notes, synthesis, summary, Describing my daily routine,
Specific Content Environmental consequences
What does it differentiate them paraphrases, review). Describing myself and others.
on the fossil fuels burning.
from each other? Why are The application of synonyms,
triangles used as rigid antonyms and polysemy.
structures in buildings?
The student:
Reactivates prior knowledge of
the Reading, oral and written
expression I subject and ITC..

In teams, they make a research Creates a comparative critical

Defines perimeter formulas, about the CO2 sources in the review. To get information about other
Learning Outcome areas and volumes in geometric atmosphere and the evolution people by using the Wh
objects by using physical and of the levels through the time Applies tools on the analysis of questions in past.
digital tools. and they present the results in text which will enable them to
plenary. get the main idea of a text and
then process information to be
applied later on an analysis of
texts that are meaningful to
them (notes, synthesis,

23
 summary, paraphrases and
review).

Implements the use of

synonyms, antonyms and
polysemy.

Acknowledges, places value on

and infers the prospect on each
argument.

Comparison between two texts

Argumentative written text
that have the same topic but Write questions for an
To calculate and argue between about environmental problems
Evidence of Learning different points of view. Writing interview with a death famous
solid objects the highest based on the results of a
a critic about both perspectives character.
volume. bibliographic research and an
by using a reasonable
evidence.
judgement.

Competence 3
Providing reasonable opinions from the point of making a text
Experimental
Discipline Mathematics Communication Humanities Social Sciences English
Sciences
GEOMETRY AND READING, ORAL
IT DOES NOT
SUBJECT TRIGONOMETRY CHEMISTRY II AND WRITTEN IT DOES NOT APPLY English II
APPLY
EXPRESSION II
The processing of
geometric formulas,
IT DOES NOT IT DOES NOT The argumentative
Content congruence and The argumentative IT DOES NOT APPLY
APPLY APPLY writing.
similitude criteria in text.
triangles.
Triangles properties
according to the number Creation of an original
of sides and angles. How IT DOES NOT vision, by writing, as of IT DOES NOT Using the book as a
Specific Content IT DOES NOT APPLY
are they similar? What APPLY the knowledge, the APPLY tool for writing.
does it differentiate them comprehension, and
from each other? Why are the analysis on the

24
Competence 3
Providing reasonable opinions from the point of making a text
Experimental
Discipline Mathematics Communication Humanities Social Sciences English
Sciences
GEOMETRY AND READING, ORAL
IT DOES NOT
SUBJECT TRIGONOMETRY CHEMISTRY II AND WRITTEN IT DOES NOT APPLY English II
APPLY
EXPRESSION II
triangles used as rigid reading and
structures in buildings? interpretation in the
different sources.
The enforcement of
the elements on an
essay.
The student:

Reactivates previous
learnings of the
Reading, Oral and
Written Expression I
Defines perimeter subject.
formulas, areas and To provide simple
IT DOES NOT IT DOES NOT
Learning Outcome volumes in geometric Explores alternatives IT DOES NOT APPLY arguments about a
APPLY APPLY
objects by using physical to analyze and text.
and digital tools. evaluate the same
topic.

Designs an oral and

writing essay, the
defense and the
support of it.
To calculate and argue
IT DOES NOT Designing an essay IT DOES NOT Write and answer
Evidence of Learning between solid objects the IT DOES NOT APPLY
APPLY and its defense and a APPLY questions about a text.
highest volume.
debate in the class.

25
Competence 4
Technology, information, communication and learning.
Experimental
Discipline Mathematics Communication Humanities Social Sciences English
Sciences
GEOMETRY AND READING, ORAL AND
SUBJECT TRIGONOMETRY CHEMISTRY II WRITTEN EXPRESSION IT DOES NOT APPLY IT DOES NOT APPLY English II
II
Content IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY The impact of
technology on
human
development.
Responsible use of
information.
Learning and
innovation.
In and from the
web.
Programming to
learn.

Specific content IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY Using technology
to develop in XXI
century skills.
Learning outcome IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY To give orders or
instructions in
different contexts.
(Imperatives,
action verbs).
Evidence of learning IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY IT DOES NOT APPLY How to start a blog
How to make a
videoconference
How to use an
electronic device

26
Vertical: It refers to the learnings as an articulate continuous process instead of a summative one. It means that learning should
complement each other through the reactivation of the prior knowledge.

