GuÃ A de NivelaciÃ N C4

PNIEB. Segunda Lengua: Ingls. Gua de nivelacin. Ciclo 4. Fortalecimiento acadmico para profesores de Ingls.
Prueba en aula
National English Program

in Basic Education
Leveling Guide Cycle 4

Academic support for English language teachers
In-class testing stage
Prueba en aula
Fortalecimiento acadmico para profesores de Ingls
en Educacin Bsica
Programa Nacional de Ingls
National English Program

in Basic Education
Leveling Guide Cycle 4

Academic support for English language teachers
In-class testing stage
TABLE of CONTENTS
Presentation..................................................................................................................................................... 5
Introduction..................................................................................................................................................... 7
Structure of the Leveling Guide............................................................................................................. 9
Purpose of English Language Teaching for Cycle 4........................................................ 11
Teaching Guidelines...................................................................................................................... 12
Basic leveling contents of 1st grade Secondary school................................................. 15
Basic leveling contents of 2nd grade Secondary school................................................ 25
Basic leveling contents of 3rd grade Secondary school................................................ 35
Introduction to the nepbe .......................................................................................................... 48
Appendix. Planning format........................................................................................................ 49
Presentation
he regulating principles established by Article third of the Constitution, as well as the educational transformation encouraged
by the 2007-2012 National Development Plan (Plan Nacional
de Desarrollo) and the objectives outlined in the 2007-2012 Education Sector Program (Prosedu: Programa Sectorial de Educacin) have established the
leading basis to provide direction and sense to the actions in public education policies in Mexico for the coming decades.
Within this framework, and based on the attributions granted by the General Law of Education (Ley General de Educacin), the Secretariat of Public
Education (Secretara de Educacin Pblica) proposed as one of Prosedus fundamental objectives to be achieved by 2012 to raise the quality of education so that students improve their level of educational achievement, have a
means of accessing to a better well-being and thus, contribute to the national
development.1 The main strategy for attaining such objective in Basic Education is to carry out an Integral Reform in Basic Education, focused on the adoption of an educational model based on competencies that corresponds to the
ardevelopmental needs of Mexico in the XXI century,2 envisaging a greater ar
ticulation and efficiency among preschool, elementary and secondary school.
Prosedu has also established that the criteria for quality improvement
in education must be applied to teacher training, the updating of curricula
and syllabus contents, pedagogical approaches, teaching methods, and didactic resources.3 Simultaneously, Unesco4 has indicated that educational
SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11.
Ibidem, p. 24.
Ibidem, p. 11.
4
J. Delors et al. (1996), La educacin encierra un tesoro. Informe a la Unesco de la Comisin Internacional
sobre la Educacin para el siglo XXI, Madrid, Santillana/Ediciones Unesco, pp. 31 y ss.
3
systems are to prepare students in order to face the new challenges of a globalized world, in which the contact among multiple languages and cultures
becomes more and more common every day. In this context, the educational system is compelledto help students understand the diverse cultural
expressions in Mexico and the world.
It is from this perspective that the Secretariat of Public Education acknowledges the necessity to incorporate English as a subject to the curricula of preschool and elementary education, as well as to make suitable adjustments to
the English subject curricula in secondary school, with the purpose of articulating the teaching of this foreign language in the three levels of Basic Education. By means of this articulation, it is expected that by the time students
complete their secondary education, they will have developed the necessary
plurilingual and pluricultural competencies to successfully face the communicative challenges of a globalized world, build a broader vision of the linguistic
and cultural diversity at a global level, and thus, respect their own culture as
well as that of others.
In order to carry out the actions that enable the articulation of English
teaching, the Secretariat of Public Education has implemented the National
English Program in Basic Education (NEPBE, or PNIEB: Programa Nacional
de Ingls en Educacin Bsica) from which syllabuses for the three levels of
Basic Education are derived. Such syllabuses are devised based on the alignment and standardization of national and international standards, the selection of criteria for teacher training, the establishment of guidelines for the
design and evaluation of educational materials, as well as the certification of
English language proficiency.
One of the above actions is to organize national academic meetings to
strengthen English teachers, in order to provide them with information and
technical-pedagogical instructions, aiming at contributing to the necessary
measures to be taken for the implementation and generalization of the
corresponding four-cycle syllabuses in the National English Program in Basic
Education.
Secretariat of Public Education
Introduction
he National English Program in Basic

Education (NEPBE) incorporates the 3rd
grade of Preschool as well as the six grades
of Elementary school to its in-class testing
stage for the 2011-2012 school year. This
implies that most students, no matter the
school grade they incorporate into, will attend the NEPBEs English language subject
for the first time.
This situation represents two different challenges for elementary school teachers. The
first one is to generate proper conditions for
the NEPBEs syllabuses, so they can operate
equally and with quality in all schools nationwide. The second is to ensure that students can
fulfill the purposes for each of the NEPBE cycles
(and consequently, the achievement levels established for each) even though they had not attended the English language subject in the grade
or grades prior to the 2011-2012 school year.
Because of the former reasons, a leveling
guide for Cycle 4 has been designed and is in-
cluded along with the materials that accompany

the implementation of the NEPBE in its in-class
testing stage. Its purpose is to offer the teacher:
A list of basic curricular contents designed to be covered throughout a month
and a half as a minimum, allowing the
students of first, second and third grades
of secondary to attain the achievements
established in the NEPBE syllabuses they
did not attend, as well as to begin the application of the syllabuses contents according to the corresponding secondary
grade as soon as possible. This will guarantee the fulfillment of the established
purposes and achievement levels by the
end of Cycle 4.
A set of teaching guidelines and considerations that teachers should take into account when beginning with the teaching
of the NEPBE syllabuses.
Structure of the Leveling Guide
his guide includes six sections: Purpose

of English Language Teaching for Cycle 4,
Teaching Guidelines, Basic Leveling contents of
1st Secondary school, Basic Leveling contents
of 2nd grade Secondary school, Basic Leveling
contents of 3rd grade Secondary school and
Introduction of the NEPBE, and an Appendix
which includes a suggested planning format
for the teacher.
Purpose of English Language Teaching
for Cycle 4 correspond to those established
in the NEPBE syllabuses and their incorporation has the objective of providing teachers
with basic foundations which, along with
their teaching experience and the particular characteristics of the group, allow him or
her to choose the sequence and depth with
which the leveling contents of this guide are
to be covered. In this way, it will be guaranteed that students obtain, throughout the first
two months (20 hours of class) of the school
year 2011-2012, the knowledge required to
work with the NEPBE syllabuses of the grade in
which they currently are, and to reach, by the
end of 3rd grade of secondary, the achievement levels that correspond to Cycle 4.
The Teaching guidelines are intended to

