PNIEB

PROGRAMA NACIONAL DE
INGLÉS EN EDUCACIÓN BÁSICA
Etapa piloto
Programa Nacional de Inglés en Educación Básica
Asignatura Estatal: lengua adicional inglés

PROGRAMA DE ESTUDIO 2009. Primer ciclo
Etapa
piloto
2
SECRETARÍA DE EDUCACIÓN PÚBLICA
Alonso Lujambio Irazábal
SUBSECRETARÍA DE EDUCACIÓN BÁSICA
José Fernando González Sánchez
DIRECCIÓN GENERAL DE DESARROLLO CURRICULAR
Leopoldo F. Rodríguez Gutiérrez
DIRECCIÓN GENERAL DE DESARROLLO DE LA GESTIÓN E INNOVACIÓN EDUCATIVA
Juan Martín Martínez Becerra
DIRECCIÓN GENERAL DE MATERIALES EDUCATIVOS
María Edith Bernáldez Reyes
DIRECCIÓN GENERAL DE EDUCACIÓN INDÍGENA
Rosalinda Morales Garza
DIRECCIÓN GENERAL DE FORMACIÓN CONTINUA DE MAESTROS EN SERVICIO
Leticia Gutiérrez Corona
3
Asignatura Estatal: lengua adicional inglés

PROGRAMA DE ESTUDIO 2009. Primer ciclo
Etapa
piloto
4
Programa nacional de Inglés en Educación Básica. Asignatura Estatal: lengua adicional Inglés. Programa de estudio 2009. Primer
ciclo fue elaborado por personal académico de la Dirección General de Desarrollo Curricular, que pertenece a la Subsecretaría de
Educación Básica de la Secretaría de Educación Pública.
COORDINACIÓN GENERAL
Juan Manuel Martínez García
REVISIÓN TÉCNICA
José Luis Reyes Iturbe
Rocío Vargas Ortega COORDINACIÓN EDITORIAL
Felipe G. Sierra Beamonte
REDACCIÓN
Pilar Aramayo Prudencio REVISIÓN TEXTO EN ESPAÑOL
María Aidee Liliana Armenta Cruz Erika Lozano Pérez
María del Carmen Navarro Gaona
José Alfredo Noguez Guzmán DISEÑO DE INTERIORES Y FORMACIÓN
Adriana Rodríguez Álvarez Lourdes Salas Alexander
PORTADA
Marisol G. Martínez Fernández
PRIMERA EDICIÓN, 2009

D.R. Secretaría de Educación Pública, 2009
Argentina 28, Centro, 06020, México, DF
ISBN: 978-607-467-021-9
Impreso en México
MATERIAL GRATUITO/Prohibida su venta
5
CONTENTS
Presentación 8
1. Introduction 11
1.1 . Background to the program
1.2. Benefits of learning an additionallanguage at an early age
2. The National English Program in Basic Education (PNIEB): a strategic plan 2.1. Vision 15
2.2. Mission
2.3. General objective
3. The program of studies: an overview 16
4. Purposes: Cycle 1 21
4.1. General purpose of language teaching in basic education
4.2. Ceneral purpose of teaching English in basic education
4.3. Purpose of teaching English in Cycle 1
5. Approach to teaching English in Cyde 1 23
5.1. The object of study
5.2. The notion of learning
5.3. Methodology
5.3 .1. The role of the teacher 5.3.2. Organizing learning: tasks
6. Organization of content 29
7. Recommended bibliography 31
Cyeles 1 34
6
Preschool. Year 3. Expected learning outcomes
Unit 1
Unit 2
Unit 3
Unit4
Unit 5
Primary. Year 1. Expected learning outcomes

Unit 1
Unit2
Unit 3
Unit4
Unit 5
Primary. Year 2. Expected learning outcomes

Unit 1
Unit 2
Unit 3
Unit4
Unit 5
7
PRESENTACIÓN
L
a transformación educativa planteada en el Plan Nacional de Desarrollo 2007-2012,junto con los objetivos
señalados en el Programa Sectorial de Educación 2007-2012 (Prosedu), han sido considerados para dar sentido y
ordenar las acciones de política pública educativa en el México de las próximas décadas.
Con base en el artículo tercero constitucional y las atribuciones que le otorga la Ley General de Educación, la Secre-
taría de Educación Pública propuso como objetivo fundamental del Prosedu "elevar la calidad de la educación para que
los estudiantes mejoren su nivel de logro educativo, cuenten con medios para tener acceso a un mayor bienestar y con-
tribuyan al desarrollo nacional" (p. 11). La principal estrategia para la consecución de este objetivo en educación básica
plantea "realizar una reforma integral de la educación básica, centrada en la adopción de un modelo educativo basado en
competencias, que responda a las necesidades de desarrollo de México en el siglo XX!" (p. 24), con el objeto de lograr
mayor articulación y eficiencia entre preescolar, primaria y secundaria.
Por su parte, la Alianza por la calidad de la educación, suscrita en mayo de 2008 por el gobierno federal y el Sindicato
Nacional de Trabajadores de la Educación, establece en relación con la "formación integral de los alumnos para la vida y
el trabajo", el siguiente acuerdo: impulsar la reforma de los enfoques, asignaturas y contenidos de la educación básica,
con el propósito de formar ciudadanos íntegros capaces de desarrollar todo su potencial (p- 22).
Uno de los principios centrales de esta reforma integral es la articulación curricular entre niveles; en el mismo Prosedu
se establece: 'los criterios de mejora de la calidad educativa deben aplicarse a la capacitación de profesores, la actuali-
zación de programas de estudio y sus contenidos, los enfoques pedagógicos, métodos de enseñanza y recursos
didácticos". En este marco, la Subsecretaría de Educación Básica, entre otras acciones, diseñó la presente versión del
Plan y programas de estudio para educación primaria, mismos que se implementaron en una primera etapa de prueba
en aula, en 4 723 escuelas de las distintas modalidades tipos de servicio y organización durante el ciclo escolar 2008-
2009. En esta primera etapa de prueba el currículo se aplicó sólo en primero, segundo, quinto y sexto grados; durante el
ciclo 2009-2010 se pondrán a prueba los programas para tercero y cuarto grados y se generalizará para primero y sexto.
La generalización de tercero y cuarto grados se realizará durante el ciclo escolar 2011-2012.
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El seguimiento que se hará al trabajo en e] aula en la etapa de prueba permitirá realizar los ajustes necesarios al
currículo y a las estrategias de actualización. Las estrategias de seguimiento y el diseño de instrumentos para recabar
evidencias proveerá información valiosa respecto a la pertinencia de los contenidos su organización, su articulación con
los niveles adyacentes (primaria y secundaria) y los enfoques para su enseñanza; asimismo proporcionará información
sobre los apoyos que requieren los maestros para desarrollar las competencias y los aprendizajes esperados; así como
de las implicaciones que tiene ]a nueva propuesta curricular en ]a organización escolar. Esta información permitirá
valorar curricular y pedagógicamente la propuesta, e incorporar los cambios necesarios previos a su generalización en
todas las escuelas primarias. Los resultados del seguimiento a esa experiencia permitirán atender con mejores recursos
la generalización de la reforma curricular a todas las escuelas primarias del país.
Para la renovación de este currículo y su articulación con el de los niveles adyacentes (preescolar y secundaria)
se recurrió a algunos insumos fundamentales e indispensables: los currículos recién concluidos de estos últimos niveles.
2004 y 2006 respectivamente, los análisis, documentos y estrategias que los hicieron posibles; la experiencia que los
equipos técnicos de la Subsecretaría de Educación Básica han acumulado al respecto y los resultados de reuniones con
profesionales de diversas instituciones públicas y organizaciones ciudadanas. Aunado a lo anterior y durante la etapa de
prueba, se desplegarán e impulsarán diversos mecanismos que promuevan ]a participación de maestros y directivos de
todo el país de los equipos técnicos estatales responsables de coordinar el nivel. y de especialistas en los contenidos de
asignaturas que conforman el plan de estudios.
Sin embargo, la Reforma Integral de la Educación Básica. y en particular la articulación curricular, requiere la
construcción de consensos sociales; es decir someter el currículo a la opinión de diversas instancias sociales y
académicas, organizaciones de la sociedad civil docentes, directivos, madres y padres de familia. Este proceso se
realizará en coordinación con las autoridades educativas estatales y las representaciones sindicales de los trabajadores
en cada entidad para alcanzar los consensos necesarios que impulsen una educación básica articulada, que garantice
una formación de calidad de las futuras generaciones.
La Secretaría de Educación Pública reconoce que para el cumplimiento de los propósitos expresados en un
nuevo Plan y programas de estudio se requiere afrontar añejos y nuevos retos en nuestro sistema de educación básica.
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Añejos como la mejora continua de la gestión escolar; y nuevos, como los que tienen su origen en las transformaciones
que en los planos nacional e internacional han experimentado las dinámicas sociales del México de los últimos 15 años:
aparición de sensibles modificaciones en el comportamiento demográfico, exigencia de una mayor capacidad de
competitividad, sólidos reclamos sociales por servicios públicos eficientes y transparentes, acentuada irrupción de las
tecnologías de la información y la comunicación en diversas actividades productivas y culturales, entre otros. En este
contexto, se diseñarán estrategias y acciones que coadyuven a su cumplimiento, como la actualización de los maestros;
el mejoramiento de la gestión escolar y del equipamiento tecnológico, así como el fortalecimiento y la diversificación de
los materiales de apoyo como son los recursos bibliográficos, audiovisuales e interactivos.
El diseño y la puesta en función de un nuevo currículo es un factor fundamental en la transformación de la

escuela: sin embargo, la Secretaría de Educación Pública reconoce que la emisión de un nuevo Plan y programas de
estudio es únicamente un paso para avanzar hacia la calidad de los servicios. Por ello, en coordinación con las
autoridades educativas estatales, la Secretaría brindará los apoyos necesarios a fin de que los planteles, directivos y
docentes, cuenten con los recursos y condiciones necesarias para realizar la tarea que tienen encomendada y que
constituye la razón de ser de la educación básica: brindar a todos los miembros de las poblaciones mexicanas en edad
escolar, oportunidades formales para adquirir, desarrollar y emplear los conocimientos, las competencias, las
habilidades y los valores, no sólo para seguir aprendiendo a lo largo de su vida, sino para enfrentar los retos que impone
una sociedad en permanente cambio, desempeñarse de manera activa y responsable consigo mismos y con la
naturaleza, ser dignos miembros de su comunidad, de México y del mundo, y que participen activamente en la
construcción de una sociedad más libre y democrática, pero sobre todo más justa.
En este documento se presenta el programa correspondiente a la Asignatura Estatal: lengua adicional Inglés.
Primer ciclo. Etapa piloto. Los maestros además de conocer los contenidos a estudiar en el grado podrán identificar
otros aspectos fundamentales para orientar su trabajo docente, como la explicación respecto a la organización de los
contenidos, los propósitos específicos para la asignatura, los aprendizajes esperados, así como orientaciones didácticas
para el estudio y tratamiento de los contenidos, mismas que, lejos de constituir secuencias acabadas o rígidas pretenden
servir para que el maestro con base en su experiencia las enriquezca sin perder de vista los propósitos, el enfoque de la
asignatura y los temas de estudio.
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1 INTRODUCTION
1.1. Background to the program
Contemporary societies, governed by technology, knowledge and communication, demand citizens with appropriate
competencies to integrate themselves in a globalized world which is in constant change. A major responsibility of the basic
education system is that of providing students with opportunities to gain such competencies, for which students need to
develop knowledge and skills in various key subject areas for the future, such as Information and Communication
Technologies and Foreign Languages. This has called for the design of the National English Program in Basic Education
(PNIEB, by its Spanish acronym ).
In our country, until 2008, learning a foreign language was only compulsory in secondary education. This meant
that there was no official norm for teaching foreign languages, nor curricular time or programs of study, in the previous
levels of basic education (preschool and primary). However, for a long time there has been a great social demand for
Mexican children to start learning a foreign language -more specifically English- from as early an age as possible. In
response to this, since 1992, there have been various local initiatives to offer Preschool and Primary English Programs
(PIPP, by its Spanish acronym) in 23 states of the Republic.
PIPP have been important and valuable examples of the autonomy of educational systems in Mexico, and have
contributed greatly to the development and enrichment of state level projects. In addition, the experience accumulated by
PIPP after more than 15 years of operation, has informed national decisions regarding the teaching of English in basic
education, with respect to:
a) Coverage and equity
Being local initiatives, PIPP have operated in certain states of the country only. Despite the benefits to individual states,
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not being able to reach all children in the country inevitably raises an issue of inequity at the national level.
Likewise, in the majority of cases PIPP covered less than 40% of a state's school population and, for practical
reasons, PIPP generally operated in urban areas. This, again, created an equity problem within each state.
It seems clear that the narrower the coverage, the more inequitable the service is. Therefore, the PNIEB must aim
at offering every child in Mexico the opportunity to study English from preschool to secondary education.
b) Variability and continuity
Variability has been a key characteristic of PIPP. Most programs varied in contact time (years of study and hours
per week), goals, expected learning outcomes, syllabuses, teaching approach and materials.
Such heterogeneity, together with the lack of a systematic evaluation of PIPP, made it difficult to determine what it
is that children learn after completing a preschool or primary program o As a result, the secondary English program could
not build on any PIPP, and there was no continuity between levels.
The implication for the PNIEB is that clear content standards for every cycle must be set, and that the achievement
of such goals must be ensured, so that the English programs at different levels of basic education represent a coherent
whole, without unnecessary repetitions.
C) Quality and accountability