Semester Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6

EXPERIMENTAL EXPERIMENTAL
Discipline COMMUNICATION COMMUNICATION SOCIAL SCIENCES COMMUNICATION
SCIENCES SCIENCES
SCIENCE,
READING, ORAL READING, ORAL
TECHNOLOGY,
Subject AND WRITTEN AND WRITTEN BIOLOGY PHYSICS ENGLISH II
SOCIETY AND
EXPRESSION I EXPRESSION II
VALUES
-The importance of
Equity, inclusion and language and
• The argumentative
Biodiversity: the Energy as an essential expectation in the grammar role in it.
text.
Content Argumentative text result of the evolution source for machinery quality of life: -Argumentative text.
• The original argued
operation. Challenges before -The text as resource
writing.
population growth. information and new
ideas.
The student:
The student: • Reactivates
• Reactivatesprevious learning of -To communicate the
previous learning of the subject Reading, specific situations of
ITC. Expression Oral and your school or
• Associates the data Written I subject and The student relative´s work
The student:
and ideas of read texts ITC understands the Analysis on the digital (present continuous
Identifys the different
Learning Outcome on an opinion. • Contrasts the evolution process as a revolution and the and the adverbs of
energy
• Provides and arguments of two fact that can be social consequences. frequency).
transformations.
substantiate bytexts, through a represented through -To get information
writing an original critical review. different models about other people
opinion. • Examines the using the (Wh
• Uses the elements of syntactic elements of questions in past).
a critical review. the argumentative
paragraph.
The production of an The student: -A presentation with
• Uses the elements of
essay and its Writes a report where The student: graphic support
Evidence of Learning a review to prepare a The argumentative
discussion and a group they explain the Creates a journalistic where the student
critical review and its text on the topic of the
discussion. transformation of the report related to the describes their

27
 Semester Semester 1 Semester 2 Semester 3 Semester 4 Semester 5 Semester 6
EXPERIMENTAL EXPERIMENTAL
Discipline COMMUNICATION COMMUNICATION SOCIAL SCIENCES COMMUNICATION
SCIENCES SCIENCES
SCIENCE,
READING, ORAL READING, ORAL
TECHNOLOGY,
Subject AND WRITTEN AND WRITTEN BIOLOGY PHYSICS ENGLISH II
SOCIETY AND
EXPRESSION I EXPRESSION II
VALUES
discussion in a groupal variety of opinions energy in any specific corruption, drug activities and a some
debate. regarding evolution. situation, the trafficking, crime or relative’s.
formulation of violence. about a real
pictograms to topic. -Write questions for
illustrate the changes an interview about a
of energy. Encloses the deceased famous
information about the character.
chosen topic in
various media and the
student argues the
chosen topic.

11. Learning Outcomes and Competency Association

Competency’ shows the outputs or results of training or competent performance.

It is essential to consider the performance of a competent student thru different subjects applies it to different situations in diverse
contexts.

28
Learning Outcome Evidence of Learning Competency Specific Competency Disciplinary Competency
-Activation of prior The student writes a 4. The student listens, The student uses different 4. The student produces texts
knowledge. conversation between a interprets, and communicates communicative strategies based on the normative of use of
-To ask for the correct shop assistant and a relevant messages for according to the audience, the language, considering the
products in different customer. different contexts by using context and their objectives. intention and communicative
contexts. appropriate means, codes and situation.
tools.
-To communicate the -A presentation with 4. The student listens, The student expresses ideas and 11. The student communicates in
specific situations at school graphic support where interprets, and communicates concepts by using linguistic, a foreign language through a
or work (present the student describes relevant messages for mathematic and graphic means. logical speech, oral or written
continuous and the their activities and those different contexts by using form, coherent with the
adverbs of frequency) from a relative. appropriate means, codes and communicative situation.
tools.
-To get information about -Write questions for an
other people using the (Wh interview about a
questions in past). deceased famous
character.
To provide simple Write and answer 4. The student listens, The student uses different 1. The student identifies,
arguments about a text. questions about an interprets, and communicates communicative strategies commands and interprets the
article. relevant messages for according to the audience, ideas, data and explicit and
different contexts by using context and their objectives. implicit concepts in a text,
appropriate means, codes and considering the context where it
tools. was generated and received.