help teachers in the teaching of the leveling
contents. They consist of a group of methodological strategies that are characterized for
being unrestrictive, which allows teachers to
either use them or the methodology which, in
his or her own experience, he or she considers most appropriate to the needs, characteristics, and interests of his or her students.
The Basic leveling contents for 1st, 2nd, and
3rd grades of Secondary school were defined
based on the syllabuses for Cycle 4 and the
achievement levels established in them. As it
has been stated, they intend to teach in a short
period of time the basic contents of the NEPBE
not studied in the previous grade or grades.
For this reason, the leveling contents are different from the curricular contents of the NEPBE,
which are distributed into social practices with
the language. Therefore, they are organized in
the following way:
Listening comprehension and oral expression contents: listening/speaking.
Reading comprehension and written expression contents: reading/writing.
Reflection topics. These contents are classified into two groups: a) Specific, which
correspond to concepts, features, characteristics and elements of the oral and
written language, specific of each specific
competency; and b) General, which correspond to a concepts and features of oral
and written texts, common to all Cycle 4
leveling contents in 1st, 2nd and 3rd grades
of Secondary school.
It is important to notice that, if missing a social environment of the language, the leveling
contents lack the dynamic aspects that characterize the social practices of the language.
For this reason, this guide offers examples and
teaching hours to teach the contents only as
suggestions which the teacher should adapt,
10
change, simplify or expand, depending on his

or her planning, the characteristics of his or her
students and the diverse variations and conditions which influence the organization of his or
her work in the classroom. It is with this purpose
that blank spaces are provided so the teacher
may write down his or her own methodological
considerations and estimated teaching hours it
will take to work with the leveling contents.
Finally, a section called Introduction to
the NEPBE is presented, where the contents of
this guide are described in relation to the initial work particular to the syllabuses for Cycle
4, as well as an Appendix, which can be reproduced by the teacher. It includes a format
that aims at demonstrating the several ways
in which teachers can plan and organize the
contents of this guide.
Purpose of English
Language Teaching for Cycle 4
he purpose of English language teaching for Cycle 4 in basic education (1st,

2nd and 3rd grades of Secondary school) is for
students to consolidate their proficiency in
English language in basic communicative
situations and develop specific competencies
particular to social practices of the language
within a range of communicative situations,
in wich they understand and produce, in a
general way, oral and written texts about different topics. At the end of this cycle, students are expected to:
Adapt their language to unexpected communicative needs.

Recognize and respect differences between their own culture and the cultures
of English-speaking countries.
Express some judgments and opinions
about topics of their own interest or related to their everyday reality.
Use appropriate registers in a variety of
communicative situations.
Identify cohesive devices to understand
the relationship between the parts of a
statement or text.
Identify the main idea and some details

from a variety of oral and written texts by
using their knowledge of the world.
Understand and use information from different text sources.
Edit their own or their classmates writings.

Use appropriate grammar, spelling and
punctuation conventions.
Participate in formal communicative situations.
Produce short and conventional texts that
Keep communication flow, identify break-
respond to personal, creative, social and
downs and use strategies to repair it when
academic purposes.
required.
11
Teaching Guidelines
he following guidelines are given to

teach the contents in this guide:
fill the purposes of Cycle 4.

Based on the previous information, select
Get to know the group of students in order
the order in which the contents will be
to determine their interests, their previous
taught, as well as the teaching hours dedi-
knowledge about language in general, and
cated to each one, considering the total of
about the English language in particular, as
hours suggested to the leveling plans, as
well as other characteristics which might
well as the needs of the group.
influence their development throughout

the course of the leveling sessions.
Read and analyze the examples provided

in this guide for the teaching of contents.
Read and understand the syllabuses of

Cycle 4 corresponding to the 1 , 2
Take into account that these only represent
and
one of the many ways in which they can
3 grades of Secondary school in order
and should be taught. Therefore, the teach-
to provide continuity to the work in this
er should be aware that they are in no way
guide. The syllabuses are the referent
designed to rule the planning and organi-
used to answer any questions about the
zation of the work in the classroom, which
contents in this guide, as well as to offer
means they might need to be broadened
suggestions to teach them. It is also con-
or adjusted, depending on the needs of the
venient to examine the achievements in
students. It is important to mention that, in
order to recognize what is expected from
the case of literary texts (songs, short sto-
the leveling sessions, as well as the do-
ries, legends, etc.), it was only possible to
ing whit the language and knowing about
present fragments of the texts; however,
the language that students need to learn
it is expected that students participate in
or strengthen so that, even if they did not
the reading of complete texts. Since for
attend the English language subject in the
many students this may be the first time to
st
nd
rd
12
previous grades, they can successfully ful-
be in contact with the English language
is impossible to consider all texts in which
in a school environment, the examples
vocabulary can be taught
should be given mainly orally, and later

on, through written texts.
Consider the convenience of using the

suggestions provided to teach the con-
Select, from the specific and general topics
tents. These do not appear in any specific
for reflection, only those that are relevant
order and can be used to teach one or
to the contents. It is important to notice that
several specific competences.
the reflection topics should not be the focus
Assess the progress and achievements of
of attention in the leveling practices, since
students, as well as changes or adjust-
they do not promote the acquisition of the
ments to the components in the teaching
necessary skills to achieve the objectives for
practice. Even though assessment results
Cycle 4. This guide does not include lists of
in promotion, it is expected to be used es-
vocabulary nor teaching strategies, since it
sentially with formative purposes.
13
Basic leveling contents

of 1st grade Secondary school
Listening/speaking
Reading/writing
Exchanging expressions of greeting, farewell and

courtesy.
Understanding and saying expressions to request or
provide help, or whatever is required or necessary
from others.
Asking for, and offering information about, students
immediate context (dates, schedules, object
positions).
Writing down expressions of greeting, farewell and

courtesy.
Participating in the writing of expressions to ask or
provide help, or what is required or necessary from
others.
Writing down questions and answers to obtain
information about the immediate context (dates,
schedules, position of objects).
Specific topics for reflection