The differences between PIPP also apply to the quality of these programs:
 Some of them were carefully designed and implemented, while others had no programs of studies or supervision
models.
 Some considered teacher education to be a prerequisite for high quality teaching, while others relied more on the
quality of materials and on giving teachers workshops to show them how to better exploit a specific textbook.
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 Some were fully supported by their government and society, but none were able to objectively report on their
achievements (as there were virtually no mechanisms of standardized evaluation). Thus, it was difficult to establish
whether the time and the human and material resources allocated to PIPP had been well invested.
In this area, a priority for PNIEB must be the development of an accountability system, conceived as a cycle of
planning, implementing, evaluating and reporting on the extent to which a number of goals (content standards) are met.
This system must not focus on learning outcomes in isolation; it must also provide information about contextual factors
that have an impact on learning results, such as teaching and learning conditions, teacher qualifications, teaching aids and
materials, amongst others.
1.2. Benefits of learning an additional language at an early age
It is a popular belief that languages are better learned at an early age, but research evidence is not conclusive in
this respect. Numerous studies in this area indicate that learning a language in addition to one's mother tongue (L 1) is
beneficial, regardless of the age at which it is studied, not only because a language allows a person to communicate with
others, but also because it:
Contributes to cognitive development, as it generates a more flexible and diversified mental structure.
Strengthens reflection on the mother tongue and fosters a better use of L 1.
Favors openness towards other cultures and otherness, in that it contributes to raising an awareness of one's
own cultural values and those that are different.
Provides a wider view of the world, with its diversity and plurality, which may in turn promote tolerance and
respect for other ways of living.
Regarding age, research shows that there are 'critical' or 'sensitive' periods in various behavioral domains, and
suggests that such periods should also be expected for language learning. However, research specifies that benefits
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of early language learning are only connected to the ability to learn the sounds (phonology, aura l/oral skills) and the
basic grammar of a language (morphology and syntax). The processing of meaning, which depends on exposure and
experience, will continue to be developed throughout an individual's life.
It must be emphasized that an early start on its own is not enough; it is the quality of the learning experience
that seems to have a greater influence on learning outcomes. A positive language learning experience depends on the
availability of optimal teaching conditions, which at least include:
 Clear teaching and learning objectives, and appropriate staging.

 A teaching methodology and materials, appropriate to students' cognitive development and interests.
 Continuity in subsequent levels.
 Fully qualified teachers, with suitable language teaching competencies (methodology) and a solid
command of the language.
 Sufficient time for exposure to the language.
The PNIEB seeks to contribute to meeting these conditions by incorporating English into the curriculum and allotting
time for its teaching, by providing learning standards and programs of study for every grade, and by producing guidelines
for materials development and teacher education. However, the success of the program demands a long term effort and
the commitment of all agents involved in education both at the federal and the state level.
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THE NATIONAL ENGLISH PROGRAM IN BASIC EDUCATION
2 (PINIEB): A STRATEGIC PLAN
2.1. Vision
IN A BASICA EDUCATION (pnieb): A

By the year 2020, all basic education schools will have consolidated the implementation of a program for teaching English
as a foreign language, which will be based on international standards. The program will reach all students from the third
grade of preschool to the third grade of secondary education, thus preparing Mexican youth to face the challenges of the
STRATEGIC PLAN
globalized world.
2.2 Mission
To guarantee the right of Mexican citizens to receive a high quality education: one that responds appropriately to the
demands of contemporary society, and therefore offers equitable opportunities for all students to study and learn at least
one foreign language in basic education, in order to be competent in that language and participate effectively in today's
world.
2.3. General objective

To encourage and support English language teaching in basic education by:
a) Developing national content standards, based on international standards, which will serve to establish a common
set of expectations of what students will achieve at different levels of basic education, and to monitor achievement.
b) Designing programs of study and establishing guidelines for the development of varied learning resources that
will help students reach the national standards.
c) Recommending the minimal professional requirements of English language teachers in basic education, as well as
15
possible teacher education schemes.
3 THE PROGRAM OF STUDIES: AN OVERVIEW
IN A BASICA EDUCATION (pnieb):

The PNIEB is organized into four Cycles, as shown in Figure 1. Cycle 1 consists in a language awareness raising
program, which seeks to introduce students to the foreign language by engaging them in carefully planned play activities
which will set the basis for future learning. The programs for Cycles 2, 3 and 4 constitute a formal curriculum for teaching
English as foreign language, through which students will acquire the competencies to use English effectively in a number
of social and academic situations. The present document contains the program of studies for Cycle 1 only.
A STRATEGIC PLAN
The number of hours available for teaching the foreign language restricts the level that students can reach upon
conclusion of basic education, and thus delimits the purposes that can be reasonably set. The scope and breadth of the
programs of study in the PNIEB have been determined taking into consideration time available for study in every Cycle,
together with the Common European Framework of Reference for Languages (CEFR), developed by the Council ofEurope
and the Association of Language Testers in Europe.
Figure 1. Organization of Cycles
PRE- PRIMARY SECONDARY

SCH
Grade 3 1 2 3 4 5 6 1 2 3
Cycle 1 Cycle 2 Cycle 3 Cycle 4
Awareness raising programme Formal EFL curriculum
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The framework describes and establishes common levels of reference for 18 languages, amongst which is English.
Table 1 shows the six levels of the framework and their descriptors.
Table 1. Common Reference Levels: global scale (adapted from COE, 2001:24)
C2 Can understand with ease virtually everything heard or read. Can summarise information from different spoken
Mastery and written sources, reconstructing arguments and accounts in a coherent presentation. Can express
him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in more
PROFICIENT
complex situations.
C1 Can understand a wide range of demanding, longer texts, and recognize implicit meaning. Can express him/her
Effective self fluently and spontaneously without much obvious searching for expressions. Can use language flexibly and
USER
Operational effectively for social, academic and professional purposes. Can produce clear, well-structured detailed texts on
Proficiency complex subjects, showing controlled use of organizational patterns, connectors and cohesive devices.
B2 Can understand the main ideas of complex texts on both concrete and abstract topics, including technical
INDEPENDET USER
Vantage discussions in his/her field of specialization. Can interact with a degree of fluency and spontaneity that makes
regular interaction with native speakers quite possible without strain for either party. Can produce clear,
detailed texts on a wide range of subjects and explain a viewpoint on a topical issue giving the advantages and
disadvantages of various options.
B1 Can understand the main points of clear standard input on familiar matters regularly encountered in work,
Threshold school, leisure, etc. Can deal with most situations likely to arise whilst travelling in an area where the language
is spoken. Can produce simple connected texts on topics which are familiar or of personal interest. Can
describe experiences and events, dreams, hopes and ambitions and briefly give reasons and explanations for
opinions and plans.
A2 Can understand sentences and frequently used expressions related to areas of most immediate relevance (e.g.
Waystage very basic personal and family information, shopping, local geography, employment). Can communicate in
simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters.
BASIC USER
Can describe in simple terms aspects of his/her background, immediate environment and matters in areas of
immediate need.
A1 Can understand and use familiar everyday expressions and very basic phrases aimed at the satisfaction of
Breakthrou needs of a concrete type. Can introduce him/her self and others and can ask and answer questions about
gh personal details such as where he/she lives, people he/she knows and things he/she has. Can interact in a
simple way provided the other person;' talks slowly and clearly and is prepared to help
17
Based on this framework, the Secretaría de Educación Pública (SEP) developed a set of national standards for
foreign languages and produced the National Certificate of Language Level (Cenni, by its Sapanish acronym) to show the
equivalences between both groups of standards. The Cenni standards have been used to establish the minimum levels
that students must reach after completing each Cycle of the PNIEB, as shown in Figure 2. The descriptors of the Cenni
will be available shortly from SEP's website.
It must be said that both the CEFR and the Cenni have a focus on adult learning conditions, and the suggested
number of hours of study per level corresponds to an adult population. With this consideration in mind, the PNIEB has only
used these frameworks as benchmarks to define content standards for each Cycle, and has established different time sea
les for reaching each level.
Figure 2. National and international standards

Common European National Certificate of Language Level
Framework of reference (Cenni)
(CEFR) International
Standards
20
C2 1001-1250 hrs. 17 18 19
C1 801-850 hrs. 14 15 16
B2 601-650 hrs. 11 12 13
B1 401-450 hrs. 8 9 10
A2 281-320 hrs. 5 6 7
A1 141-160 hrs. 2 3 4
1
Given that a school term has 200 working days (40 weeks), the three weekly sessions in Cycles 1-3 (50 minutes
each) and the three weekly sessions in Cycle 4 (45-50 minutes each) make a total of 90 to 100 hours of study per grade.
This means that every Cycle will approximately contain from 200 (Cycles 2 and 3) to 300 (Cycles 1 and 4) contact hours.
Therefore, it is expected that students should reach, as a minimum, Cenni level2 by the end of Cycle 1; Cenni level4 by
18
the end of Cycle 2; Cenni level 6 at the end of Cycle 3, and Cenni level 8 at the end of Cycle 4, as shown in Figure 3.
It is important to mention that the PNIEB is aimed at students with no prior study of English and, in Cycle 1, to
students who are beginning to develop literacy in their mother tongue. For that reason, apart from introducing students to
the English language, Cycle 1 has a heavy focus on developing literacy. This will help students to acquire skills (for
reading and for learning in general) that can be transferred from one language to the other, and exploited in both
languages and other subject areas.
CEFR and Cenni standards also help to establish the minimum level of English that teachers should have in order
to be able to handle the PNIEB appropriately. Considering that one of the benefits of an early start in language learning is
being able to learn the sounds and the grammar of the language better, it is essential for teachers to have a sol id
command of the language, particularly in oral skills (including pronunciation). Figure 4 shows the minimum desirable levels
for teachers working with students at different Cycles.
Figure 3. Expected levels of achievement for students per cycle and grade

SCH
Grade 3 1 2 3 4 5 6 1 2 3
CEFR --- A1 A2 B1
Cenni 1 1 2 3 4 5 6 7 8
Cycles Cycle 1 Cycle 2 Cycle 3 Cycle 4
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Figure 4. Language standards for teachers

SCH
Grade 3 1 2 3 4 5 6 1 2 3
Language standards CEFR B1 CEFR B2

(minimun desired) Cenni 9 Cenni 12
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4 PURPOSES: CYCLE 1
In order to define the purpose of teaching English in Cycle 1, it was necessary to analyze the CEFR and Cenni standards.