To give orders or -How to start a blog. 4. The student listens, The student deals with 12. The student uses information
instructions in different -How to make a interprets, and communicates information and communication and communication technologies
contexts. (imperatives, videoconference. relevant messages for technologies in order to find to investigate, solve problems,
action verbs). -How to use an different contexts by using information and the express of produce materials and transmit
electronic device. appropriate means, codes and ideas. information.
tools.

29
12. Suggested Evaluation Process
An evaluation activity and a learning activity are different situations. Evaluation activities come from a need to monitor the advance
or progress of the learning activities. Learning activities includes a teaching strategy while evaluation activities are part of the
evaluation strategy (type of evaluation, form, moments, criteria, indicators, techniques and instruments).

Real evaluation tries to establish what the students know or what they are capable to do by using different strategies and
evaluation processes.

Learning outcomes and evidence Evaluation Formative Objective

Criteria Percentage TOTAL
of learning instrument Evaluation Test
They use How much and How many
properly. Students use correct grammar Write a conversation between a Observation guide or
30% 40% 30% 100%
tenses. They use proper vocabulary and storekeeper and a customer. check list
spelling
Students use correct grammar tenses.
A presentation with graphic support
They are able to use a good number of
where the student describes his Rubric 30% 40% 30% 100%
verbs to describe routines. They can make
activities and those from a relative.
concordances in their writings.
Write questions for an interview about
Students can use most of the Wh questios a deceased famous character. Rubric
in past. They can identify and use simple
past. Write and answer questions about an
Rubric
article.
30% 40% 30% 100%
Students use correct grammar tenses.
-How to start a blog
They are able to work with ITC. They are
-How to make a videoconference Rubric or check list
able to use writing skills to communicate
-How to use an electronic device
with others.

30
Recommendations for evaluating learning outcomes in English II syllabus

a) Identifying the Learning Outcome

Based on the expected learning, the evaluation strategy considers different activities that students will do to achieve knowledge.
The products are evidence that demonstrate students completed the expected apprenticeship.

b) Selecting the Different Evaluation Instruments

The instruments selected must allow the teacher to realize that the student has achieved the expected apprenticeship through the
products. The criteria that are established to evaluate the knowledge will help to identify which evaluation instruments should be
select according to the learning activities carried out by the students and considering the criteria and levels of performance that
are intended to achieved. The instruments can be checklists, observation guides, exams or rubrics.

c) Applying different types of evaluation

It is essential to identify the most recommendable type of evaluation to evaluate the learning process concerning the agents that
participate as teacher evaluation, peer-evaluation, and self-assessment, as well as, the kind of assessment according to the moment
(diagnostic, formative and summative).

Evaluation instruments: teacher establishes the criteria to use for evaluating individual and collective performance. These criteria
can present the form of indicators and use instruments such as observation records, checklists, rubrics, portfolios, and exams.

Observation records: this instrument is a list that contains descriptors, which guide observation in the classroom, pointing out
those relevant aspects.

Checklist: this list determined the outcome learnings and selected by the teacher, together with the students, they establish their
progress in learning achieved.

Rubric: presents in the vertical axis, the criteria for evaluation and, in the horizontal axis, the value ranges applied in each criterion.
The criteria represent what students mastered.

Exam: a test of a student´s knowledge or skill in a particular subject.

31
Portfolio-based assessments: are collections of academic work-for example assignments, lab results, writing samples, speeches,
student-created films, or art projects-that are compiled by students and assessed by teachers in consistent ways.

Assessment moments

Educational diagnostic test: A diagnostic test is a test that helps the teacher and learners identify problems that they have with the
language at the start of the course.

Formative assessment: refers to a wide variety of methods that teachers use to conduct in-process evaluations of student
comprehension, learning needs, and academic progress during a lesson, unit, or course. Formative assessment help teachers
identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they
have not yet achieved so that adjustments ca be made to lesson, instructional techniques, and academic support.

Summative assessment: it is used to evaluate student learning, skill acquisition, and academic achievement at the conclusion of a
defined instructional period—typically at the end of a project, unit, course, semester, program, or school year.