Phonic, syntactic and semantic aspects of the texts
Accoustic features: tone, intonation, etc.
Types of sentences (declarative, interrogative, etc.).
Verbal forms: modal (shall, would, could, etc.), phrasal verbs, imperatives.
Grammar: prepositions (in, about, on, etc.), possessive adjectives (my, your, etc.), demonstratives (this, those, etc.),
personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.), adverbs (here, there, etc.).
Everyday life expressions (greeting, courtesy and farewell).
Suggested examples
Example 1
Good morning, Esteban. How
are you?
Fine, thank you. I see youre
carrying so many books,
where are you taking them?
I have to return them to the
library. But Im rather in a
hurry, because I also have to
relay a message to our teacher.
I could lend you a hand. Ill
take the books to the library,
while you talk to our teacher.
Seriously? Thank you very
much.
Youre welcome.
Example 2
My sister has broken her
broom and she needs another.
Where can she find one?
Why, in the market.
We just arrived yesterday here,
and we dont know where the
market is.
Its 4 blocks away from your
home. Leave towards the
convenience store, then take
a left. Walk two blocks and
then take left once again. The
market is in front of the fire
station.
Example 3
Good afternoon, everyone.
Lets start our activity. Make a
circle with your chairs so we
can see each other.
Teacher, we havent written
the date yet.
Youre right, Paulina. So,
Vctor, what date is today.
Today is Thursday, April 7th.
Thanks. And now were ready
to begin. Its 4:15, and I think
we can finish this activity in
some 35 minutes.
15
Example 4
Fresh and juicy apples! Here.
The best fruit in town!
How much does the kilo cost?
The red ones, 2; and the
green ones, 225p.
Example 5
Now, open your books on
page 30.
Teacher, I think Ive forgotten
my pen and pencil.
Dont worry, Agustn. You can
take a pen from the ones I
have on my desk and there is
a pencil can on the table at
the rear of the classroom.
Teachers examples
Teaching suggestions
Exploring and modeling short dialogues in which daily expressions, expressions used for asking and receiving
help and offering information about immediate surrounding are used, with the help of visual aids
and non-verbal language.
Participating in the reading aloud of dialogues and recognize everyday expressions, and expressions used to
ask for information about the immediate surroundings (name, size, color, date, time, location for objects and
places, addresses and basic needs products).
Identifying expressions used to ask and receive help, to get what is wanted or needed.
Playing transmitter and intended audiences roles.
Writing down daily life expressions in short dialogues.
Participating in the writing of words and sentences in dialogues in which information about the immediate
surrounding is given and received.
Completing short dialogues by writing expressions to get and receive help, what is wanted or needed.
Teachers suggestions
Minimum time suggested: 4-5 hours
16
Time suggested by the teacher:___ hours
Listening/speaking
Reading/writing
Listening to news about events of interest.

Identifying and expressing main ideas in news.
Finding information through questions (who?, what?,
how?, when?, where?, etc.).
Writing information that was heard in/extracted from

the news.

Features and types of oral and written texts
News structure: inverted pyramid (answers to the questions who, what, when, where, how and why).
Sounds, pauses and sound effects.
Graphic components: photographs, typography, graphics, etc.
Question words (who, what, where, etc.).
Suggested examples
February 7, 2011.
Dudamel and LA Phil announce their 2011/12 season
Gustavo Dudamel and the LA Philharmonic today announced their 2011/12 season []. In the upcoming season,
he will conduct the LA Phil in 14 weeks of subscription concerts that include two LA Phil commissions, both of
which are world premieres, plus a concert as part of the Green Umbrella new music series that includes an LA Phil
commission and world premiere. []
Over the course of the season, Dudamel will conduct all nine Mahler Symphonies with the Los Angeles
Philharmonic and the Simn Bolvar Symphony Orchestra of Venezuela both in Los Angeles and in Caracas.
(Tomado y editado de http://www.gustavodudamel.com/news. Fecha de consulta: 14 febrero 2011.)
Who will conduct the Los Angeles Philharmonic?
Where will Dudamel conduct Mahler Symphonies?
When did Dudamel and the LA Phil announced their 2011/12 season?
Teachers examples
Teaching suggestion
Exploring spoken and written news on a topic of interest.
Identifying an event of interest by its name.
Identifying and recognizing general data (name, place, date, participants, etc.) and qualities of an event.
Distinguishing the main ideas in the event of interest.
Presenting and answering, in written and oral form, questions concerning an event (who? what? how? when?
where?, etc.).
Reading the event information out loud.
Minimum time suggested: 3-3.5 hours
17
Listening/speaking
Reading/writing
Answering questions about letters.

Orally, completing sentences about places,
schedules and events in letters.
Reading letters out loud.
Distinguishing structure of letters.

Making sentences to reply to invitations received by
letter.

Letters structure: greeting, message, farewell.
Text components: place and date, receiver, signature, etc.
Grammar: possessive genitive (e. g., Jeans friend) and double genitive (e. g., a colleague of theirs).
Suggested examples
Dear Patty,
I hope youre well. As you know, next week is my birthday and Im organizing a party. It will start at 4pm next
Thursday. Youll find a drawn map with the directions to get to my house at the end of this letter. Everything is
already planned, but if you want to bring some snacks or refreshment, its OK. A friend of mine is bringing some
CDs with music and if you want something special, dont hesitate to bring it. If you want to contact me this week,
Ill be at my grandmas, but you can call me on my mobile.
Love,
Cecilia.
P. S. Im keeping my big brothers cat at home while hes abroad. Hope youre not allergic to cat hair.
What event is Cecilia organizing?
Where will the party be held?
At what time will the party start?
Teachers examples
Exploring letters.
Reading a letter out loud.
Identifying the structure (greeting, message, farewell) and textual components (place and date, receiver,
signature, etc.) of a letter.
Answering oral questions about the information within the letter.
Writing sentences to complete a reply letter.
Minimum time suggested: 4 hours
18
Listening/speaking
Reading/writing
Listening to and completing messages in

advertisements and signs.
Identifying specific information (name, date, place,

etc.) in advertisements and signs.

Comparison of words, sounds and letters between native language and English.
Mechanics of writing
Abbreviations (Ave.-avenue, St.-street, etc.).
Typographic resources (e. g. @, , , $, etc.).
Suggested examples
Town junior council members election
Election of the two junior council members will be held on Sunday, January 14th at the History Museum, from 10
to 16 hours. If you want to participate, sign up at the Principals office in your schools. Principals should send the
candidates list by no later than December 3rd.
From this point on, only people with their ID will be received. Please register at the front desk before entering.
We remind you that it is forbidden to enter to the premises with any kind of electronic devices. Use the keyless
lockers in the basement to store any such items.
Where can electronic devices be stored?
Are people allowed to enter without ID?
Where will the election be held?
Which is the deadline for principals to send the candidates list?
Teachers examples
Exploring advertisements and signs.
Identifying, by name and context, advertisements and signs.
Detecting and recognizing general data and specific information in advertisements and signs.
Completing, in a written way, advertisements and signs.
Presenting and answering questions about general data and specific information on advertisements and signs.
19
Listening/speaking
Reading/writing
Interpreting and asking questions and answers to

get personal information (name, age, occupation or
activities), preferences (food, colors, etc.) and ones
own and others physical appearance.
Talking and asking about expectations, wishes,
purposes and intentions about familiar/or school
situations.
Talking and asking about daily routines.
Asking and answering information about personal
experiences.
Writing questions and answers about personal

information, preferences, and ones own and others
physical appearance, with the help of visual aids.
Participating in the writing of questions and answers
to find out familiar and/or school expectations,
wishes, purposes and intentions.
Writing questions and answers about daily routines
and personal experiences.
Completing written dialogues about expectations,
daily routines and personal experiences, with the
help of visual aids.

