C1_R1_Definition-of-English-I-sociocognitive-resource

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Time to reflect

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Categories

Click on each category to see its description

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Listening (L)

These are knowledge, skills and experiences that allow students to process information (input), in an oral way in English foreign language, by one or more speakers, who may be their peers or community members

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Speaking (L)

These are knowledge, skills and experiences that allow students to produce oral texts in an appropriate English foreign language which will be received by one or more peers or by different listeners.

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Reading (R)

These are knowledge, skills and experiences that allow students to receive and process entrance information of English foreign language, carry out by one or more authors.

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Writing (W)

These are knowledge, skills and experiences that allow students to develop written texts individually or collectively in English foreign language which can be read by one or more readers.

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Listening for gist

The student identifies the main idea in a conversation. Student also understands the speaker's intention when talking to him/her, identify questions, directions and instructions. Also, student gets the general idea of ​​a conversation based on prior vocabulary knowledge in the context that is developed.

Foreign Language (English) I Sociocognitive Resource Basic Concepts

Listening for detail

The student can understand questions and basic instructions, and identify the question that speaker asks or instructs with a simple response or take the indicated action.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Fluency

• The student is able to communicate, use vocabulary in all verbal tenses, corresponding to its narrative intention. Examples: the student can describe people, places and objects.
• The student can ask questions and formulate responses according to the context.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Using Functions

• The student uses the appropriate vocabulary in context. Example: Words for greetings, farewells, permissions, instructions, and others.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Pronunciation

• The student articulates adequately the sounds, considering the correct stress of the words. Example: The alphabet and numbers.
• The student uses intonation and rhythm based on a communicative intention.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Scanning

• The student is able to find accurate information in a text. Example: dates, names, places in context presented (purchase receipt, a job advertisement, an itinerary travel).

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Skimming

• The student is able to understand the intention or main idea in a text, read keywords (titles, subtitles), observe the pictures on the text, relate and deduce the intention of the text without reading word by word. Example: Identify signs and regulations, understand the idea in a story or comic.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Spelling

• The student is able to write correctly the vocabulary applied in each learning progression, using the corresponding grammatical verbs tenses.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Punctuation

• The student uses the correct punctuation signs. Examples: question mark when formulating a question, as well as the exclamation, the apostrophes indicate belonging or use of contractions with personal pronouns and verb “to be” or the future “will”.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Coherence and cohesion

• The student is able to link words or groups of words based on a communicative intention.

Example: The use of connectors allows giving continuity in a writing.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Layout

• The student knows the parts of a written product. Example: an email, a letter or postcard by identifying the greeting, content and farewell.

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

It is time to reflect:

• How many categories of Foreign Language (English) I Sociocognitive Resource Basic are there?
• How many subcategories are there in Listening?
• How many subcategories are there in Writing?
• How many subcategories are there in Reading?
• How many subcategories are there in Speaking?
• What categories do you use in your daily classes?
• What categories and subcategories do you need to use in your classes?

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Foreign Language (English) I Sociocognitive Resource Basic Concepts

Recursos

COSFAC, SEP. (2023). Progresiones de aprendizaje de inglés. https://educacionmediasuperior.sep.gob.mx/work/models/sems/Resource/13634/1/images/La%20Nueva%20Escuela%20Mexicana_orientaciones%20para%20padres%20y%20comunidad%20en%20general_(Documento).pdf