Assessment Modality

a) Self-assessment: student self-assessment involves students in evaluating their own work and learning progress.

b) Peer-assessment: a learning technique, students evaluate their peer´s work and have their work evaluated by peers.

c) Teacher evaluation: it includes reviews of qualifications test of teacher knowledge, observations of practice, and measurements
of student learning gains. Assessments of teacher quality used for professional growth of teachers.

32
13. Teachers and Learning Network
Teachers set educational approaches and techniques for network learning environments in which knowledge constructs that
reliably fits experience with the world and the interaction with information and ideas.

Educators make an analysis of selected contents plans and carry on assignments; he indicates learners ICT group activities where
they want to participate, and students build on other´s ideas.
Thus, there are two types of learning networks: online communities and face-to-face community.

For this reason, the academies is required according to the specific needs in each campus considering the new role of the teacher
in the organization and development of each work session.

La Secretaría de Educación Púbica Deputy on its website, there is a Digital Library for Teachers. In this website, teachers can find
the Guidelines for creating learning network environments.

Specific contents:

• Strategy to improve. Reading dimension.

• Argumentative essay. Reading and writing
• Reading and comprehension of expository-informative text. **

For promoting inclusive activities, please visit the following links:

• Dirección General de Educación Indígena. Programa Nacional para la inclusión y equidad educativa
• www.inclusionyequidad.sep.gob.mx
• Ministerio del interior-Consejo Nacional para Prevenir la Discriminación-Programa Nacional para la La Igualdad y No
Discriminación: www.construye- t.org.mx/

La Coordinación Sectorial para el Desarrollo Académico (COSDAC) website, teachers can find didactic resources as texts from
different authors about general and discipline competencies.

33
http://cosdac.sems.gob.mx/portal/index.php/docentes/en-el-aula-1/materiales-apoyo- docentes-1/32-docentes/en-el-aula/200-
aprenizajes- y-powers

As well as, the COSDAC Teaching Platform, there is a forum where teachers they can exchange experiences:
http://comunicacion.cosdac.sems.gob.mx

14. Use of ICT for Learning

Information and Communication Technologies are tools to assists learning besides; teachers must have pedagogical, technological,
communicative and emotional skills.

Now a day, several educational platforms and free resources aid the learning process:

Digital banks for academic activity, collaborative work and file sharing (One drive, Google Drive, Dropbox).
• Design and creation of digital learning objects (ODA).
• Construction of personal learning environments with methodologies such as PLE, M-Learning, Flipped Learning.
• Use of common resources among different institutions through platforms such as Educational,
• Moodle, Blendspace, Web Quest.
• Preparation of reagents and tests through Google Drive or Exam View.
• Linking contents and face-to-face classes to digital learning objects.
• Creation of complementary activities, video editing, and testing through team ranking in KAHOOT.

The following are didactic resources and useful tools for English II syllabus, this aid to accelerate the outcome learning also
teachers can reach different options according to their specific needs of their group.

34
Resource Description

.
A learning management system (LMS) for K-12 schools, higher
Schoology.com
education institutions, and corporations that allows users to create,
manage, and share content and resources.

A tool to help the teacher who wants to use rubrics but does not have
Rubistar.4teachers.org the time to develop them from scratch. RubiStar provides generic
rubrics that can simply be printed and used for many typical projects
and research assignments.
The most popular language-learning platform and the most
Duolingo downloaded education app in the world, with more than 300 million
users. The company’s mission is to make education free, fun and
accessible to all.
This application will help students to learn English much more quickly
Learn English with
by using music.
music
(Lytrans English)
This app can find the lyrics of the song while students listening to,
they can read along when the music is playing.

35
15. Suggestions

All the subjects need to rely on the reading and writing processes to back up the development and achievement of the learnings.
Based on this, the task will be to agree with teachers of other subjects to create integral products where teachers can evaluate the
expected knowledge in a standard way but each teacher from its perspective.
Elements that the lesson plan must include

1. General identification data

• Institution: General Management

• Date
• Work Center Code (WCC)
• Campus Name
• Teacher name(s)
• Subject or Module
• Submodule
• Semester
• Training Program (if applicable)
• School term
• Number of estimated hours

* In free format or in accordance with subsystem or school agreements.