Verb tense: past, future.
Grammar: personal pronouns (I, us, etc.), question words (who, what, where, etc.).
Verb forms: infinitives (to read, to see, etc.), auxiliaries (do, did, have, etc.), gerunds (running, making,
etc.), modals (would, may, etc.).
Suggested examples
Example 1
So, as its our first day of class,
what about if we introduce
ourselves? Lets start with you.
My name is Luca. Im 12
years old. My father is a baker
and my mother is a tailor. I
like really spicy food. I like to
play basketball and baseball
Example 2
I hope my sister could help
me with house chores this
weekend. Maybe she will be
willing if to do so, if I help
to clean her room during the
week. I usually wake up at 6,
so I can sweep and mop my
room, but I think I can wake
half an hour earlier to have
time to clean her room.
Why do you need her
assistance?
Because I want to go camping,
but I cannot go unless I have
finished my set of house
chores.
Ejemplos del profesor
20
Example 3
What was your best action
towards another person when
you were in elementary
school?
Once I saw that people had
trouble crossing the Verdi
avenue, because there was
no bridge. I decided to give a
solution to that problem and I
wrote a letter to the authorities
asking for a bridge to be
built. I collected signatures
to support my request. Three
months later, the bridge was
finished. I felt very happy
because I had helped other
people to be safe.
Exploring dialogues in which information about personal data, preferences and daily routines is given;
expectations, wishes, purposes and intentions about familiar and school situations, physical features of ones
own and others.
Participating in the out loud reading of dialogues.
Identifying expressions with personal data, preferences, daily routines; expectations, wishes, purposes and
intentions about familiar and school situations, physical features of ones own and others.
Playing transmitter and intended audience roles.
Completing, in a written and oral manner, sentences in dialogues about personal data, preferences and daily
routines; expectations, wishes, purposes and intentions about familiar and school situations, physical features
of ones own and others.
Writing down questions and answers about personal data, preferences and daily routines; expectations,
wishes, purposes and intentions about familiar and school situations, physical features of ones own and others.
21
Listening/speaking
Reading/writing
Following the reading of a science-related topic (live

beings, natural phenomena).
Asking and answering questions about a sciencerelated topic.
While listening, finding information about a
science-related topic.
Writing questions and answers to get information

about a science-related topic.
Using a graph to organize information about a
science-related topic.

Graphic components: title, text and images.
Question words (how, what, which, etc.).
Verb tense: present.
Conventional writing of words (no substitutions, additions or omissions).
Suggested examples
Human brain
The human brain is the center of the human nervous system. It is enclosed by the cranium, and it is over three
times as large as the brain of a typical mammal with an equivalent body size. The human brain has been estimated
to contain 50-100 billion neurons. Its average weight is approximately 1.5 kg. It consists of two hemispheres, each
one of which is divided in four lobes. Left and right brain hemispheres control the opposite body part: right.
Hemisphere interacts with the left side of the body and vice versa. However, mental abilities are not absolutely
separated into only one of the hemispheres. The brain is the greatest energy user of human body: it requires as
much as 20 per cent of the energy generated. It was believed that human beings were born with all the brain cells
that they would ever had, but recent research has shown that new neurons can be generated.
How do brain hemispheres control the body?
In line 9, what do they refer to?
Teachers examples
22
Exploring an illustrated text about a science-related topic (live beings, natural phenomena).
Identifying and name title, paragraphs, illustrations and graphics.
Identifying, while listening, names and characteristics of a science-related topic.
Reading out loud an illustrated text about a science-related topic.
Clarifying the meaning of new words with a bilingual dictionary and/or teachers help.
Writing and reading out loud questions and answers on a science-related topic.
Organizing information about a science-related topic into a graph.
23

of 2nd grade Secondary school
Listening/speaking
Reading/writing
Interpreting and saying expressions of greeting,

farewell and courtesy.
Comprehending and saying expressions to request
or provide help, or whatever is required or
necessary from others.
Asking for and offering information about the
positions, addresses, basic need items).
Understanding and exchanging information about
public services with the help of written models.
Writing greeting, farewell and courtesy expressions.

from others.
information about their immediate context (name,
size, color, dates, schedules, object positions,
addresses, basic need items).

Types of sentences (declarative, interrogative, etc.).
Verb forms: modal (can, need, have to, etc.), phrasal verbs, imperatives.
Grammar: prepositions (in, about, on, etc.), possessive adjectives (my, your, etc.), demostratives (this,
those, etc.), personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, etc.), adverbs
(here, there, etc.).
25
Suggested examples
Example 1
Good morning. Could you
please stand up and follow
me orderly to the school
grounds. You are to take notes
about what you see in your
surroundings. You will have
three minutes. Then, we are
going to come back and share
our results.
Teacher, I have a notice to give
to my classmates, may I?
Of course, Leticia. Go ahead.
Next week, our class will
organize an English language
festival.
Example 2
Just three minutes ago,
someone asked me if I knew
where the bank was, but I
answer that I couldnt help,
since I didnt know. It was
quite embarrassing, you know.
Oh, man. I will tell you
again: the bank is the big red
building past the hospital.
It is in front of the old city
museum.
Which are the office hours?
Monday to Friday, from 8:30
to 6 pm.
Example 3
We need to send this letter,
can anyone look after that?
Yes, I will take it to the post
office.
Big sis, can I tag along with
you? I dont know how to send
a letter. What will we do once
we arrive to the post office?
Youll see its very easy. First,
we have to check that the
envelope has the addressee
data as well as a return
address. Then, we will ask the
postage fees and we will buy
enough postage stamps to pay
that fee. We will put the letter
in the mailbox and thats it.
Teachers examples
Exploring dialogues in which daily life expressions are used and interpreted; understood and used to ask and
offer help, what is wanted or needed by means of others; data on immediate surrounding is asked and offered,
and information on public services is exchanged and understood.
Participating in the reading aloud of dialogues.
Recognizing daily life expressions, such as the ones used to ask and offer help, what is wanted or needed by
means of others; usual expressions to ask and offer information on immediate surroundings, and expressions
used for the exchange of information about public services.
Writing down daily life expressions in dialogues.
Completing dialogues by writing expressions used to ask and offer help or what is wanted or needed by means
of others.
Completing dialogues by writing questions and offer information about the immediate surroundings.
Writing questions and answers in which information about public services is exchanged.
26
Listening/speaking
Reading/writing

Identifying and expressing main ideas in the news.
Finding information through questions (who?, what?,
how?, when?, where?, etc.).
Expressing opinions about the news.
Understanding and completing information in short

news.