In addition, it was necessary to look back at the 'General purpose of language teaching in basic education' (SEP, 2006) for
the purposes of this Cycle to be coherent with the larger view of language that SEP endorses.
With that input, the 'General purpose of teaching English in basic education' was established, and from there the
A STRATEGIC PLAN
Purpose of teaching English in Cycle l' was derived. AII of these purposes are presented below.
4.1. General purpose of language teaching in basic education
The purpose of teaching languages in basic education is that students gain ownership of diverse social practices of
the language and participate effectively in their life in and out of school. For that purpose, it is essential that they learn to
use language to organize their thought and discourse, to analyze and solve problems, and to have access to different
present and past cultural expressions.
In addition, it is necessary that students acknowledge the role of language in the construction of knowledge and
cultural values, and develop an analytical and responsible attitude towards the problems of the world.
4.2. General purpose of teaching English in basic education
The general purpose of teaching English in basic education is for students to participate in a number of social
practices of the language to interpret and produce oral and written texts, in order to satisfy communication needs, develop
learning and communication strategies, and develop an awareness of other cultures as well as a positive attitude towards
them.
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4.3. Purpose of teaching English in Cycle 1
The purpose of teaching English in the Cycle 1 of basic education (preschool 3-primary 2) is for students to become
aware of the existence of a language different to their mother tongue, and for them to become familiar with the foreign
language by participating in some social practices through interaction and play. In this Cycle, students will:
 Recognize the existence of other cultures and languages.

 Acquire motivation and a positive attitude towards the language.
 Develop basic communication skills, with an emphasis on receptive skills.
 Develop a knowledge base of lexis and discourse appropriate to their age group.
 Be supported in the development of literacy skills by being exposed to a print-rich environment and
meaningful reading and writing activities.
 Develop learning and metacognitive strategies, transferrable to other subject areas.
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5 APPROACH TO TEACHING ENGLISH IN CYCLE 1
5.1. The object of study

For a long time the object of study in language courses has been the language system itself. Descriptions of language that
come from linguistics (traditional and transformational generative grammars, structural, functional and discourse analysis,
and the like) have found their pedagogical translation in the teaching of specific language areas (e.g. the elements of a
A STRATEGIC PLAN
sentence, text analysis, etc.). These descriptions, together with how the learning process is conceived (as habit formation,
as acquisition of rules, as active processing of information, as an emotional experience), have resulted in a variety of
methods and approaches for the teaching of a foreign language. In the case of teaching English, these have gone from
the grammar translation method to communicative approaches.
This program has adopted a different view of language and, therefore, a different view of what teaching language
means. A fundamental premise is that language is a complex object that serves not only communicative, but also cognitive
and reflection purposes, whereby an individual comprehends the world and integrates him/herself into society. From this
viewpoint, using language efficiently means being able to interact with others through the production and interpretation of
oral and written texts in order to participate in society.
Therefore, in this program the learning of a foreign language focuses on what it is that expert language users do
when interpreting and producing oral and written texts, preserving the social function of such acts. In other words, the
object of study of this foreign language course is the social practices of language.
Conceptualizing the object of study in this way presents us with important challenges. For pedagogical reasons,
language has been traditionally fragmented into parts that were studied and practiced in isolation, with the underlying
23
belief that by studying the parts of the system a student would be able to 'recreate the complete picture'. Having social
practices of the language as the object of study implied making a different selection of contents and organizing them in
different ways. Thus, the dominant division of language into four skills has not been adopted. Instead, the focus is on the
practices needed to produce and interpret oral and written texts.
In addition, the program for Cycle 1 seeks to introduce students to literacy, by gradually developing autonomy in
reading and writing. This requires far more than developing perceptual and sensory-motor ski 115, or the ability to inscribe
and decode words; it demands the learner's active participation at a cognitive level in order to create and transform
knowledge. Moreover, it requires participation in literacy practices, which are interwoven into larger social practices.
Becoming literate is, thus, engaging in the process of using reading and writing as tools for thinking and learning, in
order to better understand oneself and the world. From this perspective, teaching literacy involves a linguistic dimension
(knowledge of the writing system and its relation to oral language; knowledge of lexis, syntax, semantics and pragmatics;
familiarity with genres and styles, and with graphic and organizational conventions), as much as a (meta)cognitive
dimension (awareness and use of existing knowledge, declarative and procedural knowledge to make sense of texts and
create them), and a sociocultural dimension (cultural and social awareness, participation in literacy and social practices).
5.2. The notion of learning
In order to develop a foreign language program for children, it is essential to understand how children learn, in general,
and how children learn languages. A starting point is characterizing the target population, which, in the case of Cycle 1, is
children between the ages of 5 and 8 years of age, who have no prior knowledge of English, and who are at the beginning
of their formal education. However, in a country as big and diverse as Mexico, children constitute a highly heterogeneous
group: they are different in many ways, depending on their social background, ethnicity and geographical location.
Nonetheless, research shows that there are some characteristics that all children share regarding learning. Thus, it
is possible to identify a number of principies that describe young children (5-8) as learners:
24
a) Whole learning
Children learn best when all aspects of their persona are involved: their cognitive, social, emotional, and
physical selves.
b) Self-expression
Children are naturally creative and think in unique ways. They learn best when they are given opportunities to
experiment and when their contributions are valued.
c) Involvement
Children find it difficult to sit still and listen. They learn best when they engage personally in meaningful tasks
and play an active role during activities.
d) Guidance
Children learn best when they feel secure and when shown what to do, rather than be told; they need to have
a clear idea of what is expected from them. Children need both challenge and support to learn.
e) Fun
Children learn best when they are enjoying themselves. They become motivated and have a positive attitude
towards learning when activities are pleasant.
As regards language learning, young children have an ability to interpret the sense or meaning of a situation; they
naturally seek meaning in language before they notice language patterns. In order to exploit this innate ability, a foreign
language program should focus on:
 Creating a need and a desire to communicate in the foreign language.

 Exposing students widely to varied, meaningful, contextualized and language-rich input.
 Providing opportunities to use language creatively and experiment with it, and receiving feedback.
 Helping children notice language patterns. . Developing both a rich repertoire of formulaic expressions and a rule-
based competence.
 Promoting meaningful interaction through the use of the language.
25
 Promoting learning of content through the medium of the foreign language.
5.3. Methodology
In the present curriculum, the student is considered as an active constructor of knowledge. The teacher, on the other
hand, is conceived as an experienced language user who is in charge of creating the conditions for students to approach
language, and of guiding the process. The teacher is thus responsible for establishing a dialogue with students about and
through texts, so that learners become effective participants of an English speaking community: the classroom.
5.3.1. The role of the teacher
Teachers of English to young learners need Lo be competent in three basic areas: language, pedagogy and language
teaching. Competence in English is essential, as the teacher will be a key model of language for children. The teacher
needs to be a proficient language user, with a solid knowledge of the language system itself and capable of teaching
through English.
With regard to pedagogy, the teacher needs to have a solid knowledge of child development in order to understand
children's learning abilities, their needs and interests, as well as the difficulties that children may face during the learning
process. This will provide a solid basis for making principled choices about how to plan, organize, deliver and evaluate
lessons.
Competence in language teaching requires an understanding of the essence of the object of study, as well as the
development of specific skills that enable the teacher to organize learning in a way that is coherent with the object of
study. This means that teachers need to:
 Plan teaching, considering activities in which the characteristics of social practices of the language are preserved, and
in which there are enough opportunities for students to participate. At this stage, teachers need to make decisions about
the content of the lesson, the activities and processes involved, as well as the shape of the lesson (distribution and
26
sequence).
 Organize the learning environment, considering how to make the best use of the physical space in which learning is to
happen and how to optimally exploit the material resources that are available. This also entails using appropriate
management skills to conduct the lesson.
 Interact and promote interaction, considering that language is primarily learned by interacting with others. The teacher
needs to create a respectful and friendly atmosphere where students feel confident and secure, and where there is suffi-
cient support for learning (teacher and peer scaffolding).
 Evaluate students' achievement, considering that all children learn at a different rhythm and that language learning is a
gradual, ever-developing task. The teacher of young children needs to be flexible in relation to learning goals and
outcomes, but must use evaluation to inform his/her practice and find alternative ways of doing things when goals are
not being reached.
5.3.2. Organizing learning: tasks
This program has adopted the notion of 'task' as the basic unit for learning: the task is the environment in which learning
takes place. Tasks for Cycle 1 are classified as follows:
a) Routines
Classroom routines make learners feel secure in the . learning environment and provide opportunities for meaning
full language development, and at the same time they make some classroom processes more efficient.
This task type refers to establishing specific routines to begin or end lessons, to communicate in the classroom in
English at all times, to form groups or pairs, to give out and collect materials, etc. These activities cannot be
predetermined: they should be decided on by the teacher and his/her students.
b) Generic tasks
These tasks involve the type of activities that students need to engage in so as to participate effectively in the social
practices of the language. They serve to model how to learn, and stage the processes involved in interpreting and
27
producing texts.
Each of the Units in the program for Cycle 1 (see Section VI. Organization of content) describe generic tasks in
relation to a specific social practice (including I literacy practices) and one or more functions of the language.
Generic tasks seek to foster creative and hands-on learning, and provide space for learners to construct knowledge.
Every generic task has a language focus, which will be addressed by conducting 'Specific tasks'.
c) Specific tasks
This task type refers to concrete activities designed to help students notice language patterns. These tasks will very
much depend on the language involved in the input that learners receive, and are therefore not pre-established.
28
6 ORGANIZATION OF CONTENT
Considering the different social purposes that language serves, social practices of the language for Cycle 1 have been organized in three domains:
IN A BASICA EDUCATION
personal, educational and literary. The specific social practices for each domain are presented in Table 2.
Table 2. Social practices of the language for Cycle 1

Social practices of the language
(pnieb): A STRATEGIC PLAN


Personal domain
Sharing information about
oneself and one's environment.
Educational domain
 Finding information about a
given topic in nonfictional texts.
 Sharing
Literary domain
opinion
interpretation
about
fictional texts.
and
(narrative)
 Establishing communication (in

the classroom).  Following information about the  Joining in songs, chants and
classroom/book instructions rhymes.
 Joining in games and riddles.
In order to successfully participate in the above mentioned practices, students need to be familiar with a number of
notions and functions of the language (specified per Unit), which have been grouped around 5 topics:
1. Me
2. My Family and Home
3. My School and Friends
4. My Hometown (and the World) 5. The Natural World
29
These topics determine the thematic focus of each Unit. It is important to mention that the same topics are
maintained throughout the three years of Cycle 1 to give learners enough opportunities to enrich their knowledge of a
given theme, and to gradually develop their skills to participate in social practices of the language.
The program for Cycle 1 contains five units per grade, one for each bimester of the school year. Thematic units
signal a time scale for teaching, while delimiting the context within which certain language features will be treated.
Nevertheless, the number of hours devoted to each unit is flexible and should depend on the particular needs of every
group.
30
7 RECOMMENDED BIBLIOGRAPHY
British Coul1cil (2000), Worldwide Survey of Primary ELT. [ol1-lil1e] available from: http://britishcoul1cil.org/el1glish/eyllil1dex. htm Accessed May;
2008.
Camerol1, L. (200O, Teaching Languages to Young Learners, Cam
bridge, Cambridge Ul1iversity Press.
Cassal1Y, D. (2002), La cocina de la escritura, México City; SEP, Al1agrama.