2. Curriculum elements

Curricular context

• Purpose of the Subject: Intentions that are intended to achieve from the contents.

36
• Competency: Organizes and articulates concepts, abilities, skills, values, and attitudes of the disciplinary fields and is the
reference to favor interdisciplinary inter-subject relationship.
• Expected learning outcome: Descriptors of the learning process and performance indicators that students must achieve for
each of the specific contents.
• Evidence of learning: They correspond to the expected knowledge and the particular materials, and are the evidence of the
achievement of the planned learning.
• Component: Generates and integrates the central contents and responds to specific
• organizational forms of each field or discipline.
• Core content: Corresponds to key learning points. It is the highest-ranking content in the study program.
• Explicit content: Corresponding to the central contents and their specificity, they establish the

Scope and depth of their approach.

• Impact on Generic Competency #: Corresponds to the competencies and attributes that favor the contents.
• Disciplinary or professional skills (as the case may be).
• Teaching structure
• Presentation: Introduce new knowledge.
• Practice: Integration, complement or extension of new learnings
• Production: Application and transfer of the learning achieved.

3 Learning activities

• Teaching activities: Refers to the mediation carried out by the teacher.

• Learning activities: Refers to the activities carried out by the student.

Evaluation strategy

• Moment of evaluation: In the presentation, during practice, in the production stage of the lesson.
• Mode of assessment: Self-assessment, peer-evaluation, Teacher evaluation.
• Types of assessment: Diagnostic, formative, summative.
• Evaluation instruments: Refers to the formats according to which the evaluation criteria are registered.

37
• Evaluation techniques: Refers to the ways of approaching the evaluation processes (observation, registration, questionnaire,
etc.).
• Percentage: It refers to the value within the summative evaluation that is assigned to each learning activity to be performed.
• Resources and materials
• Teaching materials are those that contain, internally, pedagogical mediation for the achievement of learning purposes.
• Support materials: They are those that provide support on which medications for learning are designed externally.
• Sources of information: Refers to the sources on which the didactic strategy will be supported, either as a source of
consultation or review

38
16. Lesson Planning
IDENTIFICATION DATA

Institution: UEMSTIS

School number: Centro de Bachillerato Tecnológico School’s name: Carlos María de Bustamante".
industrial y de servicios No. 150 (CBTis 150)

Work Center Code (WCC) : 20DCT0010B Teacher: Alarcón Villar María Isabel

Implementation Semester: 2nd Date:

Subject: ENGLISH II period:

Length (hours): 11 School year:

hrs.

CONTENTS

Purpose:

Competency: Students will communicate, interact, and Component:

collaborate with others (transverse axis for all subjects
from Communication and Social Sciences as disciplinary ● Communication and interpersonal relationships.
fields). ● Integration of learning communities.
● Contextualization of learning communities through students' interests and academic
experiences.

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

Specific content:

How do I ask for the products I need in different situations?

Expected learning outcomes:

To ask for the correct amount in a number of products in different contexts.

39
Generic competency: The student listens, interprets, and communicates messages relevant to different contexts by using appropriate means, codes and
tools.

Disciplinary competency : 4. Produces texts based on the normative use of the language, considering the intention and communicative situation.

SOCIO-EMOTIONAL SKILLS

Aspect: socio-emotional skills development

General ability: socio-emotional skills development

Specific ability: socio-emotional skills development

Teaching technique: socio-emotional skills development

LEARNING ACTIVITIES
Presentation
Teaching Teaching Learning Learning Evidence of Evaluation Mode of Evaluation
Time
(teacher) materials (students) material learning types Evaluation instrument
Activation: Ask students
students use
students the board answer the diagnostic
-------- vocabulary hetero-evaluation ------- 10 min
places they markers places they assessment
of places
know know

The teacher
will explain the
Teaching Students pay
expected notebook notes -------- -------- ------ 60 min.
planning form attention
learning, the
specific
content,
activities, time,

40
topic,
evaluation
types, mode of
evaluation and
expected
learning
evidence.