News structure: inverted pyramid (answers to the questions, who, what, when, where, how, and why).
Text components: title, bullets, etc.
Connectives (so, either, when, while, etc.).
Adverbs (maybe, probably, etc.).
Suggested examples
Spectacular opening ceremony kicks off Beijing Olympic Games
The Olympic Games are officially underway after a dazzling opening ceremony in Beijing.
The Birds Nest Stadium was lit up by fireworks and a spectacular light show as an audience of 91,000 gathered to
celebrate the start of the games. [] It was the biggest and most expensive opening ceremony in Olympic history,
featuring a reported 30000 fireworks, and is unlikely ever to be matched. []The Olympic teams paraded according to their place in the Chinese alphabet leaving Australia as one of the last arrivals for once []
The end of the torch relay produced a dramatic climax, as Chinas 1984 gymnastics superstar Li Ning flew up
into the rafters of the Birds Nest Stadium hoisted on wires, running around the rim as though space walking before
the torch he was carrying sent a blast of flame to light the giant torch which looks out over the city.
(Ann Gripper, 8/08/2008: http://www.mirror.co.uk/news/top-stories/2008/08/08/pictures-and-video-spectacularopening-ceremony-kicks-off-beijing-olympic-games-115875-20689166/. Date of consult: February 14th, 2011.)
Which was the venue for the Opening ceremony of the Beijing Olympic Games?
Did Australia enter the stadium as one of the first arrivals? Why?
I feel elated when I saw the photos in the newspaper of the Opening ceremony. I was listening to the radio and
commentators said it had been spectacular. I like sports and I think the Olympic Games show the best feats in the
sports world.
Teachers examples
27
Exploring news on a topic of interest.
Indicating title, name of the event and main ideas in the news report.
Proposing, in an oral manner, questions and answers about the information within the news report on the topic
of interest.
Completing in an oral and written manner, words and sentences found in the news report on an event of
interest.
Writing questions and answers about the information within the news report on the event of interest.
28
Listening/speaking
Reading/writing
Making questions about letters and answering them.

Giving information about places, schedules and
events in letters.
Building sentences to reply to invitations in letters.

Grammar: possessive genitive (e. g., Jeans friend) and double genitive (e. g., a colleague of theirs).
Suggested examples
Dear Elena:
The Music Club is organizing its annual party. As member of our support team, we invite you to celebrate with us
another year of success (do you remember the concert outside the town hall? I was speechless then, because many
students from this area came to see us). The party will start at 6 pm at the clubroom. Please, feel free to come along
with as many friends as you want. Karens mom and dad will bring food and chairs. Also, there will be a DJ session
that we hope to broadcast after dinner time (8 pm). It will last an hour. Please, do you think your friend in the local
newspaper could report on the party and the DJ session?
I look forward to hearing from you.
Love,
Jimena
Teachers examples
Exploring letters.
Reading a letter out loud.
signature, etc.) of a letter.
Answering oral questions about the information within the letter (event, time and place).
29
Listening/speaking
Reading/writing
Listening to and expressing messages in

Identifying main ideas and specific information in


Comparison of words, sounds and letters between the native language and English.
Verb form: imperative.
Typographic resources (e. g., @, , , $, etc.).
Suggested examples
Keep away
This area is within the habitat range of poisonous jellyfish. During the months from April to October, it is
dangerous to swim in these waters. Do not attempt to enter to water. Lifesavers will be patrolling the area to
watch upon swimmers the whole year. Do not expose your health or life.
Answer True or False to the following statements.
From April to July, swimming should not be attempted.
Lifesavers work only from April to July.
Music museum
As a tribute to our composers, the new Music Museum will be opened on Saturday, May 16th. A concert will
mark the opening of the museum at 11 am. Tickets will be sold from May 8th on. For more information, call
the numbers 555-666-77777 and 333-666-99999 or visit our webpage localmusicmuseum.org.
Teachers examples
30
Exploring advertisements and signs.
Identifying, by name and context, advertisements and signs.
Detecting and recognizing general data and specific information in advertisements and signs.
Reading out loud general data and specific information on advertisements and signs.
Proposing, in an oral manner, questions and answers on information contained in advertisements and signs.
Completing, in a written way, advertisements and signs.
Presenting and answering, in an oral manner, questions about main ideas and specific information on
Completing, in a written way, words and sentences in advertisements and signs.
Writing and checking a brief advertisement of signs.
31
Listening/speaking
Reading/writing
Share personal information (name, age, occupation

or activities), likes and dislikes (food, colors, etc.)
and ones own and others physical appearance,
with written models.
Express and ask about expectations, wishes,
situations.
Describe and ask about daily routines.
Ask and answer information about personal
experiences.
Write questions and answers about personal

Participate in the writing of questions and answers to
find out familiar and/or school expectations, wishes,
purposes and intentions.
Write questions and answers about daily routines
Complete written dialogues about expectations,
daily routines and personal experiences, with the
help of visual aids.

Verb tense: past, future.
Grammar: personal pronouns (I, us, etc.), question words (who, what, where, etc.).
Verb forms: infinitives (to read, to see, etc.), auxiliaries (do, did, have, etc.), gerunds (running, making, etc.),
modals (would, may, etc.).
Suggested examples
Well, today we welcome a new member to our class, so Ill give you a couple of minutes so that you can
talk a little bit about yourself.
Thank you, teacher. Hi, everyone! My name is Ricardo. My birthday is on July 8th. Im 13. Though not
very tall, Im a pretty good runner. Last year I participated in a local inter-school competition and I won
1st place. I remember clearly the moment when I was delivered my gold medal. It was awesome. I dont
like any kind of violence and Im organizing an anti-bullying campaign in other schools around here.
What do you usually do after class?
I arrive home and eat. Then, I do the dishes and clean my room. Next, I do my homework and before
sunset, I train in the park located in front of my house.
What are your expectations for this course?
I hope to improve my English and to get along with everyone in my new school.
Teachers examples
32
Exploring dialogues in which information about personal data, likes and dislikes, physical features of ones
own and others is given; expectations, wishes, purposes and intentions about familiar and school situations,
daily activities and personal experiences.
Participating in the reading aloud of parts in a dialogue.
Identifying expressions about personal information, likes and dislikes, physical features of ones own and
others, expectations, wishes, purposes and intentions about familiar and school situations, daily activities and
personal experiences.
Completing, in an oral manner, sentences in a dialogue about personal data, likes and dislikes and physical
features of ones own and others.
Using previously written sentences as a model to express expectations, wishes and purposes about familiar and
school situations.
Completing, in a written way, dialogues which express daily activities and personal experiences.
Writing questions and answers about personal data, likes and dislikes, physical features of ones own and
others; expectations, wishes and purposes about familiar and school situations, daily activities and personal
experiences.
33
Listening/speaking
Reading/writing

Asking and answering questions about a sciencerelated topic.
Understanding main ideas about a science-related
topic, through listening.