Centre for Educatiol1al Research al1d 1l1l1ovation (CERI), OCDE (2008), Neuromyths. [ol1-lil1e] available from: http://www. oecd.org/
documel1t/4/0.3343.el1_2649 _3584 5581_33829892I_Cl_1.00.html Accessed April, 2008.
Crystal D. (1997), The Cambridge Encyclopedia of Language, Cambridge, Cambridge University Press.
COE (2001), The Common European Framework of Reference for Languages. [on-lil1c] available from: http://culture2.coc.il1t/port
folio//documel1ts/0521803136txt.pdf Accessed Jal1uary; 2004.
Ellis, R. (2003), Task-based Language Learning and Teaching, Oxford, Oxford lJl1iversity Press.
European Commissiol1 (2006), The Mail1 Pedagogical Pril1ciples lJl1derlyil1g the Teachil1g of Lal1guages to Very YOUl1g Learners. Fil1al
Report of the EAC 89/04, Lot 1 Study: Edelel1bos, P. R. Johl1stol1e, and A. Kubal1ek. [ol1-lil1e] available from:
http://ec.europa.eu/educatiol1!lal1guages/eu-Ial1guage-policy/docI26_el1.htm Accessed July; 2008.
Ferreiro, E. al1d A. Teberosky (1979), Los sistemas de escritura en el desarrollo del niño, México City, Siglo XXI Editores.
Gómez Palacio, M. (1995), La producción de textos en la escuela, México City, SEP/Norma.
31
Harmer, J. (2001), The Practice of English Language Teaching, Harlow, Pearson Educatiol1al Limited.
Kern, R. (2000), Literacy and Language Teaching, Oxford, Oxford University Press.
Lerner, Delia (2001), Leer y escribir en la escuela: lo real, lo posible y lo necesario, México City; SEP.
Meece, Judth L. (2001), Desarrollo del niño y del adolescente, México City; SEP/McGraw-HilI interamerical1a.
Ministerio de Educaciól1 Naciol1al (2006), Estándares básicos de competencias en lenguas extranjeras: inglés. Formar en lenguas extranjeras: ¡el
reto! Lo que necesitamos saber y saber hacer, República de Colombia (Serie Guías 22).
Mitchell, R. al1d F. Myles (1998), Second Language Learning Theories, London, Arnold Publishers.
Moon. J. (2000), Children Learning English, Oxford, Macmillal1 Publishers Limited.
Nemirovsky, M. (1999), Sobre la enseñanza de/lenguaje escrito y temas aledaños, México City, Paidós.
Newport E. L. (2002), Critical periods il1lal1guage developmel1t. L. Nadel (Ed.), Encyclopedia of Cognitive Science, London, Michigan Publishers
Limited.
Pinter, A. (2006), Teaching Young Language Learners, Oxford, Oxford Ul1iversity Press.
SEP (2004), Educación básica. Programa de Educación Preescolar 2004, México City.
-- (2006), Educación básica. Secundaria. Plan de Estudios 2006, México City.
- (2006), Educación básica. Secundaria. Español. Programas de estudio 2006, México City.
- (2006), Educación básica. Secundaria. Lengua Extranjera. Inglés. Pro
gramas de estudio 2006, México City.
- (2008), Educación básica. Primaria. Plan de estudios 2009 Etapa de
prueba, México City.
- (2008), Educación básica. Primaria. Programas de estudio 2009 y
guías de actividades.]'r grado. Etapa de prueba, México City.
- (2008) Educación básica. Primaria. Programas de estudio 2009 y
guías de actividades. 2° grado. Etapa de prueba, México City.
Uniiversity of Cambridge. ESOL Examil1atiol1s (2007), Cambridge Young Learners English Tests. Starters .Movers. Flyers. handbook for
32
Teachers. [on-line] available from: http://Cambridge ESOLorg/Young Learners Accessed September, 2007
Williams, M. al1d R L. Burdel1 (1997), Psychology for Language Teachers, Cambridge, Cambridge Ul1iversity Press.
CYCLE 1
33
PRESCHOOL. YEAR 3
Expected learning outcomes
Become aware of English as a language different from their own, and through texts (fictional and non-fictional) develop a
positive attitude towards the English Language. By the end of the year, students will be able to:



Recognize basic vocabulary and fixed expressions in English.
Recognize whole words in order to find patterns of language.
 Identify certain characteristics of written structures.
 Respond to basic questions or instructions using verbal or non-verbal language.
 Select the appropriate text according to purpose for reading.
1. ME
Social practices:
 Participating as active listeners in the reading of (narrative) fictional texts.
 Joining in songs and chants.
 Sharing information about oneself.
 Joining in games.
Functions:
1. Saying his/her name and age.
2. Greeting and responding to greetings.
3. Responding to questions related to his/her name and age.
4. Recognizing the parts of the human body.
34
Task Suggest
meterials
 Listens to and expresses what he/she understands from stories about someone's personal information
(name and age).
 Familiarizes with the use of books.
Text work
 Makes predictions about content based on book cover, title and illustrations.
 Recognizes specific information in texts (numbers, greetings, names of body parts).
 Listens to the reading of fact books regarding parts of the body.  Tale
 Answers yes/no questions about the story he/she is being told. book
 Selects appropriate book according to the purpose for reading.  Fact
 Establishes what the text is about.
book
 Extracts specific information (names of characters, parts of the body,) from the reading
 Songs
Identifies some basic patterns in clear Standard English in familiar contexts. (audio)
Focus
 Recognizes different language patterns like stress and intonation in questions and statements.  Blackboard/
Whiteboard
Talks about him/herself (name, age).  Picture
 Greets and responds to greetings. dictionary
 Tells his/her name to the class.  Crayons
Personalization
 Participates in games appropriately, and responds to the language used in the game.  Paper
 Relates parts of the body with the human silhouette.  Games
 Describes his/her body naming its parts.
 Tells what color his/her eyes are, hair is.
 Joins in games appropriately, and responds to the language used in the game (e.g. Simon
says: touch your nose, touch your hand, etc.).
 Labels work by writing his/her name on it.
Possible vocabulary
Greetings: Hi; Hello. Numbers: 5, 6, 7. Nouns (body): ears, eyes, face, feet, hair, hands, head, knees, nose, mouth, shoulders.
Nouns (colors) black, brown, green, blue, etc. Verbs: (be) am, is.
35
Sample language.*
Hi, hello. What´s your name?, Hi. I'm (Rosa/Peter/...); Hello. My name's (Omar/Marie/...) How old are you? I'm (6/7/...) years old. This
is my (nose/mouth/...); These are my (arms/eyes...).
* Examples of possible teacl1er inputs appear in black. Examples of expected Learner outputs appear in blue.
2. MY FAMILY AND HOME
Social practices:
 Participating as active listeners in the reading of (narrative) fictional texts.
 Sharing information about one/s family.
 Sharing information about one/s home.
 Participating in basic classroom conversations.
 Joining in songs, chants, and riddles.
Functions:
1. Naming the members of the family.
2. Locating rooms in a house.
3. Naming and describing objects in a house.
Tasks: Suggested
materials
Listens to and expresses what he/she understands from tales given by the teacher.
Text work
 Identifies what the content of a book is about by looking at its cover and illustrations.
 Identifies the characters and plot.
 Anticipates how a story might develop based on illustrations and previous information.  Tale
 Identifies specific information (names of family members and home objects). book
 Fact
Listens to and identifies the intonation used in questions. book
Focus
 Songs (audio)
 Responds to questions about his/her family and home using verbal or non-verbal language.  Blackboard/
 Responds verbally to questions about his/her family and home with simple basic words (yes,  Whiteboard
 Picture
no).
dictionary
Introduces to the class the members of his/her family.
Perso
naliza
tion
 Crayons
 Shows family members by using pictures/drawings/family tree/...  Paper
 Sings chants/songs including the names of some family members.  Games
36

Joins in games appropriately, and responds to the language used in the game (e.g. Go to the
middle if you have 1 brother..., memory, etc.).
Categorizes home objects according to the place where they belong.
 Makes a representation (drawing, modeling, a collage, etc.) of different objects in his/ her
house.
 Matches objects to the rooms of the house where they belong.
Possible vocabulary
 Nouns (family members): mother, mommy, mom, family, father, daddy, dad, brother, sister, grandmother,
grandma, grandfather, grandpa.
 Nouns (house): bathroom, bed, bedroom, chair, dining room, door, garden, kitchen, living room, sofa, table, TV,
window.
 Adjectives: small, big, beautiful, new, old.
Sample language.*
 This is my (mother/brother/...).
 What is your mother's, father's name? (Her name is Maria/His name is Oscar).
 How many (brothers/sisters/...) do you have? 1 have (two/three/...) (brothers/sisters/...).
 I love my (family/mother/...).
 Is your house big? yes / no.
 This is my (bedroom/bed/...).
* Examples of possible teacher inputs appear in black Examples of expected learner outputs appear in blue.
37
3.MY SCHOOL AND FRIENDS
Social practices:
Sharing opinion about (narrative) fictional texts.
Joining in songs and chants.
Following classroom directions.
Joining in games.
Functions:
1. Identifying classroom objects.
2. Identifying school places.
3. Following classroom directions.
Tasks: Suggested
materials
Listens to tales/fables regarding someone who doesn't know how to use properly the objects in the
classroom (slams doors and windows, leaves the classroom objects out of place, etc.).
Text work
 Extracts specific information from texts (rules: open, close, order, put away, etc.).  Tale
 Names objects in the classroom. book
 Fact
 Identifies where different activities are carried out. book
 Identifies some basic class rules.  Songs (audio)
 Blackboard/
Listens to and recognizes some basic commands in the classroom setting.  Whiteboard
Focus
 Picture
 Listens and responds (verbally or non-verbally) to specific directions. dictionary
 Uses formulaic expressions for basic classroom communication.  Crayons
 Paper
Person
alizatio
n
Relates the vocabulary used in the activities to specific classroom objects (door, window, pen,  Games
eraser, etc.).
 Categorizes activities according to the rules (e.g. Draws poster of class/school rules).
38
 Sings chants/songs following TPR activities related to instructions. Joins in games
appropriately, and responds to the language used in the game. (e.g. Simon says: open the
door, bring a yellow notebook).
Relates activities to school places.

 Identifies school places where a certain activity is done (play with a ball, run, etc.).
 Answers questions and says where in the school a specific activity is carried out.
Possible vocabulary
 Nouns (classroom objects): door, window, blackboard, chair, desk, pencil, crayons, notebook, etc.
 Nouns (places): outside, inside.
 Nouns (school places): classroom, stairs, playground, principal's office, bathroom, cafeteria, school.
 Verbs: close, open, put away, play, run, draw, jump, hop, sing, write, listen, go, walk, come, use, cut, paste.
Sample language.*
What's this? (It´s a book, pencil, etc.).
Where do you play football? In the playground.
Where do you use crayons? In the classroom.
39
4. My Hometown
Social practices:
 Finding information about a given topic in non-fictional texts.
 Sharing information about jobs and professions.
Functions:
1. Sharing information about some jobs or professions in his/her neighborhood or community.
2. Identifying objects used in some common professions.
3. Naming some common jobs and professions.
Tasks: Suggested
materials
Listens to and follows the reading of the fact book regarding jobs and professions.
Text work
 Identifies where the title is written.