He/she will
also set the
harmony
agreement
(the teacher
will provide
examples and
encourage
students to be
part of the
learning
process)

LEARNING ACTIVITIES
Practice
Teaching Teaching Learning Learning Evidence of Evaluation Mode of Evaluation
Time
(teacher) materials (students) material learning types Evaluation instrument
graphic Students
How do I ask for
support participate
a product in student’s formative Teacher
(flashcards, about the Notebook ----- 15 min.
different participation assessment Evaluation
video, poster, situation set by
situations?
map) the teacher

41
LEARNING ACTIVITIES
Practice
Set an
imaginary
situation to
lead the answer
to this question
(eg. Let’s
imagine we
travel to Qatar
for the 2022
world cup)
Once the Teacher
students are Evaluation
situated in formative
student’s
Qatar, the board and
vocabulary dictionary answers ----- 15 min.
teacher asks for markers summative
(vocabulary)
vocabulary to assessment
create a
semantic web
-The teacher semantic Teacher
explains the The students web formative Evaluation
concept of pay attention and
countable and summative
uncountable assessment
This activity
nouns
board can be
- The teacher 100 min.
markers assessed with
gives examples
a 10%
of classification
from the
semantic web
into countable
and

42
LEARNING ACTIVITIES
Practice
uncountable
nouns
- The teacher
asks students -
to complete - Students -
individually the classify - classifica
classification nouns tion
based on the chart
examples
- The teacher
asks students
to compare
their - Students
classifications compare their The student
in pairs. classifications classifies
-The teacher countable and
gives feedback uncountable
nouns
The teacher
asks students
“How many
souvenirs do The student
formative
you want to identifies the
and
buy?” and “How board Answer the difference hetero-
Notebooks summative ----- 50 min.
much do they markers questions between how evaluation
assessment
cost?” much and how
-He/she many
provides some
examples

43
LEARNING ACTIVITIES
Practice
-Homework:
watch the video
https://www.yo
utube.com/wat
ch?v=r6SCMRr
qRRQ
about how
much and how
many (activate
subtitles in
English, and
writes as many
questions and
answers as
possible in
student’s
notebooks)
The teacher
asks for the Students The student
questions and compare their identifies the formative
Self-assessment
answers from board Q and A from difference and assessed with
Notebooks Peer-evaluation, 20 min.
the homework markers the video and between how summative 10%
Teacher
video and correct each much and how assessment
Evaluation
provides other many
feedback
The teacher The student
asks students identifies the formative
Students role Peer-evaluation,
to role-play the difference and
------- play the Notebooks Teacher -------- 30min.
Q and A from between how summative
dialogue Evaluation
the video in much and how assessment
pairs. many

44
LEARNING ACTIVITIES
Practice
The teacher
asks two pairs
for showing
their work in
front of the
others. The
teacher
provides them a
feedback

The teacher
asks the
students to
write down
questions in
pairs, using how
much and how
many to ask to a Students write
famous soccer down the
Students use formative
player in a press questions and Peer-evaluation,
board Notebook how much and and Assessed with
conference. correct each Teacher 100 min.
markers Realia how many summative 10%
The teacher other. They role Evaluation
correctly assessment
gives feedback. play the
The teacher journalists
plays the
famous soccer
player and at
the end of the
activity writes
the answers on
the board.

45
LEARNING ACTIVITIES
Practice

The teacher
asks the
students the
same questions
they made for
the famous
soccer player,
in order for
them to
practice
answers with
some, any, little
Students
and few. formative
board answer the Students Peer-evaluation,
The teacher and
markers questions using Notebooks answer Teacher ------- 50 min.
explains summative
some, any, little correctly Evaluation
through the assessment
and few
same examples
the correct use
of some, any,
little and few.
Homework: In
teams of three
people they will
structure a
complete dialog
between a shop
assistant and a
costumer

46
LEARNING ACTIVITIES
Production
Teaching Teaching Learning Learning Evidence of Evaluation Mode of Evaluation
Time
(teacher) materials (students) material learning types Evaluation instrument
To ask for
The teacher
the correct
asks a Peer-evaluation,
Students amount in check list
volunteer board summative
present their dialogues many assessed with 50 min.
students to markers assessment Teacher
dialogues products in 30%
present briefly Evaluation
different
their dialogues
contexts.
The teacher test
answers to summative Teacher
applies a test ------ ------ assessed with 50 min.
the test assessment Evaluation
written test 30 %
assessed with
Reinforcement activity (duolingo) -----
10%

47