Organizing information about a science-related topic.
Paraphrasing sentences about a science-related topic.

Synonims.
Suggested examples
Great Canyon
The Grand Canyon is a canyon shaped by the Colorado River located in Arizona, USA. The Grand Canyon is 446 km
long and reaches a depth of over a 1.8 km. Temperatures vary throughout the year, with summer highs within the
Inner Gorge commonly surpassing 37 C. However, during winter minimum temperatures can sometimes fall below
-17 C along the canyons rim. With respect to flora, Grand Canyon has a dozen endemic plants. The fauna that
can be found in this area is quite varied. There are 33 crustacean species found in the Colorado River and its
tributaries within Grand Canyon National Park. There are also approximately 47 reptile species in that region. Six
rattlesnake species have been recorded in the park. The conifer forests provide habitat for 52 mammal species.
Raccoons, weasels, bobcats, gray foxes, and mountain lions are also present, but are much more rare. In recent
years, unfortunately, the Grand Canyon has suffered some problems with air pollution.
Which is the temperature range in the Grand Canyon?
In line 5, to what element refers its?
Teachers examples
Exploring an illustrated text about a science-related topic.
Identifying and naming title, paragraphs, and images.
Identifying, through listening, names and main ideas of the science-related topic featured in the text.
Participating in the reading aloud of an illustrated text on a science-related topic.
Making and answering questions, orally and written, based on an illustrated text on a science-related topic.
Differentiating intonation in questions and answers.
Organizing the information about the science-related topic into a graph.
34

of 3rd grade Secondary school
Listening/speaking
Reading/writing
Interpreting and saying expressions of greeting,

farewell and courtesy.
Understanding and saying expressions to request or
from others.
Asking for and offering information about the
positions, addresses, basic need items).
Understanding and exchanging information about
public services with the help of written models.
Writing greeting, farewell and courtesy expressions.

provide help, or what is required or necessary from
others.
information about the immediate context (name,
size, color, dates, schedules, object positions,
addresses, basic need items).

Comparative structures: e. g., asas, morethan, etc.
Verb forms: subjunctive.
Grammar: prepositions (in, about, on, etc.), possessive adjectives (my, your, etc.), demonstratives (this, those,
etc.), personal pronouns (I, you, me, her, us, etc.), question words (who, what, where, when, etc.), adverbs
(here, there, etc.).
35
Suggested examples
Example 1
Good afternoon to you all!
Howre you doing?
Fine, thanks.
Well, lets start. Please
organize into teams of three.
Julieta, could you help to hand
in these materials I have on
my desk?
Of course, teacher. I see these
materials have a mark of two
different colors.
Yes, please deliver the red
ones to the teams on the left
side of the classroom and the
blue ones to the teams on the
right. So, shall we start?
Yes, teacher.
Ok, its 5:30 and this is a quick
activity so we shouldnt spend
more than 10 minutes
Example 2
I really need a rare book about
literature, but I havent found
it and I asked my relatives and
none of them has it. What do
you think I could do?
I suggest you borrow the book
from the library.
But I knew that they have
changed their premises and I
ignore their current location.
Its not far from here. I
recommend you take a bus to
the Human Rights Office. Once
you get down, walk towards
the spiral tower to the right of
the Office. Youll find a red
building with two torches in the
front yard. Thats the library.
But I dont know how to get a
library card.
Its quite easy, take your school
ID and a proof of address. Fill
in the format they provide you
with in the library. They take
you a photo, you pay a fee and
Bobs your uncle!
Example 3
Do you need that I buy
something?
Yes, please. We dont have
enough milk. Please bring
some. Also, there isnt any
juice left. Bring a gallon. And
fruit, we need a pound of
strawberries and three pounds
of mango.
Teachers examples
Exploring dialogues in which daily life expressions are used and interpreted, such as the ones used to ask and
offer help or make suggestions, questions about the immediate surroundings are made and expressions to
exchange information on public services.
Recognizing daily life expressions, such as the ones used to ask and offer help or make suggestions,
expressions to ask and offer data about the immediate surroundings and expressions to exchange information
on public services.
Writing down daily life expressions in dialogues.
Completing dialogues by writing expressions to ask and offer help and make suggestions.
Completing dialogues by writing questions and offering information about the immediate surroundings.
Writing questions and answers in which information about where public services are provided.
36
Listening/speaking
Reading/writing

Identifying and expressing main ideas in the news.
Understanding specific information in news through
questions (who?, what?, how?, when?, where?, etc.).
Expressing opinions about news.
Understanding and write information in short news.

News structure: inverted pyramid (answers to the questions who, what, when, where, how and why).
Text components: title, bullets, etc.
Connectives (e. g., so, either, when, while, etc.).
Conditionals (e. g., If she had knew that, she would have, If we werewe could).
Suggested examples
Vienna Boys Choir to perform in S. F., Livermore
Performances on February 10 and 11.
Repertoire will include special arrangements of world music.
One of the most sublime sonorities in the world is a choir composed of young males between the ages of about 9
and the beginning of puberty. Its an uncannily pure, sweet, rather flutelike timbre with barely a hint of vibrato.
Boys choirs date at least back to late medieval and Renaissance times, when music was becoming more complex and polyphony was being developed. Musicians of the time found that the sound typically produced by boys
voices was perfect for the increasingly complicated threads of polyphonic music a style which requires that each
voice part be independently discerned from the whole.
[] the famed Vienna Boys Choir will provide us with opportunities in the Bay Area this coming week. The
typically sailor-suited young lads are scheduled to sing at 8 p.m. Feb. 10 at Grace Cathedral, 1100 California St.,
in San Francisco and 8 p.m. Feb. 11 at the new, state-of-the-art Bankhead Theater, 2400 First St., in Livermore.
Their programs will be from their repertoire of Austrian folk songs and waltzes, classical masterpieces, beloved pop
songs, medieval chants and special arrangements of world music. (Taken, adapted and edited from Cheryl North,
http://www.mercurynews.com/music/ci_17251696?nclick_check=1, February 4th, 2011. Fecha de consulta: 15
febrero 2011.)
Where will be the venue for the concert at Livermore?
Which are the main features of the boys voices?
I think its important that there exist children groups that promote culture with their activities. I really like any kind
of music, especially classical, and this kind of concerts give people the opportunity to have a different experience.
I think cultural authorities could invite this kind of groups and by making the concert in a public square, many
people could attend and enjoy a once-in-a-lifetime musical experience.
Teachers examples
37
Exploring news on a topic of interest.
Indicating title, name of the event and principal ideas in the news report.
Proposing, in an oral manner, questions and answers about the information within the news report on the topic
of interest.
Completing, in an oral and written manner, words and sentences found in the news report on an event of
interest.
Writing questions and answers about the information within the news report on the event of interest.
38
Listening/speaking
Reading/writing
Making questions about epistolary texts (letter,