 Makes predictions about theme and vocabulary based on book cover, title, illustrations.  Tale
 Confirms predictions. book

 Fact
 Extracts specific information from the book: names of jobs and professions. book
Recognizes some basic intonation and pronunciation patterns.  Songs (audio)
Focus
 Blackboard/
 Classifies (orally) short and long words according to number of syllables (tea-cher, en-gi-  Whiteboard
neer),  Picture
 Differentiates the intonation used in set phrases and questions. dictionary
 Crayons
Personal
Identifies places related to some jobs and/or professions (using drawing, photograph, collage,
 Paper
ization
model, etc.).
Answers yes/no questions about what people do in their jobs.  Games
Identifies color and size in objects used in so me professions (the book is big, the hose is green).
40
Says what he/she wants to be when he/she grows up.
Joins in games appropriately using visual aids.
Sings chants/songs including names of some jobs and professions.
Possible vocabulary
Nouns (professions): doctor, firefighter, student, teacher, nurse.
Nouns (objects): helmet, hose, thermometer, hammer, etc.
Nouns (places): school, hospital, fire station, farm..
Adjective: big, small.
Sample language.*
He ¡s... (a doctor / a carpenter).
Does he work in a hospital? Yes/No
" I want to be a... (firefighter).
The fire truck is... (red).
My uniform is... (blue).
* Examples of possible teacher inputs appear in black. Examples of expected learner outputs appear in blue.
41
5. THE NATURAL WORD
Social practices:
 Naming some animals and plants.
 Comparing animals and plants by size.
 Identifying and classifying animals and plants.
 Joining in songs, chants, and riddles.
Functions:
1. Recognizing the names of some animals and plants.
2. Describing animals and plants using short sentences.
3. Identifying different habitats.
4. Comparing animals.
5. Comparing plants.
Tasks: Suggested
materials
Listens to stories/descriptions given by the teacher; and looks at pictures from the fact book to see
Text work
animals and plants in different settings.

 Recognizes where the title is written.  Tale
 Makes predictions about theme and vocabulary based on book cover, title and illustrations. book
 Fact
 Guesses what the text is about. book
 Confirms predictions from the content of the book.  Songs (audio)
 Blackboard/
Focus
Listens to and differentiates short from long words.  Whiteboard

 Emulates (orally) short and long words  Picture
dictionary
 Crayons
Personali
 Paper
Characterizes animals and plants.

zation
 Compares and categorizes animals and plants following a certain criteria (size and color). Games
 Sings chants/songs including the names of some animals and plants.
42
 Answer riddles about animals with the help of illustrations.
Names animals and plants from different environments.
 Identifies different types of animals (birds, mammals, reptiles...).
 Identifies animals that live around their home/school (cat, dog, dove, parrot...).
Possible vocabulary
 Nouns (animals): bird, cat, chicken, cow, crocodile, dog, duck, elephant, fish, frog, giraffe, horse, monkey, mouse,
tiger.
 Nouns (plants): flower, tree, leaf, plant, pine tree, palm tree, seed.
 Adjectives (sizes): big, small (bigger, smaller).
 Adjectives (colors): blue, black, brown, gray, green, orange, yellow, white, red.
 Verb (be): is, are.
 Nouns (places): zoo, sea, jungle, forest, dessert, country, city.
Sample language.*
Is this a/an elephant/crocodile/fish? Yes/No
What is bigger/smaller than a chicken/giraffe/crocodile? A dog, a cat, etc.
What do they eat? They eat (meat/leaves/...); The (panda/giraffe/...) eats (bamboo/leaves/...).
Where do they live? (fish/birds/...) live in the (sea/forest/...).
What color is a/an elephant/crocodile/duck, tree? The elephant is grey. The tree is green (and brown).
What color is it? It is (brown/yellow/...).
43
PRIMARY. Y.E.A.R. 1
Participate in social practices of the language in order to use texts (fictional and non-fictional) for enjoyment purposes, self
expression, and to take initial steps towards autonomy in literacy, through the sharing of information, interpretation and
opinions. By the end of the year, students will be able to:



Produce basic vocabulary and fixed expressions in order to communicate in English in the foreign language clas-
sroom.
Recognize whole words in order to find patterns of language.
 Engage in some decoding in order to read words in context.
 Become familiar with regularities of the language to make attempts to write words conventionally.
 Become familiar with pronunciation of certain words to produce them with adequate stress.
 Recognize particular features characteristic of different text types to select the appropriate text according to
purpose for reading.
1.ME
Social practices:
 Sharing interpretation and opinion about (narrative) fictional texts.
 Sharing information about oneself and one's environment.
Functions:
44
1. Giving personal information.
2. Describing the human body.
3. Talking about activities at different times of the day (morning, evening, night).
Task Suggest
meterials
Listens to and reads tales regarding someone's personal information and/or routines in order
to share interpretation and opinion about them.
 Identifies where the title and author's name are on a book cover.
 Identifies the characters, main events, and plot.
 Identifies-and extracts specific information (numbers, greetings, parts of the body,  Audio big
actions, time of the day). books (tale,
 Identifies typical discourse markers used in stories (formulaic opening and closing fact book)
lines).  Songs
Text work
 Anticipates how a story might develop based on illustrations and previous information. (audio/
 Organizes events (illustrations) according to the order in a story. audiovisual)
 Picture
Listens to and reads fact books regarding parts of the body and/or typical activities at different dictionary
time of the day in order to share information and opinion about them.  Games
 Makes predictions about theme and vocabulary based on book cover, title, illustrations.
 Selects appropriate book according to the purpose for reading.
 Extracts specific information (parts of the body, time of the day) based on the purpose
for reading.
 Confirms predictions.
 Judges the usefulness of the text.
45
Produces words, phrases and questions with adequate pronunciation and identifies patterns
(letters clusters and sounds).
 Produces long (/i:/) and short (I) vowel sounds adequately.
 Produces specific consonant sounds adequately (ISI ).
Focus
 Produces words with appropriate stress (/'m::>:r.mI]1 . l'i:v.mI]/) and produces set
phrases and questions with adequate intonation (This is my... /These are my... /What's
your name? /My name is / How old are you?).
 Notices similar regular initial letter sound relation (/h/) and regular final letter sound
relation (/r/).
 Recognizes patterns in final sound clusters ().
46
Talks about him/herself (name, age).
 Greets and responds to greetings.
 Introduces himself to the group.
 Compares routines in a story with his/her own and answers questions.
 Participates in games appropriately, and responds to the language used in the game
(e.g. Gathering in groups/join in a queue following certain criteria, etc.).
Relates parts of the body, especially the organs of senses (sight, hearing, smell, taste and
touch) with the human silhouette.
 Describes his/her body naming its parts (This is me, Alejandra. This is my leg, this is
my nose, etc.).
Personalization
 Joins in games appropriately, and responds to the language used in the game (e.g.
Simon says, Break the balloon/bubble with..., In pairs take the ball to the other side
with your back, shoulder, hip, etc.).
 Indicates where his/her organs of senses are and relates organs to senses (e.g. you
hear with your: ears, you taste with your: tongue; illustrated cloze -with word bank-;
etc.).
 Labels work by writing his/her name on it.
 Creates/classifies picture cards according to specific criteria.
 Sings chants/songs (e.g. This is the way..., Head and shoulders, knees and toes)
including parts of the body.
Classifies activities as morning, evening or night activities.
 Categorizes activities from a story and his/her own according to the time when they are
usually performed (e.g. Shows and tells using drawings, labeling, etc.).
 Answers questions regarding morning, evening or night activities.
 Sings chants/songs including morning, evening and night activities.
Possible vocabulary
Greetings: Hi; Hello.
Numbers: 5, 6, 7.
Nouns (body): arms, ears, eyes, face, feet, fingers, hair, hands, head, knees, nose, mouth, skin, shoulders, toes, tongue.
Verbs: eat, hear, see, smell, sleep, taste, feel, wake up, get up, take a shower, brush my teeth, go to school, do
homework, have breakfast/lunch/dinner, go to bed, play, be (am, is, are).
47
Adjectives: good, bad, scary, surprising, beautiful, ugly, angry, happy, sad, funny.
Nouns (times of the day): morning, evening, night.
 Introduce the members of his/her family.

- Makes a representation of his/her family (drawing, family tree, collage, etc.).
- Shows and tells using pictures/drawings/family tree/...
- Sings chants/songs including family members (e.g. I love my mommy and she loves me too...).
- Joins in games appropriately, and responds to the language used in the game (e.g. Go
to the middle if you have 1 brother..., memory, etc.).
 Categorizes home objects according to the place where they belong.
- Makes a representation (drawing, collage, modeling, etc.) of different rooms of his/her
house/flat and talks about it.
- Classifies home objects to rooms of the house (matching, taking the odd one out,
naming, etc.).
Personalization
- Finds objects where numbers appear and describes them (e.g. This is a telephone/
remote control, it has numbers 1, 2, 3... etc.).
 Identifies the rights of the child in pictures.

- Recognizes which right of the child is represented in a picture (matching, taking the
odd one out, naming, etc.).
- Completes statements regarding the rights of the child with the help of illustrations.
- Shows and tells using pictures/drawings (e.g. I have the right to a family, I have a
family. My family is my mother and me).
 Talks about his/her likes and dislikes regarding food.
- Classifies food items in type sets (fruit, vegetables, meat, drink).
- Compares likes/dislikes of characters in a story with his/her own and answers questions.
- Answers questions regarding the food he likes and dislikes.
- Sings chants/songs including food.
- Says and answers riddles regarding food items.
48
Possible vocabulary:
 Nouns (family members): mother, mommy, family, father, brother, sister, grandmother (grandma), grandfather
(grandpa).
 Nouns (house): armchair, bath, bathroom, bed, bedroom, bookcase, camera, chair, dock, computer, cupboard, desk,
dining room, door, flat, garden, hall, house, kitchen, lamp, living room, mat, mirror, phone, picture, room, sofa, table,
TV, wall, window.
 Nouns (rights): right, home, health care, education.
 Nouns (food): ice-cream, fruit, apple, banana, coconut, grape, lemon, lime, mango, orange, pear, pineapple, orange,
vegetables, carrot, onion, potato, tomato, meat, chicken.
 Nouns (drink): water, juice, milk, lemonade.
 Adjectives: small, big, beautiful, new, old.
 Verbs: have, play, live, eat, drink, be (is, are).
 Numbers: 1-10.
Simple language:*
 This is my (mother/brother/...).
 What's his/her name? His/Her name is (Laural Alberto/...).
 How many (brothers/sisters/...) do you have? I have (two/three/...) (brothers/sisters/...).
 I love my (family/mother/...).
 I have the right to (a home/to health care...).
 I live in a/an (beautiful house/old apartment/...).
 Is there a/an (couch/table/...) in your (kitchen/living room/...)? Yes, there is/No, there isn't.
 What is there in your (bedroom/bathroom/...)? There is a/an (stove/armchair/...) in the (kitchen/living room/...);
There is/are
(a kitchen/two bedrooms/...) in my house.
 This is my (bedroom/house/...).
 This is a (scale/blender/...); it has numbers 1, 2, 3...
 Do you like (ice cream/vegetables/...)? Yes, I do/No, I don't.
49
3. MY SCHOOL AND FRIEND
Social practices:
o Sharing interpretation and opinion about (narrative) fictional texts.
o Joining in songs and chants.
o Following classroom instructions.
o Finding information about a given topic in non-fictional texts.
o Establishing communication within the classroom.
o Sharing information about oneself and one's environment.
o Joining in game.
Functions:
1. Talking about routines in relation to days of the week.
2. Talking about holidays signaled in the school calendar.
3. Expressing rules regarding places to do certain activities.
Tasks: Suggested materials:

 Listens to and reads tales/fables regarding someone's weekly routine in order to share
interpretation and opinion about them.
- Makes predictions about content based on book cover, title and illustrations.
- Identifies where the title and author's name are on a book cover.
- Identifies the characters, main events, and plot.
- Identifies and extracts specific information (routines and days of the weeks).  Audio big books
- Identifies typical discourse markers used in stories (formulaic opening and closing (tale, fable)
lines).  Songs (audio/
Text work - Anticipates how a story might develop based on illustrations and previous information. audiovisual)
-Organizes events (illustrations) according to the order in a story.  Picture dictionary
 Games
 Reads the school calendar in order to find and share information about days, months and
dates.
- Identifies text type from layout.
- Extracts specific information (days, months, dates).
- Names weekdays and weekends.
- Indicates the date.
50
 Produces words, phrases and questions with adequate pronunciation and identifies patterns
(letters, clusters and sounds).
- Classifies (orally) short and long words according to number of syllables
U'lllAn.deIl , /d3U:nI , /dl'sem-ba-j).
Focus
- Recognizes patterns of final sound (/ti:n/,ti:nO ).

- Recognizes familiar patterns (regular) to read and write new words (Monday, Tuesday,
Wednesday).
- Produces specific consonant sounds adequately (/0/ in ordinal numbers).
 Relates activities to specific days (school days, weekend and everyday).

- Answers questions regarding days in which some activities are carried out (going to school, not
going to school, wearing a uniform, going to the park, going to bed early...).
- Categorizes activities according to the days in which they are usually carried out (e.g. Draws
himself doing three activities corresponding to school days, weekend and/or everyday).
- Sings chants/songs routines.
Personalization
 Talks about holidays and festivities signaled in the school calendar.

- Recognizes cognates with particular reference to months of the year.
- Answers questions regarding dates in which holidays and festivities are celebrated.
- Sings chants/songs including numbers, days and/or months.
- Joins in games appropriately, and responds to the language used in the game (e.g. Gathering in
groups of certain number, reciting series of numbers forward and backward (1-10, one by one,
bingo, etc.).
- Relates activities to school places.
- Identifies school places where a certain activity is done (matching, taking the odd one out, etc.).
- Answers questions and says where in the school a specific activity is carried out.
51
o Nouns (calendar): Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, Sunday, January, February, March, April, May, June, July,
August, September, October, November, December, day, week, month, year.
o Nouns (places): outside, inside.
o Nouns (school places): classroom, stairs, playground, principal's office, bathroom, cafeteria, school.
o Nouns (festivities): Christmas, Independence day, Mother's day, Teacher's day, Father's day, Children's day.
o Verbs: play, run, study, draw, read, jump, hop, eat, exercise, sing, write, listen, go, walk, come, use, cut, paste.
o Ordinal numbers: 1 st-31 st.
o Cardinal numbers: 1-31.
Sample language:*
o What day is it today? Today is/lt is (Thursday/Friday/...).
o What's the date? Today is (Wednesday December 20th/Tuesday September 17th/...).
o What days do you go to school? On (Monday/Tuesday...).
o Weekend days are (Saturday and Sunday).
o When do you celebrate (Christmas/Mother's Day...)? In (December/May...).
o Where do you play football? In the playground; Where do you use scissors? In the classroom.
* Examples of possible teacl1er inputs appear in black. Examples of expected learner outputs appear in blue.
52
4. MY HOMETOWN
Social practices:
Functions:
1. Giving information about his/her hometown (neighborhood or community).
2. Describing means of transport.
Tasks: Suggested
materials
Listens to and reads fact books regarding living styles in different communities and or means of
transport in order to share information and opinion about them.  Audio big
books (fact
books of
 Identifies where the title and author's name are written.
Text work
means of
 Selects appropriate book according to the purpose for reading. transport)
 Establishes what the text is about.  Picture
cards
 Extracts specific information (houses, transport) based on the purpose for reading.
(means of
 Confirms predictions. transport)
 Judges the usefulness of the text.  Picture
dictionary
53
Produces words, phrases and questions with adequate pronunciation and identifies patterns (Ietters,  Songs
clusters and sounds). (audio/audi
ovisual)
 Classifies (orally) short and long words according to number of syllables (havs/ , /bas/ ,  Games
/vn.der’gravud).
 Produces set phrases and questions with adequate intonation (This is my... /There is... /There
are.../ I live near... /This is a/an...).
Focus
 Notices similar regular initial letter sound relation (/b/) and regular final letter sound relation
(/g1/http://dictionary.cambridge.orglhelp/phonetics.htm).
 Recognizes patterns of final sound ( /gel/).
Uses numerals and words for numbers.
 Relates oral.words for numbers to represent amounts/quantities 1 to 20.
 Writes numerals 1 to 20.
Talks about objects and places (using drawing, photograph, collage, model, etc.) of his/her
hometown, and his/her house.
 Answers questions regarding existence of objects and places of his/her hometown.
 Says the type of house (house, apartment) and place (city, small town, village) he/she lives in.
Talks about means of transport (name, size, color, shape), and says how many elements there are
in each one.
Personalization
 Names and describes means of transport (e.g. This is a train, it's big and brown).
 Identifies geometrical figures in means of transport (e.g. This is a bus, I can see 4 circles
here).
 Classifies and names criteria to set collections (size, color, shape, type).
 Answers questions regarding commuting means (e.g. How do you get to school? By bus).
 Joins in games appropriately (e.g. "1 can see with my little eye a...", How many squares can
you see in the car?, finding geometrical figures in toys, calculating and saving how many
geometrical figures can go inside another one, etc.).
 Sings chants I songs including means of transport.

Possible vocabulary
 Nouns (buildings): apartment, building, house.
54
 Nouns (places): school, shop, market, park, street.
 Nouns (transport): bus, bike, car, train, taxi, underground, boat, ship, plane.
 Adjective (colors): white, brown, black, gray, green, blue, yellow, orange, red. o Adjectives: big, small, round,
squared, rectangular, triangular, oval.
 Nouns (geometrical figures): triangle, circle, rectangle, oval, square.
 Numbers: 1 to 20.
 Verbs: walk, ride, take, go.
 Conjunctions: and.
Sample language.*
 This is my (hometown/house/...).
 There is a (park/shop/...); There are (cars, buildings...).
 Is there a (school /market/...) in your hometown? Yes, there is/No, there isn't.
 I live near the (sea/mountains/...).
 What is it? It is a/an (car/orange bus/...); Is it a/an (ship/train/...)? Yes, it is/No, it isn’t; It is a/an (train/car...).
 This is ala n (bus/airplane/...); U's (big/round/...), I can 5ee a (rectangle/triangle/...) here.
 How do you get to (school/the market/...)? By (bus/car...). On foot.
5. THE NATURAL WORD

Social practices:
55
Functions:
1. Describing animals and plants.
2. Talking about animal facts.
Tasks: Suggested
materials
Listens to and reads fact books regarding animals and plants in order to share information and
opinion about them.
 Identifies where the title and author's name are written.
Text work
 Selects appropriate book according to the purpose for reading.

 Extracts specific information (physical characteristics, abilities, facts) based on the purpose  Audio big
for reading. books (fact
 Confirms predictions. books of
 Judges the usefulness of the text. animals and
plants)
 Picture
Produces words, phrases and questions with adequate pronunciation and identifies patterns (letters, dictionary
clusters and sounds).  Songs
(audio/audio
 Classifies (orally) short and long words according to number of syllables (/kav/ , /'el.e.fent/ , /- visual)
raef/).  Games
 Produces words with appropriate stress (/’tsik.en/ , /’krak.edail/ , /’liz.erd/) and produces set
Focus
phrases and questions with adequate intonation (It has... / They eat.../ It is.../They are.../This
is a/an...).
 Notices similar regular initial letter sound relation (/kI) and regular final letter sound relation
(/g/).
 Recognizes patterns of final sound (/vour/).
56
Characterizes animals and plants.
 Compares and categorizes animals and plants following a certain criteria (size, color, parts).
 Talks about animals and plants characteristics (size, color, parts).
 Sings chants/songs including animals and plants.
 Answer riddles with the help of illustrations.
 Participates in games appropriately (e.g. stand in a circle, holding their hands and walk
around it, one child is in the middle of it and has to say the name of an animal, in that moment
Personalization
the rest of the group have to act as his animal saying the name of the animal several times.
Then change the child).
Talks about animal habits (living, eating) and abilities.
 Compares, categorizes and talks about animals following a certain criteria (the type of food
they eat (meat, vegetables), their place of living (water, forest, ice) and their abilities (fly,
swim, climb, run).
Talks about animals that are part of his/her environment.
 Describes animals that live in his/her community (birds, mammals, reptiles...).
 Identifies animals that live around their home/school (cat, dog, dove, parrot...).
 Says what animals he/she likes/doesn't like.
 Answers questions about his/her favorite pets.
Possible vocabulary
 Nouns (animals): bird, cat, chicken, cow, crocodile, dog, duck, elephant, fish, frog, giraffe, goat, hippo, horse,
lizard, monkey, mouse, parrot, sheep, snake, spider, tiger.
 Nouns (plants): flower, leaf, petal, tree, plant.
 Adjectives (sizes): short, small, big, long.
 Adjectives (colors): blue, black, brawn, gray, green, orange, yellow, white, red.
 Nouns (animal characteristics): tail, legs, wings, carnivore, herbivore, omnivore, paws, head.
 Verbs: swim, climb, drag, fly, jump, run.
 Noun (places): zoo, sea, jungle, forest, dessert, arctic, country, city.
Sample language.*
57
 What animal is it? It is a chicken/giraffe/crocodile.
 What is your favorite pet? My favorite pet is a dog/cat/...
 Do you like lizards/cows/...? Yes, I do I No; I don't (like lizards).
 How does it look like? The (cow/elephant/...) is (black and white/grey/...); The (frog/dog/...) is (small and
green/big and black/...). . Does it have a tail? Yes, it has. It has (a short/long tail...).
 Does it fly? Yes, it does I No, it doesn't.
 How many legs does it have? It has (two/four legs).
 What do they eat? They eat (meat/leaves/...)¡ The (panda/giraffe/...) eats (bamboo/leaves/...).
 Where do they live? (fish/birds/...) live in the (sea/forest/...).
 What animal do you like? I like dogs/eats/...
 What animals are there around your house? There is a eat that lives in a house / There is a dove that lives at the
roof /...
 What color are they? They are (pink/pretty/...).
 What color is it? It is (brown/yellow/...).
 What is it? This is a/an (peach/apple/...) tree.
* Examples of possible teacher inputs appear in black. Examples of expected learner outputs appear in blue
58
59
PRIMARY. Y.E.A.R 2
 Engage in some decoding in order to independently read words

Participate in social practices of the language in order to use
and phrases in context.
texts (fictional and non-fictional) for enjoyment purposes, self
expression, and to extend. and transfer their knowledge of the  Apply familiar patterns of the language to write certain words
reading/writing process in English, through the sharing of and phrases conventionally.
information, interpretation and opinions. By the end of the  Consolidate pronunciation of certain words and phrases to
year, students will be able to:
produce them adequately.
 Use their knowledge of particular features characteristic of
o Use basic vocabulary and fixed expressions in order to different text types to select the appropriate text according to
communicate in English in the foreign language purpose for reading.
classroom.
o Recognize whole words and phrases in order to find
patterns of language.
1. ME
Social practices:
o Joining in songs, chants, rhymes and riddles.
o Finding information about a given topic in non-fictional texts.
o Sharing information about oneself and one's environment.
o Joining in games.
60
Functions:
1. Talking about occupations for themselves in the future.
2. Describing routines (associated to occupations).
Tasks: Suggested
materials:
 Listens to and reads fact books regarding people with different occupations and/or people's
routines associated to occupations in order to share information and opinion about them.
- Makes predictions about theme and vocabulary based on book cover, title, illustrations.
- Identifies where the title and author's name are written and reads them aloud.
- Selects appropriate book according to the purpose for reading.
Text work
- Establishes what the text is about.

- Extracts specific information (occupations, time, activities) based on purpose for reading.
- Confirms predictions.
- Judges the usefulness of the text.  Audio big
books
 Uses standard writing conventions to write one word answers and/or simple sentences, and
(fact book).
produces familiar words, phrases and questions with adequate pronunciation.
 Songs
- Uses short patterns to write simple sentences (He/She is a/an...I Yes, he/she does I No, he/she
(audio/audiov
doesn't lit is a/an... /This is a/an...) and spells familiar words accurately (architect, actor, dentist,
isual)
doctor, driver, engineer, farmer, fire fighter, mechanic, nurse, photographer, veterinarian).  Picture
Focus
- Produces words with appropriate stress (!'brek.f~st/, /'dDk.t~r/, I,en.qp'mr/). dictionary.