message, note, etc.) and answering them.
Giving information about places, schedules and
events in letters.
Reading and answering epistolary texts.

Grammar: possessive genitive (e. g., Jeans friend), double genitive (e. g., a colleague of theirs), compound
adjectives (e. g., good-looking, well-mannered), adverbs (e. g., tomorrow, before, after, etc.).
Suggested examples
Fernando,
Please dont forget to feed the cat. I left some cat food on the table. Also, remember to call back Ms. Irene by 4
oclock.
Carla,
I am writing to you because of the letter I received last week asking me whether it was advisable to go to the
mountains or to the beach this summer. As a matter of fact, I prefer the mountains, but I know it can be a little bit
exhausting, particularly if few people go along with you. I suggest you go to the beach. Remember to use lots of
sunscreen if you dont want to get sunburnt. Also, be sure to follow all the directions by the lifeguards, particularly
if there is bad weather when you go. If you go, dont forget to bring me a postcard. However, remember this is only
a piece of advice and youre under no obligation to follow it.
Hope youre OK.
Hugs and kisses,
Geraldine
Why does Geraldine advise Carla to use sunscreen?
Does Geraldine prefer the beach to the mountains?
Teachers examples
39
Exploring epistolary texts.
Reading an epistolary text out loud.
signature, etc.) of an epistolary text.
Answering oral questions about the information within an epistolary text (event, time and place).
Writing and checking an epistolary text.
40
Listening/speaking
Reading/writing
Listening to and expressing messages in

Understanding instructions to meet an emergency
situation.
Identifying main ideas and specific information in

advertisements, warnings and signs.
Understanding instructions through guided reading
in order to solve an emergency situation.

Comparison of words, sounds, and letters between the native language and English.
Verb form: imperative.
Determinants: quantifiers.
Typographic resources (e. g., @, , , $, etc.).
Suggested examples
Last days to register to the poetry contest!
If you are between 12 and 15, you can participate in the annual poetry contest. Deadline for submission of original
poems is April 4th. You can send them via e-mail to [email protected] or deliver them personally in our offices
located in 547 Winter Avenue. Dont forget to include your personal data (name, age, school, address, phone number
or e-mail address) either in a enclosed envelope or as a separate attachment if you send your poems via e-mail.
How to call an ambulance:
Take a deep breath to calm down.
Dial the emergency number.
Ask the operator for an ambulance. You must provide the following information: your location, the phone
number that you are calling from, your name and the reason why you need an ambulance.
Stay calm and follow all the directions given by the operator.
Teachers examples
41
Exploring advertisements and warnings.
Identifying, by name and context, advertisements and warnings.
Detecting and recognizing general data and specific information in advertisements and warnings.
Reading aloud general data and specific information on advertisements and warnings.
Proposing, in an oral manner, questions and answers on information contained in advertisements and
warnings.
Completing, in a written way, advertisements and warnings.
Presenting and answering, in an oral manner, questions about main ideas and specific information on
advertisements and warnings.
Completing, in a written way, words and sentences in advertisements and warnings.
Writing and checking a brief advertisement of warnings.
42
Listening/speaking
Reading/writing
Sharing personal information (name, age,

occupation or activities), likes and dislikes (food,
colors, etc.) and ones own and others physical
appearance, with the help of written models.
Expressing and asking about expectations, wishes,
situations.
Describing and asking about daily routines.
Sharing personal experiences.
Writing questions and answers containing personal

Participating in the writing of questions and answers
to find out familiar and/or school expectations,
wishes, purposes and intentions.
Writing questions and answers about daily routines
Completing written dialogues about expectations,
daily routines and personal experiences.

Verb tense: future.
Grammar: personal pronouns (I, us, etc.), question words (who, what, where, etc.), modal verbs (would,
may, etc.).
Direct and indirect speech.
Homophones (two/to; eight/ate, etc.).
Suggested examples
So you have just moved to our neighborhood?
Yes, Im Daniel. Nice to meet you.
Nice to meet you, Im Alina. I saw you just a couple of hours ago carrying a football.
Yes, I play in a local football team. Im forward.
And have you played for long?
Well, Ive practiced since I was four. But only last year I was selected to play in a team. I happened just
by chance.
Seriously. Why?
Because it happened that I was practicing alone in the park, when a player got injured. The team captain
was desperate and I arrived and told him I could fill in as a substitute. He agreed and, well, here I am.
And do you like any other activities?
Yes, on weekends I am in a choir. I like to sing and our choir has been making steady progress. We hope
to perform in the public square really soon. Next time there is a recital Ill invite you.
Thanks, Ill be looking forward to it. Well, its been very nice to chat with you, but I have to go. Today is
Wednesday and usually I help my mom at the fruits stall. Ill see you around.
See you!
Teachers examples
43
Exploring dialogues in which personal information, likes and dislikes, physical features of ones own and others
are shared; expectations, wishes, familiar and school purposes, daily routines and personal experiences.
Identifying expressions about personal information, likes and dislikes, physical features of ones own and
others; wishes, familiar and school purposes, daily routines and personal experiences.
Completing orally sentences in dialogues about personal experiences, likes and dislikes and physical features
of ones own and others.
Using previously written sentences as a model to express expectations, wishes and purposes for familiar and
school situations.
Completing by writing, sentences to express daily routines and/or personal experiences.
Writing questions and answers about personal information, likes and dislikes, physical features of ones own
and others; expectations, wishes, purposes for familiar and school situations, daily routines and personal
experiences.
44
Listening/speaking
Reading/writing

Asking and answer questions about a science-related
topic.
Understanding, while listening, main ideas and
some details about a science-related topic.

Organizing information about a science-related
topic.
Rewriting information about a science-related topic.
Editing information about a science-related topic.