- Produces set phrases and questions with adequate intonation (Is He/She a/an farmer/  Games
architect/...? I´m a student).
 Expresses which occupation he/she would like to have as a grown-up.
- Identifies and names occupations in fact books.
Personalization
- Creates picture cards.

- Matches occupations to work places and activities using picture cards.
- Participates in games appropriately, and responds to the language used in the game (e.g.
memory, bingo, etc.).
- Says riddles including occupations, work places and activities associated to jobs.
- Answers questions regarding occupations for themselves in the future.
61
Describes his/her everyday activities.
Categorizes activities from a fact book and his/her own according to the time when they are usually
performed (e.g. Shows and tells using drawings, labeling, etc.).
Classifies activities done at a certain time of the day.
Answers questions regarding everyday activities.
Creates a schedule of his/her everyday activities (using drawing, cut outs, etc.).
Sings chants/songs including everyday activities
 Verbs: wake up, get up, take a shower, have breakfast/lunch/dinner, brush teeth/hair, go to school, study, do exercise/homework,
come home, watch TV, play, go to bed.
 Nouns (occupations): architect, actor, actress, dentist, doctor, driver, engineer, farmer, firefighter, mechanic, nurse, photographer,
veterinarian, taxi/truck driver, teacher.
 Nouns (work places): hospital, restaurant, post office, office, farm, fire station, school, theater.
 Conjunctions: and, but.
Sample language:*
 What is his/her occupation? He/She is a dentist/an engineer.
 Is he/she a/an (driver/engineer /...)? Yes, he/s he is / No, he/she isn't.
 Does he/she take care of teeth/cook in a restaurant? Yes, he/she does / No, he/she
doesn't.
 What does he/she do? He/She treats patients/takes care of teeth.
 This is a/an (farmer/architect/...).
 What's your occupation? I'm a student.
 What would you like to be when you grow-up? I'd like to be a/an (doctor/actor...).
 Would you like to be a/an (nurse/actor/...)? Yes, I would/ No, I wouldn't.
 What time do you (wake up/have dinner/...)? At (7:00 AM/ 8:00 PM/...).
 What do you do at 7:00 am/5:00 pm/...? I (take a shower/do homework/...).
62
2. MY FAMILY AND HOME
Social practices:
 Joining in songs, chants and riddles.
Functions:
1. Describing members of his/her family.
2. Giving information about holidays and family celebrations using the calendar.
3. Discussing eating habits.
4. Expressing likes/dislikes (regarding food).
Tasks: Suggested
materials:
 Listens to and reads tales/fables regarding someone's family and/or eating habits in order to share
interpretation and opinion about them.
 Makes predictions about content based on book cover, title and illustrations.
 Identifies where the title and author's name are on a book cover and reads them aloud. -
Identifies the characters, main events, and plot.
 Audio big books
 Identifies and extracts specific information (family members, eating habits, food items)
(tale/fables, fact
according to the purpose for reading.
book)
 Identifies typical discourse markers used in stories (formulaic opening and closing
Text work
 Songs (audio/
lines, sequencers).
audiovisual)
 Identifies where a specific word is written.
 Picture
 Anticipates how a story might develop based on illustrations and previous information.
dictionary
 Retells the story in order.
 Picture cards
 Reads the calendar in order to find/signal and share information about holidays and
celebrations.
 Identifies text type from layout.
 Extracts specific information (holidays/festivities signaled).
 lndicates the date.
63
 Uses standard writing conventions to write one word answers and/or simple sentences,
and produces familiar words, phrases and questions with adequate pronunciation.
- Uses short patterns to write simple sentences (There is... / There are... / I have ... / My
family is... / Ilike/love/hate...) and spells familiar words accurately (fruits, vegetables,
FOCUS breakfast).
- Produces words with appropriate stress
(/, lem.e’neid/ , /’ainaee.el/ , /'ved3.et.bel/)..
- Produces set phrases and questions with adequate intonation (Do you like vegetables?
/Yes, I do/No, I don't / I like/don't like.../ How about you? /).
 Describes his/her family (number of members, number of male and female members) and
recognizes similarities and differences between his/her family and that of classmates.
- Compares family members in tales/fables and answers questions about his/her own
family.
- Presents each member of his/her family and finds similarities and differences between
his/her own family and that of classmates.
- Sings chants/songs including family members.
- Joins in games appropriately, and responds to the language used in the game (e.g.
Memory, Find someone who, etc.).
 Uses a calendar to answer questions regarding holidays and family celebrations.
PERSONALIZATION - Finds holidays and/or festivities signaled in the calendar.
- Signals relevant days in the calendar (e.g. birthdays, Mother's day, etc.).
- Answers questions related to the calendar.
- Names the dates his/her family celebrates.
- Identifies and relates numbers to their written form (e.g. take the odd one out, memory,
matching, etc.).
- Sings chants/songs including numbers.
 Talks about food his/her family eats in different celebrations.
- Answers questions regarding what his/her family eats in specific celebrations.
- Talks about eating habits (e.g. Classifies food according to different criteria: healthy
and unhealthy; fruits, vegetables, meat, drinks, snacks, desserts; animal and vegetable,
etc.).
- Answers questions regarding to his/her eating habits
 Expresses likes and dislikes regarding food. .

- Answers questions regarding the food he/she likes and dislikes.
64
- Joins in games appropriately, and responds to the language used in the game (e.g.
Gathering in groups according to likes and dislikes, Find someone who, etc.).
- Sings chants/songs and says riddles including food items.
Possible vocabulary
 Nouns (food and drink): apple, banana, beans, bread, breakfast, hamburger, cake, carrot, chicken, chips, coconut, dessert,
dinner, drink, egg, fish, food, fruit, grape, ice cream, juice, lemon, lemonade, lime, lunch, mango, meat, milk, onion, orange,
peas, pear, pineapple, potato, rice, sandwich, sausage, snack, supper, tomato, vegetables, water, watermelon.
 Adjectives: healthy, unhealthy, good.
 Verbs: eat, drink, like, love, hate.
 Nouns (family members): mother, father, brother, sister, grandmother, grandfather, cousin, aunt, uncle.
 Nouns (calendar): months, days of the week.
 Nouns (celebrations): Mother's day, Christmas, New Year's Day, etc.
 Ordinal numbers: 1 st 31 st
 Cardinal numbers: 1-31.
Sample language:*
 How many members are there in your family? There are (two/four/...) of us in my family: (my mother/me/...).
 How many (brothers/sisters/...) do you have? I have (one/two/...) (brother/sisters/...) and (three/four/...) (aunts, cousins/…).
 How big is your family? My family is (small/big/...).
 How many weeks are there in the calendar? How many weekends are there to Mother's day? There is/are (one/two/...) weekends.
 What do you eat (on Mother's day/at Christmas/...)? We eat (mole/Christmas cake/...).
 How often do you eat (chips/fruits/ )? I eat (chips/fruits/...) (once a week/everyday/...).
 8 fruits minus 1 equals 7 fruits.
 2 turtles plus 1 equals 3 turtles.
 Do you like vegetables? Yes, I do/No, I don't.
 I like/love/hate (onion/mango/...).
 I don't like (tomato/potato/...).
 How about you?
65
3. MY SCHOOL AND FRIENDS
Social practices:
 Joining in songs, chants, rhymes and riddles.
Functions:
1. Describing physical characteristics.
2. Expressing (in) ability in the present.
3. Describing his/her school.
Suggested
Tasks: materials:
 Listens to and reads tales/fables regarding someone's physical characteristics and/or (in)
abilities in order to share interpretation and opinion about them.
- Makes predictions about content based on book cover, title and illustrations.
- Identifies where the title and author's name are on a book cover and reads them aloud. - Identifies
the characters, main events, and plot.  Audio big books
- Identifies and extracts specific information (physical characteristics and/or (in) abilities). (tale/fable, fact
- Identifies typical discourse markers used in stories (formulaic opening and closing book)
lines, sequencers).  Songs (audio/
- Identifies where a specific word is written.  audiovisual)
- Anticipates how a story might develop based on illustrations and previous information. - Retells the  Picture
Text work dictionary
story in order (draws, writes, dictates).
Games
 Listens to and reads fact books regarding school descriptions of children from different  Picture
places in order to share information and opinion about them. dictionary
- Makes predictions about theme and vocabulary based on book cover, title, illustrations. Picture cards
- Selects appropriate book according to the purpose for reading.  (physical
- Establishes what the text is about. characteristics)
- Identifies where a specific word is written.
- Extracts specific information (building and rooms characteristics; objects, people and
their location) based on the purpose for reading. .
- Confirms predictions. .
- Judges the usefulness of the text.
66
 Uses standard writing conventions to write one word answers and/or simple sentences,
and produces familiar words, phrases and questions with adequate pronunciation.
- Uses short patterns to write simple sentences (I have.../ He/She has... / I can/can't/
There is /there are) and spells familiar words accurately (brown, draw, board, under).
(/Ja:r.pen.e/, /'kam'pju:pr/ , /'brek.paek/).
FOCUS
- Produces set phrases and questions with adequate intonation (Can you swim/
jump/...?).
 Uses numerals, words for numbers and their written form conventionally.
- Relates oral/written words for numbers to numerals to represent amounts/quantities
1 to 100.
- Spells correctly written words for numbers 1-20.
 Shows and tells similarities and differences by describing physical characteristics (height,
hair color and length, eyes color) of him/herself and his/her classmates.
- Joins in games appropriately, and responds to the language used in the game
(Gathering in groups according to one physical characteristic, Guess who, Find
someone who, etc.).
- Answers questions regarding comparisons.
 Talks about his/her own and others' (in) abilities.
- Compares him/herself and his/her classmates according to their abilities and tells
similarities and differences.
PERSONALIZATION - Categorizes his/her classmates according to their abilities.
- Answers questions regarding abilities.
 Tells features, location and quantity of people and objects within the school/classroom.
- Identifies school places where a certain object is located (matching, taking the odd
one out, etc.).
- Shows and tells locations of classmates in relation to others (e.g. He/She is next
to Pedro).
- Answers questions regarding location and quantity of people and objects.
- Solves additions and says result aloud (numerals 1-100) or writes it in words (1-20).
- Sings songs and says rhymes differentiating stress between teen and ten numbers
(e.g. forty I'b:.ti/ - fourteen Ib:'ti:n/ ).
67
 Colors: brown, black, gray, green, blue, blond.
 Adjectives: tall!, short, thin, long, small!, big, curly, straight, wavy, nice, awful, beautiful.
 Verbs: draw, drive, eat, exercise, fly, hop, jump, play, read, ride, run, sing, study, swim, throw, write.
 Nouns: hair, eyes, nose, ears, mouth, hands.
 Nouns.(school): schoolyard, classroom, chair, board, table, marker, pencil, pen, eraser, chalk, colored pencils, sharpener,
ruler, computer, backpack, book, notebook, computer, television, drawings, plants, swing, slide, seesaw, carousel.
 Nouns (people): teacher, principal, classmates, friend, girls, boys, janitor, secretary.
 Prepositions: in, on, under, between, next to, in front of, behind.
 Numerals: 1-100.
 Words for numbers: one-twenty.
Sample language: *
 I have (long hair/big eyes/...); He/She has (short hair/blue eyes/...).
 I am (tall/short/...); He/She is (thin/big/...).
 I can (jump/run/draw...), but I can't (fly/drive a car/...).
 He can't (swim/fly/...), but he can (ride a bike/draw/...).
 Can you (swim/jump/...)?
 My school is big/small.
 Is your school big/small? Yes, it is / No, it isn't.
 My school/My classroom is painted blue/white/...
 How many students are there in your school/class? There are 93 students in year 2 / There are 35 students in my class.
 In my classroom/the library there are many books/posters/...
 There are posters/drawings/... on the wall / There is a clock/a flag on the wall.
 Where are the markers/colors? The markers/colors are on the table/in bottles.
 These are my classmates/friends.
 Who is he/she? This/it is my teacher/the principal/...
 Where is he/she? He/She is (in front of the computer/next to the teacher/...).
 Where is the (eraser/marker/ )? It is (on the table/in the box/...); Where are the (scissors/colored pencils/...)? They
are (on the desk/on the bookcase/...).
 How many (markers/pencils/...) are there (on the bookcase/in the pencil case/...)? There are (15 books on the bookcase/12
pencils in the pencil case/...).
68
4. MY HOMETOWN AND THE WORLD
Social practices:
 Establishing communication within the classroom.
Functions:
1. Describing their hometown.
2. Talking about cultural characteristic of the other social groups.
3. Describing what people are doing in a celebration.
Suggested
Tasks: materials:
 Listens to and reads fact books regarding hometowns, social groups and celebrations in
order to share information and opinion about them.
- Makes predictions about theme and vocabulary based on book cover, title,
illustrations.
Text work
- Selects appropriate book according to the purpose for reading.  Audio big books
- Establishes what the text is about. (fact book)
- Extracts specific information (places, people, occupations, countries, nationalities,  Picture
languages, activities, celebrations) based on the purpose for reading. dictionary
- Confirms predictions.  Games
- Judges the usefulness of the text.  fact books
 Uses standard writing conventions to write one word answers and/or simple sentences,  Charts (showing
and produces familiar words, phrases and questions with adequate pronunciation. countries and
- Uses short patterns to write simple sentences (In my hometown there is a... / A nationalities
doctor/teacher works in a... / He/She is... / People speak... /They are celebrating ... /  Map
He/She is/They are ing) and spells familiar words accurately (nurse, teacher, doctor,
FOCUS policeman).
(/a'merJ.k.m/, I,spren.lf/).
- Produces set phrases and questions with adequate intonation (Yes, there is/No,
there isn't / Yes, there are/ No, there aren't).
69
 Describes his/her hometown by talking about its places and people working in those
places.
- Describes location of facilities.
- Relates work places to occupations.
 Talks about people, countries and nationalities.
PERSONALIZATION - Answers questions regarding people, countries and nationalities.
- Participates in games appropriately, and responds to the language used in the game
(e.g. Bingo, Memory, Guess who, Jeopardy, etc.).
 Describes pictures of people participating in celebrations in different places.
- Compares what people are doing in different celebrations with what he/she does in
celebrations.
- Participates in games appropriately, and responds to the language used in the game
(e.g. Matching, mimicking, etc.).
 Nouns (facilities): bank, bus stop, bus station, café, church, farm, fire station, hospital, market, park, poi ice station, school,
shop/store, (main) square, supermarket, zoo.
 Nouns (occupations): farmer, doctor, dentist, nurse, teacher, principal, gatekeeper, bus driver, seller, policeman.
 Nouns (countries): Argentina, Australia, Canada, China, England, France, Germany, Japan, Mexico, Spain, The United States.
Nationalities: American, Argentinean, Australian, Canadian, Chinese, English, French, German, Japanese, Mexican, Spanish.
 Languages: Chinese, English, French, German, Japanese, Spanish.
 Verbs: dance, eat, jump, need, play, run, sing, shout, throw.
 Prepositions of location: behind, between, in front of, next to, on the comer.
 Celebrations: Day of the Dead, Christmas, Independence day , Mother's day, SaintValentine's day.
Sample language:*
(In my hometown) there is a (hospital/market...) Is there a (park/square/...)? Yes, there is/No, there isn't; Are there any (flowers/birds/...)?
Yes, there are many/No, there aren't.
Where is the (hospital/bank/...)? (On the corner/between the café/...).
A (doctor/teacher/...) works in a (hospital/school/...).
He/She is (Mexican/English/...).
I speak (Spanish/Nahuatl/...); He/She speaks (English/French/...).
People in (Australia/Spain/...) speak (English/Spanish/...).
In my community/hometown people speak (Spanish and Nahuatl/Totzil/...).
They are celebrating (independence day/Christmas/...); He/She is/They are (eating/dancing/...).
* Examples of possible teacher inputs appear in black. Examples of expected Iearner outputs appear in blue.
70
5. THE NATURAL WORK
Social practices:

Functions:
1. Giving information about pets.
2. Talking about differences and similarities between plants and animals
3. Comparing and expressing differences
Suggested
Tasks: materials:
 Listens to and reads fact books regarding animals and plants in arder to share information
and opinion about them.
- Makes predictions about theme and vocabulary based on book cover, title,
illustrations.
Text work
- Selects appropriate boa k according to the purpose for reading.
- Establishes what the text is about.
- Extracts specific information (physical characteristics, (in)abilities, facts) based on the  Audio big books
purpose for reading. (fact book of
- Confirms predictions. animals and
- Judges the usefulness of the text. plants)
 Uses standard writing conventions to write one word answers and/or simple sentences,  Picture
and produces familiar words, phrases and questions with adequate pronunciation. dictionary
- Uses short patterns to write simple sentences (I/he/she have/has a/an.../lt is a/an... /  Cards (animals
It/They can/can't .../ A/An... is bigger/smaller than a/an...) and spells familiar words and plants)
accurately (bird, blue, small).
FOCUS - Produces long(/i:) !) and short (I) vowel sounds adequately.
- Produces specific consonant sounds adequately ( Ifl, If/, IdJI ).
- Produces words with appropriate stress (fbnl/, Iftf/, /'el.l.f;mt/, IdJAmpl , IdJ'rrefl ).
- Produces set phrases and questions with adequate intonation (Do you have a pet? /
15 this an animal/a plant? Yes, it is / No it isn't II have a.../ Nan... is bigger/smaller than
a...).
71
 Uses numerals, words for numbers and their written form conventionally.
- Relates oral/written words for numbers to numerals to represent amounts/quantities
1 to 100.
- Spells correctly written words for numbers 1-20, and tens (10-100).
 Talks about pets.
- Expresses possession of pets.
- Describes pets physically and their (in)abilities.
- Talks about pet care.
 Analyzes the differences and similarities between plants and animals.
- Classifies living creatures into animals and plants.
PERSONALIZATION - Describes animals by naming their features (fur, tail, horns, shell, wings, fin, paws,
claws, feathers, beak) and (in)abilities (fly, swim, jump, run...).
- Describes plants by naming their features (leaves, roots, seeds, flowers, fruits, stems). -
Answers questions about characteristics of animals and plants.
- Identifies sub-collections when elements are already set in fives or tens, and counts
elements in each sub-collection.
 Compares animals according to certain criteria (features).
- Expresses degrees of difference (heavier, bigger, smaller...). - Answers questions regarding
comparisons of animals.
 Animals: eagle, elephant, bird, bee, cat, chicken, cow, crocodile, dog, duck, fish, frog, giraffe, goat, hippo, horse, lizard,
monkey,mouse/mice, sheep, snake, spider, tiger, turtle, parrot.
 Nouns (animals): fur, tail, horns, shell, wings, fin, paws, claws, feathers, beak.
 Nouns (plants): leaves, roots, seeds, stems, flowers, fruits, branches, grass, tree.
 Colors: black, blue, brawn, green, grey, orange, pink, purple, red, white, yellow.
 Verbs: fly, run, jump, move, walk, swim, sing, grow, feed, play, love, like.
 Numerals: 1-100.
 Words for numbers: 1-20, tens 10-100 (independent writing).
 Articles: a, an.
 Adjectives: large, big, small, strong, heavy.
72
Sample language:*
 (Do you have a pet?, Yes, Ido/ No, I don’t.
 What kind of pet do you have? I have a (dog/turtle/…) Its name is (Mukti/Terry/…).
 How does your pet look like? It is (small and white/brown/…).
 How do you take care of your pet? I (feed/walk/…) my (cat/dog/…).
 What is it? It is an (animal/plant/…) because it has (long leaves/small petals…); they have (paw/a beak…); It can (move/fly…).
 Where does it live? It live in (the sea, the forest, on a farm, etc.).
 How many (yellow/red/…) flowers are there? How many (red, orange/…) flowers are there?
 There are (1/12/24…20/40/one/twelve…twnty/forty/ (flower) (s)
 What is (bigger/smaller/…) than a/an (snake/alligator/…); A (monkey/sheep/…) is (bigger/smaller/…) than a (cat/cow/…)
 Examples of possible teacher inputs appears in back. Examples of expected learner outputs appear in blu.
73
Asignatura Estatal: lengua adicional Inglés.
Programa de estudio 2009. Primer ciclo
Se imprimió en los talleres de

JANO S.A. DE C.V.
Con domicilio en
Sebastián Lerdo de Tejada Pte. No. 864,
Col. Electricista Locales, Toluca, Méx.
El mes de octubre de 2009
El tiraje fue de 3 100 ejemplares más sobrantes de reposición
74

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PROGRAMA NACIONAL DE

INGLÉS EN EDUCACIÓN BÁSICA

Asignatura Estatal: lengua adicional inglés

Alonso Lujambio Irazábal

SUBSECRETARÍA DE EDUCACIÓN BÁSICA

José Fernando González Sánchez

DIRECCIÓN GENERAL DE DESARROLLO CURRICULAR

Leopoldo F. Rodríguez Gutiérrez

DIRECCIÓN GENERAL DE DESARROLLO DE LA GESTIÓN E INNOVACIÓN EDUCATIVA

Juan Martín Martínez Becerra

DIRECCIÓN GENERAL DE MATERIALES EDUCATIVOS

María Edith Bernáldez Reyes

DIRECCIÓN GENERAL DE EDUCACIÓN INDÍGENA

Rosalinda Morales Garza

DIRECCIÓN GENERAL DE FORMACIÓN CONTINUA DE MAESTROS EN SERVICIO

Leticia Gutiérrez Corona

Asignatura Estatal: lengua adicional inglés

PRIMERA EDICIÓN, 2009

Primary. Year 1. Expected learning outcomes

Primary. Year 2. Expected learning outcomes

El diseño y la puesta en función de un nuevo currículo es un factor fundamental en la transformación de la

a) Coverage and equity

b) Variability and continuity

C) Quality and accountability

1.2. Benefits of learning an additional language at an early age

 Clear teaching and learning objectives, and appropriate staging.

IN A BASICA EDUCATION (pnieb): A

2.3. General objective

3 THE PROGRAM OF STUDIES: AN OVERVIEW

IN A BASICA EDUCATION (pnieb):

Figure 1. Organization of Cycles

PRE- PRIMARY SECONDARY

Cycle 1 Cycle 2 Cycle 3 Cycle 4

Awareness raising programme Formal EFL curriculum

Figure 2. National and international standards

PRE- PRIMARY SECONDARY

Cycles Cycle 1 Cycle 2 Cycle 3 Cycle 4

PRE- PRIMARY SECONDARY

Language standards CEFR B1 CEFR B2

IN A BASICA EDUCATION (pnieb):

4.1. General purpose of language teaching in basic education

4.2. General purpose of teaching English in basic education

 Recognize the existence of other cultures and languages.

IN A BASICA EDUCATION (pnieb):

5.2. The notion of learning

 Creating a need and a desire to communicate in the foreign language.

5.3.1. The role of the teacher

5.3.2. Organizing learning: tasks

Table 2. Social practices of the language for Cycle 1

(pnieb): A STRATEGIC PLAN

 Establishing communication (in

Cassal1Y, D. (2002), La cocina de la escritura, México City; SEP, Al1agrama.

(pnieb): A STRATEGIC PLAN

Gómez Palacio, M. (1995), La producción de textos en la escuela, México City, SEP/Norma.

Moon. J. (2000), Children Learning English, Oxford, Macmillal1 Publishers Limited.

(pnieb): A STRATEGIC PLAN

Relates activities to school places.

 Identifies where the title is written.

 Confirms predictions. book

animals and plants in different settings.

Listens to and differentiates short from long words.  Whiteboard

 Sings chants/songs including the names of some animals and plants.

(pnieb): A STRATEGIC PLAN

 Introduce the members of his/her family.