Verb tense: present.
Suggested examples
Lawn mowers
There is a type of lawn mower call rotary. They need a motor, which provides the energy to make the blade spin
fast enough to cut grass cleanly.
Most of those lawn mowers are based upon an internal combustion engine, which can use either gasoline and
oil or just gasoline. However, some rotary lawn mowers use electric motors powered by a cord, a rechargeable
battery or even solar power.
The motor has a throttle attached (usually on the handlebar). The function of the throttle is to keep fuel flowing
to the motor. If the throttle is released, the motor automatically stops. In some lawn mowers, the throttle makes it
possible to adjust motors speed.
The motor turns a vertical axle, which, in turn is attached to a large blade. The blade typically spins at 3000
revolutions per minute and slices the grass as it goes over it. The shape of the blade can be either straight or curved,
but the tip of the blade at either end is the part that does the cutting.
(Adapted from: http://home.howstuffworks.com/lawn-mower1.htm. Fecha de consulta: 16 de febrero de 2011.)
Which can be the energy sources for a rotary lawn mower?
Mention two functions of the throttle in a lawn mower.
Teachers examples
45
Exploring an illustrated text about a science-related topic.
Identifying and naming title, paragraphs, graphics and illustrations.
Identifying, while listening, names, main ideas and some details concerning a science-related topic in a book.
Participating in the reading aloud of an illustrated science-related text.
Clarifying the meaning of new words with a dictionary and/or teachers help.
Modeling and answering questions, orally and written, based on an illustrated science-related text.
Differentiating intonation between questions and answers.
Organizing information about a science-related topic into a graph.
Writing and checking information about a science-related topic.
46
As well as the specific topics for reflection

mentioned in the content tables, the following topics should be incorporated into the
contents already mentioned, since they help
contextualize and give meaning to the spe-
cific competences. For example, Composition

of expressions is a knowing about content
that helps to Write expressions to ask and offer
help or Formulate suggestions, or to Edit information about a science-related topic.
Permanent topics for reflection

Structure theme, aims and intended audience of oral and written texts.
Graphic and textual components.
Form of communication: on-site, long distance.
Contextual clues: non-verbal language (gestures, body postures, signs and body part movements, stares, etc.),
ambiance sound, relationships among participants, etc.
Patterns of text arrangement: lists, comparison and contrast, etc.
Acoustic characteristics: volume, tone, rhythm pronunciation intonation, and fluency.
Repertoire of words necessary for this social practice of the language.
Textual composition (expressions, sentences, paragraphs, etc.)
Differences between the sound value of letters in the native language and English.
Types of sentences: declarative, interrogative.
Verb tenses.
Verbal forms: modal, phrasal, auxiliary.
Syntactic particularities of English (pronoun it, sentences with like, absence of relative pronoun, etc.).
Lexic and sintactic differences between British and American variants (collective nouns agreement, possessive
constructions, etc.).
Differences in letter-sound correspondences between the native language and English.
Conventional writing of words: no substitutions, additions or omissions.
Upper and lower case letters.
Punctuation.
Letter groups not frequently found in the native language.
Contrast between British and American variants (-our/-or, -ise/-ize, -re/-er, etc.).
47
Introduction to the nePbE
he social practices of the language are the

same for all three grades in Cycle 4. However, there are variations in their depth and
complexity as the well as in the program contents derived from the specific competencies.
To work with such variations, the teacher may
choose the practice from unit 2 with which he/
she wants to begin the corresponding grade;
Academic and educational environment: Understand and write instructions, or Familiar and
community environment: Interpret and convey
information published in various media.
Regarding the practices of unit 1: Understand and convey information about goods
and services and Read and understand
different types of literary texts distinctive of
English speaking countries, it is important to
mention that the doing with and knowing about the language of such practices
are included in these guides for the three
grades, only with a different degree of depth
48
and complexity in each grade. Consequently,

the contents of the practices in unit 1 will
have been taught, and once students begin to
work with the NEPBE, they will find it familiar.
However, to facilitate the students incorporation to the syllabuses, it is important to take
the following considerations into account:
Look after the development of receptive
communicative abilities in the social
practices with the language.
Take into account that the topics for reflection are cyclic throughout the specific competencies; therefore, there are
several opportunities to work with them
in context.
Make a special emphasis in the development of the contents of the being through
the language (interculturality, attitudes, values, cooperative work, etc.) that havent
been taught.
Appendix. Planning format
Listening/speaking
Reading/writing
Specific competencies
Specific competencies
Topics for reflection

Specific
General
Texts
Suggestions to approach the contents
49

GuÃ A de NivelaciÃ N C4

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PNIEB. Segunda Lengua: Ingls. Gua de nivelacin. Ciclo 4. Fortalecimiento acadmico para profesores de Ingls.

National English Program

Leveling Guide Cycle 4

Fortalecimiento acadmico para profesores de Ingls

Programa Nacional de Ingls

National English Program

Leveling Guide Cycle 4

SEP (2007), Programa Sectorial de Educacin, Mxico, p. 11.

Secretariat of Public Education

he National English Program in Basic

cluded along with the materials that accompany

Structure of the Leveling Guide

his guide includes six sections: Purpose

The Teaching guidelines are intended to

change, simplify or expand, depending on his

he purpose of English language teaching for Cycle 4 in basic education (1st,

Adapt their language to unexpected communicative needs.

Identify the main idea and some details

Edit their own or their classmates writings.

Produce short and conventional texts that

Keep communication flow, identify break-

respond to personal, creative, social and

downs and use strategies to repair it when

he following guidelines are given to

fill the purposes of Cycle 4.

Get to know the group of students in order

the order in which the contents will be

to determine their interests, their previous

taught, as well as the teaching hours dedi-

knowledge about language in general, and

cated to each one, considering the total of

about the English language in particular, as

hours suggested to the leveling plans, as

well as other characteristics which might

well as the needs of the group.

influence their development throughout

Read and analyze the examples provided

Read and understand the syllabuses of

Take into account that these only represent

one of the many ways in which they can

3 grades of Secondary school in order

and should be taught. Therefore, the teach-

to provide continuity to the work in this

er should be aware that they are in no way

guide. The syllabuses are the referent

designed to rule the planning and organi-

used to answer any questions about the

zation of the work in the classroom, which

contents in this guide, as well as to offer

means they might need to be broadened

suggestions to teach them. It is also con-

or adjusted, depending on the needs of the

venient to examine the achievements in

students. It is important to mention that, in

order to recognize what is expected from

the case of literary texts (songs, short sto-

the leveling sessions, as well as the do-

ries, legends, etc.), it was only possible to